Art Isn’t Easy . . . But It Makes Learning Easier: Using Art to Improve Cognition

CPA enabling competencies underpin the human skills and professional values that all future accountants should possess. Nevertheless, to date, the discourse is limited within the scholarship of teaching and learning (SoTL) on how to best inculcate these competencies in future accountants. This study attempts to spark such a discourse by conducting a structured literature review (SLR) of the research‐informed instructional strategies to foster CPA enabling competencies, skills, and values in future accountants, and outlines future research opportunities. The findings indicate that the CPA competency “acting ethically and demonstrating professional values” can be engrained in future accountants using business cases and targeted courses/lessons in accounting classrooms. “Leading” is best taught through targeted courses/lessons. “Collaboration” can be gained through team‐based learning (group work) and software. “Managing self and others” can be engrained through a strategic course setup. “Adding value” can be achieved by experiential learning. “Solving problems” can be facilitated through in‐class activities that specifically target critical thinking skills. Finally, “communication” is facilitated with writing tasks and software. The top five research‐informed teaching tools that advance CPA enabling competencies are collegial tools (i.e., group work, peer review, and writing prompts), software, business cases, experiential tools, and targeted courses/lessons. In the future, an in‐depth SLR should be conducted on each of the five research‐informed teaching tools for their integration within accounting classrooms.This article is protected by copyright. All rights reserved.

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Drawing in Kindergarten

Wright

2016

Advances in Media, Entertainment, and the Arts

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Teachers today are faced with the ever-growing challenge of meeting the needs of students in diverse school environments. Students continually come to school lacking the academic skills necessary for school success. As a result, many of these students become disengaged in learning at an early age and are targeted as potential drop-outs before they reach middle school. Through the discussion provided in this chapter, the researcher intends to create a connection between the inclusion of drawing in the kindergarten classroom and success in the development of early reading skills, capitalizing on the idea that through the engagement students experience when drawing, they are becoming active participants in the learning process and are more likely to experience school success in later years.

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Art Isn’t Easy . . . But It Makes Learning Easier: Using Art to Improve Cognition

Cited by 3 publications

References 13 publications

Embracing Your Inner “Guide on the Side”: Using Neuroscience to Shift the Focus from Teaching to Learning

Embracing Your Inner “Guide on the Side”: Using Neuroscience to Shift the Focus from Teaching to Learning

A Structured Review of Research‐Informed Instructional Strategies to Support CPA Enabling Competencies in Future Accountants*

Drawing in Kindergarten

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