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Viewing: ACC 568 : Analysis of Unstructured Data in Tax

Last approved: Fri, 25 Aug 2017 14:41:19 GMT

Last edit: Fri, 25 Aug 2017 14:41:17 GMT

Change Type
Major
ACC (Accounting)
568
032486
Dual-Level Course
No
Cross-listed Course
No
Analysis of Unstructured Data in Tax
Analysis of Unstructured Data
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
 
 
Andrew Schmidt and Tonya Balan
Associate Professor and 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
The objective of this course is to get insight into the analysis of unstructured data and gain an understanding of how to utilize it within a tax focused environment. Upon finishing the course, students will be able to extract tax related information from a collection of text documents. Also, students will be able to uncover concepts and themes that are concealed in those documents. There will also be a demonstration of traditional data mining techniques. 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

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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
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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 premium tuition generated to cover the cost of the faculty.

Introduce students to the many forms of text documents that are available for tax analysis, including SEC filings.


Introduce students to analysis of unstructured data utilizing text mining software.


Student Learning Outcomes

Utilize text mining software to access discrete tax information contained in SEC filings


Demonstrate the importance and power of accessing significant amounts of text data for utilization in tax data analytics


Evaluation MethodWeighting/Points for EachDetails
Other100 pointsStudents will be asked to gather basic detailed tax information from contracts and other unstructured data.
Other100 pointsStudents will be asked to locate and access tax information found in forms 10-K, 10-Q and other SEC filings.
Other100 pointsStudents will be asked to gather information on effective tax rates for a group of competitors and prepare an analysis of differences.
Other150 pointsStudents will be asked to gather information on valuation allowances on deferred tax assets and prepare an analysis of differences.
Other75 pointsStudents will be asked to extract data from contracts and analyze the impact to a current situation.
Other75 pointsStudents will be asked to evaluate, based on data extracted, areas of concern with the extracted information.
TopicTime Devoted to Each TopicActivity
SAS Text Miner60%Lecture and videos
Valuation Allowances, ETR comparison, etc.40%Lecture, reading 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 - 06/29/2017 - given that 'objectives' have taken on a pretty specific meaning in the context to curricula, I'd suggest not using it in the course description.

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. Replace "objective" in the course description since that has a separate meaning for course development. Everything else has been addressed.

ABGS Reviewer Comments:
-Syllabus should include office hours for the instructor.
-Should there be a restrictive statement, or is this course available to all students?
-Should you list requirements for auditing the course? GS Response- No, the requirements are determined on an individual student basis.
krawczyk (Wed, 04 Jan 2017 12:35:05 GMT): Rollback: Changes as discussed
sgallen (Tue, 14 Feb 2017 19:59:33 GMT): Rollback: same
krawczyk (Mon, 20 Mar 2017 20:03:40 GMT): Rollback: As dicussed
krawczyk (Wed, 12 Apr 2017 17:50:10 GMT): Rollback: As discussed
mlnosbis (Thu, 24 Aug 2017 18:15:51 GMT): Syllabus updated as suggested by ABGS
Key: 12022