CDEVs Support our Instructors

Purpose

To directly communicate information regarding course goals, submissions, and your expectations of instructors during the term. Every course should have a module called "Instructor Module (Please Do Not Publish)". This is the module other instructors will use to help familiarize themselves with teaching the content our CDEVs have developed.

CDEV Notes Goals

Include CDEV personal information to encourage collaboration.
Anticipate where students might struggle and provide examples, ideas, or strategies you have found to have a positive impact on students.
Provide information for feedback and assessment, including answer keys if applicable.

Lecture Video

Thank You for the Examples:

William Gaught - MBA 576
Abdelmonaem Jornaz - CIS 607
Timur Rakhimov - CIS 624

Sample Notes

Please click on the arrows below to expand for text examples.

Instructor Responsibilities - Patrick Mackey - BAI 209

This section outlines the instructor's responsibilities, including providing assignment feedback, facilitating discussions, and answering student questions.

Engage with Students: Instructors should maintain regular communication with students, responding to emails, discussion posts, and questions promptly. This ensures students feel supported and encourages active participation throughout the course.
Facilitate Class Discussions: Instructors are responsible for creating an inclusive and engaging learning environment. This includes guiding and facilitating online discussions, encouraging diverse viewpoints, and helping students connect course concepts to real-world applications.
Monitor Student Progress: Regularly monitor student progress and performance on assignments, quizzes, and discussion boards. Identify students who may need additional support and reach out to offer help or guidance, ensuring that no student falls behind.
Provide Resources and Support: Instructors should share supplementary learning materials and resources (such as articles, videos, or tutorials) to help students deepen their understanding of the course content in announcements two times a week.
Promote a Positive Learning Environment: Encourage a respectful and collaborative atmosphere where students feel comfortable sharing their ideas, asking questions, and providing feedback to peers.
Provide Timely Grading and Feedback: Instructors should grade assignments promptly, ensuring that students receive timely and actionable feedback that they can use to improve their performance throughout the course.
Encourage Student Reflection: Instructors should create opportunities for students to reflect on their learning process, whether through assignments, discussions, or peer discussion responses, to foster deeper understanding and personal growth.
Foster Professional Development: Instructors should help students connect the course material to their future careers by offering insights into industry trends, discussing real-world applications, and guiding them toward relevant professional resources.

Communication Guidelines - Patrick Mackey - BAI 209

Update Your Instructor Page: Ensure your instructor page is fully updated with current contact information. Include your office hours, preferred method of communication (email, discussion board, or Zoom), and response time expectations. Make it clear that students are welcome to reach out with any questions or concerns.
Zoom Account Setup: Confirm that your Park University Zoom account is established and functioning. Ensure that you are familiar with the Zoom platform's features so that you can effectively help students with questions, assignments, or technical issues.
Provide Clear Contact Instructions: Include specific instructions on how students should contact you for different needs on your instructor page. For example, urgent questions might be best addressed via email, while more in-depth discussions may warrant a Zoom meeting.
Set Up Zoom Office Hours: If applicable, establish regular Zoom office hours where students can meet with you virtually for one-on-one support. Include these hours on your instructor page and encourage students to schedule a meeting in advance.
Test Your Equipment: Before using Zoom for student meetings, check your microphone, camera, and internet connection to ensure everything works smoothly. This will help avoid technical difficulties during student interactions.
Encourage Student Utilization of Zoom: Let students know you can assist with any course-related issues via Zoom meetings. This can be a great way to provide more personalized help.

Setting up Groups - AJ Lutz - FIN 640

Set up Groups for Case Study - by Unit 3

Team Case Instructions - Introduced to Students in Unit 3. Check out the quick video on how students interact with their team space.
View your class workspaces.
Links to an external site.Tutorial for Assigning Students to Groups. (automatically or manually). It is recommended to keep your groups to 3 or 4 students per group.
Create your class groups under Canvas / People / FIN 640 - Team Case Project (see image below) - all relevant assignments are attached to this group section.

Commonly Asked Questions - Michael Tolliver - PH 308

I have found that Virtue Ethics rarely gets brought into the conversation on Business Ethics. I think this is for (at least) two reasons:

Deontology and Utilitarianism are so clearly foils of one another it is easy to see what is at stake between them
Deontology and Utilitarianism focus on the human action, which is relatively easy to assess and discuss the morality of that action. Virtue Ethics, on the other hand, starts with the doer of the action, and that can be trickier ground to navigate.

I am sensitive to both of these challenges and suspect that when presenting the course material, students will wrestle with Virtue Ethics in a way they do not with the other theories. The method used by this course to motivate students to think meaningfully about Virtue Ethics is to discuss the moral worth of motivations. Deontology discusses motivations to a limited degree, and Utilitarianism largely avoids the topic, focusing primarily on outcomes. However, students intuitively understand that motives matter, and I believe this is the entry point for discussion around Virtue Ethics. Whistleblowing, Environmental Care, and Marketing all have a component of their conversations where motivations for action comes up. So my encouragement would be to let students know that content is coming by posing thought experiments around those topics. Virtuous people do virtuous things precisely because they are motivated by virtue.

Big Picture & General Information - Kristen Whiteley - AC 316

Big Picture

The Certified Public Accounting (CPA) changed effective January 2024. Each candidate must take three core sections and one discipline section (exam takers choose one of three options). Although Park cannot cover all the discipline topics in its curriculum, the goal is to cover all the core exam topics plus portions of the discipline sections. The topic of tax was previously one section of the exam. It is now included in one of the core sections, Regulation and Taxation (REG), and one of the discipline areas, Tax Compliance and Planning (TCP).

In the past, Park had two tax courses, AC309 (Individual Income Tax) and AC312 (Business Income Tax), covering their respective topics in detail. With the exam changes, it was decided to consolidate the former classes into one tax class, AC310 (Fundamentals of Taxation). This new course mainly focuses on individual income tax. However, it also includes a scaled-back discussion of certain business entities, including sole proprietorships, corporations, and partnerships.

To replace the 2^nd tax course in the accounting curriculum, AC316, Data Analytics in Accounting, was developed for Fall 2, 2024. This is needed to address the incorporation of data analytics into all core and discipline sections of the CPA exam.

Please note that it is recognized that not all our students will take the CPA exam. These newly developed courses are believed to be more beneficial for all our students, regardless of their intended career path. Most students will not work in the tax field, so one class is sufficient. Furthermore, all students need to understand and be able to apply data analytics in accounting, which provides additional support for the changes being made to the accounting curriculum.

General Information

Some general things to note about AC316:

This is an application-based class where labs are used extensively.
McGraw-Hill Connect has been adopted as the online course management system. Connect houses the textbook, homework, labs, and exams.
The core assessment, the Final Project, is a cumulative project housed and submitted in Canvas.
The textbook discusses using Microsoft Excel, Microsoft Power BI, and Tableau as data analysis tools. In AC316, we will focus on these tools. Students will be required to have access to both.

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