Here is why Utopia is a distinctive alternative:
§ We provide information that will help prospective students assess the quality of education offered at Utopia:
1. Results of the latest freshman-to-senior value-added assessment
2. Results of the annual student satisfaction survey
3. The four-, five-, and six-year graduation rates, disaggregated by high school grades and test score.
4. The average financial aid package for families with various incomes and assets. The amount of grant versus loan is reported.
You’ll see that Utopia’s does well on all four. Why?
§ Utopia is ideally sized: 4,500 undergraduates. The size of Princeton, Utopia is large enough to have critical mass, small enough to feel personal. Very few low-cost colleges are this size, but we can do it because of the many ways, described below, that we control cost without reducing quality.
§ Few of our faculty have PhDs—and we’re proud of it. A PhD prepares one primarily to do research, not teach undergraduates. And most PhDs are more interested in discovering new knowledge than in figuring out the optimal way to teach the basics—the opposite of what most undergraduates need.
So our faculty is drawn primarily from outstanding master’s and bachelor’s degree holders who, in addition to having mastered undergraduate-level content, have demonstrated they can consistently fascinate students. For practical courses such as journalism, nursing, and art, we use working professionals who also are superlative instructors. Not only are non-PhD faculty generally better, they are less expensive to hire and retain.
Before hiring, all faculty must complete a teaching boot camp. Most professions require specific training: doctors must take courses in how to diagnose and treat, lawyers in how to practice law. Only the professoriate is allowed to practice a core activity--teaching students--without being trained in how to teach.
Not at Utopia. Our teaching boot camp, which is required of all new faculty, includes master instructors modeling different types of excellent teaching plus extensive in-class evaluations of the prospective instructors’ teaching efforts.
After passing boot camp, some instructors, over time, may slip. So, any faculty member who, in a year, receives less than a 4.25 average student evaluation on the 5-point scale, must return to a refresher camp designed to enlighten and reenergize. If the following year, the instructor’s evaluations do not rise to at least 4.25, his or her employment is terminated.
§ There is no tenure at Utopia College. This ensures that you are not subjected to burned-out instructors. We, however, take great pains to ensure academic freedom, and make a point of ensuring that each department has instructors holding truly diverse views, spanning the full range of thought. America has, unfortunately become a nation of True Believers in-non-God-based religions: for example, environmentalism, socialism, or non-Eurocentric diversity. Such uncritical zealotry—whether from the Left or the Right—is inimical to rich discourse. Many colleges truncate discourse as it veers right of center. We do not—we believe that a college should offer a truly diverse and feisty marketplace of ideas.
§ As one of many ways we make Utopia affordable, faculty salaries are only moderate. We will not raise your tuition to pay a faculty “star” $150,000. Ironically, faculty usually become “stars” by shortchanging students in favor of their research and/or to marketing themselves. Despite the moderate salaries, few of our faculty leave Utopia, because we provide extraordinary opportunities to build camaraderie and for professional development. And our students love Utopia, so teaching here is a rewarding experience indeed.
§ For courses that are especially difficult to teach well, we create StarProf classes. For example, to create a calculus course, we identify a nation’s-best instructor, in part, by posting a job announcement in the magazine of the Mathematical Association of America (the professional association devoted to undergraduate math instruction). That job announcement invites math instructors around the nation to send Utopia a video of their teaching. When we find a truly extraordinary instructor, we pair that person with our online education development team and together, they craft a highly interactive, exciting course available to students online. Discussion sections exist both in online (with webcams) and in-person versions, recognizing that some students strongly prefer one over the other.
§ Students can test out of any course by passing a proctored final examination. We want to certify that our graduates have true bachelor’s level competency, not that they have logged X hours of seat time.
§ A Utopia degree actually certifies competence. Before graduation, students must pass an examination that assesses reading, writing, oral communication, information literacy, and critical thinking. This test certifies to future employers and graduate schools (and to the student) that the graduate has bachelor’s level competence in those crucial areas. Because all Utopia students take a parallel test at the beginning of their freshman year, this exam also helps Utopia measure its value-added.
§ The Utopia curriculum has only a few required courses (outside the major): practical writing, public speaking, information literacy, dating/marriage/parenting, career planning, and Essentials of Western Civilization. We are proud to have resisted the pressure to include other requirements for example, college-level mathematics. We are well aware of the argument that math is a building block of many careers. However, we also know that so many students who do not plan such careers, struggle mightily with higher math (often unsuccessfully) and will never need any of it. Ask most professionals the last time they used calculus derivatives or analysis of variance. And with regard to the argument that “math trains the mind,” so does Latin. That doesn’t mean we should require all students to take Latin. There are many routes to training the mind that do not require math. We offer an excellent math program for those who want it, but do not require it for graduation, except in majors such as physics and engineering.
