Skip to content

This site uses cookies to store information on your computer. Some are essential to make our site work; others help us improve the user experience. By using the site, you consent to the placement of these cookies. Read our privacy policy to learn more.

Close
AICPA-CIMA
  • AICPA & CIMA:
  • Home
  • CPE & Learning
  • My Account
Journal of Accountancy
  • TECH & AI
    • All articles
    • Artificial Intelligence (AI)
    • Microsoft Excel
    • Information Security & Privacy

    Latest Stories

    • Incorporating prompt engineering into the accounting curriculum
    • Create a dynamic to-do list with Excel’s checkboxes
    • Another way to manage authentication texts
  • TAX
    • All articles
    • Corporations
    • Employee benefits
    • Individuals
    • IRS procedure

    Latest Stories

    • Paper tax refund checks on the way out as IRS shifts to electronic payments
    • IRS keeps per diem rates unchanged for business travel year starting Oct. 1
    • Details on IRS prop. regs. on tip income deduction
  • PRACTICE MANAGEMENT
    • All articles
    • Diversity, equity & inclusion
    • Human capital
    • Firm operations
    • Practice growth & client service

    Latest Stories

    • Paper tax refund checks on the way out as IRS shifts to electronic payments
    • Practice mobility update: New NASBA tool tracks changes for CPAs
    • IRS keeps per diem rates unchanged for business travel year starting Oct. 1
  • FINANCIAL REPORTING
    • All articles
    • FASB reporting
    • IFRS
    • Private company reporting
    • SEC compliance and reporting

    Latest Stories

    • SEC accepting Professional Accounting Fellow applications
    • SEC names new chief accountant
    • SEC ends legal defense of its climate rules
  • AUDIT
    • All articles
    • Attestation
    • Audit
    • Compilation and review
    • Peer review
    • Quality Management

    Latest Stories

    • AICPA unveils new QM resources to help firms meet Dec. 15 deadline
    • 8 steps to build your firm’s quality management system on time
    • Auditing Standards Board proposes a new fraud standard
  • MANAGEMENT ACCOUNTING
    • All articles
    • Business planning
    • Human resources
    • Risk management
    • Strategy

    Latest Stories

    • Business outlook brightens somewhat despite trade, inflation concerns
    • AICPA & CIMA Business Resilience Toolkit — levers for action
    • Economic pessimism grows, but CFOs have strategic responses
  • Home
  • News
  • Magazine
  • Podcast
  • Topics
Advertisement
  1. newsletter
  2. Extra Credit
Extra Credit Cover

An online pivot can be an opportunity

A faculty member reconfigured her finance class in the wake of the COVID-19 crisis to teach soft skills.

By Rebeka Mazzone, CPA, CGMA
April 14, 2020

Please note: This item is from our archives and was published in 2020. It is provided for historical reference. The content may be out of date and links may no longer function.

Related

February 11, 2020

Get started teaching blockchain

February 11, 2020

Mental health concerns on campus: What faculty can do

TOPICS

  • COVID-19
    • Remote Working
  • Accounting Education

If you have never taught online, it can be intimidating, especially when you do not have much time to practice and plan. However, if you are open to the opportunity, teaching online can foster the skills our students need most.

We constantly hear that we need to teach our future finance professionals critical thinking, communication, and creative problem-solving skills. So, when, as an adjunct professor, I was told that I was allowed to alter the delivery and content of my finance capstone course when transitioning it to an online class amid the pandemic, I immediately acknowledged it as an amazing opportunity to rethink how I deliver the curriculum to better approach those types of skills.

Below, I’ll explain how I adapted my class and assignments to work online. I acknowledge that I am better prepared for this change than many faculty members, as I was facilitating webinars 15 years ago, but I’ll share advice that can work for anyone teaching online. (I also want to give a shoutout to campus technology staff and the higher-education community for all of the resources and support brought to bear almost overnight.)

