Featured Teacher
Rebecca Manning, an assistant professor in the School of Accountancy, is dedicated to fostering an interactive classroom where students move beyond memorization to develop a deeper understanding of accounting concepts. She believes that true engagement happens when students recognize patterns, make connections across topics, and apply accounting principles to real-world situations.
Defining Engagement
For Rebecca, engagement is more than active listening—it’s about internalizing material to the point where students experience “aha” moments. “It’s not just about regurgitating information,” she explains. “I want students to see how accounting concepts build on one another, how they apply in different business settings and how they can use these concepts to make informed financial decisions.”
She checks for engagement by observing independent work and using targeted questions to assess comprehension. She encourages students to connect new material with previous coursework, reinforcing accounting as a cumulative subject. “I challenge students to view new concepts as an extension of what they’ve already learned,” she says. “It’s about applying logic, not just memorizing rules.”
Challenges Faced
A recent challenge that Rebecca faced was engaging a particularly quiet class that hesitated to participate. After receiving mid-quarter feedback, she made a deliberate shift in her teaching approach by incorporating structured think time. “I started pausing more, allowing students to work through problems individually before discussing as a group,” she says. “This gave them space to process the material and feel more confident contributing.”
This adjustment also allowed her to circulate the room, check for understanding and offer guidance. “I could quickly identify where students were getting stuck and provide alternative explanations,” she says. “It became clear that students were more comfortable engaging when they had time to think first.”
Strategies for Engagement
To bridge the gap between theory and practice, Rebecca frequently ties accounting concepts to real-world applications. “I make it a point to connect class topics to actual business practices, explaining why companies make certain financial decisions,” she says. This approach helps students see accounting as a decision-making tool rather than a set of rigid rules.
She also prioritizes active learning by encouraging students to think critically and apply concepts to new scenarios. “If a student asks how an accounting principle works in one context, I’ll challenge them to think about how it might apply in another,” she explains. “I want them to develop problem-solving skills.”
Reflective Practice
Rebecca regularly reflects on her teaching methods to enhance engagement. One key adjustment she made was providing printed worksheets for in-class exercises. “Having a structured worksheet helped students focus on problem-solving rather than just copying notes,” she shares. She also continually reassesses her explanations, revisiting concepts when needed to ensure clarity.
Closing Thoughts
Through real-world applications, active learning strategies and continuous reflection, Rebecca creates an engaging and supportive accounting classroom. By encouraging critical thinking and making learning relevant, she ensures that students gain both technical knowledge and the confidence to apply it in their future careers.