§ We know that forcing students to take a course too often results in minimal learning—often just enough to get a decent grade, with little important learning retained even a week after the final. We believe in the concept of just-in-time learning: teach students what, at that time, they are motivated to learn. To that end, we have extensively surveyed our students to learn what they are most eager to study. As a result, we offer outstanding courses in social activism, health, photography, career exploration, job searching, practical writing, public speaking, dating, marriage, parenting, and financial planning. These courses are as rigorous as an undergraduate course should be. Readings and assignments are substantive but are relevant to students’ current lives. We know--from our freshman-to-senior value-added assessment--that students grow more in the unquestionably crucial abilities of oral and written communication, reading, leadership, information literacy, and connoisseurship because our students acquire them in the context of subjects they are highly motivated to learn.
§ We encourage instructors to center their courses around real-life situations or simulations. So, for example, a course might focus on how to reduce AIDS in the local community.
§ We encourage instructors to avoid the tyranny of content. Professors at other colleges frequently require students to read 1,000 or more pages for a three-unit course. Too often students read just enough to be able to pass a test. Such reading is unlikely to result in enduring learning. In contrast, a Utopia course in literature, might, for example, only require students to read the 100 pages of Hamlet plus a few essays of analysis. A government course might only require students to read the U.S. Constitution and a few diverse articles of commentary. Class meetings and assignments explore that limited content in depth, so students come away with richer and more enduring learning than from the typical college course.
§ Our campus is small and spartan, and we’re proud of that because it allows us to dramatically reduce the cost of your education while minimally affecting its quality:
1. Most colleges spend a fortune on fancy buildings, swimming pools, expensive landscaping, etc. Those entice prospective students but the cost must be added to tuition—and we do not believe that is a wise investment of your money. Instead of building our own veritable country club, we have a basic gym and a cooperative arrangement with a nearby YMCA, which enables students to have access to a swimming pool for a modest fee.
2. The classrooms are surprisingly few for a college of 4,500 undergraduates, and you’ll wonder why there usually are so few students on campus. We’re proud of both. Here’s why. Faculty has the option to teach classes in their own homes. With most Utopia classes having 15 or fewer students (That’s what we invest our money in), this is feasible. Instructors enjoy teaching at home because they have a zero-minute commute and receive a small classroom rental fee. Students enjoy it because it feels homier than a typical classroom. Plus, the college saves money in not having to build many classroom buildings. That means lower tuition and smaller classes for you.
3. Utopia’s residence halls are clean and designed by a top architect, but are not plush. We do, however, invest heavily in our co-curricular program so that the out-of-classroom experience delights our students. With an innovative array of activities and programs, we do everything possible to facilitate students developing enriching relationships with other students and with faculty.
Our cost-effective campus is key to our being able to make Utopia one of the most affordable selective four-year colleges in the nation.
§ Our competitive sports program maximizes benefits to the entire student body. Even schools with Division III (minimally competitive) intercollegiate athletics such as Williams and Amherst, admit large percentages of their class, in part, based on whether they can play an intercollegiate sport. This doesn’t create an optimal student body. Instead, at Utopia, athletic ability is not considered in admissions.
In addition, Utopia’s sports teams, like those at some Australian colleges, compete in the local city leagues. All of our students, of course, are encouraged to attend games. This saves Utopia the enormous sums colleges spend on intercollegiate athletics while allowing our student athletes to play competitively for their college team and for other students to cheer them on.
§ Financial aid packages at Utopia are strictly non-negotiable unless there is important new information not reflected in the financial aid application, for example, that the student’s parent has just lost his or her job. This ensures that the student-aid pie is distributed based on need and merit, without regard to how well a parent negotiates.
§ Another way we keep costs down while keeping quality up is that Utopia has among the nation’s leanest administrations. We don’t believe that faculty need chairpersons, deans, assistant deans, and other administrators. Utopia has a president, an academic vice president, and a vice president for non-academic affairs. That’s it. By taking extraordinary care in hiring our faculty and staff, we know they can do a great job without much supervision.
§ Utopia spends a tiny fraction of what most colleges spend on marketing. We’ve found that by making Utopia the best undergraduate program possible at a truly affordable price, and clearly documenting our student outcomes (beauty marks and warts) on our website, students and parents will find us. And because of the college’s quality and refusal to spend much on marketing, Utopia gets significant free publicity in all the college guides, and Utopia is the darling of the media, which provides marketing benefits no money could buy. We pour the mammoth sums most colleges spend in recruitment directly into student programs.
