Education Workshops and Sessions
Thursday, June 10
Education Workshop 1: Inclusive Pedagogy in Higher Education: Diversifying resources and strategies to meet varied students’ needs
9:00 to 10:30
Presented by the techno-pedagogical service (Naïma Tebourbi and Geneviève Demers), Université TÉLUQ
The increase in the student population with invisible disabilities (attention disorder, learning disability, autism spectrum disorder (ASD), mental health disorder, etc.) is evident in all Quebec universities. In this context, how can the university adapt to take into account the variety of grasp and engagement of a learner on the cognitive, metacognitive, strategic and emotional levels? This workshop will aim to introduce you to the principles of universal design of learning combined with web accessibility standards.
Certain means have already been put in place at the Technopegagogical Service of TELUQ University in order to adapt to this new reality. From concrete examples, you will discover how to immerse your students in a universal environment in terms of resources, strategies, learning activities, assessments and modes of representation. Our goal will therefore be to equip you so that you can offer learning scenarios that take into account all students, regardless of their profile.
25th Annual Ethics Workshop
11:00 to 12:30
Presented by The Centre for Accounting Ethics, University of Waterloo School of Accounting and Finance
Education Workshop 2: Academic Integrity
14:15 to 15:45
Presented by Heidi Dieckmann, Kwantlen Polytechnic University
As institutions and faculty work towards producing an effective online learning platform, they face the challenge of providing a quality learning experience that provides students with meaningful credentials while upholding their reputation and integrity. Furthermore, students are under intense pressure to maintain momentum towards graduation while transitioning to online learning midstream in their education experience. To successfully prevent cheating, we need to understand why students make the decision to engage dishonestly in academic activities.
This workshop will explore why students cheat, while offering response strategies to promote academic integrity and reduce academic dishonesty. Participants will leave with concrete suggestions on handling academic dishonesty, as well as a benchmark to develop their own resources to help educate students on their institution's expectations and consequences for academic dishonesty.
Education Workshop 3: Diversity II
Bringing Diversity into the Course Curriculum
16:00 to 17:30
Presented by Ralph Tassone, University of Toronto, and Michal Kasprzak, University of Toronto
As educators it is important that we create an environment that is welcoming and inclusive for our students. The focus of the session will be to discuss best practices and share experiences on how to reach every student through inclusive curriculum development. Attendees will have the opportunity to listen and ask questions, and to engage in meaningful discussion with others via breakout rooms. Attendees will leave the session with ideas and strategies on how to make their curriculum more diverse.
Friday, June 11
Education 1A: An Accounting Instructor’s Talk: How I Use AccountingPod to Innovate my QuickBooks and AIS Accounting Course
8:00 to 9:30
Presented by Tillie Parmar, Trinity Western University, and Judith Cambridge, AccountingPod
This insight paper stems from a case-based research project into the implementation of smart technology to teach technical accounting knowledge. It examines the controls in packaged accounting software and investigates the barriers to adoption. In this presentation, Tillie outlines how she used AccountingPod’s technology to teach QuickBooks online with ease while achieving effective learning for students.
Education 1B: Flipped Classroom Techniques for Remote Learning
8:00 to 9:30
Presented by Athena Mailloux and Maurizio Di Maio, Pilon School of Business, Sheridan College
The design of FLIP classroom is not new, yet some have yet to whirl its linkages to Gradual Release of Responsibility (GRR) and Universal Design for Learning (UDL). Post the Mailloux 2019 research study, she developed a modernized FLIP (Focused Learning for Inspired Participation), which now takes into consideration stakeholders to learning’s ownership and responsibility and its linkage during the Student’s Learning Journey (SLJ). Delivery of course material using the best practices of the modern-day FLIP classroom model involves professors supporting students along their learning journey, to one-day “soar like rockets” in their future career endeavours, regardless of the students’ eventual chosen field of occupation. The use of the FLIP model instills three major career acumens in students, that of ownership, responsibility, and time management.
