The Road Trip Inventory Assignment:
An Out of Class Team Experience
Margaret P. Ruggieri
Assistant Professor
Providence College
Koffler Hall 104
Providence, RI 02918(401) 865-2654
FAX: (401) 865 – 29
ruggieri@providence.edu
The Road Trip Inventory Assignment:
An Out of Class Team Experience
INTRODUCTION
Cooperative learning is the instructional use of small groups so that students work
together to maximize their own and each others’ learning (Johnson, Johnson, and Smith, 1991b).
The results of numerous studies have found that cooperation among students typically results in
higher achievement and greater productivity; more caring, supportive, and committed
relationships; and greater psychological health, social competence, and self–esteem. (Sutherland
and Bonwell, 1996:72)
In the well cited report, Accounting Education: Charting the Course through a Perilous
Future, Albrecht and Sack identify one of the problems with pedagogy used in accounting
education as the reluctance to “develop creative types of learning, such as team work,
assignments with real companies…. oral presentations…”.[ Albrecht and Sack, 2000:53].
This paper presents a cooperative team project that takes the students out of the
classroom and out on the road to experience a “live” business environment. The objective of the
“Road Trip” assignment is to expose the students to a hands on application of the concepts
discussed in class regarding inventory systems and internal controls, while working
cooperatively with their peers on an interesting and fun project. The project addresses elements
identified in the AICPA’s Core Competency Framework for Entry into the Accounting
Profession.
This assignment is designed to be used in the first semester of Introductory Accounting,
after completing the chapters related to inventory and internal controls.
OVERVIEW OF THE ASSIGNMENT
The Road Trip Assignment requires students to work in teams of 3 to 5 students. Most
students in my Introductory Accounting course are sophomores and freshman. The average class
size is 25 students. The students are required to contact and visit a local retail business, such as a
shoe store, hardware store, clothing store, appliance store, book store, or grocery store.
The
students are to interview the store manager for approximately thirty minutes, asking various
inventory management and internal control questions. A sample of questions are provided in the
assignment. Students are encouraged to ask additional questions and document the interview. In
addition, they are asked to make their own observations regarding inventory flow, internal
controls and any other interesting insight to the operations of the business. Each team’s findings
are presented to the class via a multimedia presentation and no written report is required.
Assessment is based on presentation content, creativity, delivery, professional demeanor,
communication skills and preparedness.
The major stumbling block for students is that they may find that store managers won’t
meet with them. Since the project is usually assigned during the second half of the semester, it
often coincides with the busiest season for retailers. In addition, some store managers are simply
reluctant to speak with the students (they give reasons such as confidentiality of records, no time,
need to check with regional boss, etc). This type of rejection is often a teachable moment about
issues that are encountered in the “real” world.
I set aside a one 50 minute class period for the Road Trip presentations. I do not limit the
number of slides for the presentation but rather the amount of time for each presentation (five to
seven minutes). Typically each team takes about 8-10 minutes which allows all teams to present
in one period. I randomly select the presentation order. I do emphasize creativity and delivery
as key components to the success of the presentation. For many students, this is their first group
oral presentation in college so I encourage them to follow the adage, practice makes perfect.
The project is graded using an assessment tool I have developed, which can be found in
Appendix B. The grading rubric is provided to the students when the project is initially assigned.
The project is evaluated on the quality and creativity of the PowerPoint slides, the content of the
presentation, delivery, professional demeanor, communication skills and overall preparedness.
The team is evaluated collectively, thereby, every member of the team receives the same grade.
Upon completion of the project, each student completes a group member evaluation. He/she
assesses themselves with respect to effort and time commitment to the project as well as each of
their teammates. If issues within a team become apparent through this process, I handle it on an
individual basis and adjust a student’s grade accordingly. The Road trip assignment is
5% of
the final course grade.
The Road Trip assignment addresses the elements of professional demeanor, problemsolving and decision making, interaction, communication and project management, identified in
the AICPA’s Core Competency Framework for Entry into the Accounting Profession’s personal
competencies.
In addition, the project also helps to develop the AICPA’s functional
competencies of reporting, use of technology and risk analysis.
IMPACT ON STUDENT LEARNING
To assess the impact of the Road Trip assignment, I surveyed the students at the
completion of the project. 95% of the students surveyed agreed or strongly agreed that the Road
Trip assignment helped them learn about inventory management while 84% responded that the
assignment helped them learn about internal controls; helped them better understand the topics
discussed in class; and was a positive learning experience.
When asked how the project
impacted their learning, the student comments included,
“The Road Trip assignment gave me a chance to take a hands-on approach to accounting,
which was very helpful considering I am a hands-on learner. It really sparked my
excitement for accounting.”
