Communicator - Fall 1996
A publication of the AAA Two Year Section
AAA Two-Year Section Home Page
Contents:
Principles
Or The Financial/Managerial Split: A Choice For The First Year In
Accounting
Andrew Miller - Assistant Professor
Department of Accounting
Hudson Valley Community College
One of many issues facing accounting programs across the country is whether to maintain the traditional Principles of Accounting course sequence or switch to a Financial/Managerial sequence for the first year in accounting. This debate has raised several questions. Why make a switch from Principles to Financial/ Managerial? How will the change be accomplished? What impact will it have on students taking the course?
As with any major change in curriculum, many questions and concerns will be raised by faculty and administrators who are involved with the decision. This article will explore some of the issues concerning this debate and will review the impact that this change has had on an accounting program at a community college in New York State.
Background
Because accounting courses and programs differ in content, it is important to establish, for this article, a common description of the courses involved. The four course descriptions that follow represent a common set of topics that are taught in several two and four year accounting programs, but they do not represent the accounting courses(s) of a particular school.
Principles of Accounting:
This course has typically been the introductory course at the two-year level. On a two-semester per year basis, the course is divided into a two-part sequence. Part one includes a discussion of the accounting cycle from a sole proprietorship perspective. Much emphasis is placed on the procedural aspects of journalizing, posting, completion of the worksheet, and the preparation of the financial statements. The course also includes coverage of merchandising transactions, special journals, promissory notes, bank reconciliations, inventory, plant assets and current liabilities.
Part two of the Principles course would begin with coverage of partnerships, followed by corporations, long-term debt including bonds, statement of cash flows, financial statement analysis, an introduction to cost accounting including product costing systems, budgeting and standard cost systems.
Financial Accounting: Although some two-year accounting programs have always had a financial accounting course, it is more often found at the four-year level. This course, like part one of Principles of Accounting is the first course in which a student of accounting would enroll. Coverage would include an overview of the accounting cycle from a corporate point of view with less emphasis placed on the procedural aspects of the material. Many of the same topics that were covered in part one of the Principles course, such as, cash control, inventories, receivables, plant assets, current and long-term liabilities, would also receive attention in Financial Accounting but would be joined by other topics including financial statement analysis and the statement of cash flows. Because less emphasis is placed on the procedural aspects of the material, more topics can be covered.
Managerial Accounting: The Managerial course that would follow
the Financial course is designed to develop the accounting student's
awareness of internal accounting/managerial issues. Typical topics would
include product costing systems, cost-volume-profit analysis, budgeting-
operational and capital, standard cost systems, responsibility accounting,
financial statement analysis, cost allocation methods and performance
evaluations. Again, like Financial Accounting, Managerial Accounting's
focus is to develop the student's knowledge and analytical skills without
placing emphasis on procedural or bookkeeping skills. It is also noted
that the vast majority of Principles of Accounting courses utilize a
single "combination" textbook that would include the material
for both part one and two of the courses. Although there are some "combination"
Financial/Managerial books in use, many schools that teach
Financial/Managerial opt for a different textbook for each course.
Why The Change?
When an institution makes a major change in course content or structure, it is inevitable that some faculty members will quickly ask WHY? Although there are several reasons that can be cited for making the switch from a Principles approach to a Financial/Managerial sequence, two of the most common are the transferability of the courses to the four year college and the desire to implement the "user approach" recommended by the Accounting Education Change Commission (AECC). Many developments in recent years, such as the proposed 150 credit hour requirement for accountants and the general decline in business school enrollment, have had an impact on the accounting programs at many four year schools. Consequently, this has affected the transferability of many accounting courses from the two year business programs. Some four year institutions have, as a result of these developments, "tightened up" their transfer acceptance policy which, in certain cases, has resulted in the Principles of Accounting courses no longer being accepted as a substitute for the Financial/Managerial course sequence. Administrators at the four year schools have cited that the material and focus of the Principles courses is not of the same nature as the Financial/Managerial sequence and therefore cannot be accepted as equal courses. However, if a two year school has a Financial/Managerial sequence for its first courses in accounting instead of the Principles courses, the four year school will have a very difficult time disallowing transfer of the course(s) if the material covered is equivalent.
Obviously, two year accounting programs that have a high percent of its graduates directly entering the work force are not impacted by these developments and would have little need to change. However, two year schools that have a large number of students planning to transfer to four year business programs might be more interested in investigating this possible course of action.
