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Sunday, Apr 20, 2014

student and instructor comments

Below are comments from some of the faculty who have used our CDs and teaching models. To access comments from students, please click here or on the link to the right.

Creighton University
"BYU’s value-added approach to Introductory accounting is cutting edge.  Its flexibility allows the student to adapt his or her best learning style to the overall course and adds value significantly beyond the classical approach to teaching accounting.  BYU’s approach is the future of accounting education."

Mark Taylor
Creighton University

Utah State University
I teach an intensive, pre-MBA introductory summer course that covers financial and management accounting in four weeks.  I have used the CDs for the last two years and have found them to be superior in every way to the textbook I was previously using.  Learning outcomes and student evaluations are both higher.  Students really like the 2x feature, and I like the higher level of class discussion that results from the fact that they understand far more before class than they used to with the text approach.  Instead of meeting in class for three hours each day, we meet for only one hour, and they still perform better on the exams.

Irv Nelson
Utah State University

 University of Richmond
"BYU's valued-added approach and technology along with my own customization to the course earned me the University's prestigious 'Excellence in Teaching, Learning and Technology Award' for 2003… The CDs and asynchronous model of learning benefits both students and faculty. Students love the new course and I now spend more time one on one with my students… Thanks for Professor Nemrow for a great set of CDs."

W. Darrell Walden
University of Richmond

 

Merrimack College
The CDs from BYU were a tremendous asset for my Accounting for Business class.  It allowed me to spend class time in three main areas.  First, I could focus on students' specific questions.  Without the need to lecture on all of the material, I could provide more in depth answers and the class members had plenty of time to ask follow-up questions and have them thoroughly explained.  Second, we had more time to illustrate how to approach and solve accounting problems.  I could provide several examples of problems on each topic and illustrate variations on problems, which helped students understand the material.  Finally, we had time to talk about not only how accounting is used, but also why it is used.  We discussed how accounting is used by and affects other business disciplines.  This class was the most enjoyable and productive introductory accounting class I have ever taught.

Ellen Harris
Merrimack College

 

University of Akron
“Norm’s CDs are the perfect supplement to my graduate Web course. The CDs help me get students who have had no previous business education acquainted with the basic accounting model. In the first semester I used Norm’s CDs, I had 38 skeptical graduate students begin the course. The student evaluations from the end of the semester were unanimous…they loved Norm’s CDs. I will never forget one student who called me from the airport. During her flight, she became so engrossed in a Lesson that she could not believe her two-hour flight had already come to an end. She said it was the first plane ride she had ever enjoyed. I had another student who reported that he always had trouble going over the Lessons at home…because his five year-old son always wanted to hear “fast-Norm” (as included software allows you to speed up or slow down the presentation). I would never teach this course again without these CDs.”

Michael Chatham
The University of Akron

 

University of Akron
"The BYU CDs and model have a variety of benefits:
• Allows students to work where and when time permits (especially important for a commuter campus).
• Allows students having difficulty to get a significant amount of additional help.
• Enables the use of guest speakers throughout the semester who may encourage undecided students to major in accounting.
• Shifts responsibility for learning back to the student and in doing so helps to prepare them for the rigors of upper-level classes.
• Helps to provide consistency in coverage across numerous sections of the introductory course.
• The CD lectures are clearly presented and cover the key topics in an introductory course without burying the students in an overabundance of detail.
The lecturer is very engaging and helps to bring the subject matter to life."

Sharon Kimmell
The University of Akron

 

California State University East Bay
"The CDs free the instructor from the coverage of basic concepts and allow the teacher to add value by exploring selected topics at a higher level or reinforcing the concepts explained on the CDs. The beneficiary is the student who can learn more with multiple perspectives and a value added approach."

Gary McBride
Chair of Accounting
California State University East Bay

 

University of Washington
"The video portion was delivered flawlessly and with great enthusiasm by Professors Norm [Nemrow] and [Kay] Stice, who presented the last two lessons in the second course. The [Flash] slides were equally thorough and related directly to the material presented. The outline of topics was explicit, allowing the user to easily locate any given topic. The overall technology worked practically flawlessly. The few instances where there was a problem were generally traced to the user and/or his/her computer. No major technological flaws were found on the CD-ROMs...