“I liked interviewing the manager about their inventory and internal controls. Reading
the text book was not as great as being at the store and seeing for yourself what actually
goes on… After talking to the manager, I became interested in internal controls and
inventory, because I saw how they are applied in real life. This was my favorite project I
did in accounting.”
“This was a wonderful project. I really enjoyed working in a group and being able to see
inventory and internal controls in a real life business. I would highly recommend that
this project be used in the future.”
“Even though the Road Trip assignment was a pretty simple and fun group project it was
really helpful in helping me understand what we were learning from the text on
accounting internal controls. The project helped me picture how these internal controls
are necessary as opposed to just memorizing what they are by definitions in the book.”
In summary, the Road Trip assignment is an easy, fun and creative way to transform an
often “dry” topic to life.
References
Albrecht, W.S. and R.J. Sack, 2000 Accounting Education: Charting the Course through a
Perilous Future. Accounting Education Series, Volume 16, Sarasota,FL: American Accounting
Association
Bonwell, C.C., and J.A. Eison. 1991. Active Learning: Creating Excitement in the Classroom.
ASHE-ERIC Higher Education Report No. 1. Washington, D.C.:School of Education and
Human Development, The George Washington University
APPENDIX A
TEAM “ROAD TRIP” ASSIGNMENT
OBJECTIVE: The objective of this assignment is to work in a group setting and to expose you to a
“first hand” application of the concepts we discuss in class regarding inventory systems and internal
controls. The assignment requires that each team visit a different local retail business
REQUIREMENTS
1. Select a “team” to work with. Each team should be made up of 3 to 5 students. If you do not
select a team for yourself, the instructor will create the teams. Select teams by __________.
2. Select a local retail business to visit, such as a hardware store, clothing store, appliance store,
music store, book store or grocery store. The store may be a branch of a larger company. Select
store by __________. Post the name of retail business that you have selected (and your group
member’s names) on the message board in the Road Trip Folder on Angel. REMEMBER IT IS
A BUSY TIME FOR MOST RETAILERS. Be sure to have a few “back ups” in mind.
3. Make an appointment to visit the business and interview the store manager for approximately 30
minutes about the company’s inventory accounting system, asking the following questions and
any additional questions:
Inventory Accounting System
a. Does the business have a computerized or manual inventory system?
b. What is the physical flow of merchandise into the store, and what documents are used in
connection with this flow?
c. What documents are prepared when the merchandise is sold?
d. Does the store keep perpetual inventory records? If so, does it keep the records in units
only, or does it keep track of cost as well? If not, what system does the store use?
e. How often does the store take a physical inventory?
f. What procedures are followed in taking a physical inventory?
g. What kinds of inventory reports are prepared or received?
h. How are the financial statements generated for the store?
i. What method does the company use to cost its inventory for financial statements?
Internal Control Structure:
j. How does the company protect against inventory theft and loss?
k. What control activities, including authorization, recording transactions, documents and
records, physical controls, periodic checks, separation of duties, and sound personnel
policies, does the company use?
l.
Can you see these control procedures in use?
Be sure to record any other interesting observations your group has made while in the store.
4. Prepare a 5-7 minute PowerPoint presentation on your findings to be presented in class on
__________.
Presentations will be evaluated based on a set of established criteria. Refer to the attached grading
rubric for specific criteria. No written report required.
Be sure to include what type of business it is, what products it sells, etc.
BE CREATIVE : IT COUNTS AND MAKES FOR AN INTERESTING PRESENTATION!!
APPENDIX B
ROAD TRIP ASSIGNMENT GRADING RUBRIC
INTRODUCTORY ACCOUNTING
Group Members
______________________________________________________________________
SCORE
Criteria
5
4
Excellent:
Good:
Met all
requirements,
accurate in all
respects
Met most of
the
requirements
3
2
Total
Possible
Score
1
.
Acceptable: Minimally
Partially
Met most of
Acceptable: Acceptable:
the
requirements
with some
inaccuracies.
Met few of the
requirements.
Minimal grasp
&
demonstration
of the
requirements
SLIDES:
Organized & effectively
displays information so that
it is meaningful, including
content, creativity,
readability & slide
transition.
* 6 = 30
CONTENT:
Covered subject as required
& made valid & reliable
evaluation of information.
DELIVERY:
Expressed information &
concepts with conciseness
& clarity while speaking.
* 6 = 30
Spoke clearly, loudly,
confident with material.
* 3 = 15
PROFESSIONAL
DEMEANOR &
COMMUNICATION
SKILLS:
Professional personal
appearance, minimal
reliance on notes, not
reading slides, interesting
to listen to.
* 3 = 15
PREPAREDNESS:
Organized, understandable,
easy to follow.
* 2 = 10
TOTAL SCORE 100