Another reason to support the switch from Principles to Financial/ Managerial is to accommodate the recommendations of the AECC. By its nature, a Financial/Managerial course sequence places more emphasis on analytical and critical thinking skills than the Accounting Principles sequence. Further, Principles courses tend to have a procedural or bookkeeping approach and place more emphasis on how to do a particular task rather than why the task is done.
Although there are many different approaches to adopting the AECC recommendations, a number of accounting faculty are uncomfortable with some of the more revolutionary approaches to change and therefore might resist any attempt to implement the recommendations. However, these faculty might be less apprehensive if they could make a more gradual departure from traditional methods. Although the emphasis is different, the sequence and types of topics are very similar, when comparing Principles to the Financial/Managerial courses, and this "common ground" might be reassuring to a faculty member who is hesitant of change.
It must be noted that merely changing from Principles to Financial/Managerial does not meet the AECC recommendation for making the first course in accounting more "user oriented". However, for those faculty who are resistant to change, this transition can be the first step in moving the curriculum to a "user" approach.
Implementation
The process of making the change from Principles to Financial/Managerial will vary greatly from school to school and what works in one situation may not be appropriate in another. What follows is a brief description of the path the Accounting Department at Hudson Valley Community College, a large community college in upstate New York, took when the transition was made.
In early 1993, the Accounting Department (nine members), decided to convert their first year accounting course sequence from Principles to Financial/Managerial. The main forces motivating this change were the question of course transferability and the desire of some faculty to implement the AECC recommendations. There was considerable debate over the issue and, although the decision was made to change, it was by no means unanimous as some faculty believed that the switch would be counterproductive.
It was decided that, because the courses were significantly different, the course names and numbers would have to be changed. The proposal that was submitted to, and passed by, the College Curriculum Committee included a time-line for implementation and justification for the change. The first step was the development of a course outline and selection of a textbook. During the Spring semester of 1994, one pilot section of Financial Accounting was taught with the planned conversion of all Principles of Accounting (part one) sections to Financial Accounting to occur in the Fall semester of 1994. In the Fall of 1994, a pilot section of Managerial Accounting was scheduled with all sections of Principles of Accounting (part two) being converted to Managerial by the Spring semester of 1995.
The purpose of the pilot section was to minimize the impact of the change on the entire faculty. The faculty member teaching the pilot section would, on a regular basis, inform the other department members of the similarities and differences between the old course and the new, and point out any potential problems or unexpected benefits that arose. This process gave the other faculty members some insight and lead-time in preparing for the conversion of the remaining sections.
One example of a problem that arose from the transition was the impact that changing the course number and name had on certain students. An example of this dilemma would be a student who took Principles of Accounting (part one), a few years before the conversion occurred and now wanted to complete Principles of Accounting (part two). With Principles of Accounting One and Two no longer being offered, the questioned surfaced. Could the student go on to Managerial Accounting or would he/she have to retake Financial Accounting? Although this problem is an administrative technicality it does impact students. Obviously, for schools that do not change the course number and title, this would not be a problem, but similar concerns may arise and careful consideration must be given to both administrative details, as well as academic issues before implementing the change.
In selecting a textbook for the course, the department elected to, at
first, use a combined Financial/Managerial book. The combination book was
adopted because it met the needs of the course outline and the faculty
were familiar with the format which is similar to the layout used in many
of the Principles of Accounting textbooks. Although the combination book
was a good transitional book, in later semesters the faculty decided to
adopt separate books for Financial and Managerial.
Student Impact
Another concern that can arise when considering this change is what
effect it will have on students' performance in the course. Because the
Financial/Managerial sequence has been the standard introductory
accounting course at most four year colleges, some two year faculty are
apprehensive about how well the two year business student will handle the
more conceptual material. One of the concerns expressed by the faculty at
Hudson Valley Community College was what, if any, effect the conversion
would have on the attrition rate in the first semester course. Using only
descriptive statistics, a very basic analysis (no other variables were
factored in) of the last four semesters of Principles of Accounting (part
one), and the first four semesters of Financial Accounting, indicated that
the rate of attrition was 4% higher for students in the Financial course
as opposed to the Principles of Accounting (part one) and there was a 7%
decrease in the number of "A" grades in the Financial sections.
Although, at first glance, there was a slight increase in the attrition
rate, it was well below what many faculty members anticipated. Without
more data and thorough statistical analysis, it is premature to draw any
solid conclusions; however, it does seem that the Financial course is a
bit more challenging to students but well within their abilities.
