ACC230 Learner-Centered Education Course Redesign
November 2007
The pilot course will launch in spring 2008. Several technology-related and procedural modifications for the redesign will be available at course launch in January 2008 while others will be introduced as the course progresses throughout the semester. The following table lists the projects and status for each key component.
Encourage active learning – move to "hybrid" format
| Project | Task | Status |
| Restructure format | Shift from 3, 50 minute classes to 2, 75 minute classes per week | Complete |
| Reduce / replace traditional lectures | Increase application-oriented activities; shift some instructional time to online and out-of-class activities | Design |
| Online lectures | Identify content suited for online (or repeat) instruction | Design |
| Solid Footing | Utilize an interactive, visual accounting cycle tool (auto-graded) | Beta
(ACC231H)* |
| Red Company | Utilize an interactive, visual financial analysis tool (auto-graded) | Beta
(ACC231H)* |
Design = Initial Stages Alpha = Testing without students Beta = Testing with students
*ACC231H = Honors section of ACC230
Build in frequent assessment & prompt (automated) feedback
| Project | Task | Status |
| Online homework | Automate homework collection, monitoring, grading & feedback | Beta |
| Online quizzes and projects | Automate distribution, grading & monitoring of quizzes/projects | Beta |
| Reporting | Analyze class/student performance & tailor lesson plan to results | Alpha |
| Increase assessment (and feedback) | Shift to weekly quizzes, increase # of exams, use pre/post tests | Design |
| Test Bank | Utilize large test bank with algorithmic problems | Complete |
Design = Initial Stages Alpha = Testing without students Beta = Testing with students
Provide individualized assistance and monitor student progress
| Project | Task | Status |
| Reporting | Monitor student performance & provide options based on results | Alpha |
| Student survey – office hours | Conduct survey to learn student preferences, analyze results | Complete |
| Virtual tutoring | Set-up "virtual tutoring" system, train TAs, conduct user testing, develop supporting documentation/procedures | Design |
| Web-based tutoring scheduling tool | Develop scheduling tool; create documentation and training materials | Alpha |
| Assessment plan | Develop detailed assessment plan to measure student learning | Design |
Design = Initial Stages Alpha = Testing without students Beta = Testing with student
Reduce administrative load (redeploy resources)
| Project | Task | Status |
| Course assistant | Assign T.A. to assist with administrative duties | Beta |
| Email mgt. system | Set-up email mgt. system similar to "help desk" with integrated Bb solution; develop processes and documentation | Beta |
| Gradebook integration | Merge gradebooks from course mgt. software and Blackboard | Design |
| Automate peer evaluation process | Develop automated tool for peer evaluation and feedback; create documentation and training materials | Beta |
| Create ACC230 instructor site | Bb site set-up and maintenance; TA training | Complete |
Design = Initial Stages Alpha = Testing without students Beta = Testing with students
Summer 2007
During the summer of 2007, the Arizona Board of Regents awarded grants to 13 excellent redesign projects as part of its Learner-Centered Education Course Redesign Initiative. Dr. Carol A. Twigg, President and CEO of the National Center for Academic Transformation (NCAT) stated that the proposal for ACC 230 Uses of Accounting Information I was, "one of the strongest" they received.
Overview
ACC 230: Uses of Accounting Information I is the mandatory introductory financial accounting course for all business majors. The traditional course enrolls ~1800 students annually with most students attending one large lecture and two smaller recitation sessions.
The key components of the redesign are to:
- Encourage active learning – move to "hybrid" format
- Build in frequent assessment & prompt (automated) feedback
- Provide individualized assistance and monitor student progress
- Reduce administrative load (redeploy resources)
Broadly, the course redesign will implement the key components by:
- Decreasing the number of in-class lectures
- Replacing some instructional time with online activities that incorporate the content previously included in a separate one-credit course (ACC 250: Introductory Accounting Lab)
- Changing lecture time to involve students in more hands-on practice problem solving
- Mandatory recitations to promote active learning and teamwork
- Introducing technology to eliminate time-consuming, administrative tasks
The combination of technology, immediate feedback, and appropriate assistance will enrich the learning experience for the students and should increase their success rates. The redesigned course will also:
- Reduce instructional costs by eliminating a one-credit course
- Reduce the number of sections from 56 to 47
- Increase the section size from ~31 to ~37
- Reduce the number of teaching personnel
- Better utilize instructional time with the introduction of technology
The redesign is anticipated to reduce the cost-per-student by 33%. For more information concerning this grant and course redesign, contact Dianne Leshinski at Dianne.Leshinski@asu.edu