A revised assignment grounded in the current situation

We spent the first online class discussing risk management. This is normally the last class of the semester, but I think it sets the tone for where we are right now. We talked about the concepts underlying COSO’s enterprise risk management framework and the importance of looking broadly at an organization, but also looking deeply into the varying risks associated with each division.

We then spent time talking about the upside of risk. I showed students that, yes, there is an upside! If you understand your risk and manage it well, you can differentiate yourself from your competitors, build deeper and more trusting relationships with customers, and even support social good, as the distilleries making hand sanitizers or auto manufacturers making ventilators are doing during this pandemic.

I then gave them the assignment. I divided the class into four groups and asked each group to select an industry. From there, each student within the group was asked to select a professional role based on their career interest. Their goal is to research their industry and identify potential significant risks within the next four to eight weeks of the pandemic but also to consider the longer term horizon of residual risk of a recession. Then, they will give a presentation to the “CEO” and “Board” (roles played by me and the rest of the class) on what those risks are, and more importantly, from their “professional” perspective, tell us what they would do to minimize those risks or leverage them to create opportunity.

One group of students proposes opportunities for investing in the online gaming industry.
One group of students proposes opportunities for investing in the online gaming industry.

Fostering critical thinking skills

This exercise will prioritize critical thinking and problem-solving over memorization. Instead of requiring students to memorize formulas, I’ll ask them to focus on the underlying components and concepts behind the formulas. Committing formulas to memory is a very narrow skill and does not teach students how to think critically or solve problems that they have never seen before — skills that are becoming more and more critical with the emergence of globalization and technology.

Advertisement

I also want students to learn not just what was defined in the course syllabus, but also to help them take on the perspective of a CFO, an investment analyst, a venture capitalist, or another role during a major world crisis that is financially impacting every industry. When I surveyed the students at the beginning of the semester, I learned that these were their career aspirations, so why not let them practice?

Helping students adjust to learning online

I was surprised at how many of my students, who grew up with smartphones in their hands, were concerned about how they were going to learn online. Online learning is new to them, and I needed to find ways to alleviate their concern and engage them so they would be open and willing to participate in this new approach. I needed to host a video tutorial for my class on the use of Zoom and its breakout rooms feature. (This feature allows me to send my teams into separate video meetings simultaneously and then have them return to the main classroom at the end of an exercise.) I also used the tutorial as an opportunity to connect with students on a more personal level by showing them my home office, my dog, and even a brief appearance from my college-aged daughter.

This class has unexpectedly turned out to be a way to teach students online communication skills. It’s helping them learn how to host effective team meetings with remote teams, growing the online communication skills that they will need to use in a global economy, such as:

  • The importance of having effective visuals to support your talking points;
  • Using your physical presence on video as a way of keeping the audience engaged;
  • Limiting your talking to 6–10 minutes, then engaging the audience with a poll, exercise, or question;
  • And the one we dread the most, being comfortable with silence. When someone asks a question in an in-person class, the response time is much quicker because the students can see one another’s body language. On a videoconference this silence can be deafening.     

Creative problem-solving and building effective teams

My plans for the class include weaving in some skills on management of team dynamics and problem-solving using design thinking. Traditionally, accountants are taught rules and how to fine-tune our skills to apply those rules to every situation — in essence, how to get to the right answer as quickly as possible. But today, we are faced with new challenges that will not have predefined “rules” we can apply to every situation. As students continue to delve deeper into our COVID-19 case study over the next few weeks, they will be challenged to look at the disruptions in their chosen industry and propose solutions.

I am excited to see how this all plays out. I want my students to emerge from this semester with deeper problem-solving and critical thinking skills, and most importantly, I want them to be the type of finance professionals who approach a problem as an opportunity — a challenge to be solved. I would love to hear thoughts from my friends out there!  Please share ideas.

— Rebeka Mazzone, CPA, CGMA, is an adjunct faculty member at Providence College in Providence, R.I., and a strategic finance consultant at FuturED Finance, a consulting firm partnering with CFOs to help college and universities leverage financial management capacity to drive innovation. To comment on this article or to suggest an idea for another article, contact senior editor Courtney Vien at Courtney.Vien@aicpa-cima.com.