Conclusion
By converting the Principles of Accounting course sequence to a Financial/Managerial sequence, an Accounting department at a two year school can maintain the transferability of the course and at the same time begin to address the recommendations of the AECC. The process of change will differ from school to school and careful consideration must be given before any change takes place. Although the Financial course appears to be slightly more challenging than the Principles of Accounting (part one), the student at the two year school should be able to complete the course with an acceptable grade.
Lynn Mazzola of Nassau Community College was named the Outstanding Educator or the Year for 1996. The award was presented by outgoing chair Robert Maloney at the Two-Year College Section luncheon held during the annual meeting of the American Accounting Association. Lynn, who is Chair of the Accounting and Business Administration Department at Nassau, has distinguished herself in a career covering more than twenty years in accounting education.
Lynn's excellence in teaching is evidenced by her peer evaluation ratings on her work in the classroom. She has also received numerous letters of commendation from faculty members and students.
Her contributions in service to her profession are too numerous to detail here. An example was her participation in the work of the Accounting Education Change Commission's Task Force on Two-Year Colleges. All of this work was specifically directed toward the areas of education for accountants and the first course in Accounting - areas of particular interest to the members of this section.
Her professional development has been characterized by her participation in a variety of activities during her career. In addition to the education change work mentioned above, she has been active in a number of other major projects. For example, her work with the Arizona State University Computer Beta Project has led to her students using the AS courseware on computers in the procedural aspects of their Accounting course. This relieves the tedious drill-type manual work that is traditional to this portion of the first course. Her efforts in this general area of course improvement continue in her work for the Foundation for Improvement in Post Secondary Education to develop a model for the first year Accounting course.
As the outgoing Secretary/Editor and incoming Chair of the Two-year
College Section, I know of few people who are as deserving of this award
as Lynn. I have known Lynn for a number of years and am honored to call
her my friend.
John Ribezzo, Secretary/Editor
The Two-Year College Section needs its members to become active and assume leadership positions.
Please indicate your interest by returning this form to: John Ribezzo, Community College of Rhode Island, 400 East Avenue, Warwick, RI 02886.
Check the areas of possible interest:
___Serve as the Two-Year College Section Secretary/Editor and then work my way through the other offices.
___Serve as a Two-Year College Regional Representative in my region (a two-year appointment).
___Conduct a regional continuing education workshop, panel, or round table discussion.
Topic_______________________________________________________
___Conduct a national continuing education workshop, panel, or round table discussion.
Topic_______________________________________________________
___Write an article for the Communicator.
Topic_______________________________________________________
Name: _____________________________________
College: _____________________________________
Address: _____________________________________
__________________________
Telephone: _____________________________________
Teachers of Accounting at Two-Year Colleges held its annual conference in Philadelphia April 25-27, 1996. The conference was graciously and most efficiently hosted by the Community College of Philadelphia with Professor William Eberle serving as a most accomodating liaison. It was a tremendous success attended by approximately 160 educators from 37 different states across the nation.
Instead of a traditional keynote address, &q>
to Debit, That is the Question?" was held. The eloquent debaters were Dr. James Don Edwards, from the University of Georgia and Dr. Richard Kochanek, from the University of Connecticut.
The stimulating and informative concurrent sessions presented were as follows: "Making Accounting Curriculum Changes - The Good, The Bad, and The Ugly - Two Experiences," Penny Ainsworth, PhD., CPA, Kansas State University and Cathy Xanthaky Larson, CPA, Middlesex Community College; "FASB Update," Henri LeClerc, CPA, Suffolk Community College; "Using Accounting & Business Software to Teach Problem Solving Techniques in Your Courses," John DeNicolo, Orange County Community College;"Assessment Techniques in the New Curriculum", Carol Venable, San Diego State University and Susan Perry, University of Virginia; "Ethics and Whistleblowing," Don W. Finn, PhD., Texas Tech University; "Creating an Active Learning Environment with a Traditional Curriculum," Douglas A. Hillman, PhD., CMA, Drake University, Barbara Chiappetta, Nassau Community College; "Financial Statements Using Excel - Introductory Level," William H. Wallace, CPA, Rochester Institute of Technology, National Technical Institute for the Deaf; "Adapting Two-Year Models for Accounting Change to Two Year College Programs - Tailoring Your Own Fit," Janet Cassagio, CPA, Nassau Community College, Lynn Mazolla, CPA, Nassau Community College, Patrick Reihing, CPA, Nassau Community College; "A Concepts Approach to Teaching Accounting," Thomas P. Edmonds, PhD., University of Alabama at Birmingham; "How to Use Powerpoint to Create Accounting Classroom Presentations," Charles Herbert, Community College of Philadelphia; "General Ledger Software - Two Approaches," William H. Wallace, CPA, Rochester Institute of Technology, National Technical Institute for the Deaf and Robert H. Cox, Edison State Community College; "Group Projects Used in Intermediate Accounting and Roundtable Discussion," Patrick J. Pearson, CPA, Jefferson Community College; "Financial Statements Using Excel - Advanced Level," William H. Wallace, CPA, Rochester Institute of Technology, National Technical Institute for the Deaf and Robert H. Cox, Edison State Community College; "And the Survey Says______! - Information Exchange on the Current Content/Structure of First Year Accounting Courses," Anthony Fortini, CPA, Atlantic Community College.
