The Accounting Educator

The Newsletter of the Teaching and Curriculum Section

American Accounting Association

A Message from the Chair

Billie Cunningham, University of Missouri

Greetings! I hope you all have had a smooth transition from summer into hectic fall. This promises to be an exciting year for the Teaching & Curriculum Section. Thanks to Dave Stout and last year's officers, committee chairs, and committee members, we have increased the momentum of the section and its presence in the American Accounting Association. For example, have you seen the T & C membership brochure? It's part of the work of last year's membership committee. You usually can find copies of the brochure near the registration booths at annual and regional meetings. Make a point of picking some up and giving copies to your peers who should become members of our section. Also (COMING SOON TO A LOCATION NEAR YOU), the Educational Research Committee soon will be publishing Accounting Education Literature Review (1991 - 1997), Part I: Curriculum and Instructional Approaches. Yes, there will be a Part II....... Watch this newsletter for time and location of both.

Curious about evaluating teaching effectiveness? The Evaluating Teaching Effectiveness Committee has begun work on assessing the effectiveness of, and faculty attitudes toward, peer evaluation of teaching. This work will continue this year. Also, watch for a related monograph, A Framework for Encouraging Effective Teaching, a result of Alex Gabbin's leadership. Check with your department chair to see if your school has received this.

The Mid-Year Meeting Committee surveyed our membership to assess our interest in having a mid-year meeting. While many respondents reacted positively to the idea, there wasn't a clear directive from the membership to go forward with the idea at this time. So, the T & C executive committee temporarily tabled the idea. However, we will periodically revisit the issue.

Other committees that have been hard at work include, the Two Year College Issues Committee, the 150-Hour Program Issues Committee, The First Course in Accounting Committee, The Electronic Technology & Media Committee, and The Graduate Accounting Program Resource Guide Committee. The work of all of these committees except the Mid-Year Meeting Committee will continue this year.

The Section sponsored eight sessions at this year's annual meeting in Dallas, one panel session, and had twelve papers at the research tables. I hope you had the opportunity to attend some of these outstanding events. Well, you can see that this has been a very busy and productive year for the Section. This year, we will continue this work and add to it the work of a new committee to structure teaching and curriculum research and innovation awards, which our Section will sponsor. Subject to the approval of the T & C Executive Committee, we should have our first award recipient(s) at the annual meeting in August next year.

We have a lot of work to do this year, and that's going to take the effort of all of us. Our new officers this year include Kevin Stocks (Brigham Young), Vice Chairperson - Academic; Catherine Delesky (Price Waterhouse LLP), Vice Chairperson - Practice; Sandra Byrd (Southwest Missouri State), Secretary and Newsletter Editor; and Donald Wygal (Rider University), Treasurer.

As outstanding as these officers are, they can't do it all. We need your help. Please look at the CALL FOR COMMITTEE MEMBERS elsewhere in this newsletter and decide where you can best contribute your talents. If you have an interest in contributing to the efforts of any of these committees, please let me know:

Billie Cunningham
School of Accountancy
College of Business & Public Administration
University of Missouri - Columbia
Columbia, MO 65211
(573) 882-5665 (office), (573) 882-2437 (FAX)

This is your chance to participate in the future accomplishments of the Section and make a difference. I am looking forward to working with all of you this year and greatly appreciate your willingness to lend a hand.

T&C Committees and Charges for 1997-98

150-hour Program Issues (Chair, Sue Ravenscroft, Eastern Michigan)

Charge: Complete and analyze results of a survey of accounting departments in states that have implemented the 150-hour requirement and of schools in which the rule will be effective within the next two years. The results are to be provided to survey respondents and through the Section newsletter and meeting.

The primary issue being addressed is whether the effect of the 150-credit hour requirement is similar on large, flagship schools as compared to smaller, nonflagship schools. The issue of possible differential effects across institutional types has not received much attention.

Membership Committee (Chair not confirmed, yet)

Charge: The mission of the Membership Committee is to increase enrollment in the Section to better reflect its keynote importance. Issues pertaining to teaching and curriculum should be of importance to all accounting educators and practitioners. Accordingly, all members of the AAA should be members of the Section.

