Strategies for Teaching Undergraduate Accounting to Non-Accounting Majors

Size: px
Start display at page:

Download "Strategies for Teaching Undergraduate Accounting to Non-Accounting Majors"

Transcription

1 Strategies for Teaching Undergraduate Accounting to Non-Accounting Majors Mawdudur Rahman, Suffolk University Boston Phone: Gail Sergenian, Suffolk University ABSTRACT: Professors teaching accounting to non-accounting majors often find it difficult to maintain students attention, encourage class participation, and achieve effective learning outcomes. Based on theories of self-efficacy, we worked on improving students self-perceptions of skills and attitudes to help them improve their performance. In this paper we describe our successful strategies which motivate students, help them achieve higher learning outcomes, and result in positive instructor evaluations. The experience and survey analysis indicate that, ceteris paribus, an environment in which students can improve their self-perceptions of abilities and skills is positively related to participation, learning, and evaluation of faculty. The results of this experiment may be appropriate for other courses in other disciplines. Background Students in beginning accounting courses demonstrate a wide range of abilities and attitudes. Compared with accounting majors, those with other business- and non-business majors are often less committed to grasping and mastering the subject s concepts and content. They also often lack the vocabulary, experience and other skills to understand business material. A large number of students from all majors begin their first accounting courses with great trepidation, having heard about its difficulty. Some faculty report that it is not easy to get students motivated or involved; while others complain about poor performance. Student evaluations of these courses can be lower than for higher level courses more related to the major. For all of these reasons and more, beginning accounting courses are often considered a challenge to teach. Yet there are faculty who are champions of these courses. The philosophy of many of these faculty is congruent with our proposal, that the key to success is providing an environment in which students can improve their feelings of self-efficacy by demonstrating concern for student learning. We believe that if a well prepared instructor can dissolve the traditional barriers of academic distance in the relationship between the teacher and the taught, miracles can happen. Self-efficacy Self-efficacy describes individuals perceptions of their skills and attitudes. These selfperceptions affect both effort and achievement (Salomon, 1984; Bandura and Cervone, 1983; Brown and Inouye, 1978). Thus, a cyclical relationship exists between self-efficacy and performance. As individuals learn, they develop higher senses of efficacy; when they have a strong sense of efficacy, they exert more effort and achieve at higher levels (Schunk, 1984). In a recent empirical study, Yeo and Neal (2006) demonstrate that it is particularly in the early phases of skill acquisition that the effects of self-efficacy are strongest. They surmise, in agreement with Bandura and Locke (2003) that, in early stages of learning, those with higher levels of selfefficacy learn faster because they tend to set higher goals, persist in the face of difficulty, and use more effective strategies. In a difficult undergraduate course like accounting, it stands to reason that faculty need to create an environment for students to maintain the perception that success is possible. Therefore, course Electronic copy available at:

2 processes must be selected that enable a stronger sense of self-efficacy. This can result in more effort being expended by students, which will bring higher levels of achievement. Developing appropriate course processes Carl Rodrigues (2004) outlined ten teaching and learning techniques. Recognizing these techniques are important in developing a course process. Rodrigues states that no one course can (or should) incorporate all techniques. The choice of process depends on instructor style, student orientation and preparedness, and course level. Focusing on the level of student activity, Carl Rodrigues categorized course processes as 1) active-like and 2) passive-like as follows: Active-like teaching and learning techniques Case studies Individual research projects Group projects Classroom discussions Passive-like teaching and learning techniques Lecture by instructors Reading texts Guest speakers Videos shown in class Classroom presentation by students Computerized learning assignments Bain (2004) concurs with Rodrigues (2004) that the best college teachers use different combinations of course processes to develop student learning. What is crucial is determining which processes are the most appropriate for the moment and purpose. Measuring aspects of teaching Research in the area of students rating of courses indicates that institutions use multiple items in teaching evaluations. Bill Cashin (1995) reviewed Centra (1993) and Braskamp and Orey (1994) and listed six commonly used items in student rating forms: Course organization and planning Clarity, communication skills Teacher student interaction, rapport Course difficulty, workload Grading and examinations Student self-rated learning level Cashin (1995) concludes that student ratings tend to be statistically reliable, valid, and relatively free from bias or need for control, probably more so than any other data used for evaluation. Nevertheless, student ratings are only one source of data. Factors affecting accounting instructor evaluations With regard to measuring association between student rating and learning Cashin (1995) concluded that Electronic copy available at:

3 Classes in which students give instructors higher rating tend to be classes where students perceive themselves as having learned more Age, teaching experience, gender, race, and research productivity, class size, and time of day have little or no relationship to students rating. Faculty rank, expressiveness, student motivation, expected grades, and course difficulty are positively related to higher rating. Especially relevant to our study, Cashin finds that students give higher instructor ratings where they perceive themselves as having learned more. Rahman et.al. (1988), after surveying course evaluations for xxxxxx students, concluded that the extent to which an accounting instructor is fair, well-prepared, and able to make an accounting class interesting, relevant, and enjoyable is positively related to the level of student evaluations of that teacher. From the above research reports we have identified two areas and variables emphasized in relation to higher instructor evaluations: 1) course process, and 2) instructor style. Below we discuss a specific professor s selection of a course process, his instructor style and student acceptance level, as determined by the opinion survey. Course processes Selecting course processes in accordance with his perception of instructor style, student orientation and preparedness, and course level, one of the professors who taught these classes used a combination of the following: a. Lecture b. Class discussion c. Classroom problem solving d. PowerPoint slides e. Bb (Blackboard Learning System) used for 1. Grading 2. Syllabus 3. Announcements 4. Course Materials 5. Homework f. Text Book g. Teams for homework and class problems h. Attendance i. Bonus points j. Emphasis on class participation k. Emphasis on attendance on time l. Share pizza and candy Every process chosen was selected in a way that enhanced the professor s efforts to increase student feelings of self-efficacy. At the conclusion of the semester, but before grades were made available to students, the professor conducted an anonymous survey. 1 The survey is available 1 Please send an for the survey URL and instructions to

