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Fri, 03/29/2024 - 13:31
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Course Form (One form per course, lab, or recitation)
NORTHEAST Integrated Curriculum Committee
Date: 6/30/2022
1.
Contact person: Loren F. Selznick, J.D., Chairperson
Phone:
2.
570-389-4899
Email: lselznic@bloomu.edu
Department:
Accounting and Business Law
Program:
Accounting
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☐ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☒ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ACCT
220
Financial Accounting
Current University
Course Prefix
ACCT
Current University
Course Number
220
Current University
Course Title
Financial Accounting
*Only list Current Courses that are equivalent to the New Course
BU:
ACCT 220
Financial Accounting
LHU:
ACCT 110
Financial Accounting
MU:
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
Current faculty at all three campuses
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☐ X BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No changes from current course. Current program AACSB approved.
10. Indicate Semester and Year Course will be implemented:
Fall 2022
11. Provide a rationale for how this course relates to the mission and goals of the related program:
Students begin learning to accumulate and summarize transactional information as well as
analyze, interpret, and communicate financial information in accordance with accounting rules.
Students also begin learning about professional and ethical standards imposed by law and
licensing associations.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Financial Accounting
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Familiarizes students with a basic understanding of generally accepted accounting principles
(GAAP) and its applications. Includes accounting fundamentals, accounting for assets, liabilities
and ownership interests, and analysis of accounting data. For non-accounting majors only. Three
hours lecture per week.
14. Credit(s): 3
Clock Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
BUS101
2
16. Co-requisites (Courses which must be taken simultaneously with other courses):
None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): Intended for nonaccounting majors.
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
If yes, list the course prefix and number.
If dual-level, indicate content, assignments, and assessments for graduate and undergraduate
courses on two separate Master Course Syllabus forms. Cross-Listed is across multiple
departments/programs.
20. Estimated Frequency of Offering:
How often will the course be taught for a two-year cycle? It is estimated that the course will be
offered 8 times in a two-year cycle--every fall and spring semester, winter and summer session.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
Recommended class size is 34 students for traditional class setting the distance education setting
based on analysis of this course and the required support for instructional activities.
Submit a Master Course Syllabus – (see attached)
3
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Choose an item.
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
➢ Caution, these terms Curricular Themes and Program Goals are specific to this General Education
Program, See Ship Guide pages 6-12 for clarification
https://www.ship.edu/globalassets/gec/handbook_generaleducationship_2018_09_25.pdf
➢ [A program goal is a clear statement that expresses what our program will do for students. Each goal
is designed to prompt and guide teaching practice and program assessment. For example in the
Curricular Theme of Diversity, a Program Goal is to Guide and prompt students to evaluate the
diversity of human experience, behavior, and thought, in order to better understand ourselves and
others, to respond to the roots of inequality that undermines social justice, while developing
awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age,
social class, sexual orientation, or abilities.]
4
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
5
Signatures
Required
Signatures
Name
Date
Department
Chairperson
Loren F. Selznick
June 30, 2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
6
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED:
June 30, 2022
PREPARED BY:
Loren F. Selznick, J.D., Chairperson
DEPARTMENT:
Accounting and Business Law
Program:
Accounting
COURSE PREFIX & NUMBER (without space in-between):
ACCT220
COURSE TITLE:
Financial Accounting
CREDIT HOURS:
3
RECOMMENDED CLASS SIZE: 34
PREREQUISITES/CO-REQUISITES:
BUS101
COURSE DESCRIPTION FOR CATALOG: Familiarizes students with a basic understanding of
generally accepted accounting principles (GAAP) and its applications. Includes accounting
fundamentals, accounting for assets, liabilities and ownership interests, and analysis of
accounting data. For non-accounting majors only. Three hours lecture per week.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I. An introduction to financial accounting terms and procedures
a. Accounting equation
b. Assets, liabilities, owners' equity, revenue, expenses, and dividends
c. Accounting cycle
II. Four major business activities
a. Planning activities
b. Operating activities
c. Investing activities
d. Financing activities
III. Financial reporting environment
a. Generally Accepted Accounting Principles (GAAP)
b. Regulation and oversight
c. Role of the auditor
d. International Financial Reporting Standards (IFRS)
IV. Financial statement preparation
a. Balance Sheet
b. Income Statement
c. Statement of Retained Earnings
d. Statement of Cash Flows
V. Reporting and analyzing:
a. Cash and receivables
b. Inventory
c. Long-term operating assets
d. Liabilities
e. Leases, pensions and income taxes
f. Stockholders' equity
g. Revenues and expenses
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
7
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Choose an item.
