Embed Size (px)
Citation preview
AP ACCOUNTING
What will it look like and
how do we get there?
OBJECTIVES
Attract high academic performing students Provide challenge and rigor Reflective of the accounting profession Create an interest in students to consider or pursue
accounting as a major and a career Change the perception of accounting and accounting-
related careers among students, teachers, guidance counselors and parents
Allow college faculty to work with high school teachers to develop a course that better prepares students for a college accounting curriculum
AP PROCESS: Development and Implementation
Each course is developed by a committee composed of college faculty and AP teachers.
Members of these Development Committees are appointed by the College Board and serve for overlapping terms of up to four years.
An AP course may be equivalent to a full-year college course or a half-year course.
AP courses and exams are updated regularly, based on curriculum surveys of colleges and universities and committee members.
AP PROCESS: Development and Implementation
College faculty serve on the Development Committee: Develop the course descriptions Develop the examinations College faculty are responsible for standard setting College faculty are involved in the evaluation of
student responses.
AP PROCESS: Development and Implementation
College AND high school faculty: Create detailed descriptions of course topics, Determine percentage goals of those topics on the
exam, Prepare a summary outline and teaching materials
for the course, Compile and class test many multiple choice and
free response exam questions, and Form teams of dedicated faculty ready to serve on
the Development Committee, as exam graders, professional development trainers, etc.
AP PROCESS: Development and Implementation
Teacher Preparedness: Many Development Committees recommend that the
AP teachers have recent college-level content-specific courses as background preparation and that schools augment the resource materials available to teachers and students.
In addition, colleges and the College Board through its Pre-AP program provide professional development for teachers through content-specific strategies to build a rigorous curriculum via one-day workshops, two-day conferences, or five-day summer institutes.
AP PROCESS: Development and Implementation
Granting CreditAdvanced placement and/or credit is
awarded by the college or university – NOT the College Board or the AP Program.
Colleges need to know that the AP grades they receive for their incoming students represent a level of achievement equivalent to that of students who take the same course in the colleges’ own classrooms.
PILOT: AP ACCOUNTING
Status of efforts to have a course adopted by the College BoardPilot program
Academic year, 2007 – 2008 Approximately 6 – 8 high schools in KansasAdministered by Dan Deines, Accounting
Professor, KSUTeacher Workshop/Training
PILOT: AP ACCOUNTING
Contact Hours Estimated 115-120 hours Classes take place in either a block format (90
minutes sessions alternating from 3 days per week follow by 2 days per week) or a traditional format (45-50 minute sessions that meet 4 or 5 times per week)
The course is a full, one-year course Can be taught over two consecutive semesters
PILOT: AP ACCOUNTING
College Credit Students who receive a score of 5, 4, or 3 on the
comprehensive exam will receive 3 credits from Kansas State University (Accounting for Business Operations)
Students earning a score of 5 or 4 on the exam will receive an “A” grade; students earning a score of 3 will receive a “B” grade.
Colleges and universities other than Kansas State University, as well as community colleges, which participate in the program, will define how their institution will treat the course.
PILOT: AP ACCOUNTING
Course Materials The text used for the course is “Introduction to
Accounting: an Integrated Approach” 4th edition, by Ainsworth and Deines (McGraw Hill)
Teachers will also be supplied with instructor resources, such as an instructor’s manual, PowerPoint presentations, test banks, chapter tests and exams
CONTENT
Based on the premise that students should first understand business events, and then how the events are captured by an accounting system and then reported to interested users.
Follows a “planning, performing and evaluating” approach.
CONTENT
Reflective of “real-world” business activities and the integral role accountants play throughout the operating cycle of a business.
Traditional courses focus on teaching the entire accounting cycle with the explanation of business events as only a secondary emphasis.
New approach presents the accounting cycle within the context of businesses operating, investing, and financing activities, giving students a more realistic perspective of the role accounting plays in business.
CONTENT
In addition, this course will integrate the following professional and technical skills throughout the course:
Professional Skills: Writing, presentations, teamwork, and research
Technical Skills: Excel, PowerPoint, use of internet, EDGAR and other data bases
SUMMARY OF ESTIMATED TIME
Module Approximate Time (Hours)
Practice AP Test (Hours)
Module 1, Introduction: Business Operating Activities 8 hours 1 hour
Module 2, Planning: Business Operating Activities 30 hours 2 hours
Module 3, Recording And Evaluating: Operating Activities (Part I) 12 – 15 hours
Module 4, Recording And Evaluating: Operating Activities (Part II) 10 hours 1 hour
Module 5, Introduction: Capital Resource Process Activities 10 hours 2 hours
Module 6, Planning: Capital Resource Process Activities (Part I) 10 hours 1 hour
Module 7, Planning: Capital Resource Process Activities (Part II) and Recording And Evaluating: Capital Resource Process Activities
25 hours 2 hours
Module 8, Evaluating: Capital Resource Process Activities 10 hours 1 hour
Total 115 – 118 hours 10 hours
Teaching Training/WorkshopsDan Deines will hold a training session on selected topics for teachers participating in the pilot. The topics will include:
Module Chapters Topics
Module 2,Planning: Business Operating Activities
Chapter 3, Operating Processes: Planning and Control;Chapter 4, Planning: Operating Activities;(Chapter 17)
Breakeven analysis, fixed/variable costs, etc.
Module 4,Recording And Evaluating: Operating Activities (Part II)
Chapter 9, Recording and Evaluating Conversion Process Activities
DM, DL, Inventory, Variance analysis
Module 5, Introduction: Capital Resource Process Activities
Chapter 11, Time Value of Money Time value of money
Module 6,Planning: Capital Resource Process Activities (Part I)
Chapter 16, Recording and Evaluating Capital Resource Process Activities: Investing
Exchange of assets
Module 7, Planning: Capital Resource Process Activities (Part II) and Recording And Evaluating: Capital Resource Process Activities
Chapter 14, Planning Debt Financing Bonds – effective method of amortization
Module 8, Evaluating: Capital Resource Process Activities
Chapter 17, Reporting Cash Flows Statement of cash flow