Each stakeholder (school, professor, and student) has responsibilities they need to action for the student to have maximum opportunity for success. This presentation is a result of the implementation of recommendation from the 2019 Mailloux and Di Maio 2021 implementation report, which resulted in the development of several best practices that easily transfer between introductory subjects and schools for a student centric learning environment. Recommendations touch on how the use of the Subject Matter Expert (SME) role to aid in the balance between three main pillars: the diversity of the student and creating a learner-centric environment while meeting regulatory requirements and not impeding facilitators in-class academic freedom. Additionally, pandemic examples are provided on how to best pivot between in-class and virtual (synchronous and asynchronous) and/or even a middle ground at hybrid is implemented quickly with the modernized FLIP model. With the implementation changes at the study school, students achieved an average of between 17% to 38% higher grades by fully completing the interactive pre-work tutorials compared to those who insignificantly completed.
Education 1C: Exploring Teaching Effectiveness and the Scholarship of Teaching and Learning at AACSB Accredited Business Schools in Canada and the USA: A Mixed Methodology Approach
8:00 to 9:30
Presented by Sanobar A. Siddiqui, University of Regina, and Camillo Lento, Lakehead University
Creating deep, conducive teaching and learning environments is an integral aspect of all programs worldwide (Light, Singer, & Willett, 2009; Scott & Scott, 2008). It is also a significant focus of the AACSB accreditation standards. However, the link between intellectual contributions and teaching effectiveness is not well understood. Also, it is unclear how business education research is valued in the academic setting. For example, not a single education-related journal in any business majors finds a place in the Financial Times Top 50 Journal List (Laurent, 2016). Stout (2018) asserts that publishing educational research within the disciplines may not be highly ranked or be completely dissuaded depending upon a faculty member’s university of employment. Stout (2018) goes on to suggest that “one possible starting point is to document how publications in accounting education are currently viewed/counted at a variety of institutions today, … currently, the available evidence is purely anecdotal … and warrants formal research” (p. 80).
Based upon Stout’s (2018) call for additional research, our study focuses on the AACSB 2020 standards associated with Teaching Effectiveness and Impact (Standard 7) and the Scholarship of Teaching and Learning (SoTL) (Standard 8), in light of the classification of faculty and professional staff resources (Standard 3).
Our mixed-methods approach relies on an analysis of policy documents, survey responses, and semi-structured interviews.
Education 3A: Seeing the Numbers: Incorporating Data Visualization to Data Analytics Assignments
13:30 to 15:00
Presented by Catherine Barrette, University of Toronto
When incorporating a Data Analytics Assignment with Excel in my Introduction to Managerial Accounting course, I was working through the marking key and felt lost in the numbers. How could we structure the assignment to make it easy to grade and have some way of finding the key numbers we wanted the students to compute? Realizing that no one in business would do a data analytics analysis and simply send spreadsheets of raw data to their audience, I decided to incorporate Data Visualisation to the assignment. The assignment proved valuable as I noticed that the students did very well in Excel but struggled with the presentation of the data. It was therefore helpful to incorporate this important professional skill as part of their assignment. To tackle subjectivity in the evaluation of student assignments, I also designed a clear grading rubric to allow markers to differentiate between stronger and weaker presentation.
Education 3B: Data Visualization in Tax Course
13:30 to 15:00
Presented by Sonia Dhaliwal, University of Guelph
Education Workshop: Creating Diverse, Equitable and Welcoming Learning Environments in Accounting Education
15:15 to 16:45
Presented by Lisa Powell, Alessandro Ghio, and Nick Mcguigan, Monash University
This workshop will explore, collaboratively with participants, best practice on nurturing and facilitating diversity in the classroom. Participants will explore in detail the pedagogical principles of Baxter-Magolda’s (1992; 1999) Constructivist-Developmental Pedagogy and investigate how they can be practically applied to accounting education, actively designing learning experiences about diversity for students.
The workshop will explore four key principles for generating modes of education based on a queer accounting pedagogy, including creating space for imagination, allowing students to feel discomfort, providing for reflexivity, and letting go of control. This queer accounting pedagogy can bring possibilities for broader classroom inquiry, democratic participation, meaningful dialogue, and mutually respectful ways of learning and teaching. More broadly, experiencing a queer accounting pedagogy facilitates anti-normative ways of thinking and acting, ultimately developing the creative and critical skills required of the future accounting professional.