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Apply the accounting cycle and
procedures used in the financial
accounting environment.
Applied project, Exam items,
Group discussion
Interpret domestic and
international accounting
standard setting environments.
Classify financial accounting
accounts into appropriate
categories.
Prepare, analyze, and evaluate
the four major financial
statements.
Analyze and record cash,
receivables, inventory, long-term
operating assets, liabilities,
leases, pensions, income taxes,
stockholders' equity, revenues,
and expenses.
Case analysis, Exam items,
Group discussion
Critical thinking exercise,
Exam items, Group discussion
Critical thinking exercise,
Exam items, Group discussion
Problem analysis and solution,
Exam items, Group discussion
*Note- Rows can be added
13. METHODS: Traditional format: As a traditional, on-campus undergraduate class offered
each semester in the Accounting and Business Law Department, significant faculty-to-student
and student-to-student interaction will facilitate a full understanding of the financial
accounting environment. Course content is delivered via interactive lectures, team
collaboration, applied and academic research, case analyses, technology-enabled
8
applications, and participative discussions. Distance education format: Software used could
include video presentation, and meeting software (to allow for guest speakers, virtual groups,
and field-based projects) as well as hands-on technology activities. A computer (desktop,
laptop, tablet, etc.) and internet access are required. Collaboration could include on-line
discussions, blogs, wikis, group projects, and surveys of student feedback on different topics.
Web-based tools could be used for enhanced learning, depending on instructor's strategies
and class objectives. Class is offered as needed by the Zeigler College of Business
undergraduate programs. The course may be taught either synchronously or asynchronously,
based on the instructor.
14. COURSE ASSESSMENT: The department will collect departmentally-developed rubrics or
results on exam items across all sections of the course on a regular basis. The assessment
data will assist in identifying needed changes to the course to ensure greater student
attainment of the Student Learning Objectives. The results of the evaluation will be reviewed
by the department, and, if warranted, adjustments to the course will be made.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
*
Resources available through Andruss Library
*
Botosan, C. A (2019). Pathway to an integrated conceptual framework for financial reporting. The
Accounting Review, 94(4), 421-436.
*
Carmichael, D.R. (2019). New revenue recognition guidance and the potential for fraud and
abuse. The CPA Journal, March, 2019, 36-43.
*
Canace, T. G. & Wilkerson, J.E., (2014). A practice-based statement of cash flows learning
experience: An initial public offering for contempri homes? Issues in Accounting Education, 29(1),
195-216.
*
Dutta, S. K., Caplan, D. H., & Marcinko D. J., (2014). Growing pains at Groupon. Issues in
Accounting Education, 29(1), 229-245.
*
Guthrie, C. P. & Nicholls, C. M., (2015). The personal budget project: A practical introduction to
financial literacy. Journal of Accounting Education, 33(1), 138-163.
*
Johnstone, N., Mackintosh, B., & Phillips, F., (2013). Second round electronics: A case for
critical thinking. Issues in Accounting Education, 28(4), 983-1007.
9
Kilgus, C. L & Law, M. D., (2015). Helping accounting students understand how money
flows through bonds: A visual approach. Business Education Fo111111. October, 2015, 15-19.
*
Phillips, Fred (2015). Evaluating financial results at Graphic Apparel Corporation (GAC):
The impact of accounting policies. Issues in Accounting Education, 30(1), 1-12.
*
Porter, J.C. (2019). Beyond debits and credits: Using integrated projects to improve
students' understanding of financial accounting. Journal of Accou/lting Education, 46(1), 53-57.
*
Xia, B. S., Liitiainen, E., & Beelde, I. D., (2019). Accounting conservatism, financial
reporting and stock returns. Accounting and Management Information Systems, 18( l ), 4-24.
*
Zhan, J., Her, Y. W., Hu, T., & Du, C., (2018). Integrating data analytics into the
undergraduate accounting curriculum. Business Education Innovation Journal, 10(2), 169-178.
Prototype Text:
Wallace, J. S., Nelson, K. K., & Christensen, T. E. (2019). Financial Acco1111ti11g for
Undergraduates, 4th Edition. Cambridge Business Publishers.