4 online to anyone who wants to use the survey for his/her own course and/or participate in a future study. Question one of the survey was: How have the following course processes helped your learning? Three things need to be noted here: 1) because these students have little time to invest at home, want to learn more from the class, and need to feel at the end of the class that they can perform, there was an emphasis in class on problem solving; 2) because students want timely feedback on their performance, grades were displayed on Blackboard as quickly as possible and bonus points were given for class participation; and 3) students were concerned about the level of their grades. We observed that bonus points improved class attendance and student participation and helped create a healthy atmosphere of competition among the class teams. Students solved problems in class in teams and the instructor moved around the class during problem solving sessions to assist students. As a result, students completed sessions understanding how to solve these problems. In the past faculty often lectured and solved problems in front of students. Here the professor made an extra effort to have students solve the problems themselves, with continuous feedback offered in a friendly manner. Table 1 Student Perceptions of Processes Contribution to Learning 2 Mean Std. Dev. % of 4 and 5 Responses a. Lecture b. Discussions c. Classroom problem solving d. Use of PowerPoint slides e. Blackboard for course materials f. Blackboard for grading g. Blackboard for homework submission h. Quizzes i. Teamwork j. Homework k. Taking attendance l. Bonus points for answering questions during class Table 1 demonstrates that the processes deemed to have contributed the most to learning are the use of Blackboard for grading (mean 4.52), Classroom problem solving (mean 4.45), Teamwork (mean 4.39), Blackboard for course materials (mean 4.35), and, with equal means of 4.32, Discussions, Quizzes, and Bonus points for answering questions during class. 2 Based on a five point scale

5 The results indicate that students felt they benefited from having course materials and feedback readily available and, most important, to our theory, from practice in solving problems. Question two of the survey asked How did the professor contribute to your learning? Table 2 Student Perceptions of Professor s Contribution to Learning Mean Std. Dev. % of 4 and 5 Responses Professor was friendly Professor was tough Professor was funny Professor s knowledge of subject matter Professor s use of technology Professor s concern for students Professor was demanding Professor s grading policy Table 2 demonstrates that three variables were perceived as most important to student learning, 1) professor was friendly ( mean 4.95, mode 5 ( 93.55%)), Professor s concern for the Students (mean 4.82, mode 5 (80.65%)), and Professor s knowledge of the subject matter (mean 4.90, mode 5 (90.32%)). We conclude from this section that students perceive themselves as learning more from a friendly professor who shows concerns for students and knows his/her subject. From the extant literature and our experience in this course we have developed a model of the relationship between faculty style, learning and student ratings of faculty.

6 Instructor s Attitude, Learning Outcome and Instructor Evaluation Influence- Interaction Model Moderated by Self-Efficacy Figure 1. Learning Outcome and Instructor Evaluation Model Friendly Professor - Concerned for Student Learning Environment Enhancing Students Self-Efficacy Higher Learning Outcome Higher Instructor Evaluations We presented this model to the participants of the American Accounting Association s annual meeting to determine their agreement with the model. Twenty-two people responded to the survey. All of them agreed that the model would work. The average teaching experience of the responded was years. 12 were full professors and10 were assistant professors in accounting. Contrary to previous research findings, these responses indicate that experience and ranks of professors may work as moderating variables in the proposed learning and rating model. We asked these professors to describe a professor who was friendly and concerned with student learning. The 20 participants used the following words and phrases: 1. Coaching 2. Approachable 3. Open door policy 4. Available 5. Mentoring 6. Not putting students down 7. Using to communicate frequently 8. Making students feel important 9. Reasonable workload

7 score 5 = max 10. Eye contact 11. Being punctual about coming and going 12. Setting clear expectations about attendance 13. Body language 14. Letting student know you care about their learning 15. Walking around the class 16. Coming to class a few minutes early 17. Personalizing We examined the relationships between instructor evaluation and learning level from the evaluations of four professors who taught the course during the same semesters. It supports Cashin s (1995) hypothesis and our model that instructors evaluations depend on the learning level. Fall and Spring Managerial Accounting Course Evaluation Instructor evaluation and level of learning Ins. Eval Level of lrng 4 a b c d 3.4 Professors (r = 0.71, P <.05 ) The instructor success in this course is summarized below with regard to three factors that seem to be important to participation, learning, and evaluations. A. Improve attendance by being a friendly professor, raising grade expectations, and assigning bonus points for class participation. Patron and Bisping (2006) showed that attendance and students performance are positively related. In an introductory business course they observed that everything else being constant ceteris paribus, class attendance has a positive and significant effect on examination performance

8 after correcting for students natural ability and past performance (Patron and Bisping (2006) Journal of Academy Business Education Vo;7. Spring 2006) B. Classroom problem solving is important Improve students self-efficacy, learning and your rating by having students solve problems in class. C. Raise students grade expectations Raise students grade expectations by emphasizing discussions, using Blackboard for grading and homework (i.e., real-time communication), attendance, bonus points, being a friendly professor. Conclusions In this paper, we proposed ways in which faculty can motivate students, help them achieve higher learning outcomes, and obtain positive instructor evaluations. We based our strategies on theories of self-efficacy, which aver that improvements in self-perceptions of abilities and skills will result in better performance. Thus, we created friendly classroom environments that enhanced students learning how to solve problems while getting continuous, non-threatening feedback on their performance. Earlier research indicated that students who learn more evaluate faculty higher. We extended that literature by demonstrating the specific course aspects of a professor s teaching style and methods that students felt contributed to their learning. We feel that our results may have application to courses in other disciplines that are traditionally viewed as challenging to teach. We encourage application of our approach to other courses. While our results seem to indicate that improvements in self-efficacy was critical to the learning process, we would like to see an extension of this study by evaluating student perceptions of ability and skills at the beginning and end of the semester.

