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Optimizing Grade Point Averages during the Pandemic at a Regional University
Jaideep T. Naidu, Thomas Jefferson University, Philadelphia, PA, USA
Chae Mi Lim, Thomas Jefferson University, Philadelphia, PA, USA
ABSTRACT
The rapid spread of COVID-19 in the United States forced Universities to switch to a 100% online format during the middle of Spring 2020 semester – an unprecedented move in the history of academia. The administration at Thomas Jefferson University drafted a special grade policy that allowed students to convert some or all their letter grades into Credit/No Credit. More importantly, students could implement this policy after final grades were submitted by faculty. The policy motivated Jefferson’s Business School faculty to explore the interesting geometry and mathematical properties pertaining to GPA/CGPA. Being a student-driven University, we used this new knowledge to guide our students through this process and helped them optimize their GPA/CGPA. This special policy enabled some students to get on the Dean’s List and helped some others to avoid academic probation. These success stories were some highlights in an otherwise stressful semester. The main contribution of this paper is the mathematics of GPA/CGPA.
Keywords: Mathematical Methods, Education, Optimization, GPA, Break-Even Analysis.
Did COVID-19 Impact Student Learning
in an Introductory Accounting Course?
Janet A. Meade, University of Houston – Houston, Texas, USA
Kiran Parthasarathy, University of Houston – Houston, Texas, USA
ABSTRACT
This study examines how performance on an introductory managerial accounting course’s final exam was affected by the learning behaviors of students impacted by the COVID-19 transition to online instruction. Using a 2x2 design, we classify students into four learning modes based the accuracy of responses to in-class polling questions and the viewing of instructor-created videos. Polling accuracy serves as a proxy for learner-to-instructor interaction and video viewing proxies for learner-to-content interaction. Results indicate that students who increased both types of interaction after the COVID-19 transition outperformed all others on the final exam. Likewise, those who increased learner-to-content interaction while reducing learner-to-instructor interaction also performed well, but at a lower level. Students who reduced both types of interaction underperformed the other two groups. The findings emphasize the importance of using mixed-mode teaching methods that increase learner interactions and enhance online learning.
Keywords: COVID-19, accounting, learner-to-instructor interaction, learner-to-content interaction, online instruction
A Pandemic Case Study of Stress and Modality in an Accounting Course:
A Success Story
Christopher A. Miller, University of Connecticut, Connecticut, USA
Joshua C. Racca, University of Connecticut, Connecticut, USA
Keywords: online education, coronavirus/COVID-19 transition, stress
ABSTRACT
This case study demonstrates a successful transition to online education for an introductory managerial accounting course in the face of a global pandemic. We detail several factors that lead to a successful transition. This article can guide educators in planning for the future. Student achievement is measured during the term using different teaching and testing modalities. These results are compared to prior terms using the same assessments. We find that students adapted well to online education. We also found that students struggled most with material that was delivered in person at the start of the transition but was tested online after the transition. This suggests that we should not underestimate the stress of the events unfolding as a barrier to student (and instructor) success and as a mitigating factor when judging the success of online learning during the pandemic transition period.
Thriving During a Crisis: Transferring Experiential Learning Online
Vlad A. Bursuc, Georgia Gwinnett College, Georgia, USA
Amanda L. Wilsker, Georgia Gwinnett College, Georgia, USA
ABSTRACT
During the 2020 Spring semester, schools moved instruction online due to the social distancing requirements of the global COVID-19 pandemic and most decided to cancel all co-curricular activities. This paper addresses a rare example of moving co-curricular activities online, specifically the process of modifying a faculty-directed and student-planned professional development conference for business students in under one month. After introducing the purpose and history of the conference, the authors discuss the initial goals of this year’s face-to-face conference, outline the necessary changes, and highlight the challenges associated with an online conference. Participants’ feedback is then summarized. Finally, the authors discuss key areas in which the conference can be improved in the future, including (1) implementing a hybrid online and face-to-face format, (2) improving communications with potential student participants, and (3) capitalizing on available resources while reducing ineffective efforts.
Keywords: Online Conference, Professional Development, Online Student Engagement, Student Conference, Experiential Learning
Strategies for Effective Online Teaching in Higher Education
Anthony L. McMullen, Associate Professor of Business Law, University of Central Arkansas, AR, USA
Vlad Bursuc, Assistant Professor of Legal Studies, Georgia Gwinnett College, GA, USA
Christopher Doval, Associate Professor, Western Carolina University, NC, USA
Shawn Grant, Assistant Professor, Borough of Manhattan Community College, NY, USA
Jonathan D. Grossberg, Former Assistant Professor of Taxation, Robert Morris University, PA, USA
Ida M. Jones, Verna Mae and Wayne D. Brooks Professor of Business Law, California State University, Fresno, CA, USA
Susan Willey, Clinical Professor of Legal Studies and Director of the Legal Studies Program, Georgia State University, GA, USA
ABSTRACT
In spring 2020, the COVID-19 required educators to make a quick shift to online education. The authors of this article are members of the Academy of Legal Studies in Business who recognized that there would be an increased emphasis on online education during the 2020-21 academic year and possibly beyond. The authors put together a panel where they shared with the membership techniques on getting a good start to online courses, humanizing the online course with discussion boards and other activities, preparing videos for asynchronous education, and increasing student engagement with gamification techniques. The authors also recommended tools for educators with limited experience to online education. This article is a summary of the tips presented during that panel.