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
10
NORTHEAST Integrated Curriculum Committee
Date: 6/30/2022
1.
Contact person: Loren F. Selznick, J.D., Chairperson
Phone:
2.
570-389-4899
Email: lselznic@bloomu.edu
Department:
Accounting and Business Law
Program:
Accounting
3.
Tracking # (For Provost office use only)
4.
CIP# (For Provost office use only)
5.
Select which actions you are requesting for _X_ Undergraduate __ Graduate
☐ Course Modified for Integration
6.
☐ Course Not Previously Offered at any campus
Click modalities that the course may be offered (80% +)
☒Face-to-Face/In person ☒ Online (100%) ☒ Interactive TV ☒ Multi-modal
New University
Course Prefix
New University
Course Number
New University
Course Title
ACCT
220
Financial Accounting
Current University
Course Prefix
ACCT
Current University
Course Number
220
Current University
Course Title
Financial Accounting
*Only list Current Courses that are equivalent to the New Course
BU:
ACCT 220
Financial Accounting
LHU:
ACCT 110
Financial Accounting
MU:
1
New Course for Integrated University
7. Will the course be seeking General Education approval?
☒ No ☐ Yes (if yes, go to next section General Education Approval- click on this link)
8. Resources at Each Campus: List any resources, including faculty, facilities, technology,
equipment, or library resources necessary at each campus listed above.
Current faculty at all three campuses
Identify on which campuses the course is intended to be offered in the integrated university
(for administration use only):
☐ X BU
☒ LHU
☒ MU
9. Identify Departments/Programs/Courses impacted by changes on this form (Identify any
programs/departments/courses that may be impacted by course changes. Contact programs,
departments to obtain support if you are offering a course that will impact their program:
No changes from current course. Current program AACSB approved.
10. Indicate Semester and Year Course will be implemented:
Fall 2022
11. Provide a rationale for how this course relates to the mission and goals of the related program:
Students begin learning to accumulate and summarize transactional information as well as
analyze, interpret, and communicate financial information in accordance with accounting rules.
Students also begin learning about professional and ethical standards imposed by law and
licensing associations.
12. Abbreviated Title (for Master Schedule, Maximum 20 spaces):
Financial Accounting
13. Course Description for Catalog (Maximum 75 words -start with an action verb.):
Familiarizes students with a basic understanding of generally accepted accounting principles
(GAAP) and its applications. Includes accounting fundamentals, accounting for assets, liabilities
and ownership interests, and analysis of accounting data. For non-accounting majors only. Three
hours lecture per week.
14. Credit(s): 3
Clock Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
Contract Hours:
Lecture: 3 hours
Recitation: hours Lab: hours
15. Prerequisites (Courses completed prior to taking this course):
BUS101
2
16. Co-requisites (Courses which must be taken simultaneously with other courses):
None
17. Enrollment Restrictions (e.g., limited to majors in program XXX, restricted from majors in program
XXX, etc.): Intended for nonaccounting majors.
18. Repeatable: Can this course be repeated for credit as a multi-topic class, not just for a grade
change?
☒ No ☐ Yes: How many times is the course repeatable?
19. Dual-Level or Cross-Listed: Is this course dual-level? ☐Yes ☒No.
If yes, list the course prefix and number.
If dual-level, indicate content, assignments, and assessments for graduate and undergraduate
courses on two separate Master Course Syllabus forms. Cross-Listed is across multiple
departments/programs.
20. Estimated Frequency of Offering:
How often will the course be taught for a two-year cycle? It is estimated that the course will be
offered 8 times in a two-year cycle--every fall and spring semester, winter and summer session.
21. Recommended class size for student success: Provide the recommended class size number and a
clear rationale based on accreditation guidelines, discipline standards, or pedagogical limitations.
Recommended class size is 34 students for traditional class setting the distance education setting
based on analysis of this course and the required support for instructional activities.
Submit a Master Course Syllabus – (see attached)
3
General_Education_Approval
Locate the required Curricular Theme, Program Goal, and Learning Objectives and Desired Outcomes for
your selected area of this program in the General Education Plan (click on this link).
GE-1: Select the Curricular Theme and Program Goal you are applying from the drop down below (click
on the words Choose an item, then click on the arrow and select one option):
Choose an item.
