The Three R’s

1. The Three R’s Carol Johnson, OSU School of Accounting

2. CHALLENGES IN EDUCATION • Could they pass that test you gave 10 years ago? • Changes in cost • Emphasis on extracurricular activities •  Less time available for study • First thing to go: Reading the book • Reduced attention spans •  Little tolerance for lectures

3. IF I WORK HARDER, WILL THEY GET SMARTER? • Foray into Power Points

4. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Beginning Inventory Purchases

5. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10

6. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Goods Available for Sale

7. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Goods Available for Sale

8. CALCULATING COST OF GOODS SOLD $10 $10 $10 $10 Ending Inventory

9. IF I WORK HARDER, WILL THEY GET SMARTER? • Foray into Power Points • Seemed to work well at first • Test scores started to fall: • Discovery channel—TV watching • Problem with going faster than they can absorb it

10. THREE R’s • Rigor • Relevance • Relationships

11. BASIC APPROACH IS TBL • Make them responsible for reading • They won’t read what we’ll regurgitate • Quiz them individually • Quiz them as a team • Allow appeals

12. DIFFICULTIES • You have to give significant weight to team grades to get them to take team processes seriously • Creates risk of grade inflation

13. MY PREFERRED APPROACH • Make voiced Power Points or videos of lectures • Post them on D2L and say, “If you want a lecture, here it is.” • Provide significant D2L question banks—and tell them a significant portion of those questions will show up on the RATs • In class, utilize TBL processes • Use clickers for RATs—if we did it across campus, the paper savings would be significant • Academic integrity challenges • Make up for that with exams • Use remaining class time for projects that apply the facts they should have learned--generally in teams

14. ISSUES • Concern about enough individual responsibility • Concern about grade inflation • Difficulty with appropriate peer evaluations (whatever you do here, make sure you document the process thoroughly in your syllabus) • Concern about whether we give them adequate feedback on their team performance • Mid-term peer evaluations would be good, but they’re fraught with problems

15. BENEFITS • In my profession, our students will be working on teams all the time in the real world • They typically become pretty bonded with their team, which helps to keep them engaged

16. THREE R’s • Rigor—by having them prepare instead of me spoon-feeding them and keeping the bar up on what they need to know • Relevance—by spending class time on application • Relationships—in team processes

17. THREE R’s • Bottom Line: • Classroom needs to be for F2F interactions and other unique experiences. • If you can do it as well on the Internet, it probably doesn’t belong in the classroom.