9 References Bain, K. What the best college teachers do. (2004). Cambridge, MA: Harvard University Press. Bandura, A., and Cervone. (1983). Self-evaluation and self-efficacy mechanisms governing the motivation of goal systems. Journal of Personality and Social Psychology 45: Bandura, A., and E. Locke. (2003). Negative self-efficacy and goal effects revisited. Journal of Applied Psychology, 88: Brown, I., and D. Inouye. (1984). Learned help-lessons through modeling: The role of perceived similarity in competence. Journal of Personality and Social Psychology 36: Cashin, W.E. (1995). Student rating of teaching: The research revisited. IDEA Paper No. 32, Manhattan, KS: Center for Faculty Evaluation and development, Division of Continuing Education, Kansas State University, Rahman, M., Canlar, M., and D. Lambert. (1988). Factors affecting accounting instructor evaluation: A test of two paradigms. Accounting Educators Journal, Fall, 1988, pp Rodrigues. C. (2004). The importance level of ten teaching/learning techniques as rated by university business students and instructors. Journal of Management Development. 23 (2): Salomon, G. (1984). Television is easy and print is tough : The differential investment in learning as a function of perceptions and attributions, Journal of Educational Psychology 76: Yeo, G., and A. Neal. (2006). An examination of the relationship between self-efficacy and performance levels of analysis and levels of specificity. Journal of Applied Psychology. 91:

Comparison of Student and Instructor Perceptions of Best Practices in Online Technology Courses

Comparison of Student and Instructor Perceptions of Best Practices in Online Technology Courses Comparison of and Perceptions of Best Practices in Online Technology s David Batts Assistant Professor East Carolina University Greenville, NC USA battsd@ecu.edu Abstract This study investigated the perception

More information

Student Response to Instruction (SRTI)

Student Response to Instruction (SRTI) office of Academic Planning & Assessment University of Massachusetts Amherst Martha Stassen Assistant Provost, Assessment and Educational Effectiveness 545-5146 or mstassen@acad.umass.edu Student Response

More information

STUDENT ATTITUDES TOWARD ONLINE HOMEWORK IN ACCOUNTING COURSES. Stanley Chu schu@bmcc.cuny.edu Borough of Manhattan Community College

STUDENT ATTITUDES TOWARD ONLINE HOMEWORK IN ACCOUNTING COURSES. Stanley Chu schu@bmcc.cuny.edu Borough of Manhattan Community College STUDENT ATTITUDES TOWARD ONLINE HOMEWORK IN ACCOUNTING COURSES Stanley Chu schu@bmcc.cuny.edu Borough of Manhattan Community College Harvey Man hman@bmcc.cuny.edu Borough of Manhattan Community College

More information

Philosophy of Student Evaluations of Teaching Andrews University

Philosophy of Student Evaluations of Teaching Andrews University Philosophy of Student Evaluations of Teaching Andrews University Purpose Student evaluations provide the s, or consumers, perspective of teaching effectiveness. The purpose of administering and analyzing

More information

Student Ratings of College Teaching Page 1

Student Ratings of College Teaching Page 1 STUDENT RATINGS OF COLLEGE TEACHING: WHAT RESEARCH HAS TO SAY Lucy C. Jacobs The use of student ratings of faculty has increased steadily over the past 25 years. Large research universities report 100

More information

STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT

STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT Michelle Kilburn, Ed.D. Southeast Missouri State University Assistant Professor, Criminal Justice & Sociology mkilburn@semo.edu Abstract

More information

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course

Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences

More information

Computer Science Department College of Arts & Sciences State University of West Georgia

Computer Science Department College of Arts & Sciences State University of West Georgia State University of West Georgia Criteria For Evaluation- Non-Tenure Track and Part Time Faculty August 22, 2001 I. Requirements: The requires non-tenure track and part-time faculty members demonstrate

More information

V. Course Evaluation and Revision

V. Course Evaluation and Revision V. Course Evaluation and Revision Chapter 14 - Improving Your Teaching with Feedback There are several ways to get feedback about your teaching: student feedback, self-evaluation, peer observation, viewing

More information

Title: Enhancing Student Learning in Introduction to Sport Management. Author: Angela Lumpkin, Health, Sport, and Exercise Sciences

Title: Enhancing Student Learning in Introduction to Sport Management. Author: Angela Lumpkin, Health, Sport, and Exercise Sciences Title: Enhancing Student Learning in Introduction to Sport Management Author: Angela Lumpkin, Health, Sport, and Exercise Sciences Summary: In order to enhance and document students learning, a sports

More information

UDL and Course Design at AL$ workshop. Elizabeth Tu Center for Faculty Development June 13 & 14, 2012

UDL and Course Design at AL$ workshop. Elizabeth Tu Center for Faculty Development June 13 & 14, 2012 UDL and Course Design at AL$ workshop Elizabeth Tu Center for Faculty Development June 13 & 14, 2012 Agenda Overview of Agenda The Universal Design for Learning (UDL) Framework and Your Instructional Issue

More information

Assessing the Impact of a Tablet-PC-based Classroom Interaction System

Assessing the Impact of a Tablet-PC-based Classroom Interaction System STo appear in Proceedings of Workshop on the Impact of Pen-Based Technology on Education (WIPTE) 2008. Assessing the Impact of a Tablet-PC-based Classroom Interaction System Kimberle Koile David Singer

More information

THE PUZZLE GAME: A NOVEL APPROACH TO TEACHING ACCOUNTING

THE PUZZLE GAME: A NOVEL APPROACH TO TEACHING ACCOUNTING THE PUZZLE GAME: A NOVEL APPROACH TO TEACHING ACCOUNTING Sanjay Gupta, Ph.D., CPA, CMA Associate Professor of Accounting Langdale College of Business Valdosta State University Valdosta, GA 31698-0076 Voice:

More information

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh

Students Perception Toward the Use of Blackboard as a Course. Delivery Method. By Dr. Ibtesam Al mashaqbeh Students Perception Toward the Use of Blackboard as a Course Delivery Method. By Dr. Ibtesam Al mashaqbeh Abstract: The aim of this study was to investigate students perception toward the use of blackboard

More information

Technological Tools to Learn and Teach Mathematics and Statistics

Technological Tools to Learn and Teach Mathematics and Statistics IMACST: VOLUME 3 NUMBER 1 FEBRUARY 212 61 Technological Tools to Learn and Teach Mathematics and Statistics Abstract: Mujo Mesanovic American University of Sharjah, mmesanovic@aus.edu The blended learning

More information

Student Success in Business Statistics

Student Success in Business Statistics JOURNAL OF ECONOMICS AND FINANCE EDUCATION Volume 6 Number 1 Summer 2007 19 Student Success in Business Statistics Carolyn F. Rochelle and Douglas Dotterweich 1 Abstract Many universities require Business

