Martha S. Doran

Identifying Communication Barriers to Learning in Large Group Accounting Instruction

Abstract For this study, descriptive data provided by college students who had completed at least one semester in a large class lecture format were analyzed for differences in student perceptions of several items that may be barriers to communication and learning. An instrument was administered to two groups of college students in accounting at a large southwestern university. Results show that students in both groups perceived the most serious barrier was that too much information is given to students in large lectures. As students gained experience with various class sizes, size became a greater concern. There were no significant differences based on student demographics of major, gender, age, and grade point average. Some possible ways to mediate the most serious barriers are discussed, such as implementing “minute papers” as described by Angelo and Cross (1993) in their handbook for classroom assessment techniques.

Do-It-Yourself Cases for Accountants.

IN OUR &dquo;REPORTING FOR ACCOUNTANTS&dquo; course, students have a number of individual assignments, two case exams and a final, and three team projects that include both a written and a presentation component. The last team project is a payroll workpaper assignment that gives students practice in planning an interview for information; handling a team interview of a payroll expert at a company the team chooses; writing up the company’s payroll process in narrative and flowchart form with appropriate cross-referencing; analyzing the process for strengths, weaknesses, and recommendations; and then presenting the payroll process in

Budgeting in a not-for-profit setting: A fund-raising simulation with multiple objectives

Abstract This case is designed to introduce basic managerial and budgeting concepts in the context of a not-for-profit entity. The case is a one-page scenario which places the students in a simulated role of planners for a community event. They must seek funding for the event from the Board of Directors of a local philanthropic organization. The paper discusses options to assist faculty in using the case in a variety of settings. A teaching note includes a description of a simulated classroom setting and provides suggested questions for classroom use. Variations of the case can be used in classes at introductory and advanced levels. It is well suited for adult learners and courses designed for non-financial managers/executives.