Keywords: online pedagogy, hybrid courses, online courses, student engagement, gamification
Puoi fare lo sconto? (Can You Do a Discount?)
– A New Model for Experiential Business Study Abroad
Abey Kuruvilla, University of Wisconsin Parkside, Kenosha, WI. USA
John Tohovitis, University of Wisconsin Parkside, Kenosha, WI. USA
ABSTRACT
This paper presents a new model for study abroad based on experiential learning literature. The study looks at one specific study abroad visit to Italy from a small Midwest US University, using a model in which students themselves were involved in the planning and execution process, and thereby constructivist learning. This model seeks to further enhance cross-disciplinary skills in a business study abroad course through the design of assignments and curricula that focus on leadership, teamwork, critical thinking skills and budgeting in an already foreign environment. The benefits that resulted and areas for improvement are discussed.
Keywords: Study Abroad, Curriculum Innovation, Curriculum Development, International Skills Development, Cross-Cultural competencies
Puoi fare lo sconto? (Can You Do a Discount?)
– A New Model for Experiential Business Study Abroad
Abey Kuruvilla, University of Wisconsin Parkside, Kenosha, WI. USA
John Tohovitis, University of Wisconsin Parkside, Kenosha, WI. USA
ABSTRACT
This paper presents a new model for study abroad based on experiential learning literature. The study looks at one specific study abroad visit to Italy from a small Midwest US University, using a model in which students themselves were involved in the planning and execution process, and thereby constructivist learning. This model seeks to further enhance cross-disciplinary skills in a business study abroad course through the design of assignments and curricula that focus on leadership, teamwork, critical thinking skills and budgeting in an already foreign environment. The benefits that resulted and areas for improvement are discussed.
Keywords: Study Abroad, Curriculum Innovation, Curriculum Development, International Skills Development, Cross-Cultural competencies
Profiling the Successes and Failures of Prominent Leaders:
A Primer for Developing a Growth Mindset and Enacting Job Crafting
Bryant Thompson, Weber State University – Ogden, Utah, USA
ABSTRACT
I developed an innovative course requirement assigning undergraduate students at a public civilian university in the Mountain West to profile the successes and failures of prominent leaders as part of an individual student presentation. The purpose of this assignment was to help students understand how successful leaders have overcome hardship, persisted amid adversity, and bounced back from profound struggles. This assignment calls on students to conduct in-depth research and critical analysis of leader behaviors and assesses the impact of the leaders profile on the students. Student qualitative responses revealed that this assignment caused many participating students to embrace a growth mindset and practice job crafting.
Keywords: Leadership, Growth Mindset, Job Crafting
The Effects of Goal Clarity and Goal Commitment on Performance in a Business Strategy Game
Brad Mayer, Lamar University, Beaumont TX
Kathleen Dale, Minnesota State University, Mankato MN
Marilyn L. Fox, Minnesota State University, Mankato MN
ABSTRACT
When using business simulations in the classroom, a lack of student engagement and strategic thinking by all group members can negatively affect student learning. In this study we implement an exercise (Mayer, Dale, Fox, 2014) which was developed around McCheney, Covey & Huling’s (2012) 4 Disciplines of Execution to increase goal clarity and goal commitment in a business simulation. The impact of goal clarity and goal commitment on various assurance of learning performance outcomes in student teams charged with running a simulated company are investigated. Specifically, the performance outcomes considered include an individual’s leadership skills, collaborative and teamwork skills, analytical skills, financial management skills, and strategic analysis and planning skills. This study supports goal theory research that suggests having clear goals that individuals or groups are committed to provides the motivation to increase learning and performance.