More information

Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm*

Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm* Can Web Courses Replace the Classroom in Principles of Microeconomics? By Byron W. Brown and Carl E. Liedholm* The proliferation of economics courses offered partly or completely on-line (Katz and Becker,

More information

STUDENT PERCEPTIONS OF LEARNING AND INSTRUCTIONAL EFFECTIVENESS IN COLLEGE COURSES

STUDENT PERCEPTIONS OF LEARNING AND INSTRUCTIONAL EFFECTIVENESS IN COLLEGE COURSES TM STUDENT PERCEPTIONS OF LEARNING AND INSTRUCTIONAL EFFECTIVENESS IN COLLEGE COURSES A VALIDITY STUDY OF SIR II John A. Centra and Noreen B. Gaubatz When students evaluate course instruction highly we

More information

FACULTY PEER ONLINE CLASSROOM OBSERVATIONS AA

FACULTY PEER ONLINE CLASSROOM OBSERVATIONS AA Philosophy Online class observations are meant to facilitate an instructor s professional growth. They will be used to create an opportunity for reflection and stimulate ideas for improvement in the online

More information

Teaching Technical Writing Courses Online: Challenges And Strategies. William V. Van Pelt Associate Professor University of Wisconsin-Milwaukee

Teaching Technical Writing Courses Online: Challenges And Strategies. William V. Van Pelt Associate Professor University of Wisconsin-Milwaukee For more resources click here -> Teaching Technical Writing Courses Online: Challenges And Strategies William V. Van Pelt Associate Professor Matthias Jonas Graduate Project Assistant This presentation

More information

Karen Castellanos. Teaching Philosophy

Karen Castellanos. Teaching Philosophy Teaching Philosophy I believe students learn best when they are motivated to learn by seeing the value and importance of the information presented in the classroom. This is because if the students are

More information

Policies for Evaluating Faculty: Recommendations for Incorporating Student and Peer Reviews in the Faculty Evaluation Process DRAFT

Policies for Evaluating Faculty: Recommendations for Incorporating Student and Peer Reviews in the Faculty Evaluation Process DRAFT Policies for Evaluating Faculty: Recommendations for Incorporating Student and Peer Reviews in the Faculty Evaluation Process DRAFT Overview In 2011, The University of Texas System Chancellor unveiled

More information

Instructional Strategies: What Do Online Students Prefer?

Instructional Strategies: What Do Online Students Prefer? Instructional Strategies: What Do Online Students Prefer? Kristen Cuthrell Assistant Professor East Carolina University College of Education Curriculum and Instruction Greenville, NC USA cuthrellma@ecu.edu

More information

OPTIMIZING COURSE MANAGEMENT SYSTEM RESOURCES IN THE INTRODUCTORY ACCOUNTING COURSE

OPTIMIZING COURSE MANAGEMENT SYSTEM RESOURCES IN THE INTRODUCTORY ACCOUNTING COURSE OPTIMIZING COURSE MANAGEMENT SYSTEM RESOURCES IN THE INTRODUCTORY ACCOUNTING COURSE Michelle Li-Kuehne Assistant Professor, CPA, MS Department of Accounting and Finance College of Saint Benedict/Saint

More information

NURSING 3580 TRANSCULTURAL COMMUNICATION. Elaine Hummel, MSN, RN, APRN,BC, FNP Office Phone: (706) 864-1938 E-mail: ehummel@northgeorgia.

NURSING 3580 TRANSCULTURAL COMMUNICATION. Elaine Hummel, MSN, RN, APRN,BC, FNP Office Phone: (706) 864-1938 E-mail: ehummel@northgeorgia. NURSING 3580 TRANSCULTURAL COMMUNICATION Elaine Hummel, MSN, RN, APRN,BC, FNP Office Phone: (706) 864-1938 E-mail: ehummel@northgeorgia.edu Revised June 2012 Department of Nursing BSN Nursing Program Course

More information

Online Course Development Templates Template 1 Learner-Centered Syllabus

Online Course Development Templates Template 1 Learner-Centered Syllabus College: Department: Syllabus Title: Call Number: Online Syllabus Generator: http://clt.odu.edu/sgen 1. Meet the Professor 1.1. Instructor Contact Information: Title Name Office Location Office Hours E-mail

More information

The University Of Texas At Austin. The McCombs School of Business

The University Of Texas At Austin. The McCombs School of Business The University Of Texas At Austin The McCombs School of Business Financial Risk Management FIN 377.2 Spring 2012 Location: CBA 4.332 Time: TTH 8:00 9:30 Professor: Josh Alexander, CFA Phone(s): 512 439

More information

Online Learning in Engineering Graphics Courses: Research, Tools, and Best Practices

Online Learning in Engineering Graphics Courses: Research, Tools, and Best Practices Online Learning in Engineering Graphics Courses: Research, Tools, and Best Practices Ted J. Branoff 1 and Richard A. Totten 2 Abstract This paper discusses some of the tools available that can be used

More information

Econ 593x. Practicum in Teaching the Liberal Arts (TA Training in Economics) Fall 2015

Econ 593x. Practicum in Teaching the Liberal Arts (TA Training in Economics) Fall 2015 Econ 593x Practicum in Teaching the Liberal Arts (TA Training in Economics) Fall 2015 Instructor: Jeffrey B. Nugent, Tel: (213) 740-2107; email: nugent@usc.edu Office: KAP 318C, Office Hours Mon 2:00-5PM,

More information

Distributing Course Materials Through Online Assistance

Distributing Course Materials Through Online Assistance Distributing Course Materials Through Online Assistance Stephan A. Durham 1, W. Micah Hale 2, Seamus Freyne 3 1 University of Colorado at Denver and Health Sciences Center / 2 University of Arkansas /

More information

Teaching Portfolio. Teaching Philosophy

Teaching Portfolio. Teaching Philosophy Teaching Portfolio Teaching Philosophy Over the course of my education, I have had the privilege of interacting with some truly excellent teachers, who have shaped my knowledge, reasoning, and technical

