Thursday June 14 is Professional Development day. Choose from four half-day practical education workshops that will challenge your thinking and bring new life to your classroom practice. On Thursday we also host our two full-day special sessions, the Craft of Accounting Research workshop and the Accounting Perspectives Case Teaching Roundtables.
22nd Annual Ethics Workshop: Plagiarism and Academic Misconduct
Presenters: The Centre for Accounting Ethics, University of Waterloo
Morning session, 8:30 a.m. to 12 noon
The Centre for Accounting Ethics is pleased to invite all CAAA conference registrants to our 22nd annual workshop.
Teaching with Technology
Presenter: David Bond, UTS Business School
Morning Session: 8:30 to 12 noon
Academics and instructors are now, more than ever, dealing with larger, more diverse classes, as well as students who have grown up in a world which is becoming increasingly digital and personalized (consider how television and music have moved from a broadcast to a streaming model).
To help provide students with an engaging, interactive, and ultimately a useful learning experience, technology is a crucial element. Yet, the ever expanding array of platforms, apps and services available to academics can make the decision of what to use a difficult one, especially with the time pressures we are all under.
Participants will be taken through a range of different technology solutions to assist in teaching accounting, both inside and outside the classroom. The aim of the workshop will be to provide participants with easily usable options that complement their teaching practice. This will be very much a hands on experience, so bringing a laptop or mobile device is a must.
About David Bond
David joined the UTS Business School in 2003, and is currently a Senior Lecturer in the Accounting Discipline Group. Since 2012 he has been a regular guest on 2SER, including covering three Federal Budgets. In 2013 he held the position of Academic Fellow at the International Financial Reporting Standards Foundation in London, and in 2015 was a visiting academic at the London School of Economics. David has an active interest in the role of emerging technology and social media in the learning environment. Through his work in this area, David has received a number of awards, including an Australian Government Office for Learning & Teaching Citation.
Process of Learning Model Strategies
Presenter: Steve Janz, SAIT
Afternoon Session: 13:00 to 16:30
Wouldn’t it be wonderful if 90%+ of your students arrived to class prepared at the start of every new topic or module; if you could cut your marking time in half; if students actually learned from their assessment mistakes and could demonstrate their understanding of the course material by applying the material to real life situations? Best of all, wouldn’t it be great to be able to spend more time on preparing class activities such as experiential learning assessment projects than answering student emails?
This workshop will provide you with several new ideas to achieve all of the above and more as it incorporates the best of cooperative and team based learning, flipped classroom and peer instruction. You will be required to wear two hats; first as a student in my class and second, as a teacher as you reflect on each step of the learning process we’ve explored.
In preparation for the workshop, please go to youtube.com and search (Steve Janz) for my videos that help students understand basic, intermediate and advanced material for courses such as Intermediate Financial Accounting II, Intermediate Management Accounting and Advanced Management. This is a sample of one creative idea we will explore at the workshop.
Student Assumptions About Knowledge: How They Can Help and Hinder Student Learning
Presenter: Susan Wolcott, WolcottLynch
Afternoon Session: 1:00 p.m. to 4:30 p.m.
An important focus for the improvement of accounting education is the development of students’ critical thinking and professional judgment skills. To develop such skills, professors often challenge students with open-ended problems, for which an absolutely correct answer cannot be known. For example, students may be asked to solve an accounting problem from partial data in an complex case setting. Professors expect students’ critical thinking and professional judgment skills to be developed through practice with this type of problem.
Unfortunately, such teaching strategies often have mixed results. While some students appear to develop and learn, other students experience dismay and frustration. One reason for poor student performance may be that the challenges given to students are too far beyond their current ability to perform.
This workshop will introduce King and Kitchener’s reflective judgment model, which outlines developmental stages related to the assumptions individuals hold about knowledge. A substantial body of empirical research has demonstrated that student assumptions about knowledge are significantly related to the way they respond to open-ended problems, and that students must be given developmentally-appropriate challenges. A major implication is that professors can enhance their efforts at developing student skills by assessing their levels of thinking and by assigning problems that are appropriate for those levels.
During this workshop, participants will:
- Learn about peoples’ assumptions about knowledge and how those assumptions lead to qualitatively different responses to open-ended problems
- Distinguish between open-ended and closed-ended problems in accounting courses
- Assess levels of reflective judgment evident in student responses to accounting problems
- Discuss the advantages and disadvantages of alternative methods for assessing reflective judgment levels
- Explore ideas for course-based educational research
Full-day Session: 08:30 to 16:30
Teaching Through Cases in Accounting
Participants will learn more about the principles of case methodology and the related underlying theories of learning.
Morning session: A case study is the backdrop to a guided discussion, looking at:
- Theories and learning principles underlying case-based teaching
- Using cases to teach highly technical or quantitative subjects
- In-class discussions: key principles, facilitation, pitfalls
- The instructor: preparation, facilitating and consolidating learning, evaluation
- The role of theoretical knowledge
- The objectives of teaching notes
- Variations of the method depending on discipline, type of students, and group size
CPA examination-type cases and accounting discussion cases will be covered.
Afternoon session: Participants work in teams to prepare and lead the discussion of a sample accounting case, using three different approaches to incorporate the related technical competencies. The session will conclude with a group discussion of the pros and cons of the different approaches that can be used to incorporate theoretical knowledge in a case-based lecture.
Luc Bélanger-Martin, Director, Case Centre HEC Montreal
Pascale Lapointe-Antunes, Editor-in-Chief, Accounting Perspectives
The workshop will benefit any instructor considering using case-based teaching, new to case-based teaching, or currently using case-based teaching who wish to learn more about the principles of case methodology and share their experiences and viewpoints.
How to participate
Select the AP Special Event when registering for the CAAA Annual Conference. Places are limited.
Full-day Session: 08:30 to 16:30
Please note: Registration for this workshop will close when it reaches capacity, or May 1, 2018, whichever comes first.
Partha Mohanram (University of Toronto), Alex Edwards (University of Toronto), Jeff Pittman (Memorial University of Newfoundland), Dushyant Vyas (University of Toronto) and Alan Webb (University of Waterloo)
This workshop is intended for doctoral students and junior faculty members interested in performing research and writing research-based articles for scholarly journals in accounting. It will concentrate on issues and problems involved in planning and performing research, early career issues and planning, as well as writing up and publishing results. The schedule will offer opportunities for selected participants to present and receive feedback on their own research ideas. The workshop will be most valuable to Ph.D. students who have completed their course work and begun developing their own research, and junior faculty seeking feedback on early-stage projects.
Note: If you register for this workshop, you must complete an additional questionnaire. Details will follow via email after your conference registration has been completed. Your registration in the Craft Workshop is not final until your questionnaire has been received. Please complete it at your earliest convenience, as space in the workshop is limited, and will be filled on a first-come, first-served basis. Because of the importance of advance preparation to the success of this workshop, no registrations will be accepted after May 1, 2018, including on the day of the event.