In keeping with the TACTYC tradition, a unique variety of social
activities were enjoyed by participants and presenters. Certificates were
given to select TACTYC members for their dedication to their continued
professional growth and retiring officers Stan Carroll and Janet Cassagio
were honored.
Barbara Chiappetta
President
Location: Chicago, IL
Hosted by: Harold Washington Communtiy College
Dates: April 24-26, 1997
For additional information, contact:
Professor Barbara Chiappetta (516)572-7545
For membership information or to be placed on a mailing list, contact:
Professor Hank Wallace(716)475-6881
Not Just Bean Counters - Jelly Bean Counters
Abbie Gail Parham - Assistant Professor
Department of Accounting
Georgia Southern University
We have all heard accountants referred to as "bean counters." This nickname is a loose reference to the accountant's function of counting inventory (beans). The actual counting of inventory is not that difficult, but many of us as teachers find that students have trouble assigning a dollar value to inventory. It is confusing for students to determine the value using the different cost flow assumptions (LIFO, FIFO, weighted average, and specific unit).
To make this easier and more comprehendible, I give my Accounting Principles students a simple task--they become my accountants and it is their job to count and value inventory. For this assignment I operate a small candy store. One product that is a big seller for my company is "gourmet" jelly beans. My jar of jelly beans is passed around and I make sales to the neighborhood children at $.05 per unit. At the end of the period the accountants will count the inventory on hand. In other words, they become not just bean counters, but jelly bean counters.
Students are given a worksheet (Exhibit 1) that shows the company's beginning inventory and purchases for the period, along with a unit cost. The next step is to subtract the amount of ending inventory from the total goods available for sale to determine the number of units sold. (An alternative would be to add up the total number of units sold and subtract it from the number of units available for sale to determine the number of units in ending inventory). Using this information, students are required to complete the worksheet. This includes finding the value of inventory, cost of goods sold and gross margin using LIFO, FIFO, and weighted average cost. They must also prepare the journal entries for the selling company assuming the use of a periodic versus perpetual inventory system.
Assumptions that are made for this exercise include:
1. All purchases are made on account with terms 1/20, n/45.
2. All sales are made on account with terms 2/15,n/30.
3. Our selling price is $.05 per unit.
4. Purchases are made during periods of increasing prices.
5. All sales are assumed to be made at the same time.
This simple task allows the students to visualize the actual physical flow of goods through the system and compare it to the cost flow assumptions that a company can make. Students can clearly identify the impact that the different cost flow assumptions have on the income statement and the balance sheet. This enhances the discussion on computing cost of goods sold, ending inventory, and gross margin for the income statement of a merchandising firm. In most cases it also improves the students' comprehension of the concept of inventory costing methods.
Additional Suggestions
1. This same information could be used to prepare journal entries the purchaser would record and journal entries the seller would record. This would allow for easy comparison of the two entities.
2. An assumption could be made that the economy was experiencing a period of declining prices. The students could find new numbers for inventory, cost of goods sold, and gross margin. These numbers could be compared to the results obtained during periods of rising prices.
3. Dates for each sale could be given so that a new inventory balance could be found after each purchase and each sale. This would allow you to demonstrate the perpetual inventory system in more detail.
EXHIBIT 1
ACCOUNTANT'S WORKSHEET
Beginning Inventory 150 @ .01 = 1.50
Purchase 1 185 @ .02 = 3.70
Purchase 2 160 @ .025 = 4.00
Purchase 3 90 @ .03 = 2.70
Available 585 11.90
Ending Inventory _______Units
Sales _______Units
1. Compute the value of ending inventory using LIFO, FIFO, and weighted average.
2. Compute cost of goods sold using LIFO, FIFO, and weighted average.
3. Prepare the income statement through gross margin under LIFO, FIFO,
and weighted average.(All sales are at $.05 per unit).
