2017 Ohio Midyear Meeting

Sharpen Your Teaching Skills Sessions

Friday 10:45 am – 12:00 pm
Snapchat 101: Engaging Students in Accounting
Snapchat is rapidly gaining users and is currently the number one social media platform used by 16 to 24 year olds. What’s all the buzz about and how can we leverage Snapchat to engage our students?

In this session, you will learn the basics of Snapchat, including how to set up a Snapchat account and how to communicate with other users on Snapchat. Participants who have downloaded the Snapchat app can practice a variety of Snapchat actions during this session. You will also learn about the Snapchat lingo: geofilters, swiping, face lenses, and the other Snapchat-specific vocabulary.

We will also discuss at least four ways that Snapchat can be used to engage your students in your introductory accounting class. A real-life case study of how Snapchat has been used in an introductory accounting course will be discussed. Several examples of snaps sent between instructor and students will be shared.

Join the Snapchat fun – and learn about a powerful way to engage your students.

Presenter: Wendy Tietz, Kent State University

Friday 1:45 pm – 3:25 pm
Can Business Simulation Increase Student Engagement and Provide Robust Assurance of Learning Assessment Evidence?  Yes!
Business programs are being challenged to produce students with marketable skills readily adaptable to practical application in the workforce.  Employers want graduates who understand the interdisciplinary nature of business, can demonstrate problem-solving abilities and possess good communication skills.  Further, The Association to Advance Collegiate Schools of Business (AACSB) requires a continuous improvement model to maintain accreditation.  As a result, business schools must offer innovative solutions to meet multiple directives.

To meet the demands of the modern business school environment, we adopted the Capsim Business Simulation ( in our undergraduate managerial accounting curriculum.  One of our primary objectives of this course is the exploration of management decision-making using accounting information.  Introductory managerial accounting is an opportune time to focus on the interdisciplinary nature of business.  At BGSU, simulation-use supports all of our CBA “Learning Goals and Outcomes”.

Business simulation technology offers direct student involvement in the learning process.  Students must understand that accounting, finance, marketing, production, etc., do not operate within a vacuum.  One cannot discuss management decisions without considering other areas of the business.  Information must be shared, debated and communicated among all functional components.  Business simulation can provide a technology-based, hands-on approach to reinforce conceptual understanding.  Student teams experience success, failure and opportunity together based upon their decisions.  A positive learning outcome is achievable when goals are clearly defined and enthusiastic instructor guidance is provided.

During this session, we will provide a comprehensive interactive demonstration of simulation software.  While optional, all attendees are invited to  participate.  Individual login credentials will be available at the beginning of the session.  Upon completion, attendees may choose to continue evaluating the simulation software at their own pace and at no charge.

Presenters: Brian Rohrs, Bowling Green State University, James Ziegler, Bowling Green State University

Friday 3:55 pm – 5:35 pm
Influences on Student Intentions to Sit for the CPA Exam
The declining number of candidates sitting for the CPA Exam is a matter of concern for the profession.  The AICPA reported that between academic years 2006/2007 and 2013/14, the number of accounting graduates grew 4.0% while the number of candidates taking the CPA Exam grew 2.9%.  The peak number of people taking the CPA Exam was 103,600 in 2010.  The 2012 Pathways Report noted that changes in academic culture have caused changes in the experience and credentials of accounting faculty.  Twenty-five years ago, faculty generally had practice experience, today research expertise is highly valued and faculty may not have practice or business experience.

To explore these issues, we have gathered data from accounting faculty at New Jersey public colleges and universities regarding their perception of the value of the CPA license, other professional accounting credentials, and educational credentials relative to teaching accounting.  We surveyed accounting majors at Stockton University regarding their knowledge of the most sought after professional accounting credentials and intentions to pursue professional credentials after graduation.

We will discuss our research and explore influences on student intentions to sit for the CPA Exam, including the significance of accounting professors as CPA role models.

Presenters: Jean I. Abbott, Stockton University, Barry R. Palatnik, Stockton University

Saturday 9:05 am – 10:45 am
Using Empathy and Design Thinking to Redesign your Class
Participate in a group redesign to solve a long­standing problem in the class 

Presenter: Marsha Huber, Youngstown State University

Saturday 11:15 am – 12:30 pm
Experiential Sharing: Defining Moments and Teaching Tips
This mini-workshop has two objectives; defining moments in the professional lives of faculty members, and teaching tips. The first objective relates to events and experiences that, in the mind of the faculty member, had a profound impact on the individual as an educator, administrator, researcher, or student. The second objective relates to practices that have worked well in the teaching of accounting and that are likely generalizable to other faculty members and institutional settings.

Prior to the workshop, participants will be encouraged to engage in a process of introspection for sharing with other workshop participants their own experiential insights. At the workshop, itself, the facilitator will offer personal insights along the above two dimensions, after which workshop participants will be able share their own “defining moments” and recommended teaching tips. Workshop participants will also be encouraged at the workshop to provide the organizers with a written account of these experiential insights. A collection of such insights will be available upon request once compiled by the authors.

Presenters: Natalie T. Churyk, Northern Illinois University, David E. Stout, Youngstown State University

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