And now dear reader of this article, as you contemplate how to improve your campus, is there anything about Utopia College you’d like to incorporate? Anyone want to actually create Utopia College?
http://www.martynemko.com/articles/utopia-college_id1240
Wednesday, August 22, 2007
http://www.martynemko.com/articles/education-reinvented_id1236
Think back to the last class or workshop you attended. How much do you remember? If you’re like most people, not much. And that was when you were an adult, chose the class, and perhaps paid for it.
Now imagine school kids. They must endure class after class on topics they never would have chosen: American history in the 4th grade, pre-algebra in the 8th, or chemistry in the 11th. And each class is no mere one-hour seminars; it’s a 180-hour marathon. And kids have shorter attention span than adults. It’s little wonder they forget, let alone incorporate into their lives most of what they were taught.
Children have so much curiosity, so much energy. Yet most schools, even most well-funded suburban schools, have long managed to leach the life out of so many kids. One parent wrote, “I waved good-bye to my bright-eyed kindergartner. Now I say hello to a dulled fourth grader.”
And by high school, the dulling usually accelerates: geometric theorems, the causes of the War of 1812, the periodic table, the subjunctive tense, fat textbook after fat textbook—material that could deaden the most vibrant teen. If you ask teenagers—suburban, urban, or rural--what they think of school, their most frequent responses: “boring” or “Why I need to know that stuff?”.
Think of how you feel when you go to a two-hour movie that you find boring. That’s just two hours. Imagine the collective frustration of the millions of suburban kids who are bored in school, day after day, year after year. The impacts are horrible for them—such wasted time and lost potential, such alienation.
The impacts may be even worse for low-income children. Most suburban kids have family backgrounds and peer influences that usually enable them to have a bad school experience and still do okay in life. That’s often not the case for poor kids.
That’s the major reason why, over the last 35 years, we have bet $3 trillion in tax dollars that we can improve the schools. Unfortunately, we’ve lost the bet. According to educational assessment’s gold standard—the National Assessment of Educational Progress—student achievement has barely budged since NAEP began measuring the impacts of school reform in 1969. In international comparisons, American students score near the bottom among industrialized nations. Even our top students are now sinking compared with other countries’ best students.
Perhaps most disheartening, the definitive study of the effectiveness of Title I, the expensive linchpin of the federal government’s efforts to help low-performing schools, finds that Title I hasn’t even made a dent into the differences between society’s have and have-nots—and since 1989, the achievement gap has actually increased.
A recent Arianna Huffington column cites newly-released federal statistics: “What we are facing is nothing less than an educational catastrophe, with 37 percent of fourth graders unable to read. The statistics get even grimmer when broken down by economic and racial groups. Sixty-three percent of African American children are functionally illiterate, as are 60 percent of poor children.”
Why do we continue to teach the things that even good students usually forget the day after the test? Mainly it’s tradition—schools change at glacial speed. But it’s also because curriculum is developed by scholarly Ph.D.s who value their discipline so much that they insist that every bit of arcana is indispensable. And because we would hate to appear as though we were defending low standards, we accept the scholars’ recommendations.
This is especially devastating to the millions of slow learners. By definition, they’re going to leave high school knowing relatively little. That makes it crucial that what they do learn be as important as possible. Until every student has acquired the basic life skills, it is elitist of us to insist that they understand non-linear functions, the electron structure of the elements in the Periodic Table, the pre- and post-Columbian explorers’ voyages, etc., etc., etc.
Lest you think I exaggerate, here’s an example of the state of New York’s objectives for all its students: “Students relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multi-celled organisms.” Let’s cross the country. Here’s a sample item from the exam that every high school student in California will be required to pass: “What is the prime factored form for the lowest common denominator of 2/9 + 7/12.” That was an item rated as of average difficulty! Could you answer it? In your entire life have you ever needed to know this? Even if you’re a scientist, you probably will never need to know that.
Forcing all kids, even slow learners, to know such things—even if they graduate without decent reading, writing, and arithmetic skills--is what we’re endorsing whenever we nod in agreement when some educrat or politician calls for “high standards for all students.”
What to Do?
We must ask ourselves: What are the most important things kids need to learn? We must teach those first. Reading, sure. Number sense, yes. Writing, of course. How to use a computer. Sure. Appreciating the complexity of major life dilemmas, yes. Interpersonal communication skills, absolutely.
What might a reinvented high school curriculum look like?