LIFO FIFO WEIGHTED AVERAGE
4. Prepare the following journal entries under a periodic vs.
perpetual system.
PERIODIC SYSTEM PERPETUAL SYSTEM
a). Summary entry to record purchases 1, 2, 3 on account.
b). Entry to record payment of Purchase 1. Payment was notmade within the discount period.
c). Summary entry to record payment of Purchases 2and 3 within the discountperiod.
d). Summary entry to record allsales on account. All saleswere at $.05 per unit.
e). Entry to record collection of1/3 of Accounts Receivablewithin discount period.
f). Entry to record colletion of the remaining accounts receivable after
the discount period.
5. Answer the following questions:
a). Which method values ending inventory at the most current vlaue?
b). Which method values cost of goods sold at the most current value?
c). Which method produces the highest net income?
d). Which method reduces taxable income?
Ellen L. Sweatt
DeKalb College
The Two-Year College Section needs your involvement and your help in planning for the annual meeting in Dallas and the regional meetings. We want to have a strong presence at all of these meetings during the upcoming year. Please help us by making a proposal for a presentation or panel discussion. If you are interested, please call your regional representative. A list of regional representatives appears on page 16.
It is not necessary that you have all the details worked out for a panel discussion by the deadline for submission. The proposal could include an outline of the topic and tentative panel members.
Some topics to consider might be:
Use of the computer in accounting education
TQM and accounting
Student interaction in the classroom
Two-Year accounting career programs
Oral communications in accounting classes
Impacts of the Accounting Education Change Commission
Classroom techniques that work
Assessing student outcomes
Using cases in teaching accounting
Using annual reports in teaching accounting
Others
If you have ideas about a presentation or a panel discussion but do not know how to put it together, please give me a call, and I will be happy to work with you to complete a panel
The current and future success of the Two-Year College Section depends upon our ability to communicate and share the diverse, innovative, and effective techniques we use to prepare students to be successful in business and in life. I hope to hear from many of you during the next couple of months as we do our part to contribute to the success of this Section.
SEND YOUR PROPOSALS
VOLUNTEER FOR A PANEL
CALL ME WITH SUGGESTIONS
Ellen L. Sweatt
DeKalb College North Campus
Voice: 770-551-3086
Fax: 770-604-3795
E-Mail: esweatt@dekalb.dc.peachnet.edu
The position of Secretary/Editor of the Two-Year College Section has
been an enjoyable and interesting experience for me over the past year. I
am looking forward to serving as the Section's Chair for the upcoming
year. I would like to take this opportunity to thank all those people who
assisted me in the publication of the Communicator. First of all, I would
like to thank Leonard Long of Fisher College who, as past
Secretary/Editor, oriented me to the position. Also, I would like to thank
Ellen Sweatt of DeKalb College for her advice, along with her review of
each issue. Of course, I must thank the publishers who provided financial
support and allowed us to publish three successful issues. Following are
the people who represented the various publishers: Lisa Stubenrauch,
South-Western College Publishing, Deborah Hoffman Emry, Prentice Hall
Business Publishing, Karen Natale and Pamela Green, Houghton Mifflin
Company, and Kimberly Fields, Glencoe/McGraw-Hill Publishing Company.
Finally, I would like to thank my wife Linda for her help in proofreading
each issue and her support and encouragement during my term as
Secretary/Editor.
John Ribezzo, Secretary/Editor
AAA - TWO-YEAR COLLEGE SECTION
Statistical results of the survey below, a list of respondents, and a
summary of responses is available upon request. Also, questions requiring
narrative responses will be provided. Surveys were published in the
February, 1996 issue of the Communicator and sent to 226 schools
that had five or more accounting faculty members.A total of forty-two
responses were received.Some respondents did not answer all questions.
STATISTICAL RESULTS (ROUNDED)
1. Assess the impact of accounting education change movement on your first year accounting curriculum.
(Circle One).
A) No Impact = 24% B) Moderate Impact = 62% C) Significant Impact = 12%
2. What is the current organization of your first year accounting curriculum?
A) Traditional Principles -full year. = 62%
B) Financial/Managerial Split = 38%
C) An Innovative Design - Please explain = 02%
Note: One school offers both A & B.