The association with all BYU persons was a model of cooperation. They were always available, did everything within their power to solve issues or answer questions and literally were available “24/7.” The association simply can not be improved upon."

Bill Wells
Senior Lecturer
University of Washington

 

Santa Fe Community College
"This is the third year in which we have been using the BYU program for an introductory accounting class that combines online and onsite sessions... The improvement in student performance has been measurable and very gratifying. Feedback from students indicate that they are much more likely to watch the videos and work through the examples from the CD than they are to study from a textbook. Professor Nemrow's presentation style is also popular with the students. The ability to rewind and review lecture material is a benefit that even an onsite class cannot provide to its students."

Harry Hooper
Associate Professor
Santa Fe Community College

 

University of Wisconsin-Platteville
"Most of my students are freshman and Sophomores. I use the CD's to enhance the material I present in class and they cover some of the material students need to be exposed to that I don't wish to cover. They help the students to stay organized and focus on the schedule.

The CD's are a great tool for review, my students loved [Variable Speed Playback Technology]. The value-added approach allows me the time to discuss current topics in financial reporting, the economic and financial planning. The majority of students will not be accounting majors, this is the information that will be useful in there future."

Steve Becker
University of Wisconsin-Platteville

 

University of Southern Maine
"Since students learned the basics on their own (the discovery method) class time was devoted to guest speakers (a stockbroker, a tax accountant, an auditor, an academic ethics expert, etc.) and case discussions that went beyond that learned on the discs.

The students enjoyed this approach to learning about accounting. They appreciated that they could view the lectures on the discs at their pleasure, and repeat the experience as needed or desired. They also appreciated that all homework problems are explained on the discs in detail, a luxury few professors can give in the classroom.

The BYU staff were terrific in their support for my class. They provided me with readings required by students at BYU, all of which were outstanding. They also shared with me the quizzes and exercises required of BYU students, most of which I was able to use as written."

Philip Jagolinzer
Professor of Accounting Emeritus
University of Southern Maine

 

St. Edward's University
"I use [the CDs] in an MBA program for students who have never had an accounting course or other business courses. I supplement the CD's with a couple of books and then teach it totally from a case format. I use Harvard Business school cases (almost 100%). The students like the cases. They like the quizzes (those I have rewritten to some extent to make them more in line with the concepts . I also supplement the lessons with short-problems I have on Blackboard. The student reaction is generally very good."

Kay Guess
Accounting Chair, MBA program
St. Edward's University

 

Brigham Young University- Hawaii*
Approximately 50% of our students are non-native English speakers, the comment I hear over and over again is that it is so nice to be able to stop the CD, reverse the part they didn't understand, and listen to it again. Many students really appreciate the ability to relisten to a portion of the lecture, especially because the majority of them come from countries where it is almost like committing a sin to ask a question in class and "disrupt" the professors lecture.

I really like the fact that what gets delivered to students is consistent. I know that regardless of what section the students were registered for, they had the same opportunity to hear the same lectures, work on the same problems, and receive the same discussion of the solutions to the problems. This allows me to refine the exams across the class and really analyze what it is on the students' side that is not happening that should be happening. The variability of the professor, in some ways has been taken out. Having said that, I, as a professor can now provide more focused one-on-one guidance to those students who need it.

Finally, it is more common now that if a student does not do well in this class that they will talk to me and let me know that the reason they didn't do well is because they chose not to put in the effort and study like they should. I feel students are more willing to accept full responsibility for their grades under this CD-based approach because they know that the students getting 100% on the exams used exactly the same material and heard the same lectures they did.

Kevin Kimball
Associate Professor
Brigham Young University- Hawaii
*Please note: while BYU-Hawaii is owned by the same parent corporation has BYU, BYU-Hawaii is considered a separate entity in many respects. BYU-Hawaii faculty make their own decisions regarding curriculum design.

 

California State University East Bay
The instruction medium is very accomodating for the working professional who wishes to eliminate the logistics of being in the classroom, esp. in the traffic-congested Bay Area. It may even be preferred by foreign students who may have to listen to the same lecture repeatedly, to fully grasp the concepts. 

Lily Suiex
Lectuer
California State University East Bay

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