Abstract

According to a recent paper in the CPA Journal, "Modern business transformation with the advancement of technology has modified the skills required for accounting students. They require new skills to apply modern analytical techniques in financial modeling, prediction, and data visualization to attract prospective employers."¹

To respond to this change in the marketplace, many business schools at peer universities (such as UIUC and Brigham Young, etc.) have offered data analytics and automation courses in the accounting program. At the Smith School, while a few accounting undergraduate courses have incorporated data analytics and technological elements, our undergraduate accounting curriculum has yet to offer a dedicated course focusing on data analytics and automation. During the virtual meeting with the AIA advisory board meeting in January 2024, the board members also inquired about the possibility of offering more analytics and automation courses that help students develop these essential skills.

To address this gap, we propose to offer a new elective course for undergraduate accounting majors. This course will specifically focus on two tools prevalent in the fields of data analytics and automation: Python and Alteryx. These tools will be taught within the framework of accounting, providing students with relevant and practical skills for their future careers.

References

¹ The Future of Business Data Analytics and Accounting Automation How New Professionals Can Level Up their Skills and Knowledge

Abstract

In the recently approved MSIS curriculum, experiential learning has been emphasized in the middle and tail end of the program. In BUDT723: Business Process Analysis for Information Systems, a second semester core course, experiential projects have been deepened by using real-world clients. BUDT748: Industry Practicum has been introduced as a 3-credit industry practicum and degree capstone. The seminar acts as a metaphorical bridge between students, business-technology industry leaders and teaching faculty, bringing the "curriculum to life."

During the fall and spring semesters, industry leaders will present industry trends, opportunities, and challenges within the context of their individual/organizational journeys. These leaders will be drawn from our Advisory Council, illustrious alumni, and technology executives in the DMV area with whom we are seeking relationships. Students will be required to attend these presentations and will have an opportunity to connect and mingle with industry leaders in a structured manner. To reduce barriers for industry leaders to attend we will take advantage of our newly created hybrid classrooms. Faculty will facilitate the seminar, making connections for students and industry leaders with our curriculum. Students will be encouraged to maintain reflective journals to help them critically think through potential career pathways. We expect the industry seminar to provide students projects for experiential learning in other courses, connections for summer internships and long-term rich career opportunities.

Abstract

Academic literature suggests the modern student has only a 10 to 15-minute attention span. With the number of distractions in both face-to-face and online, synchronous delivery formats, technology can enhance the learning experience. Standard tools available to faculty are already well-publicized, such as TurningPoint, Zoom polls, Zoom breakout rooms, etc. However, these tools track student data, potentially discouraging participation, and may become stale from overuse across all courses a student takes.

This presentation explores other, free, anonymous online tools to help increase student engagement during in-class and online, synchronous courses. Reinvigorate your course through use cases with these online tools for individual and team-based participation, including real-time word clouds, real-time questions and answers, an interactive quiz game, and Jeopardy!

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