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Viewing: ACC 560 : Tools for Tax Analytics

Last approved: Mon, 28 Aug 2017 12:27:59 GMT

Last edit: Mon, 28 Aug 2017 12:27:55 GMT

Change Type
Major
ACC (Accounting)
560
032478
Dual-Level Course
No
Cross-listed Course
No
Tools for Tax Analytics
Tools for Tax Analytics
Poole College of Management
Accounting (20ACC)
Term Offering
Fall, Spring and Summer
Offered Every Year
Spring 2018
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)
Online (Internet)

Grading Method
Graded/Audit
1
8
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture2.5
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Jennifer V Dirienzo
Professor of Practice
assoc

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC5050NoAll distance learning
R: Graduate Standing or PBS

Is the course required or an elective for a Curriculum?
No
In this course we will teach the skills needed to identify many of the situations where the method of accounting for tax purposes for revenue and expense differs from that used in financial accounting. Focus will be placed on analyzing and outlining those differences in a concise and visual manner in order to assist upper management understand the tax implications of their operational and financial accounting decisions. To assist us in this, we will utilize analytic tools that are regarded as required knowledge by today's tax departments. After a brief review of basic analytics skills, we will focus on more advanced analytic tools which will be reinforced with tax-focused examples and assignments specifically to allow the student to apply these featured analytics topics in tax situations. An undergraduate degree and basic tax and accounting knowledge required.

The accounting profession is increasingly requiring its new staff to be up to date on the latest technology.  This is especially true for accounting tax professionals.  This course will provide students a combination of innovative technology skills and comprehensive tax knowledge.


No

Is this a GEP Course?
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
Poole College of ManagementFrank Buckless
We will use the premium tuition generated to cover the cost of the faculty.

Teach students tax technical content related to the tax methods of deduction of business expenditures and recognition of income


Ensure that students understand the power and importance of utilizing analytics skills in the performance of tax analysis


Provide students with advanced analytics skills


Student Learning Outcomes

Identify and evaluate situations where the method of accounting for tax purposes for revenue and expense differs from that used in financial accounting


Utilize intermediate and advanced analytics skills to calculate those book/tax differences in an efficient and clear manner.


Evaluation MethodWeighting/Points for EachDetails
Other50 pointsStudents will be asked to construct an analytic spreadsheet and import data
Other100 pointsStudents will be asked to determine the tax treatment of meals and entertainment expenses utilizing formulas and conditional formatting within an analytic spreadsheet.
Other150 pointsStudents will be asked to determine the tax impact of the all-events test, recurring item exception and 12-month rule utilizing data validation and VLOOKUP within an analytic spreadsheet.
Other100 pointsStudents will be asked to prepare a tax analysis utilizing filtering techniques and pivot tables.
Other150 pointsStudents will be asked to determine the amount of revenue that should be recognized for tax purposes utilizing an analytic spreadsheet.
Other50 pointsStudents will be asked to apply security to their analytic spreadsheet.
TopicTime Devoted to Each TopicActivity
Excel skills50%Lecture & video
Tax treatment of business expenditures35%Readings and exercises
Tax revenue recognition rules15%Readings and exercises
mlnosbis 4/19/2017:
1) The learning outcomes should be labeled as outcomes, not objectives, in the syllabus to prevent confusion. Objectives are the larger goals for the course, not the measurable outcomes.
2) Assignment breakdown should be listed the same way on the CIM form, instead of 1 assignment for 100% of the grade.
3) Length of course is shown as 6 weeks. The length is 8 weeks for the shorter, not the regular academic, courses. https://studentservices.ncsu.edu/calendars/academic/#fall

pjharrie 5/3/2017 I would just add that it seems strange to delineate 'assignments' as a 'project'. Also, in the syllabus there is mention of 'resubmitted work'; based on how the grading is described, it seems that work can only be resubmitted once, but that's not clear. If that's the intention, then I'd add that there can be single resubmission. I also wonder why the Q&A discussion, if it's important as the syllabus implies, isn't part of the grade.

mlnosbis 7/27/2017: The evaluation methods should use the same weight or point value on both the syllabus and CIM form. The syllabus lists point values, while the CIM form lists percentages. Choose one method and use that in both places. Everything else has been addressed.

ABGS Reviewer Comments:
-No Comments
buckless (Tue, 17 Jan 2017 16:56:05 GMT): Rollback: As discussed with Kathy this is being sent back to you for revision.
sgallen (Tue, 14 Feb 2017 19:57:57 GMT): Rollback: Needs revisions
krawczyk (Wed, 12 Apr 2017 17:47:44 GMT): Rollback: As discussed
mlnosbis (Thu, 24 Aug 2017 18:13:10 GMT): Syllabus updated as suggested by ABGS
Key: 10577