More information

Management 352: Human Resource Management Spring 2015 Syllabus

Management 352: Human Resource Management Spring 2015 Syllabus Management 352: Human Resource Management Spring 2015 Syllabus Instructor: Professor Tanya Hertz, Department of Management E-mail: THertz@mail.sdsu.edu (Subject line should read MGT 352-A1) Office Phone

More information

Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom

Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom B. Jean Mandernach, Swinton Hudson, & Shanna Wise, Grand Canyon University USA Abstract While research has examined

More information

Effectiveness of Flipped learning in Project Management Class

Effectiveness of Flipped learning in Project Management Class , pp. 41-46 http://dx.doi.org/10.14257/ijseia.2015.9.2.04 Effectiveness of Flipped learning in Project Management Class Jeong Ah Kim*, Hae Ja Heo** and HeeHyun Lee*** *Department of Computer Education

More information

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014

PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 PSYCH 7020 A 20280 Conditions of Learning 3 Semester Hours, Spring, 2014 Dewar College of Education Valdosta State University Department of Psychology and Counseling Conceptual Framework: Guiding Principles

More information

ENHANCING STUDENT LEARNING THROUGH PROACTIVE FEEDBACK BASED ADAPTIVE TEACHING FOR ENGINEERING COURSES

ENHANCING STUDENT LEARNING THROUGH PROACTIVE FEEDBACK BASED ADAPTIVE TEACHING FOR ENGINEERING COURSES ENHANCING STUDENT LEARNING THROUGH PROACTIVE FEEDBACK BASED ADAPTIVE TEACHING FOR ENGINEERING COURSES Danda B. Rawat and Chandra Bajracharya Dept. of Electrical Engineering, Georgia Southern University,

More information

College of Southern Maryland Fundamentals of Accounting Practice(ACC 1015) Course Syllabus Spring 2015

College of Southern Maryland Fundamentals of Accounting Practice(ACC 1015) Course Syllabus Spring 2015 INSTRUCTOR: College of Southern Maryland Fundamentals of Accounting Practice(ACC 1015) Course Syllabus Spring 2015 Bonnie Harrison Office - Room #228 (PFA) Office Hours: Tuesdays: 9:00am 10:00am Wednesday:

More information

Barbara Magi Tarasovich, Sacred Heart University Kittipong Laosethakul, Sacred Heart University Benoit Boyer, Sacred Heart University

Barbara Magi Tarasovich, Sacred Heart University Kittipong Laosethakul, Sacred Heart University Benoit Boyer, Sacred Heart University Rethinking Pedagogy for Teaching ERP Systems in an Accounting Course: A Study to Determine the Most Effective Method of Transferring IT Skills in an Accounting Curriculum Barbara Magi Tarasovich, Sacred

More information

Course Contract (syllabus) Cost Accounting/Management-Accounting 66 Fall 2011 (Online Class)

Course Contract (syllabus) Cost Accounting/Management-Accounting 66 Fall 2011 (Online Class) Course Contract (syllabus) Cost Accounting/Management-Accounting 66 Fall 2011 (Online Class) Professor Christopher Kwak, CPA, CFE*, CFF*. Office Hour: Online /By Appointment. Phone: 408-864-5727 (Voice

More information

Child Development 382 Professional Seminar in Child Development: Current Issues Fall 2016 Tuesdays 5-7:50pm in Modoc 120

Child Development 382 Professional Seminar in Child Development: Current Issues Fall 2016 Tuesdays 5-7:50pm in Modoc 120 Child Development 382 Professional Seminar in Child Development: Current Issues Fall 2016 Tuesdays 5-7:50pm in Modoc 120 Instructor: Tess Manley, M.Ed Office: Modoc 102 Phone: (530) 898-4761 Email: tmanley@csuchico.edu;

More information

Vanguard University School for Professional Studies Degree Program

Vanguard University School for Professional Studies Degree Program Vanguard University School for Professional Studies Degree Program INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY PSYD 352 Student Guide 06/0 COURSE DESCRIPTION Industrial and Organizational Psychology reviews

More information

REFLECTING ON EXPERIENCES AS PROGRAM COORDINATOR WITH SLA, SI, AND PLTL AT IUPUI

REFLECTING ON EXPERIENCES AS PROGRAM COORDINATOR WITH SLA, SI, AND PLTL AT IUPUI PEER-LED TEAM LEARNING SUSTAINABILITY REFLECTING ON EXPERIENCES AS PROGRAM COORDINATOR WITH SLA, SI, AND PLTL AT IUPUI SHANNON SYKES My mentoring experience started my second semester of college at Indiana

More information

Transfer of learning across courses in an MBA curriculum: a managerial finance case study

Transfer of learning across courses in an MBA curriculum: a managerial finance case study Abstract Transfer of learning across courses in an MBA curriculum: a managerial finance case study Robert Stretcher Sam Houston State University Geraldine E. Hynes Sam Houston State University Bala Maniam

More information

HOSPITALITY SUPERVISOR CERTIFICATE (HSC) Course Overview and Syllabus

HOSPITALITY SUPERVISOR CERTIFICATE (HSC) Course Overview and Syllabus HOSPITALITY SUPERVISOR CERTIFICATE (HSC) Course Overview and Syllabus Overview Supervisors are the key to the success of any organization. A great supervisor needs soft skills to improve people and hard

More information

Assessing Blackboard: Improving Online Instructional Delivery

Assessing Blackboard: Improving Online Instructional Delivery Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry chawdhry_a@cup.edu California University of PA Karen Paullet kp1803@online.apus.edu American Public University System Daniel

More information

Putting It All Together

Putting It All Together 15 Putting It All Together Now that we ve taken a look at all the tools available in Moodle, I want to take a step back and look at the big picture. Moodle has a lot of nifty capabilities, but they are

More information

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND

CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS

More information

The Use of Blackboard in Teaching General Physics Courses

The Use of Blackboard in Teaching General Physics Courses Educational Research (ISSN: 2141-5161) Vol. 4(8) pp. 569-573 August, 2013 DOI: http:/dx.doi.org/10.14303/er.2013.091 Available online@ http://www.interesjournals.org/er Copyright 2013 International Research