Advertisement
Advertisement

latest news

September 24, 2025

Paper tax refund checks on the way out as IRS shifts to electronic payments

September 24, 2025

Practice mobility update: New NASBA tool tracks changes for CPAs

September 23, 2025

IRS keeps per diem rates unchanged for business travel year starting Oct. 1

September 22, 2025

Managing teams, managing time: The importance of setting expectations

September 19, 2025

Details on IRS prop. regs. on tip income deduction

Advertisement

Most Read

MAP Survey finds CPA firm starting pay on the rise
IRS finalizes regulations for Roth catch-up contributions under SECURE 2.0
NASBA, AICPA release proposed revisions to CPE standards
Congress passes act allowing tax relief when a state declares disaster
IRS releases draft form for tip, overtime, car loan, and senior deductions
Advertisement

Podcast

September 25, 2025

Professional liability risks related to Form 1065, CPA firm acquisitions

September 18, 2025

‘We’re still the thinkers’ — a reminder for tax pros in the AI era

September 11, 2025

Strong storytelling helps speakers deliver ‘medicine’ without the aftertaste

Features

Calming nervous clients nearing retirement
Calming nervous clients nearing retirement

Calming nervous clients nearing retirement

7 retirement tips for small firm CPAs
7 retirement tips for small firm CPAs

7 retirement tips for small firm CPAs

Building a better CPA firm: Stepping up service offerings
Multi-colored plus signs

Building a better CPA firm: Stepping up service offerings

2025 tax software survey
Smiley, frowney, and neutral faces for Tax Software Survey.

2025 tax software survey

FROM THIS MONTH'S ISSUE

Flip out with the latest Tech Q&A

The September Technology Q&A column shows how to create dynamic to-do lists with Excel's checkboxes and also how to set up multifactor authentication texts that don't rely on phones. Flip through both items and view a video walkthrough in our digital format. 

From The Tax Adviser

August 30, 2025

2025 tax software survey

August 30, 2025

Are you doing all you can to keep the cash method for your clients?

July 31, 2025

Current developments in S corporations

July 31, 2025

Paid student-athletes: Tax implications for universities and donors

MAGAZINE

September 2025

September 2025

September 2025
August 2025

August 2025

August 2025
July 2025

July 2025

July 2025
June 2025

June 2025

June 2025
May 2025

May 2025

May 2025
April 2025

April 2025

April 2025
March 2025

March 2025

March 2025
February 2025

February 2025

February 2025
January 2025

January 2025

January 2025
December 2024

December 2024

December 2024
November 2024

November 2024

November 2024
October 2024

October 2024

October 2024
view all

View All

http://JofA_Default_Mag_cover_small_official_blue

PUSH NOTIFICATIONS

Coming soon: Learn about important news

CPA LETTER DAILY EMAIL

CPA Letter Logo

Subscribe to the daily CPA Letter

Stay on top of the biggest news affecting the profession every business day. Follow this link to your marketing preferences on aicpa-cima.com to subscribe. If you don't already have an aicpa-cima.com account, create one for free and then navigate to your marketing preferences.

Connect

  • X Logo JofA on X
  • facebook JofA on Facebook

HOME

  • News
  • Monthly issues
  • Podcast
  • A&A Focus
  • PFP Digest
  • Academic Update
  • Topics
  • RSS feed rss feed
  • Site map

ABOUT

  • Contact us
  • Advertise
  • Submit an article
  • Editorial calendar
  • Privacy policy
  • Terms & conditions

SUBSCRIBE

  • Academic Update
  • CPE Express

AICPA & CIMA SITES

  • AICPA-CIMA.com
  • Global Engagement Center
  • Financial Management (FM)
  • The Tax Adviser
  • AICPA Insights
  • Global Career Hub
AICPA & CIMA

© 2025 Association of International Certified Professional Accountants. All rights reserved.

Reliable. Resourceful. Respected.