An expanded membership base will better allow for participation from educators and practitioners reflecting a variety of institutional missions, both in the U.S. and overseas, thereby enhancing our ability to monitor and address emerging educational issues.

The First Course in Accounting Committee (Chair, Jim Kurtenbach, Iowa State)

Charge: The purpose of this committee is to study and report on the role of the first accounting course in higher education. The committee has set the following goals for its 1996-1997 activities: (1) Because this committee is viewed by the Section as a standing committee, the coming year's charge includes the development of an appropriate strategy from which to analyze the purpose, design, execution, and outcomes of the first course in accounting. The committee will review prior analyses of introductory accounting (e.g., AECC pronouncements, AAA documents, AACSB materials, related journal articles) as the starting point for this activity. (2) Based on a review of prior work, the committee will gather information from multiple constituencies (e.g., accounting professors, college administrators) regarding their views of the role of the first course in accounting. The results will be analyzed and compared with findings from research. (3) the committee will develop a report on the results of its activities. The report will include a synthesis of prior work related to the first course in accounting, a summary of the information gathered by the committee, and recommendations for continuing study of introductory accounting.

Two-Year College Issues (Chair, Janet Cassagio, Nassau Community College)

Charge: To keep abreast of and report on activities related to teaching and curricula issues currently being: (1) investigated and implemented by two-year colleges, including but not limited to articulation and first-year courses in accounting; (2) addressed, presented and reported to the Two-Year College section of the AAA; and (3) addressed by the National Committee on Two-Year Relations of the AAA.

Evaluating Teaching Effectiveness (Chair, Hartwell Herring, University of Tennessee)

Charge: Evaluate the effectiveness of, and faculty attitudes toward, peer evaluation of teaching. Techniques may include any or all of the following: literature review; survey of accounting faculty; survey of accounting program administrators; and, interviews.

Research in Accounting Education (Chair, Jim Rebele, Lehigh)

Charge: to consider and begin discussion on ways to improve the quality and acceptability of accounting education research. Among the potential topics to be considered by the Committee are the importance and relevance of accounting education research questions, the rigor of research methods being used, the impact of accounting education research findings on the quality of accounting education, and the use of continuing education sessions to improve the skills of accounting education researchers. In addition to surveying the current status for these issues, ways of improving in each of these areas will also be explored by the Committee.

Electronic Technology & Media (Chair, Cherie O'Neil, University of South Florida)

Charge: Manage the Section's Home Page on the Internet, interface with the AAA's Webmaster, and update and make available on the Section's Home Page the Graduate Accounting Program Resource Guide, the newsletter, and other Section-sponsored materials.

Program (Chair, Robin Roberts, Iowa State)

Charge: To arrange for reviews of papers and ideas for panels and workshops submitted for regional meetings and the annual meeting, and to put together program sessions for these meetings.

The Teaching Tipster

This is a new 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 and solutions to Sandra Byrd, School of Accountancy, College of Business, Southwest Missouri State University, Springfield, MO 65804-0094. E-Mail: sdb196f@mail.smsu.edu.

I teach large lecture sections and have a problem which is annoying to me and disruptive for most of my students. Some students (apparently feeling anonymous in the crowd) have taken to leaving class early or arriving late. Embarrassment doesn't deter them, nor does the prospect of disrupting their fellow students. I can't take role every class period because, with 250 students, taking role would occupy the entire class period. Do you have any suggestions for making the class more civil? Just call me......

Easy Come, Easy Go

Can anyone help Easy Come, Easy Go?