Roughly ¼ of traditionally-required high school courses would become elective, replaced by required life skills courses as follows:
English/Language Arts
Of the four-years of high school English, roughly three are currently devoted to the study of literature. One year of that literature work would be replaced by this course:
Language for Life. Using common real-life situations, this course would develop students’ ability to make logical and well-presented arguments orally and in writing. The course would also focus on enhancing reading of crucial material such as newspapers and magazines, voter handbooks, consumer contracts, employee and product assembly manuals, and how-to books.
NOTE: Students entering 9th grade would be able to test out of this course and in its stead take a more advanced course in research, rhetoric, and in written and oral persuasive communication. Debating, mediation, and brainstorming sessions would be often used as vehicles for teaching these skills.
History/Government
One year of the typically-taken four years of history/government would be replaced by:
Psychology for Life. Using common real-life situations and extensive use of role-playing, this course would help students develop new understanding and skills in such areas as conflict resolution, coping with anxieties, teasing/cliquishness, self-esteem, drug abuse, and sexuality.
Math
One year of the typically-taken four years of college-preparatory math (algebra, geometry, algebra 2/trigonometry and precalculus) would be replaced by:
Math for Life. Many students graduate from high school able to solve the problems in the Algebra 2 textbook yet unable to deal with more common real-world math problems, for example, to address the question, “Can I afford to buy a home?” This requires an understanding of how to set up this problem, calculate likely mortgage payments, estimate likely income (after taxes) over at least the first few years of home ownership, etc. The Math for Life course would use common real-life scenarios to teach crucial math understandings that are lacking in a surprising number of high school and even college graduates.
NOTE: Students entering 9th grade would be able to test out of this course and in its stead, take a more advanced math course.
Science
One year of the typically-taken four years of science would be replaced by this course:
Information Literacy. The information explosion provides tremendous power to those who can harness it. This course would show students how to optimally use the Internet, libraries, and interviewing to obtain desired information.
Foreign Language
One year of the typically-taken three years of foreign language would be replaced by:
Career Exploration. Even after college, many people graduate unsure of what they want to be when they grow up. Part of the reason is that they are aware of only a small fraction of the thousands of career options available. Even fewer people have a good sense of what career would best suit them. It normally takes years to identify a well-suited career. High school is the time to begin the career exploration process. This course would not attempt to pigeonhole students into a career. It would expose them to a wide range of options, use various methods to identify each student’s strengths, weaknesses, values, and interests, and show them how to discover what careers might fit them. Non-college-bound students would be exposed to quality non-dead-end careers not requiring a college education.
Before recommending wide implementation of such a reinvented curriculum, a pilot test must be conducted with a random sample of students receiving a traditional curriculum and half receiving the high-relevance curriculum. The two groups should be followed to identify differences in 3R skills, attendance, crime, satisfaction with high school experience, college attendance, college completion, career attainment, and self-reported satisfaction with life.
CONCLUSION
School reform is going in the precise wrong direction. I believe we must reinvent the curriculum so it emphasizes the true basic skills—the 3Rs of course, plus life survival skills such as conflict resolution. Not only would students learn more and become more productive citizens, they’d be less likely to say, “Why do I need to know that?”http://www.martynemko.com/articles/reinventing-high-school-curriculum_id1246
Education Reinvented
We’re all taught to think outside the box. I’m hoping that the idea presented in this column will help trigger your out-of-the-box thinking related to your worklife. And if you’re in the field of education, one of the Bay Area’s largest employment fields, it may be additionally relevant to you.
We give high school diplomas to people with frighteningly poor ability to read, write, use computers, and most important, reason. Not only is the result of education bad, so is the process. Most students dislike school, at least the academic part. Teachers don’t like it either. 46 percent of high school teachers leave within five years.
So-called school reform has gone on for decades, but it’s mainly a pendulum that swings from Method A to Method B and back--for example, ability-grouped to mixed-ability classes and back, back-to-basics to holistic education and back. But education’s core structure—a teacher with a class of 30 students in a school—remains essentially as it was centuries ago.
It’s time for education to be not reformed, but reinvented. Of course, students need academics, extracurriculars, socialization, and more, but using the school building as the primary vehicle seems, to me, obsolete.
Here is what I believe is a smarter approach to both high school and college education. It also is relevant to corporate training. I call it Ed2.
The Ed2 “school” day would be divided into three parts: online, mentorship/fieldwork, and extracurricular.
8 AM – 12 Noon The student, at home, would go to a website, his or her online school and sign in with a fingerprint ID. At random intervals, the student would re-sign-in to ensure the student was doing his own work.
