I am an experienced educator who enjoys being in the classroom, and I view teaching as an integral part of my future academic career. As my curriculum vitae illustrates, I have a wide range of teaching experiences. This has helped me develop an appreciation for the challenges, rewards, and essential ingredients of successful teaching. I consistently receive high scores on my teaching evaluations, and my students have described me as enthusiastic, insightful, engaging, open-minded, and knowledgeable.
2.0 Teaching Interest
My professional background and teaching experiences provide me with a strong foundation to teach in multiple areas, such as taxation, financial reporting, auditing, and managerial accounting. I have taught advanced courses and would like to build on this experience by developing and teaching accounting and tax courses in MBA and EMBA programs. Additionally, having led workshops and conferences for executives, I would welcome involvement in executive leadership and professional development programs.
3.0 Teaching Philosophy
Teaching is about engaging the mind and inspiring students to reflect intelligently about economic and ethical issues. My objective as an accounting educator is not only to explain the technical concepts but also to prepare my students to succeed professionally. To achieve this, I base my teaching on four core principles: technical competency, enabling skills, critical thinking, and innovative educational tools.
In teaching accounting, the focus must be on developing technical proficiency. Students often find accounting intimidating, and one of the biggest challenges for educators is to keep the students focused on a topic that they find hard to relate to. Over the years, I have learned to use a mixture of accounting principles, real-life anecdotes and a little sense of humor to help students comprehend the subject matter. When possible, I tie the findings of my research to my lectures, providing students with a broader perspective on emerging accounting and tax issues. Accounting education also requires the development of students’ analytical and strategic thinking. To help develop these skills, I often use cases, which can be integrated into lectures, discussions, group work, and assessments. To expose students to experiential learning, I also make use of simulated and animated cases.
Even though technical proficiency is essential for accounting students, development of enabling skills must be equally emphasized. These include professionalism, ethics, strong written and oral communication, teamwork, problem-solving, decision-making and leadership. I design and deliver my courses to give students ample opportunity to work on developing these skills. For example, to enhance written and oral communication skills, I incorporate team projects, presentations, and case writing as course deliverables. I have also developed and implemented the concept of “rotating team leader,” providing equal opportunity for all team members to develop leadership skills. Additionally, in some of my third- and fourth-year courses, I have students role play and negotiate contracts, thus advancing their problem-solving skills.
Another principle in my teaching philosophy is inculcating creative thinking. The business world today is defined by the frequent emergence of new technologies as well as changing consumer preferences and new social trends. Therefore, in addition to teaching students the fundamentals of accounting and tax, it is also essential to teach them to how to apply these concepts to emerging technologies and trends. For example, in one of my classes, I gave students a case based on cryptocurrency and asked them to consider how basic principles of taxation could be applied to tax income from trading in cryptocurrency. By incorporating new business models in my teaching, I encourage students to consider the application of fundamental accounting principles to new business models and transactions. This type of thinking prepares them succeed in any business setting.
Lastly, an essential aspect of my teaching is to use innovative educational tools. These days, in our classrooms, we confront students who have grown up in a digital world. To provide them with an interactive and engaging learning experience, we need to bring technology into our classrooms. I generally select teaching strategies based on the desired learning goal. For example, to encourage active participation, I incorporate live polls in my lectures in which students can answer questions in real time. To promote collaborative learning, I make use of simulated interactive case studies in which students assume different roles. Another innovative tool I use is live video sessions in which I invite local and international experts to share their views on a particular topic.
4.0 Teaching Methods and Materials
I employ several methods and materials to instill the fundamental and advanced concepts of accounting and tax. Some of my teaching tools include the following:
• Classroom style lectures and presentations based on engaging multimedia lessons
• Case Studies
• Real world financial data including annual reports, market data, and press releases
• E-learning modules
• Online discussion boards
• Videoconferencing with guest speakers
• Experiential learning
5.0 Teaching Experience
My first opportunity to teach was as the regional Learning & Development (L&D) leader in a large accounting firm. As the L&D lead, I created and implemented learning initiatives for CPAs, and this experience taught me to deliver and oversee instructor training events. My involvement with L&D also made me realize that I enjoyed teaching accounting and tax and motivated me to join CPA Ontario’s Youth Council. As a member of the council, I helped streamline the unification of CAs, CMAs and CGAs under the CPA banner for young professionals. My association with the Youth Council allowed me to get involved in the launch of the Professional Education Program
Preetika Joshi Teaching Statement (PEP) in Ontario. Over the last five years, I have facilitated various modules in the PEP program and have also taught the two-day in-person workshops for these modules. Additionally, I marked the Core Final Examination (CPA licensing exam in Canada). My extensive involvement in the delivery of the PEP program has taught me how to design, deliver, and manage department-wide learning programs in accounting and tax.
I also have more than five years of experience teaching tax at an advanced level in CPA Canada’s In-Depth tax course. This is a three-year, comprehensive tax training available in Canada to CPAs and lawyers who want to specialize in tax. I have acted as a leader, facilitator and project supervisor and have also developed the cases used in the program. My experience with the in-depth program has prepared me to teach accounting and tax to graduate and postgraduate students.
Recently, I had the opportunity to teach accounting courses at the Schulich School of Business. As a course instructor, my responsibilities include setting course expectations, formulating assessments (cases, assignments, and final exam) and marking keys, overseeing the lab instructor and marker, and delivering the course to meet learning objectives. Teaching these courses has allowed me to put into practice my many years of professional experience. This kind of training will better equip students to understand how accounting impacts the overall organization.
6.0. Evidence of Teaching Effectiveness
Representative Comments from Student Evaluations