The American Accounting Association/J. Michael and Mary Anne Cook/Deloitte Foundation Prize is the foremost recognition of an individual who consistently demonstrates the attributes of a superior teacher in the discipline of accounting. The Prize will serve to recognize, inspire and motivate members to achieve the status of a superior teacher.
Each year up to three awards of $25,000 each can be made in the categories of graduate, undergraduate, and two-year accounting degree programs.
Award Winners for 2017
Cathy Scott, Two-Year College Susan M. Curtis, Undergraduate Edmund Outslay, Graduate
(pictured with Convener Nancy Bagranoff)
Cathy J. Scott, Navarro College
“My teaching philosophy involves providing students with a stimulating course that challenges and supports their long-term career and educational goals. Community college students come from various backgrounds, diverse age groups, vast experience levels and varying educational objectives. Therefore, I believe it is important to relate accounting concepts through real-world, practical applications that engage this diverse population.”
“My ultimate goal is for all students, regardless of major, to understand and respect the impact accounting has in their day-to-day lives and future careers.”
Susan M. Curtis, University of Illinois
“Anyone who knows me can attest to the fact that I am constantly thinking and talking (Sometimes writing) about teaching. And, I encourage others to talk about teaching. Because, just as stories help my students learn about accounting, sharing TEACHING STORIES helps us learn about teaching.” What students say: “You make accounting exciting and fresh and interesting. You open student’s eyes to a world of accounting and opportunities that they never knew existed. Said another way, you set their souls on fire.”
Edmund Outslay, Michigan State University
“When I prepare for class, I think first of the context for why this topic is important and less about the technical details that will be obsolete in a short time. My first objective is to stimulate their intellectual curiosity about the topic. I teach much the way I plan a trip (my family will tell you I am directionally challenged). I start with the destination and work backwards as to how to get there. I often try to use storytelling and analogies to illustrate concepts…My most enjoyable moments are the hours I spend preparing for class, thinking about how to prepare my students for the next journey on which we embark.”
Award Winners for 2016
Billie M. Cunningham, Undergraduate Markus Ahrens, Two-Year College G. Peter Wilson, Graduate
Markus Ahrens, St. Louis Community College
“I strive to provide an active engaging learning environment for my students. Teamwork and group activities are an integral part of my teaching philosophy…My goal is to develop my students into independent life-long learners. The flipped classroom techniques that I incorporate into my classroom, as well as, the utilization of technology to engage students, results in my ability to meet my student’s learning needs…My teaching techniques are ever evolving and will continue to be tailored to create an engaging and effective learning environment tied closely to the Pathway’s Vision Model.”
“ My ultimate goal is to focus on student learning and engagement, resulting in my students developing a skillset that will help make them successful in the classroom and workplace.”
Billie M. Cunningham, University of Missouri
“I love people! If through my teaching, I can make a small contribution to even one person’s success in life, the world will be a better place for that person, and perhaps for some of the people that person encounters…how I [will apply] this philosophy to my teaching practice will continue to evolve with each unique class of students, and as I learn more about teaching and learning. Additionally, the domain of my teaching has grown from helping my students to also helping my fellow educators and contributing to our profession.”
“You are my favorite professor of all time. You brought your passion for teaching into every class, and it truly enhanced my experience. I hope to get my PhD and teach someday, and you are a professor I can only hope to emulate. Thanks for always caring.” …A student
G. Peter Wilson, Boston College
“I aim to help students and others: (i) develop robust conceptual frameworks and apply them throughout their careers to navigate complexity and uncertainty; (ii) build relationship skills that promote effective and rewarding interactions with others; and (iii) gain a passion for life-long learning and strategies to learn on their own.…Students [can be viewed] as an orchestra and ourselves as caring composers and conductors. Working together we make great music. Moreover, this mindset helps them become highly effective managers in a knowledge economy.”
“I wouldn’t give a fig for the simplicity this side of complexity, but I’d give my life for simplicity on the far side of complexity.” ….Oliver Wendell Holmes
Award Winners for 2015
Joe Hoyle, University of Richmond
"I divide my teaching into three distinct categories. First, I have an obligation to be the best teacher I can be for each student who enters my class…Second, I extend my teaching to as many students and accountants around the world…Third, I assist other teachers in their quest to become more successful…I stress the importance of making a 5% improvement each year…If every teacher improves at a 5% annual rate, the quality of teaching around our world will increase quickly and dramatically."
"He is active in the classroom, consistently bringing people into the learning experience. There’s really never a day that he isn’t upbeat and excited to be in the classroom. There’s a lot that can be learned from him." …A student
Tracie Miller-Nobles, Austin Community College
"I believe an outstanding teacher can best be described by the image of a triangle with a circle around it. The base represents knowledge and accounting pedagogy. One side represents communication and interaction with students-instructional innovation, student motivation, and the pursuit of learning opportunities for students. The other side balances the educator’s role and responsibilities to the larger profession and demonstrates to our students the value of belonging to the community of accountants. The circle surrounding the triangle is my classroom, with no one participant (educator or student) sitting in the center of the circle."
Mark W. Nelson, Cornell University
"My teaching metaphor is that I’m a personal trainer. My students hire me because of my expertise, so they aren’t in charge. Rather, they need to follow my program of somewhat painful exercises in order to get stronger and achieve their objectives. Yes, they will sweat and often be sore the next day, but it will all be worth it in the end, and I will make it as fun as possible along the way."
"Faculty can be effective teachers while also being effective at other important dimensions of their jobs, including maintaining an active research agenda and providing service to their school, the profession, and the AAA."