Intermediate Accounting I, A Course-at-Risk: A Process Improving Student Performance and Increasing Student Engagement with Dynamic-Peer-Mentors

• In Event: Reception: ELS Displays, plus Hands-On Technology Tips and AAACommons
  In Poster Session: Effective Learning Strategies Poster Presentations

Abstract

We propose an interactive discussion allowing participants to explore the potential use of Dynamic-Peer-Mentoring in Intermediate Accounting I, a Course-at-Risk. Goals of the discussion, based on significant statistical results, are ways to improve student retention, examine best practices in terms of recruiting peer mentors, and identify obstacles and successes of the practice.
There have been pressures on all colleges and universities to retain students and to increase retention. A discussion regarding approaches to the first course in Intermediate Accounting led to determining this was “A Course-at-Risk” that requires a different teaching approach to impact student learning. Research led to understanding Significant Learning, and how an existing taxonomy of learning could help plan a better Intermediate Accounting course for the students. An effort at using Dynamic-Peer-Mentors will be presented with assessment of experiences including recommendations on how others can utilize the process in Accounting and non-accounting courses.
Stokes and Parham (2013) have defined Courses-at-Risk as having certain characteristics that place all students taking the course to be at-risk of not performing well:
• Commonalities for Courses-At-Risk including a quantitative element and technical terminology unique within the discipline.
• New Expectations of Students enrolled in a Course-at-Risk including the transition of living away from home or commuting with heavy external work commitments
• Cultural Changes such that these courses are usually the first course in the major and the foundation knowledge associated with success in the given major is included in this course.
Therefore:
Course-At-Risk Make Students-At-Risk
Recommendations for Faculty Teaching Courses-At-Risk
• Utilize Active Learning
• Impact Student Social Attitude
• Value Students
• Leveraging Faculty Time through Peer Mentors
As an extension of the theories of Bloom and Fink a Dynamic-Peer-Mentor Program was suggested to provide value to all students. Peer Mentors are not tutors; they are instead students taking the course at the same time as everyone else. It is necessary for the professor to provide guidance and materials and obtain regular feedback from the peer mentors and the other students in the class resulting in a dynamic process.

Authors

• Leonard E Stokes, Siena College

• Margaret R. Garnsey, Siena College