Participants will leave with practical tools that assist in facilitating diverse, equitable and welcoming learning spaces, in and out of the classroom, that they can apply directly to their own diverse institutional contexts.
Saturday, June 12
Education 5A: Active Learning: Strategies to Increase Your Students' Engagement by Using Interactive Online Tool Mentimeter and MS 365 One Drive
10:00 to 11:30
Presented by Anna Czegledi, Conestoga College
Are you looking for ideas on how to include more Active Learning in your teaching? This interactive practical educational presentation will focus on how to increase students’ engagement, while teaching remotely or in person. We will share how you could introduce easy-to-use presentation software, Mentimeter and MS 365 One Drive, to enhance your students’ learning experiences. Based on our experience, this approach has a positive impact on students’ engagement and learning satisfaction.
This session will be beneficial for new and experienced users. We will discuss implementation strategies, challenges and share some recommendations on how to overcome them (for example, how to maximize your free Mentimeter options and how to adjust your strategy for different class sizes for MS 365 One Drive). By the end of the presentation, you will gain easy-to-use ideas to help your students to take a more active role in their learning.
Through this interactive workshop, you will:
- Explore several teaching strategies and easily accessible tools that could increase your students’ engagement while teaching remotely and in person.
- By the end of the presentation, you will gain easy-to-use ideas to help your students take a more active role in their learning and have some practical tips on overcoming some implementation challenges.
Education 5B: What I Do to Achieve Student Engagement in My Online Classes
10:00 to 11:30
Presented by Anamitra Shome, Brock University
The World Health Organization declared the novel coronavirus (COVID-19) outbreak a pandemic in March 2020. Overnight, schools, colleges, and universities were forced to switch to online-only formats. Students suddenly found themselves having to rapidly adjust to an unprecedented situation of having all their classes online. Instructors who never dreamed that they would have to teach online suddenly found themselves at a complete loss for a clear idea of what they needed to do to succeed.
The world is a bit more prepared to fight back now, with the development of vaccines around the globe. Nevertheless, it could take years to develop global immunity to the coronavirus. In such a situation, online learning and teaching seem to offer the only practical solution to the pandemic.
Online learning is here to stay, and your students could be in any part of the world, across different time zones. It is absolutely crucial to keep them coming back for more. In this workshop on teaching practices, I will present practical take-home suggestions to keeping students engaged, enthusiastic, and eager to learn.
Education Workshop: Partial Information Exercise (PIE) Activities: Helping Students Develop Critical Thinking Skills
12:15 to 13:15
Presented by Candace Moody, University of Calgary
To equip future accountants with critical thinking skills required to make decisions and to solve real life problems, I have introduced partial information exercise (PIE) activities in undergraduate accounting courses. PIE activities are a pedagogical adaptation to traditional management education classroom cases and exercises in which instructors intentionally withhold select pieces of information that are necessary to successfully address the situation posed. Students are thus forced to think critically about what information is needed, formulate effective questions to acquire the information and then synthesize the pieces of information to effectively address the situation. Participants will leave this workshop able to:
- understand how PIE can be incorporated into undergraduate accounting courses,
- appreciate the impact PIE can make on students’ learning and skill development, and
- consider how they might incorporate a PIE activity into a future course.
Education 6: Student Mental Wellness
14:15 to 15:45
Presented by Jamie Gruman, University of Guelph; Merridee Bujaki, Carleton University; Darlene Himick, University of Ottawa; Suzanne Paquette, Université Laval
Moderated by Sonia Dhaliwal, University of Guelph
How do you know when a student is struggling with mental wellness? What if the formal support structures in your institution feel overwhelming or inaccessible for them? How do you ensure everyone is seen, heard, and supported in this ever-changing teaching and learning environment — while taking care of your own health?
In this session, a presentation and panel discussion will address practical issues surrounding student mental wellness. We will:
- Add to our toolkits of mental wellness support for our students
- Share practices we have used
- Consider ways to safeguard our own mental wellness during this prolonged period of stress and change
Please note: This session will not be recorded.