Annual Meeting Committee Reports

Two Year College Issues Committee (Janet Cessagio, Nassau Community College)

The AAA Two-Year College Section completed and published a Curriculum Revision Survey in the October 1996 issue of the section's newsletter, The Communicator. The original survey was published in the February 1996 issue and results were reported to the section last summer. Highlights of the results indicate that 62% of the schools responding teach a full year of accounting principles, while 38% teach a financial/managerial split; 71% require a separate computer course for Business/Accounting programs; 38% use group work in the application phase; 31% use group work in the introductory phase; 48% require writing assignments; 45% use essays on exams; and 19% require team presentations. A new survey was conducted during the Spring 1997, the results will be presented at the annual meeting in August. This survey asked: Assume you have total control over the curriculum design and objectives of your first accounting course and transferability is not an issue. Given this assumption: (1) What topics would you eliminate; (2) What topics would you add or expand; and (3) Indicate if you would include/not include the development of the following skills in the broad learning objectives of this course--interpersonal skills, written communication skills, oral communication skills, critical thinking skills, learning to learn skills, and computer skills. Results will be printed in The Communicator during the upcoming year. Additional information and comments regarding these surveys may be directed to Barbara Chiappetta, Nassau Community College, (516) 572-7545 or e-mail at chiappb@ sunynassau.edu.

The AAA Two-Year College Section has a web page maintained by Glenn Owen of Allan Hancock College. (http://www.mcl.ucsb.edu/ classes/econ185/aaa2yr.htm). The web page includes information regarding the Two-Year College Section, The Communicator, and links to accounting text and software publishers, community college accounting programs, Rutgers Accounting Web Resources and Yahoo's Community College Directory. In its efforts to continue to promote effective teaching, the Two-Year College Section presented two sessions at the 1997 annual meeting: (1) Authoring, Updating, and Improving Classroom Presentations; Tempered by Experience. Presenters: Ellen L. Sweatt and C. Norman Hollingsworth of DeKalb College, (2) Best Practices of Principles of Accounting Teachers. Presenters: Walt Austin, Mercer College; Edward F. Callanan, Dekalb College; Barbara Chiappetta, Nassau Community College; Margaret F. Criner, University of Maine Augusta; and Lynn Mazzola, Nassasu Community College.

During 1996-1997, the AAA Committee to Promote Interaction Between Two-Year Faculty and Faculty at Other Institutions was charged with the following: (1) Recommend measures that will serve the AAA's two-year college members and prospective members; (2) Recommend ways to promote membership of two-year faculty in the association; (3) Recommend contributions to effective instructional initiatives undertaken by headquarters' staff involved in faculty and program development. A summary of the committee's response to these charges included: (1) The AAA should have its own web site (due to the difficulty getting onto the Rutgers site). This site should include numerous hot buttons to places such as the Two-Year College Section site, special-interest news groups, e-mail addresses for two-year college representatives from each region, awards available, scholarship information, teaching innovations, ordering annual reports, Edgar, distance learning, faculty development opportunities, etc.; (2) The association should provide a user-friendly handbook for new members; (3) The AAA should consider advertising in the TACTYC (Teachers of Accounting at Two Year Colleges) newsletter and Joe Rhile's directory of community college faculty; (4) The Communicator should concentrate on contents created by and of interest to two-year faculty; (5) Changes to regional meetings should be made to improve attendance by two- and four-year faculty members; (6) Personally welcome each new member to the AAA; (7) Investigate roll of institutional memberships in the AAA. Inquires and additional details regarding the committee's recommendations may be directed to Lynn Mazzola (1997-1998 liaison) at Nassau Community College, (516) 572-7544 or e-mail at lmazzola@htp.net.

Treasurer's Report,(Kevin Stocks, Brigham Young University)

Membership Committee, (Don Wygal, Rider University)

The Membership Committee developed a campaign to raise awareness of the benefits of membership in theT&C Section to all American Accounting Association members. Central to the campaign is a recognition that issues addressed by our section are germane across specialty areas to academics and practitioners.

To promote this message, a pamphlet was developed entitled "Everyone In the American Accounting Association Should be a Member of the Teaching and Curriculum Section." The pamphlet contains a brief overview of Section initiatives and includes quotes on the benefits of membership from Doyle Williams, Jan Williams, Melvin O'Connor, Fred Neumann, Dick Baker, and Kent St. Pierre.

The pamphlet was designed so that it could be distributed in person as a promotional flyer or be sent by mail (without need for a separate envelope) to colleagues. A tear sheet was provided to enable membership application. Distribution of the pamphlet has been accomplished through a variety of channels. Committee members and Section officers have distributed them to colleagues nationwide. The pamphlets were also included in the registration materials at a number of the regional meetings in 1997 and were distributed at T&C sessions at those meetings. Attendees at the sessions were encouraged to take pamphlets to their colleagues.