GE-2: How does your course fit into the General Education Curricular Theme and Program Goal to which
you are applying (be sure to address all of the required areas of the selected Program Goal)?
➢ Caution, these terms Curricular Themes and Program Goals are specific to this General Education
Program, See Ship Guide pages 6-12 for clarification
https://www.ship.edu/globalassets/gec/handbook_generaleducationship_2018_09_25.pdf
➢ [A program goal is a clear statement that expresses what our program will do for students. Each goal
is designed to prompt and guide teaching practice and program assessment. For example in the
Curricular Theme of Diversity, a Program Goal is to Guide and prompt students to evaluate the
diversity of human experience, behavior, and thought, in order to better understand ourselves and
others, to respond to the roots of inequality that undermines social justice, while developing
awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age,
social class, sexual orientation, or abilities.]
4
GE-3: List the Course Specific SLOs that correspond to the General Education SLOs of the relevant
Curricular Theme and Program Goal and explain how your course will meet each one of these Course
Objectives. Please be specific and use examples to align in column two and to demonstrate how this will be
implemented in column three.
Course Specific Student Learning
Objectives (SLOs)
General Education Student
Learning Objectives (SLOs)
How do the methods and
structure of the course provide
students with the opportunity
to meet each aligned pair of
General Education and Course
Specific SLOs?
Submit the Master Course Syllabus (including assessment) in addition to this form to be considered for
General Education approval.
5
Signatures
Required
Signatures
Name
Date
Department
Chairperson
Loren F. Selznick
June 30, 2022
By typing my name in the box above, I am electronically signing this form. Dean, ICC Chair, and
President/Designee will sign to indicate approval directly in SharePoint.
6
MASTER COURSE SYLLABUS
NORTHEAST Integrated Curriculum Committee
1.
2.
3.
4.
5.
6.
7.
8.
9.
DATE PREPARED:
June 30, 2022
PREPARED BY:
Loren F. Selznick, J.D., Chairperson
DEPARTMENT:
Accounting and Business Law
Program:
Accounting
COURSE PREFIX & NUMBER (without space in-between):
ACCT220
COURSE TITLE:
Financial Accounting
CREDIT HOURS:
3
RECOMMENDED CLASS SIZE: 34
PREREQUISITES/CO-REQUISITES:
BUS101
COURSE DESCRIPTION FOR CATALOG: Familiarizes students with a basic understanding of
generally accepted accounting principles (GAAP) and its applications. Includes accounting
fundamentals, accounting for assets, liabilities and ownership interests, and analysis of
accounting data. For non-accounting majors only. Three hours lecture per week.
10. CONTENT DESCRIPTION: The following areas of study will be included:
I. An introduction to financial accounting terms and procedures
a. Accounting equation
b. Assets, liabilities, owners' equity, revenue, expenses, and dividends
c. Accounting cycle
II. Four major business activities
a. Planning activities
b. Operating activities
c. Investing activities
d. Financing activities
III. Financial reporting environment
a. Generally Accepted Accounting Principles (GAAP)
b. Regulation and oversight
c. Role of the auditor
d. International Financial Reporting Standards (IFRS)
IV. Financial statement preparation
a. Balance Sheet
b. Income Statement
c. Statement of Retained Earnings
d. Statement of Cash Flows
V. Reporting and analyzing:
a. Cash and receivables
b. Inventory
c. Long-term operating assets
d. Liabilities
e. Leases, pensions and income taxes
f. Stockholders' equity
g. Revenues and expenses
11. & 12. TABLE: STUDENT LEARNING OBJECTIVES AND STUDENT ASSESSMENT. Use the
Table below to document the outcomes and assessment for the course. If this is a
7
General Education course, be sure to complete the second column as well, it if is not a
General Education course, you can leave the 2nd column blank.
If General Education: Select the Curricular Theme and Program Goal you are applying from
the drop down below directly as done on the Course Form above (click on the words Choose
an item, then click on the arrow and select one option):
Choose an item.
11. Course Specific Student
Learning Objectives (SLOs)
General Education Student
Learning Objectives (Complete
this column for GE courses
only)
12. Student Assessment
Include assessment(s) and whether they
are suggested or mandated (e.g., to
comply with accreditation or as a
minimum standard)
Apply the accounting cycle and
procedures used in the financial
accounting environment.