Keywords: Goal Clarity, Goal Commitment, Business Simulation, Performance
Continuous Improvement in Assurance of Learning through Institutional Assessment Infrastructure Innovation
Jun Myers, California State Polytechnic University - Pomona, California, USA
Larisa Preiser-Houy, California State Polytechnic University - Pomona, California, USA
ABSTRACT
Changes in the higher education environment coupled with internal campus-wide changes necessitate a better understanding of the current organizational capabilities to effectively address external and internal challenges. A valuable lens on organizational capability and campus readiness to address these challenges is the current state of assessment infrastructure and its capacity to support and enable a culture of evidence. This culture is an integral dimension of institutional commitment to student learning and success, continuous improvement, and deep organizational learning. Based on innovative adoption of some of the leading theoretical frameworks on organization capacity (Waterman, Peters & Phillips, 1980) and current literature on change in higher education (Kezar, 2014), this research employed an in-depth interview methodology, to explore innovative ways to strengthen university assessment infrastructure in support of its mission in student learning and success. The qualitative data were collected through representatives of each academic college in a large western public university. Informed by the interview results, the authors delineate recommendations for infrastructural improvements to strengthen the university’s capabilities for supporting and advancing a culture of evidence on student learning. The authors also discussed avenues for future research and practice in conceptualizing, designing, implementing, and enculturating an effective assessment infrastructure in higher education institutions.
Keywords: assessment, assurance of learning, infrastructure, organization change, student learning
A Pedagogical Model for Teaching Data Analytics in an Introductory
Information Systems Python Course
Heber C. Brau, Brigham Young University - Utah, USA
James C. Brau, Brigham Young University - Utah, USA
Mark Keith, Brigham Young University - Utah, USA
ABSTRACT
In this paper we answer the call of Sheppard (2012) and Brunner & Kim (2016) and present a model for teaching data analytics in an introductory information systems class using the Python programming language. The pedagogy follows an active-learning strategy in which students are assumed to have no statistical or Python programming training prior to class. The learning outcomes include: 1) Data: write code to import and manipulate data; 2) Visualization: write code to generate useful and theoretically sound data visualizations; 3) Feature Engineering: write code to generate, condense, or recombine variables (i.e., "features") of any type (numeric, categorical, ordinal, text) to provide the best possible predictive performance; and 4) Prediction: write code to estimate the effect/weight of a set of feature variables on a label variable. The course structure is detailed and student evaluations are presented.
Keywords: pedagogy, teaching, Python data analytics
Incorporating IT Certification Performance into a Computing Course Grade: Insights from a Case Study
Naveed Saleem, University of Houston-Clear Lake, Houston, TX
Gokhan Gercek, University of Houston-Clear Lake, Houston, TX
Faiza Zalila, University of Houston-Clear Lake, Houston, TX
Jian Lin, University of Houston-Clear Lake, Houston, TX
Michael Wu, University of Houston-Clear Lake, Houston, TX
ABSTRACT
The Computer Science and Management Information Systems Departments are increasingly incorporating the IT professional certifications into the course and program curricula in order to provide some edge to their graduates in the job market. However, successful integration of certifications into the curriculum requires careful planning and appropriate strategies. One issue that particularly requires thoughtful consideration is how to incorporate student performance on the certification test into the student grade for the course. There are different alternatives that can be employed towards this end. This paper describes these alternatives and presents a case study that discusses the pros and cons of these alternatives.
Keywords: CS/MIS Curriculum, IT Professional Certifications, Enhancing CS/MIS Curriculum,
Incorporating IT Professional Certifications into CS/MIS Curriculum
Concentrations in the Undergraduate Accounting Major:
Preparing Students for the Evolving CPA and Beyond
Zeshawn Beg, Quinnipiac University, Hamden, Connecticut, USA
Stephanie D. M. Miller, Quinnipiac University, Hamden, Connecticut, USA
Aamer Sheikh, Quinnipiac University, Hamden, Connecticut, USA
ABSTRACT
The National Association of State Boards of Accountancy (NASBA) and the American Institute of Certified Public Accountants (AICPA) have proposed a new “core + disciplines” licensure model for the Certified Public Accountant (CPA) qualification (NASBA 2020; NASBA and AICPA 2020). We first check whether any of the top undergraduate accounting programs in the United States offer any concentrations that conform to this proposed model. We find that less than 20 percent of the top undergraduate programs in accounting offer any concentrations and that these concentrations do not conform to the proposed licensure model. Then, we suggest concentrations that better equip undergraduate accounting students to earn the CPA license under the proposed model. We also propose one concentration for students who do not plan to become CPAs.
Keywords: CPA Evolution, Undergraduate Accounting Concentrations, Undergraduate Curriculum Design
An Exercise To Introduce Undergraduate Students To The Insurance Sales Process
Chris Brune, Frank D. Hickingbotham School of Business, Ouachita Baptist University, Arkansas, US
Lauren Lovelady, Frank D. Hickingbotham School of Business, Ouachita Baptist University, Arkansas, US
ABSTRACT
A traditional undergraduate insurance course typically includes a review of general principles, the insurance industry, and the specifics of individual lines. Some courses may also cover risk management and employee benefits. However, few include an opportunity to practice the insurance sales process. Because some students will ultimately pursue a career as an insurance agent or financial advisor, it seems appropriate to incorporate an experiential sales component to aid in their career preparation. This paper describes an activity that can be used to simulate the sales process in an undergraduate insurance course.