More information

TRANSFER OF LEARNING ACROSS COURSES IN AN MBA CURRICULUM: AN ANECDOTAL STUDY

TRANSFER OF LEARNING ACROSS COURSES IN AN MBA CURRICULUM: AN ANECDOTAL STUDY TRANSFER OF LEARNING ACROSS COURSES IN AN MBA CURRICULUM: AN ANECDOTAL STUDY Robert Stretcher, Sam Houston State University Geraldine E. Hynes, Sam Houston State University Balasundram Maniam, Sam Houston

More information

USING AN ONLINE HOMEWORK SYSTEM IN AN INTRODUCTORY MANAGERIAL ACCOUNTING COURSE: SOME LESSONS LEARNED

USING AN ONLINE HOMEWORK SYSTEM IN AN INTRODUCTORY MANAGERIAL ACCOUNTING COURSE: SOME LESSONS LEARNED USING AN ONLINE HOMEWORK SYSTEM IN AN INTRODUCTORY MANAGERIAL ACCOUNTING COURSE: SOME LESSONS LEARNED John L. Haverty Associate Professor Accounting Department, Haub School of Business St. Joseph s University

More information

Does the Choice of Introductory Corporate Finance Textbook Affect Student Performance?

Does the Choice of Introductory Corporate Finance Textbook Affect Student Performance? Does the Choice of Introductory Corporate Finance Textbook Affect Student Performance? Chien-Chih Peng Morehead State University I examine whether the choice of a more readable introductory corporate finance

More information

Social Psychology Syllabus

Social Psychology Syllabus Social Psychology Syllabus PSYC 307/001 Spring 2014 Lecture: MWF 12:00-12:50 p.m. in Wham 105 Instructor: Rebecca Kietlinski. M.A. Office Location: Life Science II Rm. 275F Office Hours: 10:00 a.m. to

More information

ASU College of Education Department of Curriculum and Instruction EDG 6361 American Higher Education Course Syllabus

ASU College of Education Department of Curriculum and Instruction EDG 6361 American Higher Education Course Syllabus ASU College of Education Department of Curriculum and Instruction EDG 6361 American Higher Education Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes... 2 Methods

More information

TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY

TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY TRANSITIONAL DISTANCE THEORY AND COMMUNIMCATION IN ONLINE COURSES A CASE STUDY Scott Mensch, Indiana University of Pennsylvania SMensch@IUP.edu Azad Ali, Indiana University of Pennsylvania Azad.Ali@IUP.edu

More information

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus

ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus ASU College of Education Department of Curriculum and Instruction EDG 6331 Role of the School Counselor Fall A 2015 Course Syllabus Table of Contents Course Description... 1 Learning Objectives and Outcomes...

More information

Educational Benefits of Online Learning

Educational Benefits of Online Learning Educational Benefits of Online Learning According to CCA consulting, nearly 50% of higher education institutions currently engage in some type of online learning. Academic and professional organizations

More information

IMPROVING THE LEARNING EFFECTIVENESS OF MANAGEMENT INFORMATION SYSTEMS COURSE WITH COOPERATIVE LEARNING: LESSONS OF EMPIRICAL STUDY

IMPROVING THE LEARNING EFFECTIVENESS OF MANAGEMENT INFORMATION SYSTEMS COURSE WITH COOPERATIVE LEARNING: LESSONS OF EMPIRICAL STUDY IMPROVING THE LEARNING EFFECTIVENESS OF MANAGEMENT INFORMATION SYSTEMS COURSE WITH COOPERATIVE LEARNING: LESSONS OF EMPIRICAL STUDY Ta-Tao Chuang, Gonzaga University, chuang@gonzaga.edu Kazuo Nakatani,

More information

IDEA. Student Ratings of Instruction Survey Report Fall 2011. Guam Community College

IDEA. Student Ratings of Instruction Survey Report Fall 2011. Guam Community College IDEA Student Ratings of Instruction Survey Report Fall 2011 Guam Community College IDEA Student Ratings of Instruction Survey Report, Fall 2011 TABLE OF CONTENTS Page Executive Summary i I. Introduction

More information

Postgraduate Studies MASTER S (2ND CYCLE) PROGRAM IN ENGLISH LANGUAGE TEACHING (ELT)

Postgraduate Studies MASTER S (2ND CYCLE) PROGRAM IN ENGLISH LANGUAGE TEACHING (ELT) Postgraduate Studies MASTER S (2ND CYCLE) PROGRAM IN ENGLISH LANGUAGE TEACHING (ELT) The Faculty of Pedagogical and Methodological Training will offer a 2nd cycle degree course of study leading to a Masters

More information

Essays on Teaching Excellence. Leading the Seminar: Graduate and Undergraduate

Essays on Teaching Excellence. Leading the Seminar: Graduate and Undergraduate Essays on Teaching Excellence Toward the Best in the Academy Volume 8, Number 1, 1996-97 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

INTENSIVE TEACHING IN LAW SUBJECTS

INTENSIVE TEACHING IN LAW SUBJECTS INTENSIVE TEACHING IN LAW SUBJECTS Ian Ramsay* Abstract The use of intensive teaching is increasing in Australian law schools. For some Australian law schools, most of their masters subjects are now taught

More information

AC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION

AC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION AC 2012-3818: FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION Julie M. Little-Wiles M.S.M., Ph.D. (A.B.D.), Purdue University, West Lafayette Julie M. Little-Wiles

More information

Psychology 314L (52510): Research Methods

Psychology 314L (52510): Research Methods Psychology 314L (52510): Research Methods Spring 2012 Lecture Location: Kaprielian Hall, Room 145 Days and Time: Tuesday & Thursday, 11:00 a.m. to 12:20 p.m. Lab Location: King Hall, Room 208 Lab Times:

More information

Online And Paper Course Evaluations Faruk Guder, Loyola University Chicago, USA Mary Malliaris, Loyola University Chicago, USA

Online And Paper Course Evaluations Faruk Guder, Loyola University Chicago, USA Mary Malliaris, Loyola University Chicago, USA Online And Paper Course Evaluations Faruk Guder, Loyola University Chicago, USA Mary Malliaris, Loyola University Chicago, USA ABSTRACT The purpose of this study is to compare the results of paper and