Applied project, Exam items,
Group discussion
Interpret domestic and
international accounting
standard setting environments.
Classify financial accounting
accounts into appropriate
categories.
Prepare, analyze, and evaluate
the four major financial
statements.
Analyze and record cash,
receivables, inventory, long-term
operating assets, liabilities,
leases, pensions, income taxes,
stockholders' equity, revenues,
and expenses.
Case analysis, Exam items,
Group discussion
Critical thinking exercise,
Exam items, Group discussion
Critical thinking exercise,
Exam items, Group discussion
Problem analysis and solution,
Exam items, Group discussion
*Note- Rows can be added
13. METHODS: Traditional format: As a traditional, on-campus undergraduate class offered
each semester in the Accounting and Business Law Department, significant faculty-to-student
and student-to-student interaction will facilitate a full understanding of the financial
accounting environment. Course content is delivered via interactive lectures, team
collaboration, applied and academic research, case analyses, technology-enabled
8
applications, and participative discussions. Distance education format: Software used could
include video presentation, and meeting software (to allow for guest speakers, virtual groups,
and field-based projects) as well as hands-on technology activities. A computer (desktop,
laptop, tablet, etc.) and internet access are required. Collaboration could include on-line
discussions, blogs, wikis, group projects, and surveys of student feedback on different topics.
Web-based tools could be used for enhanced learning, depending on instructor's strategies
and class objectives. Class is offered as needed by the Zeigler College of Business
undergraduate programs. The course may be taught either synchronously or asynchronously,
based on the instructor.
14. COURSE ASSESSMENT: The department will collect departmentally-developed rubrics or
results on exam items across all sections of the course on a regular basis. The assessment
data will assist in identifying needed changes to the course to ensure greater student
attainment of the Student Learning Objectives. The results of the evaluation will be reviewed
by the department, and, if warranted, adjustments to the course will be made.
15. SUPPORTING MATERIALS- SAMPLE TEXTS (Recommended):
*
Resources available through Andruss Library
*
Botosan, C. A (2019). Pathway to an integrated conceptual framework for financial reporting. The
Accounting Review, 94(4), 421-436.
*
Carmichael, D.R. (2019). New revenue recognition guidance and the potential for fraud and
abuse. The CPA Journal, March, 2019, 36-43.
*
Canace, T. G. & Wilkerson, J.E., (2014). A practice-based statement of cash flows learning
experience: An initial public offering for contempri homes? Issues in Accounting Education, 29(1),
195-216.
*
Dutta, S. K., Caplan, D. H., & Marcinko D. J., (2014). Growing pains at Groupon. Issues in
Accounting Education, 29(1), 229-245.
*
Guthrie, C. P. & Nicholls, C. M., (2015). The personal budget project: A practical introduction to
financial literacy. Journal of Accounting Education, 33(1), 138-163.
*
Johnstone, N., Mackintosh, B., & Phillips, F., (2013). Second round electronics: A case for
critical thinking. Issues in Accounting Education, 28(4), 983-1007.
9
Kilgus, C. L & Law, M. D., (2015). Helping accounting students understand how money
flows through bonds: A visual approach. Business Education Fo111111. October, 2015, 15-19.
*
Phillips, Fred (2015). Evaluating financial results at Graphic Apparel Corporation (GAC):
The impact of accounting policies. Issues in Accounting Education, 30(1), 1-12.
*
Porter, J.C. (2019). Beyond debits and credits: Using integrated projects to improve
students' understanding of financial accounting. Journal of Accou/lting Education, 46(1), 53-57.
*
Xia, B. S., Liitiainen, E., & Beelde, I. D., (2019). Accounting conservatism, financial
reporting and stock returns. Accounting and Management Information Systems, 18( l ), 4-24.
*
Zhan, J., Her, Y. W., Hu, T., & Du, C., (2018). Integrating data analytics into the
undergraduate accounting curriculum. Business Education Innovation Journal, 10(2), 169-178.
Prototype Text:
Wallace, J. S., Nelson, K. K., & Christensen, T. E. (2019). Financial Acco1111ti11g for
Undergraduates, 4th Edition. Cambridge Business Publishers.
Indicate possible recommended texts for the course where appropriate, including author/editor, title, publisher, edition, and
date of publication. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide
in a specific discipline.
10
Media of