Each morning, the studentwould participate in five individually-paced courses, some semester-long, some shorter. Because the courses would be delivered online, each one could be taught by a world-class instructor. Thus, if Ed2 were replicated nationally, every student, rich or poor, in the US (and beyond?) would receive a superb teacher instead of a random one. And instead of we, the taxpayers, paying for 30,000 teachers and 30,000 classrooms, we would be paying for one.
Most class sessions wouldinclude mini-lectures, demonstrations, and importantly, simulations—opportunities for students to try thingsinfeasible in the real world—for example, trying to restore an ecosystem or solve the Palestinian/Israeli crisis.
Content that’s irrelevant to most students’ lives such as quadratic equations, the Peloponnesian Wars, and the halide series of chemical elements would be replaced by crucial learning usually omitted from the curriculum, for example, conflict resolution, entrepreneurship, ethical citizenship, financial literacy, and advanced Internet searching.
Students needing assistance could email or phone the live instructors available for that purpose.
For each course, each student would choose to participate in one of three types of discussion groups:
--real time online, for think-on-their feet students,
-- asynchronous online, often preferred byreflective students, or
-- in-person at school, for students whovalue face-to-face contact more than the convenience of online discussions.
Tests would be graded instantly by computer, with open-ended questions graded by live teachers. Those live teachers would also provide low- and high-scores with extra help or revised curriculum.
A student could test out of any course—we want to credit accomplishment, not seat time.
1 PM to 3 PM Students would report(in person, by phone, or online depending on the situation) to their mentor—a seven-week-long renewable pairing with an adult.
The pairing would be based on questionnaires completed both by mentor and student, akin to match.com. For example, a student who aspires to be a physician might be mentored by a coroner and get to observe and participate in autopsies. An aspiring businessperson might be mentored by a retired executive and together, create and perhaps even implement a business plan.
Each student would spend at least one semester in a service learning setting, for example, Habitat for Humanity or in a city council member’s office.
Mentors and students would receive training on how to make the most of the mentoring relationship.
3 PM to 5 PM Students would meet in a school for sports, art, theater activities, and other non-academic and socialization activities.
No new schools will be built. Any need for additional space would be filled by leasing space from churches and at-work people’s living rooms or family rooms that sit empty all day. So many group activities—from rehearsing scenes from a play to club meetings-- could be conducted in homes. The cost of leasing and insurance is tiny compared to that of constructing and maintaining new buildings.
How could such a radical change be implemented when even modest school reform proceeds at glacial speed? The schools are too beholding to the status quo’s beneficiaries to support this idea. A foundation should fund a rigorous pilot test of the program. If successful, it should be promoted to the general public via the media.
Now, I turn to you, my reader. In your work, if you tossed aside all elements of the status quo and tried to build a better mousetrap from ground zero, what would you do?
http://www.martynemko.com/articles/education-reinvented_id1236
Tuesday, August 21, 2007
Accounting Management Degree Review - Associate Degree Program
A degree in Accounting Management will jump start your career as an accountant or bookkeeper. With an Associates degree in Accounting Management you will find entry-level employment in auditing or taxation.
Summary of the Accounting Management Degree Program
In an Associate's degree program focusing on Accounting Management you will learn the skills necessary to become an advisor on how financial reporting works. Business and tax law will be the foundation on which you build your career. You will develop an understanding of how financial information will assist you in management decisions. In a beginning career as an Accounting Manager you will learn to analyze, think critically and problem solve in a business setting. You will be expected to make informed investment decisions and guide clients out of financial distress.
Specific Skills You Will Learn
As an accounting professional you will be responsible for implementing industry standards. Your coursework will lead you into a career as a CPA, CFM or CIA. By the time you graduate will have acquired skills to interpret, analyze and make decisions affecting your organization's daily business. You will need a solid understanding of accounting principles and taxation laws in order to build a growing management career in accounting. As an accounting manager you will need to keep current in technology and flow with the rapid changes of the industry. You will encounter an intensely competitive workforce.
Typical Coursework
Though coursework will vary depending on the college you choose, common areas of study in an Accounting Management degree program include:
* Fraud Examination
* Corporate Ethics
* Government and Non-Profit Accounting
* Multinational Financial Management
Career Related Information
Career Fields You Will Be Prepared to Enter
In choosing to earn a degree in Accounting Management you will be entering into a satisfying and challenging career. Future Accounting Management graduates working in their field will be recognized for their ability to make money and control financial growth. You will be a pioneer in your field having the ability to manage with the vision, knowledge and the skills necessary to lead organizations.
