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  • Barbara A Thomas

    Hi Christy:

    I am new to the Commons and I am learning to navigate it...I missed your post. 

    I teach both...and I do start with periodic and move to perpetual. But I do think I may see a trend with some teachers moving to a "teach perpetual only"

    Some of my students have an entrepreneurial focus and I think Periodic helps them think about how they could get started doing something....

    Anyhow...I start with a Brief Explanation between the 2 methods (Periodic and Perpetual)  then I go into Periodic (old school: milk, nails, gas for Fifo, Lifo, avg cost...I am always surprised at students who try to do some sort of simple average instead of a weighted average, but this is something to watch for..) then I do a longer Perpetual problem..stressing attention to detail/ focus/ patience/ I try to explain how the computer does this for you (they seem to overly appreciate it it when I make a scanning signal with my hands and make a "Beep" noise) mention how we want to avoid blackbox thinking, and may be called upon to verify that the computer program is working properly,or articulate in a business meeting how it is being done/ then I show the differences in Net Income and Inventory that happen depending on what method is used (trying to show the weakness, that this is a point where bad decisions could be made company could look better than another...but it is just paper, I explain how the method used may not match what is actually happening...the accountant doesn't come out and yell at us when we as customers pull the yogurt from the back/ and I explain how a company has to list their method in the notes)  then I go on to the journal entries..I set periodic and perpetual side by side which strengthens their understanding of the 2 which is where I started out with at the beginning.....where I save time is that I tell them up front that Purchase and Sales journal entry preparation will not be on their closed book exam...they do have homework where they are required to complete these journal entries....(I am not entirely comfortable with this decision but I am trying to create more space at the end of the course so that students can really work thru Cash Flow concepts rather than just jamming it at them at the end).  Then I talk about IFRS and LIFO.

    The other thing I think Periodic helps out with is the understanding of COGS.  If students go into Management and cost Accouting already understanding COGS calculations (BI +P-EI etc) they are at an advantage and they are at a disadvantage if they are not familiar with this when they move to these classes

     What I would like to find is 2 or 3 quick inserts I could do from real companies....maybe a video clip that is short about IFRS and LIFO/ or something from a company the student would recognize about the this topic...right now I show the video clip Julie Smith David posted on the Commons from Mike Meyer's presentation at Midwest Regionals....about RFID tags... which transitions the class from Inventory to Internal Controls quite nicely......     

    It would be nice to have a conversation about the class goals as a whole....what to cut out what to keep in...what to add...I really think Cash Flow is important and I feel like it sometimes gets short-changed in coverage because of time issues/ Bonds and Present Value/ Future Value topics is another area where I see a wide variation in coverage in the intro class...and I think this could put transfer students at disadvantage....maybe we can get a list of "Best Practices" going.....    





  • Barbara A Thomas

    Hi Julie!:

    Blackboard 9.1 Enterprise?  they did the conversion at my school this term ..if you want a contact I might have a good one...I sent her an email today and will follow up with you next week 


  • Barbara A Thomas

    I would also like to know more about curriculum/ particularly articulation and various articulation initiatives/info on CAS and generally improving the link between 2 and 4 years schools..smoothing the transition for our students..