More information

CHAPTER 1 INTRODUCTION. stakeholders, and a subject that goes beyond the world of researchers, given its social,

CHAPTER 1 INTRODUCTION. stakeholders, and a subject that goes beyond the world of researchers, given its social, CHAPTER 1 INTRODUCTION The evaluation of teaching in higher education is an area of strong interest for different stakeholders, and a subject that goes beyond the world of researchers, given its social,

More information

The coach-team approach: An introductory accounting instructional alternative

The coach-team approach: An introductory accounting instructional alternative ABSTRACT The coach-team approach: An introductory accounting instructional alternative Lynette I. Wood Winston-Salem State University Many students approach the introductory accounting course with a great

More information

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS

CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: george_joseph@uml.edu ABSTRACT

More information

AC 2007-460: ASSESSMENT STUDIES OF GLOBALLY DELIVERED ONLINE COURSES IN BUSINESS AND ENGINEERING

AC 2007-460: ASSESSMENT STUDIES OF GLOBALLY DELIVERED ONLINE COURSES IN BUSINESS AND ENGINEERING AC 2007-460: ASSESSMENT STUDIES OF GLOBALLY DELIVERED ONLINE COURSES IN BUSINESS AND ENGINEERING Ismet Anitsal, Tennessee Tech University Dr. Ismet Anitsal is an Assistant Professor of Marketing at Tennessee

More information

CENTRAL STATE UNIVERSITY DEPARTMENT OF BUSINESS ADMINISTRATION COLLEGE OF BUSINESS AND INDUSTRY

CENTRAL STATE UNIVERSITY DEPARTMENT OF BUSINESS ADMINISTRATION COLLEGE OF BUSINESS AND INDUSTRY CENTRAL STATE UNIVERSITY DEPARTMENT OF BUSINESS ADMINISTRATION COLLEGE OF BUSINESS AND INDUSTRY Course Information Document Date: Fall 2006 Course Name: Business Communication Course Number & Course Section:

More information

Mass Communication Teaching (MMC 6930) Spring Semester 2015

Mass Communication Teaching (MMC 6930) Spring Semester 2015 Mass Communication Teaching (MMC 6930) Spring Semester 2015 Dr. Julie E. Dodd Office: 3068 Weimer Hall Email: jdodd@jou.ufl.edu Office hours: Tuesday 7 th ; Thursday 4 th and 7 th / Other times by appointment.

More information

Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support

Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support Student Success at the University of South Carolina: A comprehensive approach Category: Academic Support Summary: The University of South Carolina Student Success Center offers a comprehensive array of

More information

MSU Departmental Assessment Plan 2007-2009

MSU Departmental Assessment Plan 2007-2009 Department: Psychology MSU Departmental Assessment Plan 2007-2009 Department Head: Richard A. Block Assessment Coordinator: Richard A. Block Degrees/Majors/Options Offered by Department B.S. in Psychology

More information

Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses

Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses International Journal of Business and Social Science Vol. No. ; March 0 Health Care Management Student Perceptions of Online Courses Compared to Traditional Classroom Courses Ronald M. Fuqua* Deborah Gritzmacher

More information

Blackboard Learning System: Student Instructional Guide

Blackboard Learning System: Student Instructional Guide Blackboard Learning System: Student Instructional Guide This manual was prepared to assist students in the understanding, orientation, and usage of the Blackboard Learning System online course management

More information

A SUCCESSFUL STAND ALONE BRIDGE COURSE

A SUCCESSFUL STAND ALONE BRIDGE COURSE A SUCCESSFUL STAND ALONE BRIDGE COURSE Joann Segovia* Professor Minnesota State University Moorhead 1104 7th Avenue South Moorhead, MN 56563 Phone: (218) 477-4067 E-Mail: segovia@mnstate.edu James Hansen

More information

Psychology 202.002 CRN 53863 General Psychology Syllabus Spring 2012 Mondays 2 3:20

Psychology 202.002 CRN 53863 General Psychology Syllabus Spring 2012 Mondays 2 3:20 Note: This course was developed as part of the Hybrid Course Initiative through the Center for Teaching and Learning at Oregon State University. The format and content of the syllabus has benefited from

More information

MyMathLab User Guide

MyMathLab User Guide MyMathLab User Guide For Students By: Nathan Kurtz The following is a guide on how to join your course in MyMathLab (MML) and some ideas of how MyMathLab can help you in your class. MyMathLab Support If

More information

RHB 222.501 Introduction to Alcoholism and Substance Abuse Summer 2, 2015

RHB 222.501 Introduction to Alcoholism and Substance Abuse Summer 2, 2015 RHB 222.501 Introduction to Alcoholism and Substance Abuse Summer 2, 2015 Instructor: William F. Weber Office: HSTC 213 Course Time & Location: OnLine Office Hours: 3-5 PM M; 3-7 PM T Office Phone: 936/468-1154

More information

Development of a Tablet-PC-based System to Increase Instructor-Student Classroom Interactions and Student Learning

Development of a Tablet-PC-based System to Increase Instructor-Student Classroom Interactions and Student Learning Development of a Tablet-PC-based System to Increase Instructor-Student Classroom Interactions and Student Learning Kimberle Koile David Singer MIT CS and AI Lab MIT Dept of Brain and Cognitive Science

More information

Annual Assessment Report to the College 2008-2009 DRAFT

Annual Assessment Report to the College 2008-2009 DRAFT Annual Assessment Report to the College 2008-2009 DRAFT College: COBAE Department: Information Systems Program: B.S. in Information Systems Liaison: Leah Marcal 1. Overview of Annual Assessment Project(s)

More information

Online Class* Development Guidelines Middlesex Community College March 11, 2015

Online Class* Development Guidelines Middlesex Community College March 11, 2015 Online Class* Development Guidelines Middlesex Community College March 11, 2015 I. Online Class Proposal: Submission and Review** The proposal to develop a new online course should start six months before

More information

Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course

Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Blended Learning vs. Traditional Classroom Settings: Assessing Effectiveness and Student Perceptions in an MBA Accounting Course Clement C. Chen, University of Michigan - Flint Keith T. Jones, Illinois