According to, swz.salary.com, the national annual median wage for an accountant varies from $71,305 to $98,776. Your salary will depend on the size of the company and region in which you are employed. According to worldwidelearn.com careers in accounting management are growing. In 2002, the Sarbanes-Oxley Act (SOX) provided the industry with a large need for professionals understanding SOX.
http://educhoices.org/articles/Accounting_Management_Degree_Review_-_Associate_Degree_Program.html
Summary of the Accounting Management Degree Program
In an Associate's degree program focusing on Accounting Management you will learn the skills necessary to become an advisor on how financial reporting works. Business and tax law will be the foundation on which you build your career. You will develop an understanding of how financial information will assist you in management decisions. In a beginning career as an Accounting Manager you will learn to analyze, think critically and problem solve in a business setting. You will be expected to make informed investment decisions and guide clients out of financial distress.
Specific Skills You Will Learn
As an accounting professional you will be responsible for implementing industry standards. Your coursework will lead you into a career as a CPA, CFM or CIA. By the time you graduate will have acquired skills to interpret, analyze and make decisions affecting your organization's daily business. You will need a solid understanding of accounting principles and taxation laws in order to build a growing management career in accounting. As an accounting manager you will need to keep current in technology and flow with the rapid changes of the industry. You will encounter an intensely competitive workforce.
Typical Coursework
Though coursework will vary depending on the college you choose, common areas of study in an Accounting Management degree program include:
* Fraud Examination
* Corporate Ethics
* Government and Non-Profit Accounting
* Multinational Financial Management
Career Related Information
Career Fields You Will Be Prepared to Enter
In choosing to earn a degree in Accounting Management you will be entering into a satisfying and challenging career. Future Accounting Management graduates working in their field will be recognized for their ability to make money and control financial growth. You will be a pioneer in your field having the ability to manage with the vision, knowledge and the skills necessary to lead organizations.
According to, swz.salary.com, the national annual median wage for an accountant varies from $71,305 to $98,776. Your salary will depend on the size of the company and region in which you are employed. According to worldwidelearn.com careers in accounting management are growing. In 2002, the Sarbanes-Oxley Act (SOX) provided the industry with a large need for professionals understanding SOX.
http://educhoices.org/articles/Accounting_Management_Degree_Review_-_Associate_Degree_Program.html
Accounting Degree Information - Associate Degree Review
A degree in Accounting will launch your career with a strong foundation of a variety of accounting principles and styles. With an Associates degree in accounting you will find employment with wholesale and manufacturing companies. Government agencies and e-commerce businesses are also potential employment opportunities.
Summary of the an Accounting Degree Program
In a degree program focusing on accounting you will become an expert in a wide range of services to the public. You will be responsible for auditing, accounting, litigation, tax law and financial advisory services. In a career as a skilled accountant the foundation for your success will be your ability to apply problem-solving skills and accounting principles in a business setting.
Specific Skills You Will Learn
As an accounting professional you will be responsible for implementing industry standards. You will develop the skills necessary to compute, classify, record and verify numerical data. As a skilled accountant you will be versed in tracking financial records and transactions as well as handling payroll and billing functions. You will become highly skilled in the software used in accounting firms and develop oral and written communication skills that will enhance your career.
Typical Coursework
Though coursework will vary depending on the college you choose, common areas of study in an Accounting degree program includes:
* Forensic Accounting
* Legal Environment of Business
* Managerial Cost Accounting
* Federal Corporate Taxation
Career Related Information
Occupational Outlook For Accounting Degrees Including Salary Information
In choosing to earn a degree in Accounting you will be entering into a highly skilled rewarding career. Future accounting graduates working in the field will be recognized as active industry performers. You will be a pioneer in the use of advanced accounting software. Qualified candidates will find employment easily.
According to, swz.salary.com, the national annual median wage for an accountant varies from $60,260 to $76,818. Your salary will depend on the size of the company and region in which you are employed. According to worldwidelearn.com careers in accounting are growing. You may obtain employment as and auditor, tax preparer and financial consultant. You will be well prepared to enter and advance your career within the private sector in areas of business analysis, internal auditing, government and non-profit organizations.
http://educhoices.org/articles/Accounting_Degree_Information_-_Associate_Degree_Review.html
Summary of the an Accounting Degree Program
In a degree program focusing on accounting you will become an expert in a wide range of services to the public. You will be responsible for auditing, accounting, litigation, tax law and financial advisory services. In a career as a skilled accountant the foundation for your success will be your ability to apply problem-solving skills and accounting principles in a business setting.
