Advances in Accounting Education: Teaching and Curriculum Innovations publishes both
non-empirical and empirical articles dealing with accounting pedagogy. All
articles explain how teaching methods or curricula/programs can be improved.
Non-empirical papers are academically rigorous, and specifically discuss the
institutional context of a course or program, as well as any relevant tradeoffs
or policy issues. Empirical reports exhibit sound research design and
execution, and develop a thorough motivation and literature review, including
references from outside the accounting field, where appropriate.  Volume 21 includes papers that examine the
following topics: a commentary and analysis of the new CPA exam, a citation
analysis of Advances in Accounting
Education for volumes 1-15, and an application of methods for reducing writing
apprehension in students.  The volume
also includes a special section that focuses on active learning.  One article presents a series of active
learning assignments for use in introductory financial accounting classes while
the other manuscript presents the results of a survey of accounting faculty and
their incorporation of active learning techniques in their classes.