3. Have the topics taught in the first year curriculum changed significantly? (Circle One)
If yes, please explain changes.
Yes = 31%
No = 69%
4. Circle the letter of the following statement(s) which best describes the department's efforts to address computerization.
A) Computerization is not addressed within the first year accounting curriculum. = 05%
B) Business/Accounting programs require a separate computer course.
(If this applies, please give a brief description of the course). = 71%
C) Most instructors require a computerized practice set. = 12%
D) Most instructors require the use of General Ledger software and/or Lotus
that coordinates with the textbook. (Circle one or both).
Require use of General Ledger Software = 33%
Require use of Lotus Software = 26%
E) Other - please describe. = 24%
5. Circle the letter of the following item(s) which best describes implementation efforts to address
interpersonal skills:
A) Group work used in application phase = 38%
B) Group work used in introductory phase = 31%
C) Writing assignments are required = 48%
D) Essays are used on exams = 45%
E) Team presentations are required = 19%
F) Other = 31%
6. Describe the approach used to assess effectiveness of change.
Responses ranged from acknowledgments that very little if anything is
done in the form of assessing results of change to statistical analysis of
standardized tests for all full-time and adjunct faculty.
If any members have suggestions on how to continue a dialogue regarding change or other recommendations as to activities the Curriculum Revision Committee could undertake to facilitate change, please contact:
Barbara Chiappetta, Nassau Community College
Office: 516-572-7545
Home: 516-795-3473.
MINUTES OF TWO-YEAR COLLEGE SECTION BUSINESS MEETING IN CHICAGO -
AUGUST 14-17
As his last official act as Chair of the Two-Year College Section (TYCS), Robert Maloney presided over the annual business meeting of the TYCS held at the AAA national meeting in Chicago. Chair Maloney expressed his concern about the downturn in the Section's membership and noted several efforts over the past several years to deal with this problem. He then gave an overview of the sessions presented by the TYCS. The first session entitled "New Instructional Activities in First-Year Accounting Courses" was moderated by Belverd E. Needles, Jr., Depaul University. Panelists were Susan V. Crosson, Santa Fe Community College, Ellen L. Sweatt, DeKalb College, Cathleen Burns, New Mexico State University, and LaVonda Ramey, Schoolcraft College. The second session entitled "Assessment of First-Year Accounting Courses" was moderated by Bonnie Slager, Rancho Santiago College. The session included a presentation by Thomas G. Evans and Sekhar Anantharaman, University of Central Florida, and Sonja Villaire, Florida Institution of Technology entitled "The Predictive Ability of Entry-Level Assessment Tests for Accounting Principles", as well as a presentation by Paul E. Solomon, San Jose State University, entitled "Discussion of the California Core Competency Model for the First Course in Accounting - An Update."
Barbara Chiappetta, as Chair of the Curriculum Revision Committee, presented a review of a curriculum revision survey she conducted this past year. She handed out the results to the members.
The following names were then placed in nomination to serve as officers of the TYCS: John Ribezzo, Community College of Rhode Island - Chair, Ellen Sweatt, DeKalb College - Vice-Chair, Margaret F. Criner, University College-University of Maine - Secretary/Editor, and Robert Maloney, University of Alaska-Anchorage - Coordinator of Regional Representatives. A motion was made to appoint all four individuals. The motion passed unanimously. Chair Maloney then handed the gavel over to John Ribezzo. Chair Ribezzo led a discussion on the format of the Communicator. The consensus was to stay with the present make-up of the Communicator as a combination newsletter/journal. He also voiced his concerns about the downturn in membership but stressed that the current members must become more active regionally and nationally and assume leadership positions in the TYCS.
After the business meeting, the TYCS luncheon, Sponsored by Houghton
Mifflin Company, was held. Robert Maloney presented the Outstanding
Educator Award to Lynn Mazzola of Nassau Community College.
Respectfully submitted,
John Ribezzo, Secretary/Editor
THANK YOU TO
HOUGHTON MIFFLIN COMPANY
FOR SPONSORING THE
TWO-YEAR COLLEGE SECTION LUNCHEON
AAA ANNUAL MEETING - CHICAGO
Below are listed the various committees of the AAA, along with a short description of each. Please consider joining a committee so that the Two-Year College Section is well represented. Check-off the committee(s) you are interested in and return this form to: John Ribezzo, Community College of Rhode Island, 400 East Avenue, Warwick, R. I. 02886.