Keywords: insurance sales, insurance pedagogy, sales process, sales pedagogy
Ensuring Learning Outcomes of Short-Term Travel Learning Communities: Best Practices and Lessons Learned from Faculty
Hilary J. Gettman, Stonehill College, Easton, MA USA
Michael J. Salé, Stonehill College, Easton, MA USA
Jennifer A. Swanson, Stonehill College, Easton, MA USA
ABSTRACT
This paper outlines key success factors as they relate to learning communities that incorporate short-term travel. The authors share course design, learning goals, planning tips, and sample itineraries for the travel learning community at their college. Specific topics discussed include choosing a host country to ensure optimal cultural differences, choosing a host organization, and structuring an itinerary for engagement, reflection, developing flexibility, and pre-travel and post-travel assignments and activities to maximize effectiveness.
Keywords: Learning Community, Short-Term Travel, Cross-Cultural Aptitude
Innovation in Virtual Team Business Education: Ways to Increase Trust and Cohesiveness
Michael Stoica, Washburn University, Kansas, USA
Liviu Florea, Washburn University, Kansas, USA
Alexandra Gonsalez, Metodista University, Sao Paulo, Brazil
ABSTRACT
The study used a sample of students from Europe (Belgium), Brazil, China, and the US to investigate the determinants of team cohesiveness for virtual teams working on projects for actual clients. All projects were designed in the same way, according to the principles of collaborative experiential learning, and offered an environment that enabled building trust and fostering cohesiveness. Survey data on cultural intelligence, knowledge sharing, trust and team cohesiveness were collected at the end of the virtual work and before the team presentations. The study focused on the metacognitive component of cultural intelligence and unit grouping trust, defined as the trust members have a common goal for the project. Structural equation modelling results showed that group cohesiveness is predicted by team trust and knowledge sharing. Implications for the development of innovative course curriculum in international business taught virtually are discussed.
A Case Study on the Intersection of Needs:
Administration, Athletics, and Student Preparation
John M. Parente, Jr., Mercyhurst University, PA, USA
Bradley Davis, Mercyhurst University, PA, USA
ABSTRACT
This article addresses several issues within the university using a collaborative approach to identify the intersection of needs. The solution was a curricular change within sport business management that satisfied the interests and concerns of each of the stakeholder groups by adding a one-credit practicum. The case described below describes the situation, the interests and concerns of each stakeholder group, the solution, and how it benefits each stakeholder. Given that students are actively participating in sport business management, this approach is considered active learning. The article also includes some discussion on parallel disciplines and industries. Finally, a single three credit internship was added to enhance the one credit experiences.
Keywords: Internship, Higher education, Innovative curriculum, Student experience
An Expanded Study of the Introductory Programming Course Sequence
Marc Beck, Murray State University, Murray, Kentucky USA
Matthew Tennyson, Murray State University, Murray, Kentucky USA
ABSTRACT
In this paper, we expand upon a previous study (Tennyson and Beck, 2018) of knowledge retention of students across introductory programming courses. We also study students' perceptions of the course sequence, and we provide an overview of program requirements at high-ranking peer institutions in regards to their introductory programming course sequences. Besides that, we gather qualitative data that measure students' perceptions of the introductory sequence, based on a student survey. Finally, we compare the required course sequences at highly-ranked peer institutions. We believe our findings are valuable in developing introductory course sequences that will improve the overall learning and success of students in computer science programs.
Keywords: knowledge retention, computer science, survey, undergraduate education
Ethics Case: So, About Those Fixed Assets…
Robert N. West, Villanova University, Villanova, PA (USA)
ABSTRACT
This short case deals a situation near year-end in which a company attempts to verify the accuracy of its fixed asset records and the ensuing discussions that take place with top management upon its surprising findings.
Keywords: Ethics, Fixed Assets, Equipment, Ledger, Physical Count, Impairment, Audit
Online Quiz Performance as a Contributing Factor to In-Class Test Results
Peter J. Billington, Ph.D., Professor Emeritus, Colorado State University – Pueblo, CO, USA
ABSTRACT
An undergraduate operations management class with 6 in-class exams added the MyOMLab (Heizer et al., 2017) computer managed platform as a supplement for homework assignments and quizzes. During one year (four sections) of the course, all students were required to purchase access and take quizzes online that were included in the grading for the course. Some students successfully completed the quizzes with high scores before the exam that covers the topics in the quizzes. Other students had lower scores on the quizzes, and others did not even try some of the quizzes. Students were given multiple attempts on quizzes to continue studying to master the topic. How these quiz scores and attempts correlate with corresponding exam scores will be investigated. Attendance in class, student GPA, gender, semester, and time of day of the class are additional variables that will be considered as correlating factors.
Keywords: Online quizzes, performance on in-class exams
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