Download
glen hatton introduction to financial accounting n.
Skip this Video
Loading SlideShow in 5 Seconds..
Glen Hatton Introduction to Financial Accounting PowerPoint Presentation
Download Presentation
Glen Hatton Introduction to Financial Accounting

Glen Hatton Introduction to Financial Accounting

255 Views Download Presentation
Download Presentation

Glen Hatton Introduction to Financial Accounting

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  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