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By integrating meaningful group learning experiences into my Principles of Accounting and Tax classes, Accounting was effectively promoted as an undergraduate major or minor, as supported by student satisfaction surveys. Many accounting programs are facing unprecedented challenges raised by declining enrollments and dynamic changes in profession. Using Baker, Simon, and Bazelli's (1985) Instructional Design for Accounting based on Kolb's Experiential Group Learning Model, multiple teaching strategies were incorporated into my classes appealing to multiple student learning styles and, as a result, student's attitude towards Accounting were significantly effected. The following is a brief list of group or solo activities used in my classes: Played Financial Accounting and Tax Jeopardy Games that are published on my website (www.geocities.com/docseda) Accounting students developed Excel-based Accounting Information System for service and merchandising businesses. Accounting students presented an analysis of an annual report. Accounting students played Stock Market Simulation Game (www. ncarolinasms.org). Accounting students played Monopoly. Accounting students played business simulation game at AICPA website (www. startheregoplaces.com). Tax students worked on three comprehensive tax returns prepared with TaxCut software. Selected Tax students took IRS exam to qualify for VITA program in spring of 2004. Accounting and Tax students prepared posters summarizing various concepts. This article will provide a detailed summary of learning experiences used in the Fall Semester of 2003 at Shaw University and an analysis of student surveys.

Innovative Strategies For Teaching Principles Of Accounting And Federal Taxation Classes