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ACCY 171: Federal Tax Procedures I

Reflection on Instructional Change:

I used the ACUE practice of aligning activities and assignments with course outcomes. Specifically, I used the ACUE-provided resources on Transparency in Learning and Teaching to create more transparent assignments and improve assignment transparency for students. I explained the purpose of the assignment and the knowledge/skills involved, I drafted more specific instructions, I created written and video examples, I developed a detailed grading rubric, and I provided additional resources for students that needed.

Implementing this technique reduced student uncertainty and questions. Students could clearly see what was expected of them and how they would be graded.

The ACUE Implementation Resources most influenced the changes I made in the course. These resources provided clear and simple steps instructors could make to improve their courses.

The Observe and Analyze session provided useful feedback on how to deliver all of the additional resources to students without overwhelming them with too much information.

**Evidence of Instructional Change**
Transparency in Purpose and Skills to be Practiced	Transparency in Grading (Rubric)	ACUE Badge

Course Syllabus and Schedules: F22 171 Syllabus.pdf

**Faculty Bio**
	Elizabeth Lyon is an Associate Professor of Accountancy in the College of Business. Prior to joining Sac State in 2016, she taught at Washington State University and worked as general counsel for an international consumer electronics accessories company, where she handled a variety of legal and tax-related matters. She holds a B.A. from UC Davis, a J.D. from UC Hastings and and LL.M. in Taxation from University of San Francisco.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.