More information

Peer Observation for Teaching Assessment

Peer Observation for Teaching Assessment Peer Observation for Teaching Assessment The College of Agricultural, Consumer and Environmental Sciences values teaching. Improving instruction in the classrooms and laboratories should lead to enhanced

More information

Phase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview

Phase 1 pilot 2005/6 Intervention. GCU Caledonian Business School Business Management Page 1 of 8. Overview University Department Module Overview Glasgow Caledonian Business school Business Management The Business School has been implementing assessment re-engineering using a variety of technologies, initially

More information

Alternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level Course

Alternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level Course The Journal of Interactive Online Learning Volume 2, Number 1, Summer 2003 www.ncolr.org ISSN: 1541-4914 Alternative Online Pedagogical Models With Identical Contents: A Comparison of Two University-Level

More information

Exit Evaluation M.Ed. Educational Leadership. Please circle the answer that best matches your impression as you near the end of your program of study:

Exit Evaluation M.Ed. Educational Leadership. Please circle the answer that best matches your impression as you near the end of your program of study: Exit Evaluation M.Ed. Educational Leadership NO NAME PLEASE! DEMOGRAPHIC INFORMATION: Year of Program Completion: On Campus Program: Cohort Program (Off-Campus) (check which applies) Number Years in Present

More information

Associate Degree Nursing (NUR)

Associate Degree Nursing (NUR) Unit Number Unit Name Mission Statement Person Responsible 011150 Associate Degree Nursing (NUR) Southern Union State Community College, an open admission, public two-year college and member of the Alabama

More information

SYLLABUS. Course and Instructor

SYLLABUS. Course and Instructor SYLLABUS Course and Instructor Course Number: Coun 501 Course Title: Course Time: Foundations of Counseling Monday, 6:00 p.m. 9:00 p.m. Course Location: Education Building Room 106 Semester: Fall 2009

More information

Emporia State University School of Business Department of Business Administration and Education MG 370 SMALL BUSINESSS MANAGEMENT

Emporia State University School of Business Department of Business Administration and Education MG 370 SMALL BUSINESSS MANAGEMENT Emporia State University School of Business Department of Business Administration and Education MG 370 SMALL BUSINESSS MANAGEMENT Instructor: Jun Yu Office: Cremer Hall 302 Phone: (620)341-5784 (office)

More information

Ramon Gomez Florida International University 813 NW 133 rd Court Miami, FL 33182 gomezra@fiu.edu

Ramon Gomez Florida International University 813 NW 133 rd Court Miami, FL 33182 gomezra@fiu.edu TEACHING BUSINESS STATISTICS COURSES USING AN INTERACTIVE APPROACH BASED ON TECHNOLOGY RESOURCES Ramon Gomez Florida International University 813 NW 133 rd Court Miami, FL 33182 gomezra@fiu.edu 1. Introduction

More information

Psychology 472: Experimental Analysis of Behavior Fall 2014

Psychology 472: Experimental Analysis of Behavior Fall 2014 Psychology 472: Experimental Analysis of Behavior Fall 2014 General When: M, W 2:30 pm 3:45 pm Where: AB 107 Prerequisites: PSY 101 Credit Hours: 3 Instructor Matt Locey, Ph.D. Office: MSS 402 Office Hours:

More information

Good Practice: Suggestions for Development and Analysis of Course Evaluations

Good Practice: Suggestions for Development and Analysis of Course Evaluations Good Practice: Suggestions for Development and Analysis of Course Evaluations by Plamen Iossifov, Doctoral Candidate, Economics and Graduate Research Assistant, Center for Teaching Effectiveness, University

More information

Essays on Teaching Excellence. Self-Efficacy in College Teaching

Essays on Teaching Excellence. Self-Efficacy in College Teaching Essays on Teaching Excellence Toward the Best in the Academy Volume 15, Number 8, 2003-04 A publication of The Professional & Organizational Development Network in Higher Education (www.podnetwork.org).

More information

Assessing The Comparative Effectiveness of Teaching Undergraduate Intermediate Accounting in the Online Classroom Format

Assessing The Comparative Effectiveness of Teaching Undergraduate Intermediate Accounting in the Online Classroom Format Assessing The Comparative Effectiveness of Teaching Undergraduate Intermediate Accounting in the Online Classroom Format Anne J. Rich, Ph.D., CPA, CMA Professor of Accounting Central Connecticut State

More information

University of Waterloo Department of Psychology Psychology 101, Sec. 02 Introduction to Psychology Winter 2014 8:30 9:50 M3 1006

University of Waterloo Department of Psychology Psychology 101, Sec. 02 Introduction to Psychology Winter 2014 8:30 9:50 M3 1006 Instructor and T.A. Information Instructor: Stephanie Denison Office: PAS 4020 Office Phone: 519-888- 4567 ext. 33409 Office Hours: Thursdays 10-11 University of Waterloo Department of Psychology Psychology

More information

Teaching Computer Programming Courses (Using the Internet) in a Computer Laboratory Environment

Teaching Computer Programming Courses (Using the Internet) in a Computer Laboratory Environment Session 1033 Teaching Computer Programming Courses (Using the Internet) in a Computer Laboratory Environment Asad Azemi Department of Engineering Penn State University Delaware County Campus Media, PA

More information

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course

Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.

More information

AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING

AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING Zhili (Jerry) Gao, North Dakota State University Dr. Gao is an Assistant Professor of Construction Management & Engineering

More information

Timothy M. Diette, Washington and Lee University George W. Kester, Washington and Lee University ABSTRACT

Timothy M. Diette, Washington and Lee University George W. Kester, Washington and Lee University ABSTRACT Student Course Evaluations: Key Determinants of Teaching Effectiveness Ratings in Accounting, Business and Economics Courses at a Small Private Liberal Arts College Timothy M. Diette, Washington and Lee

More information

Improving students perception of self-efficacy through peer, instructor, and self-evaluation of class participation.

Improving students perception of self-efficacy through peer, instructor, and self-evaluation of class participation. Improving students perception of self-efficacy through peer, instructor, and self-evaluation of class participation. Dr. Irina Falls University of North Carolina at Pembroke Self-Efficacy? Albert Bandura

More information