|Published online: February 25, 2015||$US5.00|
College and university administrators are striving to increase student retention rates, while teaching faculty are trying to improve student engagement. This creates a quandary for instructors with classes that contain challenging content and high dropout rates. This paper creates a new paradigm by defining “Courses-At-Risk” and recommending a possible solution to this dilemma. Using accepted educational theory, Bloom’s Taxonomy, and Fink’s Taxonomy of Significant Learning a process is provided to redesign intermediate accounting through the use of dynamic-peer-mentors. Students taking the course for the first time were used as non-tutoring mentors, and leveraged faculty time and effort aiming toward improved student engagement by offering additional assistance on homework problems and test preparation. This provided several avenues for students to comprehend material, therefore, allowing all capable students the opportunity to succeed. This created an interactive learning environment where each student is considered to be important. Final grades achieved reflected statistically significant results.
|Keywords:||Student Engagement, Intermediate Accounting, Course-at-Risk, Course Redesign|
The International Journal of Pedagogy and Curriculum, Volume 21, Issue 3-4, February 2015, pp.13-26. Article: Print (Spiral Bound). Published online: February 25, 2015 (Article: Electronic (PDF File; 533.099KB)).
Accounting Professor, School of Business, Siena College, Loudonville, New York, USA
Director, Center for Faculty Excellence and Innovation, Siena College, Loudonville, NY, USA
Associate Professor of Accounting, Siena College, Loudonville, NY, USA