Specific Skills You Will Learn
As an accounting professional you will be responsible for implementing industry standards. You will develop the skills necessary to compute, classify, record and verify numerical data. As a skilled accountant you will be versed in tracking financial records and transactions as well as handling payroll and billing functions. You will become highly skilled in the software used in accounting firms and develop oral and written communication skills that will enhance your career.
Typical Coursework
Though coursework will vary depending on the college you choose, common areas of study in an Accounting degree program includes:
* Forensic Accounting
* Legal Environment of Business
* Managerial Cost Accounting
* Federal Corporate Taxation
Career Related Information
Occupational Outlook For Accounting Degrees Including Salary Information
In choosing to earn a degree in Accounting you will be entering into a highly skilled rewarding career. Future accounting graduates working in the field will be recognized as active industry performers. You will be a pioneer in the use of advanced accounting software. Qualified candidates will find employment easily.
According to, swz.salary.com, the national annual median wage for an accountant varies from $60,260 to $76,818. Your salary will depend on the size of the company and region in which you are employed. According to worldwidelearn.com careers in accounting are growing. You may obtain employment as and auditor, tax preparer and financial consultant. You will be well prepared to enter and advance your career within the private sector in areas of business analysis, internal auditing, government and non-profit organizations.
http://educhoices.org/articles/Accounting_Degree_Information_-_Associate_Degree_Review.html
Accounting Associate's Degree
If you are interested in a career in accounting, you should read this article to see if an Accounting Associate's Degree is right for you. With an Accounting Associate's Degree you will be trained in financial, managerial and cost accounting.
Degree Description
An Accounting Associate's Degree acts as a launching point for students looking to enter the accounting industry. In this 2 year program, students are exposed to many different careers in accounting, including cost, managerial and financial accounting, auditing, international accounting, and tax planning.
Degree Courses
While required courses vary from school to school, students in this program will master the basic accounting principals necessary to work in the accounting field. On top of accounting skills, critical thinking and problem solving training received through this program give graduates the skills and confidence needed to succeed in this field.
If you are interested in a career in accounting, you should read this article to see if an Accounting Associate's Degree is right for you. With an Accounting Associate's Degree you will be trained in financial, managerial and cost accounting.
Degree Description
An Accounting Associate's Degree acts as a launching point for students looking to enter the accounting industry. In this 2 year program, students are exposed to many different careers in accounting, including cost, managerial and financial accounting, auditing, international accounting, and tax planning.
Degree Courses
While required courses vary from school to school, students in this program will master the basic accounting principals necessary to work in the accounting field. On top of accounting skills, critical thinking and problem solving training received through this program give graduates the skills and confidence needed to succeed in this field.
Benefits of an Accounting Associate's Degree
Due to the increasing number of business and new financial laws like Sarbanes-Oxley, the accounting and auditing field is growing at a very rapid rate. The Bureau of Labor Statistics (www.bls.gov) is predicting an 18-26% growth through the year 2014. As a result of this great growth, the supply of accountants does not meet the demand, causing job openings and increasing salaries. With an Accounting Associate's Degree, you can enter into this growing and exciting field.
Due to the increasing number of business and new financial laws like Sarbanes-Oxley, the accounting and auditing field is growing at a very rapid rate. The Bureau of Labor Statistics (www.bls.gov) is predicting an 18-26% growth through the year 2014. As a result of this great growth, the supply of accountants does not meet the demand, causing job openings and increasing salaries. With an Accounting Associate's Degree, you can enter into this growing and exciting field.
http://educhoices.org/articles/Accounting_Associate%27s_Degree.html
Degree Description
An Accounting Associate's Degree acts as a launching point for students looking to enter the accounting industry. In this 2 year program, students are exposed to many different careers in accounting, including cost, managerial and financial accounting, auditing, international accounting, and tax planning.
Degree Courses
While required courses vary from school to school, students in this program will master the basic accounting principals necessary to work in the accounting field. On top of accounting skills, critical thinking and problem solving training received through this program give graduates the skills and confidence needed to succeed in this field.
If you are interested in a career in accounting, you should read this article to see if an Accounting Associate's Degree is right for you. With an Accounting Associate's Degree you will be trained in financial, managerial and cost accounting.
Degree Description
An Accounting Associate's Degree acts as a launching point for students looking to enter the accounting industry. In this 2 year program, students are exposed to many different careers in accounting, including cost, managerial and financial accounting, auditing, international accounting, and tax planning.
