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Course Redesign ePortfolio Showcase


Explore the open teaching ePortfolios that capture faculty’s course redesign experiences and accomplishments. Each ePortfolio opens the faculty’s and institution’s practices for others to learn, adopt, and adapt for their own instructional needs.

e-Portfolio Title Author Campus
Intermediate Financial Accounting III Supplemental Instruction [SI]
ACCT 3213 This is the last course in a three-course sequence on intermediate financial accounting. The objectives of this course are to reinforce the fundamental knowledge developed in ACCT 3211 and ACCT 3212 and to continue to build the understanding on the theory and practice of financial reporting. During this course, we will cover topics such as income taxes, pensions and other post-retirement benefits, shareholders equity, share-based compensation, earning per share, accounting changes and error corrections, and the statement of cash flows (revisited). Homework and two exams are used to evaluate students' understanding of the material. Special note: although the emphasis of this course is US GAAP, we are rapidly moving towards convergence with International Financial Reporting Standards (IFRS). Due to the importance many larger accounting firms place on IFRS and the intent by the AICPA to incorporate IFRS into the CPA exam, the material as well as exams will cover content on international accounting standards
Shima, Kim CSU East Bay
Active Learning and Flipped Classroom in a Bottleneck Accounting Concentration Course
A majority of the students who take this course took their prerequisite financial accounting course in community colleges. The level of coverage on topics varies significantly across community colleges. Therefore some students are not well prepared for the course. On average we have 50-60 students in each section. The topics that needs to be covered in this course are comprehensive and extensive. Therefore it is hard to engage any other types of pedagogy methods except lectures. To redesign the course, I will make three changes in the class: 1. use recorded lecture to prepare students for their in class sessions. 2. Use tutoring services to give students additional help. 3. Use the in class time to engage students in active learning .
Xiong, Yan CSU Sacramento
Intermediate Accounting with Supplemental Instruction

Use of Supplemental Instruction for intermediate accounting to facilitate student learning of complex concepts and uses in business to increase student success.

Hsu, Pei-Hui CSU East Bay
Redesign Intermediate Accounting with Supplemental Instruction

This course is the first course in the intermediate financial accounting sequence (ACCT3211, ACCT3212 and ACCT 3213). The main objective of this course is to develop an in-depth understanding of basic financial statements and external financial reporting for a for-profit entity. Topics include: conceptual framework for financial reporting and standard setting, accounting process, financial statements, and accounting for revenue recognition, cash, receivables and inventories. I plan to implement Supplemental Instruction in the class in Winter 2017. I attended CSU Course Redesign Summer Institute, and will participate online discussion and one day workshop in January, 2017. During Fall of 2016, I will start to find SI Leader Candidate for ACCT3211 and make recommendation. I will also carefully re-design my course to fit the implementation of Supplemental Instruction.

Guo, Ying CSU East Bay
Supplemental Instruction for Managerial Accounting Course

This course is one of the core requirements for all business majors. The repeatable grades rate for the course has been about 25 - 30% for many of the years it has been offered, which has created a gap in student achievement. The redesign will implement Supplemental Instruction in order to improve student performance and success rate. With the implementation of Supplemental Instruction, students will be able to understand what is important to learn in a fast paced learning environment.

Lin, Robert CSU East Bay
Flipping Managerial Accounting

This is a high demand course as a core requirement for all business major students. However, this course also had low success rate due to various reasons including the lack of personal interaction due to the online course format. I plan on using Flipped Classroom to improve students engagement and to reduce the non-passing (C-/D/F/W) rate.

Lin, Robert CSU East Bay
Flipped Classroom in ACCT 201

Principles of Financial Accounting is the first required course for business majors. Traditionally, the repeatable course rate (grade of C- or lower) has approached 50%. Using a flipped classroom, Dr. DeBerg requires students to view classroom lectures before the first class meeting each week. In the second meeting, students are broken into four groups of 30, with each sub-group broken down into groups of three. The breakout sections are led by four outstanding senior accounting majors, called mentors. During the breakout session, students do their "homework" during class time. Hence, what formerly was homework becomes classwork; what was classwork now becomes homework.

DeBerg, Curt CSU Chico
A Hybrid Classroom Model in FINA 307

FINA 307 (Business Finance) has been identified as a systemwide high-demand low-success course in the CSU. We have restructured FINA 307 into a hybrid course by supplementing traditional in-class lectures with web-based out-of-class learning activities and on-demand help system. To improve the student success rates and narrow achievement gaps, we redesign FINA 307 to accomplish two goals. First, We have developed more engaging pedagogies to make the teaching and learning process more learner-centered, and to inspire students to move from passive recipients of knowledge to active learners. For example, integrate technology into lectures, provide real data with hands-on experience, adopt clicker response system, encourage student study groups, etc. Second, we provide on-demand help, such as, tutoring service, online learning system, homework management system, and video tutorials.

Huang, Emily CSU Chico