___Accounting Accreditation Committee: monitor issues and developments in accreditation that may have
an impact on accounting programs.
___Accounting Education Advisory Committee: serves as the senior committee for Association activities
that involve accounting education.
___AICPA/AAA Collaborative Award Selection Committee: select the recipient(s) of the award.
___By-Laws Committee: review existing Association By-Laws and recommend revisions, assist the
Governance Committee, and analyze any proposed changes in the By-Laws.
___Carter Scholarships Committee: recommend recipients for the Arthur H. Carter Foundation Student
Scholarships.
___Committee To Promote Interaction Between Two-Year Faculty And Faculty at Other Institutions:
facilitate interaction between two-year faculty and the activities of four-year and graduate colleges.
___Competitive Manuscript Committee: select recipients of the Competitive Manuscript Award.
___Continuing Education Committee: carry out the continuing education mission of the Association.
___Corporate Accounting Policy Committee: plan and hold the Corporate Accounting Policy Seminar.
___Deloitte & Touche Wildman Medal Award Committee: administer the John R. Wildman Medal award
program.
___Distinguished International Faculty Exchange Committee: oversee the faculty exchange program and
assist Association staff in the administration of the program.
___Doctoral Consortium Committee: plan and hold the Doctoral Consortium.
___Doctoral Fellowships Committee: select the recipients of the AAA doctoral fellowship
grants.
___Electronic Materials and Dissemination Committee: assist in maximizing use of the Internet and other
electronic media in the Association's Faculty and Program Development activities.
___Finance Committee: develop financial goals and strategies for the Association.
___Financial Accounting And Reporting Conceptual Committee: consider the recommendations
in the reports of the AICPA Special Committee on Financial Reporting and the AIMR Report.
___Financial Accounting Standards Committee: coordinate all Association activities with respect to
financial accounting standard-setting.
___Financial Reporting Issues Conference Committee: plan and hold the Financial Reporting Issues
Conference.
___Globalization Initiatives Committee: evaluate selected discussion memoranda and exposure drafts
related to international financial accounting and reporting and auditing standards.
___Governance Committee: evaluate whether current governance procedures provide for appropriate
member participation and to propose by-law changes and/or procedures, as appropriate.
___Innovation In Accounting Education Committee: select the recipient(s) of the Innovation in
Accounting Education Award.
___Membership Services and Subscriptions Committee: work with the Association staff and other AAA
committees to define and enhance the benefits of membership.
___Minority Faculty Development Committee: coordinate Association activities with respect to minority
recruitment and development.
___New Faculty Consortium Committee: plan and hold the New Faculty Consortium.
___Nominations Committee: select a list of nominees to AAA offices for election by the membership
and carry out other duties specified in the By-Laws and Policy and Procedures Manual.
___Notable Contributions to Accounting Literature Award Screening Committee: identify works of
exceptional merit from published accounting books and articles that meet the guidelines for the
"Notable Contributions" award.
___Notable Contributions to Accounting Literature Award Selection Committee: select the recipient(s) of
the award from those books and articles identified by the Screening Committee as notable contributions.
___Outstanding Accounting Educator Award Committee: select one or (at most) two recipient(s) of the
Outstanding Accounting Educator Award, using criteria approved by the Executive Committee.
___Professional Examinations Committee: conduct activities as appropriate to assist communication and
interaction between the membership of the Association and the various professional accounting
examination bodies, to monitor activities of these bodies and to evaluate the implications of their
respective examinations for accounting education.
___Professional Practice Issues Committee: plan and hold one or more round table discussions on current
issues or problems in professional practice and publish the results.
___Professionalism and Ethics Committee: foster ethical conduct among members and ethics education
and scholarship in the accounting profession.
___Program Advisory Committee: assist the President and the Executive Director in developing the
technical program for the Annual Meeting.
___Publications Committee: monitor and coordinate all aspects of the Association's publications program.
___Research Advisory Committee: serve as the coordinating committee for Association activities that involve accounting research.
___Securities and Exchange Commission Liaison Committee: conduct activities as appropriate to assist
communication and interaction between by the SEC and the membership of the Association.