A final channel of distribution was at educator meetings sponsored by the AICPA. Beatrice Sanders, Executive Director of Education for the AICPA, kindly distributed these pamphlets to attendees. We were clear to convey that membership in the American Accounting Association is a prerequisite to joining the Teaching and Curriculum Section. A joint letter from Bea Sanders and Don Wygal to current AICPA/AAA members who are not in the Section is forthcoming.

The Committee is grateful to all of you who helped us to raise the awareness of our Section to others. We encourage continued efforts in the future to broaden our membership base.

150-Hour Program Issues Committee, (Sue Ravenscroft, Eastern Michigan University)

In summer and fall of 1997, the 150-hour issues subcommittee mailed surveys to all four-year schools in states that had either implemented the 150-hour rule or had adopted laws requiring implementation. Of the 296 surveys sent out, we received 197 at a response rate of 67%. The purpose of the survey was to determine whether and how the 150-rule might affect different types of institutions in various ways.

Analysis of the data is ongoing, but preliminary results are briefly summarized here. We used two categories for analysis: the first is whether a school has flagship status in its state (i.e. is it a primary recruiting school for the major accounting firms); the second is the size of the school based on the number of students enrolled.

A very brief look at the flagship data analysis shows that flagship schools are much more likely to have a master's program in accounting or taxation, and (these schools were also more likely) to respond to the 150-hour rule by adding such a program. While non-flagship schools are more likely to add an accounting concentration to an existing MBA program. This difference probably reflects the availability of resources in the two groups.

A surprising finding is the very low level of activity among all respondents regarding articulation agreements. More non-flagship schools are considering them, but only two schools said they had entered into such agreements.

In terms of anticipated enrollment a vast majority of respondents expect changes, with flagship schools responding that graduate hours will increase and non-flagships responding that undergraduate hours will increase. However, when asked to provide historical data on the number of students graduating the last three years and a projection for the current year, all schools showed very small declines.

In terms of resources and benefits, the non-flagships now have to offer more evening courses, and the flagships responded that their students are now more likely to pass the CPA exam. Schools from both categories reported a decline in undergraduate recruiting by firms and an increase in graduate recruiting, but the pattern is stronger for the flagship schools. In addition, the flagship schools are much more likely to report that graduates with 150 hours receive a premium from their prospective employers.

Results relating to the size will be included in the final report.

Accounting Education Research Committee, (James E. Rebele, Lehigh University)

This committee has compiled an accounting education literature review for the years 1991 through 1997 on curriculum and instructional approaches. The review updates the work of Rebele, Stout, and Hassell (1991) and Rebele and Tiller (1986) by reviewing a subset of accounting education literature published during the period 1991-1997. Specifically articles (both empirical and nonempirical) related to the accounting curriculum and instructional approaches in accounting that were published in the following journals were reviewed: Journal of Accounting Education, Issues in Accounting Education, The Accounting Educators' Journal, and Accounting Education: A Journal of Theory, Practice and Research. A second paper, Part II, will review articles published in these same journals during the period 1991-1997 on topics of assessment, use of technology, students, faculty concerns, cases, and instructional resources.

For more information contact James E. Rebele, College of Business & Economics, Lehigh University, 621 Taylor Street, Bethlehem, PA 18015-3118, Phone: (610) 758-3682, Fax: (610) 758-4499, E-mail: jer8@lehigh.edu

