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Designing Learner-Centered & Equitable Courses with ACUE banner

ACCY161: Governmental & Nonprofit Accounting

Proactive, Engaging, Self-motivating

Reflection on Instructional Change:

I have chosen the following two practices to implement in my ACCY161 course:

Creating clear and specific learning objectives.
Designing course outcomes and learning objectives to be student-centered, meaningful, and measurable.

ACCY161 is an upper-level financial accounting course required for business majors. The students in this course come from diverse educational backgrounds and have varying levels of familiarity with accounting concepts. Many of them may not fully understand the significance of this course in relation to their future careers or academic goals. Therefore, establishing clear, well-defined learning outcomes is critical for helping students recognize the value of this course and its connection to their personal and professional aspirations.

Implementation of Instructional Changes

To implement these practices, I followed a structured approach:

Collaboration with Colleagues:
I consulted with colleagues who have previously taught ACCY161 to gain advice on creating learner-centered outcomes. Their insights helped me understand the challenges and expectations specific to this course.
Engagement with Field Experts:
I reached out to industry professionals and accounting practitioners to identify the skills and competencies students need to develop to excel in their careers. This ensured that the course objectives align with real-world expectations.
Course Material Review:
I conducted a thorough review of the textbook, class activities, assignments, and assessments. This allowed me to design course outcomes that are not only aligned with the curriculum but also clear, meaningful, and measurable.
Integration of Learning Objectives:
I incorporated the newly created objectives into my teaching materials, ensuring students are explicitly aware of the expectations for each lesson. Clear learning outcomes guide students by providing a roadmap for the course, helping them understand the relevance of each activity and assessment. When students understand the goals they are working toward, they are more motivated to engage and participate in the learning process.

Influence of ACUE Activities

The "ACUE Observe and Analyze Videos" activity had a profound impact on the changes I made in my instructional approach. This activity allowed me to receive constructive feedback on specific instructional methods and explore diverse perspectives by engaging with colleagues, even those outside my discipline. These interactions offered fresh ideas and validated the importance of adopting a learner-centered approach.

Key Takeaways

One major takeaway from this experience is realizing how pedagogical approaches profoundly affect students' learning effectiveness and experiences, both in the short term and over the course of their academic and professional lives. Designing learning objectives that are clear, meaningful, and aligned with students' goals can significantly enhance their engagement, understanding, and ability to apply knowledge in real-world settings. Through this process, I have developed a deeper appreciation for the importance of reflective teaching practices and the role they play in fostering meaningful and impactful learning experiences for students.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
Instructional video with specific guidance implemented for each problem	Discussion thread to meet one of the learning objectives	Designing Learner-Centered and Equitable Courses ACUE Badge

Practice and Reflect on Creating learning objectives

IYOC Alignment Worksheet_Kim.docx

Course Syllabus

Pre: ACCY161_Spring2023.pdf

Post: ACCY161_Fall 2024.pdf

Faculty Bio

Faculty Bio
	Hello everyone, My name is Wonjung. It has been more than 25 years since I took my first introductory financial accounting course, and I have worked in the accounting practice ever since. I completed my Ph.D. in accounting at the University of Utah, where I started my teaching in accounting. I joined Sac State in 2019 and have taught various accounting classes.

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, and 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.