___Trueblood Seminars Committee: assist Deloitte & Touche in conducting the Trueblood Seminars.
TWO-YEAR COLLEGE SECTION REPRESENTATIVES
OFFICERS
CHAIRPERSON
John Ribezzo
Community College of Rhode Island
400 East Avenue
Warwick, RI 02886
W: (401)825-2252
H: (401)944-6995
FAX: (401)825-2365
E-Mail: jribezzo@ccri.cc.ri.us
VICE-CHAIRPERSON
Ellen L. Sweatt
DeKalb College -
North Campus
2101 Womack Road
Dunwoody, GA 30338
W: (707)551-3086
H: (770)971-9695
FAX: (770)604-3795
E-Mail: esweatt@dekalb.dc.peachnet.
edu
SECRETARTY/EDITOR
Margaret F. Criner
University College - University of Maine
210 Texas Avenue
Bangor, ME 04401
W: (207)581-6067
H: (207)866-7962
FAX: (207)581-6069
E-Mail: mcriner@maine.maine.edu
COORDINATOR OF REGIONAL
REPRESENTATIVES/
OFFICER AT LARGE
Robert C. Maloney
3211 Providence Avenue
University of Alaska - Anchorage
Anchorage, AK 99508
W: (907)786-4137
H: (907)688-3356
FAX: (907)786-4119
E-Mail: rcmi@orion.alaska.edu1
REGIONAL REPRESENTATIVES
MID-ATLANTIC REGION
Richard Smith
College Place
Penn State University - DuBois
DuBois, PA 15801
(814)375-4801
MID-WEST REGION
Edward Streif
St. Louis Community College - Meramec
113333 Big Bend Blvd.
Kirkwood, MO 63122
(314)984-7508
NORTHEAST REGION
Lynn Mazzola
Nassau Community College
One Education Drive
Garden City, NY 11530
(516)572-7544
SOUTHWEST REGION
Andrew H. Lawrence
Delgado Community College
West Bank Campus
2600 General Meyer Ave.
New Orleans, LA 70114
(504)361-6274
WESTERN REGION
Barbara Croteau
Santa Rosa Junior College
1501 Mendocin Ave.
Santa Rosa, CA 95401
(707)527-4627
Dick Wasson
Southwestern College
900 Otay Lakes RoadPAID
Chula Vista, CA 91912
(619)421-6700 X5537
SOUTHEAST REGION
Lou Squyres
DeKalb College - South Campus
3251 Panthersville Road
Decatur, GA 30034
(404)244-5079
OHIO REGION
(To Be Announced)
Contact:
John Ribezzo
Community College
of Rhode Island
400 East Avenue
Warwick, RI 02886
(401)825-2252
AMERICAN
ACCOUNTING
ASSOCIATION
5717 BESSIE DR.
SARASOTA, FL
34233-2399
AMERICAN ACCOUNTING ASSOCIATION
TWO-YEAR COLLEGE SECTION
(For Use By Prospective Members Only)Please enroll me as a NEW MEMBER of the
American Accounting Association.
Select a, b, or c:
a. One journal: (Please check one)..............................$85.00
[ ]Acctg. Rev. [ ]Acctg. Hor. [ ]Issues in Acctg. Educ.
b. Two journals: (Please check two)............................$95.00
[ ]Acctg. Rev. [ ]Acctg. Hor. [ ]Issues in Acctg. Educ.
c. All three
journals.....................................................$100.00
SECTIONAL MEMBERSHIP DUES
Two-Year College Section..$10.00_______
Information Systems/
Management Advisory.....$20.00_______
International Accounting...$20.00_______
Auditing ..............................$15.00_______
Government & Nonprofit..$10.00_______
Taxation (ATA) Section.....$20.00_______
Public Interest Section.......$10.00_______
Accounting, Behavior &
Organizations ...................$15.00_______
Management Accounting....$15.00_______
Gender Issues in Acctg........$10.00_______
Teaching & Curricula.........$10.00_______
Artificial Intelligence/
Expert Systems..................$15.00_______
Financial Accounting &
Reporting...........................$20.00_______
Total Amount of Sectional Dues _______
TOTAL AMOUNT REMITTED _______
Mail Application and check to:
American Accounting Association
5717 Bessie Drive
Sarasota, FL 34233-2399
Name
Address
Employer
[ ]My check is Enclosed
[ ]Charge My VISA/MC
Acct. No.
Expiration Date
Signature
Phone #
Membership dues includes $25.00 for one
journal; $35.00 for two journals; or $40.00 for three journals; and $60.00
for general dues which includes Accounting Education News. Two-year
membership is an additional $10.00 and can be selected on the membership
form.
AMERICAN ACCOUNTING ASSOCIATION
5717 BESSIE DRIVE
SARASOTA, FLORIDA 34233-2399
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