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The Business Activity Model: An Experiment in Self-Learning Anthony H. Catanach Jr. firstname.lastname@example.org 610-519-4825 Seminar Objectives Briefly review the Business Activity Model’s (BAM) pedagogy. Describe the formal assessment project funded by the Carnegie and Pew Foundations and the AAA.
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Anthony H. Catanach Jr.
Please ask any questions as they may arise.
Lee S. Shulman in Taking Learning Seriously, 1999.
So how does the BAM work?
But Does the BAM Work???
Now Assessment Can Begin!!!
This scholarship is a way of recording, displaying, examining, investigating, and building powerful methodologies to address the pathologies of learning: amnesia, fantasia, and inertia.Formal Assessment Project
Wait A Minute Here!!!!
Isn’t it ironic that most students appreciate the BAM’s realism, but dislike its uncertainty?
Students don’t equate the business world with risk and uncertainty!
But How Do the Instructors Feel?
I really enjoy doing the BAM and the students seem more interested in class, although I don’t think they like having to depend to meet outside of class…Also, I think they’re struggling on how to learn on their own.
There is a lot less frustration among the students that I thought there would be. As for me, I am having a ball. This is by far, the most fun I have ever had “teaching” (moderating) an intermediate accounting class.
I love teaching the course this way and hope to do a much better job in the future. I had some difficulty in knowing what to really emphasize and reinforce in class discussion so that students had a better idea what to study…our students really seem to enjoy the interaction and analytics.
Students dislike the uncertainty and miss having lectures.
Students appreciate the model’s realism and faculty enjoy using it.
Too Early to Tell on Model Effectiveness!
Effect of Changing Student Demographics on Curriculum Design and Implementation
Student Hours Worked
Extra Curricular Activities
Theoretical Model and Approach May Be Sound,
But Demographics May Prevent Desired Outcomes.
The Influence of Student Expectations on
Metrics May Not Properly Capture Model Outcomes.
Reinforced the need for
multiple metrics and
research methods, as well
as careful program
Opened the door to a
new investigation that
can be initiated, while awaiting
completion of the longer,
This Means That My Carnegie Project May Impact Both University Curriculum AND Professional Firm Training Programs
Good measures will allow us to capture the gut-wrenching drama and conflict found in Accounting:
to do Battle
The Thrill of Victory
The Agony of Defeat
Catanach Jr., A. H., D. B. Croll, and R. L. Grinaker. “Teaching Intermediate Financial Accounting Using a Business Activity Model.” Forthcoming in Issues in Accounting Education (November 2000).
My web page: http://www19.homepage.villanova.edu/anthony.catanach/BAMHome.htm
Melody Marcus at McGraw Hill – Irwin (212-904-2029 or email@example.com).
McGraw Hill presentations on Tuesday at 10:15 AM and 3:15 PM in the Mariott (rooms 309 and 310). Stop by their booth to sign up.
Contact Mary Harsten (St. Mary’s University), Bob Hilbelink (Dordt College), Dave Kircher (Ohio University), Brock Murdoch (Cal State – Chico), and Gerry Dougherty (Villanova University).