Faculty and Student Feedback--加拿大Paper代写范文

加拿大Paper代写范文:“Faculty and Student Feedback”，这篇论文主要描述的是国际财务报告准则的学习能够增加学生的知识，让学生学会了国际财务报告所使用的标准和美国公认的会计原则，在加上适当的指导，能够鼓励学生们努力的学习，更为深入的了解美国会计制度及原则。

Over the last few years, the case has been used in four sections of an Advanced Accounting course that includes selected coverage of Intermediate Accounting material and two sections of Intermediate Accounting II. Professors and instructors utilizing the case have expressed appreciation that it not only enhances learning of differences between IFRS and U.S. GAAP, but also facilitates a deeper learning of U.S. GAAP. This comprehensive review of content covered.

Intermediate Accounting requires students to analyze the information provided, recall the accounting principles they have learned, and apply them in a different way. The case was first used by an instructor in two sections of an Advanced Accounting course that included selected coverage of Intermediate Accounting material. It was assigned as a collaborative project (three to four students in each group) for 8 percent of the course grade. On average, students spent five hours completing Phase I and eight hours completing Phase II. The maximum time reported was 12 hours for Phase I and 24 hours for Phase II. In general, the students found the project challenging but beneficial, with 90 percent recommending it for use in other classrooms, and 84 percent stating it increased their knowledge of differences between IFRS and U.S. GAAP.

Feedback indicated that the students appreciated the opportunity to explore IFRS in depth and obtain, as one student noted, an ‘‘edge on the upcoming transition the accounting industry will face.’’ Some students reported that they were uncertain how to begin the conversion process. Based on these comments, the case was modified to include a recommended strategy for completing Phase I.

Following these revisions, Phase I of the case was incorporated into two sections of Intermediate Accounting II as a group project worth 2 percent of the course grade. The students in this course were unfamiliar with IFRS and spent an average of seven hours completing Phase I, with a maximum reported time of 20 hours. Again the students found the project beneficial, with 89 percent recommending it for future use and 80 percent stating it increased their knowledge of IFRS.

The full case was used by two additional educators (one Associate Professor and one Instructor) in two sections of Advanced Accounting as a group project worth 8 percent of the course grade. Both agree the case provided an excellent opportunity to enhance learning of both IFRS and U.S. GAAP. The instructor assigned the case with a month for completion and designated a class period to work on the case approximately one week before it was due. He found the informal format and the tailored guidance he was able to provide to each group enhanced their learning experience and provided a deeper understanding of the material covered in Intermediate Accounting. He indicated the next time he uses the case he would like to increase its weight in the course grade to better align the evaluation method with the amount of learning involved and encourage students to maximize their opportunity for learning.

TEACHING NOTES

Teaching Notes are available only to full-member subscribers to Issues in Accounting

Education through the American Accounting Association’s electronic publications system at . Full-member subscribers should use their usernames and passwords for entry into the system where the Teaching Notes can be reviewed and printed. Please do not make the Teaching Notes available to students or post them on websites.

If you are a full member of AAA with a subscription to Issues in Accounting Education and have any trouble accessing   this material, then please contact the AAA headquarters office at info@aaahq.org or (941) 921-7747.

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