Degree Courses
While required courses vary from school to school, students in this program will master the basic accounting principals necessary to work in the accounting field. On top of accounting skills, critical thinking and problem solving training received through this program give graduates the skills and confidence needed to succeed in this field.
Benefits of an Accounting Associate's Degree
Due to the increasing number of business and new financial laws like Sarbanes-Oxley, the accounting and auditing field is growing at a very rapid rate. The Bureau of Labor Statistics (www.bls.gov) is predicting an 18-26% growth through the year 2014. As a result of this great growth, the supply of accountants does not meet the demand, causing job openings and increasing salaries. With an Accounting Associate's Degree, you can enter into this growing and exciting field.
Due to the increasing number of business and new financial laws like Sarbanes-Oxley, the accounting and auditing field is growing at a very rapid rate. The Bureau of Labor Statistics (www.bls.gov) is predicting an 18-26% growth through the year 2014. As a result of this great growth, the supply of accountants does not meet the demand, causing job openings and increasing salaries. With an Accounting Associate's Degree, you can enter into this growing and exciting field.
http://educhoices.org/articles/Accounting_Associate%27s_Degree.html
Accounting Administration Degree Review - Associate Degree Program Information
A degree in Accounting Administration will establish you as a professional in the financial reporting process. With an Associates degree in Accounting Administration you will find entry-level employment in accounting departments for corporations.
Summary of the Accounting Administration Degree Program
In a degree program focusing on Accounting Administration you will learn the skills necessary to become a team player in accounting firms worldwide. You will learn how to participate in error-free financial reporting and provide accurate accounting and bookkeeping services. Graduates will have knowledge of business finance laws, tax laws and various accounting principles and procedures. In a career as a skilled Accounting Administrator you will learn to apply critical thinking and problem-solving skills in a business setting.
Specific Skills You Will Learn
Students who complete an Accounting Administration Associate's Degree will develop skills in computer technology, auditing, spreadsheets, statistics and tax law. Your coursework will provide you with the foundation you need to grow into a career in management. You will become a part of a team functioning in an intensely competitive and diverse workforce. Part of your success will be your ability to flow with the rapid changes in technology.
Typical Coursework
Though coursework will vary depending on the college you choose, common areas of study in an Accounting Administration degree program include:
* Business Law
* Corporate Accounting
* Government and Non-Profit Taxation
* International Financial Management
Career Related Information
Career Fields You Will Be Prepared to Enter
In choosing to earn a degree in Accounting Administration you will be entering into a rewarding career. In 2002, the Sarbanes-Oxley Act (SOX) provided the industry with a large need for professionals understanding SOX.
Occupational Outlook For Accounting Administration Degrees Including Salary Information
According to, swz.salary.com, the national annual median wage for an accounting administrator varies from $54,409 to $74,171. Your salary will depend on the size of the company and region in which you are employed. According to worldwidelearn.com careers in Accounting Management are growing.
http://educhoices.org/articles/Accounting_Administration_Degree_Review_-_Associate_Degree_Program_Information.html
Summary of the Accounting Administration Degree Program
In a degree program focusing on Accounting Administration you will learn the skills necessary to become a team player in accounting firms worldwide. You will learn how to participate in error-free financial reporting and provide accurate accounting and bookkeeping services. Graduates will have knowledge of business finance laws, tax laws and various accounting principles and procedures. In a career as a skilled Accounting Administrator you will learn to apply critical thinking and problem-solving skills in a business setting.
Specific Skills You Will Learn
Students who complete an Accounting Administration Associate's Degree will develop skills in computer technology, auditing, spreadsheets, statistics and tax law. Your coursework will provide you with the foundation you need to grow into a career in management. You will become a part of a team functioning in an intensely competitive and diverse workforce. Part of your success will be your ability to flow with the rapid changes in technology.
Typical Coursework
Though coursework will vary depending on the college you choose, common areas of study in an Accounting Administration degree program include:
* Business Law
* Corporate Accounting
* Government and Non-Profit Taxation
* International Financial Management
Career Related Information
Career Fields You Will Be Prepared to Enter
In choosing to earn a degree in Accounting Administration you will be entering into a rewarding career. In 2002, the Sarbanes-Oxley Act (SOX) provided the industry with a large need for professionals understanding SOX.
Occupational Outlook For Accounting Administration Degrees Including Salary Information
According to, swz.salary.com, the national annual median wage for an accounting administrator varies from $54,409 to $74,171. Your salary will depend on the size of the company and region in which you are employed. According to worldwidelearn.com careers in Accounting Management are growing.
http://educhoices.org/articles/Accounting_Administration_Degree_Review_-_Associate_Degree_Program_Information.html
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