Glen Hatton Introduction to Financial Accounting

1. TURNINGTHEACCOUNTING CLASSROOMUPSIDE DOWN Randy Hoffman Introduction to Managerial Accounting Glen Hatton Introduction to Financial Accounting Recipients of The Ernst & Young Excellence In Teaching Award PHASE Conference March 1, 2014

2. The Nation’s Largest Four-year Public University System • 23 Campuses And Eight Off-Campus Centers. • Approximately 437,000 Students. • Employs 44,000 Faculty & Staff

3. Our Campus CSU Fullerton College & Department Dual AACSB Accreditation Business And Accounting. 5th Largest Business School In The United States Department: 1,013 Accounting Majors 1,000+ Enrolled In Introductory Accounting Classes • Largest Of The 23 Campuses • 38,325 Students • 2,019 Faculty • 55 Undergraduate, 54 Graduate Degrees Offered • Diverse Student Body: • 8th In Nation & 1st CA Awarding Degrees To Hispanics

4. Traditional Design: Not Working • Standard Lecture Format: • 15 Weeks Of Instruction + Finals • Twice Each Week, Classes 75 Minutes Long • Class Sizes Varied From 50 – 100 Students • 10-12 Sections Taught By Six Different Instructors • Historical Results: • Consistent Repeat Rate: 43% • Common Final Exam (30% Of Course Grade) • Average Number Correct: 27 Out Of 50 (54%)

5. Investigation: Why is it no longer working? • Usually First Courses For A Business Major: • Unfamiliar With The Rigor • Lack Of Ownership (You’re Suppose To Teach Me) • Miss Too Many Classes • Try To Complete Homework In Single Session • Limited Attention Span – Need Stimulation • Little/No Collaborative Learning • Not Enough Critical Thinking

6. Course Design Should: • Transfer Responsibility For Learning To Students. • Encourage Multiple “Visits” To The Subject Of Accounting Each Week. • Collaborative Learning Through Case Studies. • Classroom Focus On The Application Of The Course Concepts. • Incorporate Active Learning. • Support Different Learning Styles. • Attendance Requirements. • Continuous Improvement.

7. Course Design • Online • Deliver Course Content and Materials • Students Study Course Topics Via Different Methods At Their Own Pace • Classroom • Two Seventy-five Minute Classes Per Week. • Discussion Of Selected In-class Exercises (250 Students.) • Case Work Done In 5 Classrooms Of 50 Students Each. ACCT201Pedagogy

8. Course Design • Graduate Accounting Students Facilitate & Tutor: • Case Studies - Course Assistance Center • Course Transformed Into A “Hybrid.” - Heavy Reliance On LMS And Online Learning Aids • Attendance Is Mandatory For Case Study And Problem Discussion Classes • Yes, Mandatory Even For Classrooms With 250 Students

9. Implementation: What Students Need To Know • “The Easy Step” • Chapter-by-Chapter Learning Objective Selection • Agreement With Course Coordinator • Same For Flipped and Traditional Courses BuildingtheCourse

10. Implementation: Student Study • Lecture Video • Convert Narrated Power Point Presentation to video. • Several ways to access • CSUF Branded • Notes • Provide Different Formats: • Audio • Transcript • Captioned • i-Product • Add A Personal Twist: • Record Own Lectures BuildingtheCourse

11. Implementation: Materials • Course Materials • Online Chapter Assignments • Homework (2 Parts) • Multiple Due Dates • Provide Downloadable Copies Of Quizzes And Homework • In-Class Problems • Course Tutoring Center BuildingtheCourse

12. Implementation: Materials

13. Implementation: Collaborative Learning • Case Studies • One Classroom Session Per Week • Student Teams (4-5 ) • Facilitated By Grad Students • Attendance Taken • Cases Are Focused On Current Chapter Topics • 5-7 Cases Per Semester • Little Out of Class Work • Write Our Own Cases To Better Align With Current Learning Objectives • Writing Requirement Satisfied Via Case Analysis Memos BuildingtheCourse

14. Implementation: Assessment • Assessment • Midterm Exams • 2-3 Per Semester • Cover 3-4 Chapters • Case Studies • Homework • Common Final Exam • Cumulative • 30% Of Course Grade • All Sections Same Time • 50 M.C. Questions • Written By Dept. Chair • Based On Learning Obj BuildingtheCourse

15. Implementation: Continuous Improvement Attendance Required: (Discussion Class)

16. Implementation: Continuous Improvement

17. Immediate Results. To-Date: • Repeat Rate Dropped Significantly: • From 43% To 18 – 22% • Final Exam Scores: • Number Of Correct Answers Increased ~25% • From 27 To 33 – 35 • Each Semester: • >200 More Students Move Forward • All 950-1000 Have A Better Understanding

18. Immediate Results. To-Date:

19. Immediate Results. To-Date:

20. Lessons Learned • Some Initial Resistance By Students Familiar With Traditional Approach. • Current Students Don’t Know Any Different • Our Ratings On Student Evaluations Went Down Significantly & Never Fully Recover • Size Of Class / Student Assistants • Don’t Try to Do Everything At Once & Expect Some Chaos In The Initial Implementation • Stay the Course: It Works!

21. CSU: System Wide Initiative • Spring 2013 The CSU Launched A Program To Redesign Bottleneck Courses. • The First Step: Identify Redesigned Courses Which Were Proven To Use As Models.

22. ghatton@fullerton.eduGlen Hatton