The Accounting EducatorThe Newsletter of the Teaching and Curriculum Section |
Teaching TipsterThis is a column devoted to addressing teaching problems and issues. Anyone with a problem or issue may write in. Anyone with a solution or comment may answer, and we'll print the answers in the next Accounting Educator. Please send questions or solutions to Janet Cassagio, Accounting and Business Administration Department, Nassau Community College, One Education Drive, Garden City, NY 11530. Her fax is (516) 935-5195, and her e-mail is jsbkc@prodigy.net. From the Spring 1999 issue Dear Teaching Tipster: As I incorporate different types of assignments into my curriculum (for example, group projects, writing assignments, individual outside of class research projects, etc.), my colleagues question whether my student's grades are inflated, because these assignments are not completed in a controlled environment. I believe these assignments are providing a valuable learning experience for my students and over a period of several years have not felt guilty of inflating grades, but how do I respond to my colleagues? Need advice Answer: Dear Need Advice, Sometimes those faculty trying new teaching approaches are criticized by colleagues because the colleagues are content with the old *tried and true* methods, or your colleagues are not willing to put the time and effort into trying new approaches because of the significant teaching investment required. Alternatively, there are some faculty who do wonder if a new approach offers a more effective and efficient learning method. Over the years, I have consistently tried new approaches including in-class group quizzes, out-of-the-classroom computer projects, take-home quizzes, group research projects, etc. I believe strongly in cooperative learning among student team members. There are always issues of some students *hitchhiking* on the efforts of others, not showing up for team meetings, or doing poor quality work for the team, but I tell my students they must learn how to deal with the issues of teamwork. I do allow for my students to switch teams in the event they have a team that is not working well together. I try to make sure I am using the same rigorous scale of expectations for all materials handed in by my students, be it exams, in-class work, out-of-class work, individual, or team work. It has been my experience that team projects often are of a higher quality than individual projects--students learn that synergy works! But the current way of the business world requires team work, so students who have team experiences in their educational programs are more prepared for the business world. Grades are the responsibility of the individual faculty member. You should feel that you are the best arbiter of the quality of the work your students present to you. I sometimes share copies of my students* written cases with my colleagues to show my colleagues the type of quality I am receiving. Once a colleague sees the amount and relatively high quality of work that teams of students can produce, she or he usually no longer questions my use of group projects in my courses. But, you also need to work with your colleagues to make sure that your course fits into the general missions of your curriculum. So it is important to decide carefully when, where, how, and what to use cases or other group projects in your courses. I have found a balanced approach of some cases, some in-class exams, and some team work, seems to work best for each course. Good luck on your efforts. Share copies of your students* work projects with your colleagues and maintain your enthusiasm for using interesting and new teaching approaches. Your students will remember and value your efforts! Tipster #1 |