First Course in Accounting, (Robin Roberts, Iowa State University

During 1996-1997 three tasks were accomplished which would provide the background for continued work by the committee. First, an annotated bibliography of research articles related to the first course in accounting was prepared. The articles reviewed were organized into three categories: (1) Cooperative Learning; (2) Course Design of First Course in Accounting; (3) Preparation of Students in Accounting. This work will be reviewed and updated during 1997-1998. Any section member may receive an electronic copy of the annotated bibliography by sending an e-mail request to Robin Roberts at rroberts@iastate.edu. Second, this review of research articles provided the basis for development of a survey instrument. An initial draft of the survey instrument has been completed. The committee will review and revise the survey instrument during the fall of 1997 and administer the survey later in the academic year. Third, a list of e-mail addresses of instructors giving (teaching) the first course in accounting is being developed, which will be used in conjunction with the survey. Once the survey instrument is finalized, it will be sent via e-mail to the first course instructors. Also, survey participants will be able to complete and return their surveys by e-mail. The committee looks forward to providing you with the survey results and a complete report on the committee's accomplishments in 1998

Evaluating Teaching Effectiveness, (Hartwell C. Herring, III, University of Tennessee)

The committee presented a report on a survey of Evaluating Teaching Effectiveness which had the following conclusions:

1. There are quite a few AACSB accredited undergraduate programs doing peer review.
2. Comparing groups of faculty and chairpersons at both schools with peer review and schools without peer review does not show any pattern of attitudinal differences.
3. In spite of the research (mostly in other fields) that indicates that peer review is more effective when used for formative purposes, accounting programs with peer review are all using it for summative (faculty evaluation) purposes.
4. Accounting faculty indicate that they have greater confidence in Student Evaluations than in Peer Review for summative (faculty evaluation) purposes.

Electronic Syllabus Exchange Committee, (Clinton (Skip) White, University of Delaware)

The T&C section is now sponsoring an Electronic Syllabus Exchange Project. The objective is to create a database of interesting accounting syllabi available on the Internet. We currently have a prototype system working and invite all members to visit the site, try a search, and give us suggestions on how to improve it. Point your Web browser to: http://www.accounting.udel.edu/lassolite/accounting/search.html.

Committee members include: Dave Stout and Skip White, Co-chairs, Mark Asman, Tom Omer, Thomas Calderon, and Barry Rice.

Educational Technology Award, (Bob Michaelsen, North Texas State)

The annual Educational Technology Award funded by the Center for Educational Technology in Accounting at the University of North Texas was presented to Carol F. Venable of San Diego State University at the Annual Business Meeting of the T&C Section. Ms. Venable was selected by a committee of the T&C Section based on her innovative developments in classroom technology and her work as a dedicated and competent researcher in accounting education.

The AAA Innovation in Accounting Education Award for 1997 was awarded to Anthony H. Catanach Jr., David B. Croll and Robert L. Grinaker for their work in an undergraduate course of intermediate financial accounting at the University of Virginia's McIntire School of Commerce. Intermediate Accounting introduces accounting issues to students using a business activity model (BAM) that describes the activities of a company during the first seven years of its life. The presentation of accounting topics parallels the financial accounting and reporting needs of a company from startup to maturity. During each business year, students acting as external accountants analytically review the company's financial statements, solicit additional information from management, prepare adjusting and correcting entries, and draft a complete set of financial statements including related notes. Such an approach mimics the accounting and financial reporting processes found in the business environment and integrates reinforcement with new learning.

In the first semester of the course (the first three years of the company's operations), students are presented with such complex issues as income tax accounting, pensions, leases, investments and earnings per share, as what are encountered by the company. During the first semester, students also must prepare the statement of cash flows and financial statement notes. During the second semester (years four through seven of the company's life), additional complexity is added to each of these issues and new technical questions continue to be presented. This revised course also develops research skills so that students can teach themselves. Through a series of carefully tailored and graded take-home exercises that serve as a prelude to future class discussions (e.g. income tax accounting, segment disclosures), students learn to access the accounting literature individually to solve "real world" accounting problems of varying difficulty.

This innovation offers a number of advantages to the instruction of financial accounting. By illustrating how financial accounting affects a variety of user groups, the BAM gives students an appreciation of the important role accountants play in the economy. To develop expert-like thinking abilities, classroom discussions are designed as subjective in nature and are built around a specific business context. The accountant's responsibilities to various users and the role of judgment and ethics in an environment characterized by continuing uncertainty are recurring topics to show influences on the practice of public accounting. Since each class is built around one of three basic themes (valuation, recognition, and disclosure), valuable classroom time is used to ensure that students can adequately identify accounting issues and thoughtfully develop solutions given the appropriate technical literature. To evaluate their understanding of technical material and critical thinking skill development, the BAM requires students to actively and frequently communicate in the language of business (accounting) both orally and in writing.

The revised course is designed to prepare students for the practice of public accounting by motivating them, promoting technical competence, developing research skills, advancing critical thinking, and encouraging communication skill development. The model abandons the lecture format of instruction and encourages students to become active participants in the learning process. This new approach emphasizes financial disclosure and technical research in addition to the issues presented in traditional intermediate accounting courses.

Editorship: Issues in Accounting Education

Immediate Past President of the Section, David E. Stout (Villanova University), has recently been selected by the Executive Committee of the American Accounting Association as editor-elect of Issues in Accounting Education. Dave's three-year term of office will commence July 1, 1998. He will succeed the current editor, Wanda A. Wallace (College of William & Mary).

In addition to an editorial board of approximately 60 individuals, Dave has put together the following team of associate editors: Frank Buckless (North Carolina State University), Jeffrey Cohen (Boston College), John Hill (Indiana University--Bloomington), Sue P. Ravenscroft (Eastern Michigan University), and Donald E. Wygal (Rider University).

If you would like to serve as an ad-hoc reviewer, please forward an e-mail message to that effect, indicating your preferred area of interest, to Dave at either of the following addresses: stout@cf_faculty.vill.edu or stout@ucis.vill.edu.

Call for Papers

The 5th Annual EDINEB International Conference Educational Innovation in Economics and Business: Business Education for the Changing Workplace will be September 2 - 5, 1998 at the Marriott Downtown at Key Center, Cleveland, Ohio. Please contact David Stout, HHFM49A@prodigy.com if you have any questions.

Joint AICPA/AAA Collaboration Award

This award will be granted for a completed collaborative effort that provides a significant realized or potential contribution to the accounting profession or the classroom experience. The critical focus of the award is collaboration. As such it would typically honor discrete activities not recognized by existing joint AAA/AICPA and AAA awards which permit, but do not require, collaborative effort.

Activities that would qualify for the award are defined broadly so as to encompass a wide range of contributions. The following are broad categories of such efforts:

• course and curriculum development
• faculty and professional development
• practice problem solution development
• student recruitment to and retention in the profession

The collaboration must include an educator (not necessarily a CPA) or a team of educators, and a CPA practitioner who is an AICPA member (or a team of practitioners that includes an AICPA member). The CPA practitioner(s) can be from public practice, industry or government.

Criteria:

In order to be considered for selection, the nominated discrete project or activity must satisfy most, if not all, of the following:

• must address a timely topic or issue
• must be innovative
• has been, or can be, effectively disseminated for implementation on a wider scale
• must be completed, with explicit implications for the profession and/or education (and available at no more than cost of materials).

In determining the significance of the nominated discrete project or activity, consideration will be given to the realized or potential magnitude of the contribution to accounting practice or education.

Selection and Presentation:

A joint task force comprised of members of the AICPA and AAA will review and select up to three projects or activities for recognition and a $1,000 cash award. Representatives of at least one of the award-winning projects will be invited to appear on the program of the annual AICPA Accounting Educators Conference.

Application Procedure:

Completed applications for the Joint AICPA/AAA Collaboration Award must be received by June 30, 1998. Applications, including resumes and/or curriculum vitae for all participating academics and practitioners, should be mailed to:

Joint AICPA/AAA Collaboration Award
American Institute of Certified Public Accountants
Academic and Career Development
1211 Avenue of the Americas
New York, NY 10036-8775

If you need further assistance or copies of the application form, please contact the AICPA at (212) 596-6221.

Call for Committee Members

The T&C Section needs you. The Section is as good as its individual members and their participation in Section activities. Do you see a committee where you could add some value? Please let me know where you would like to help.

Billie Cunningham
School of Accountancy
College of Business & Public Administration
University of Missouri - Columbia
Columbia, MO 65211
(573) 882-5665 (office), (573) 882-2437 (FAX)