Accounting 215: Course Overview, Canvas Walkthrough, Goals, Mindset, and Support

Instructor background and course philosophy

  • Michael Bootsma introduces himself as the Accounting 215 instructor. He holds a JD (law degree) and a CPA (certified public accountant). He is a proud graduate of Iowa State University (BS in accounting and finance). He also earned a law degree from the University of Iowa, passed the bar exam, and obtained a master's in accounting from the University of Iowa, a master's in taxation from Golden Gate University, and an international certificate in taxation. He emphasizes having held a variety of jobs and entrepreneurial activities, and he encourages students to share their career aspirations and interest in law, starting a business, or law school.
  • He invites students to introduce themselves and then walks through the course platform and syllabus.

Canvas navigation and module structure

  • The course uses Canvas and is organized by modules. Students are urged to start on the Home tab and navigate modules from there.
  • Common pitfall: students rely on the due date clickers rather than using course resources. He notes that poor performance often correlates with not using in-course resources.
  • The course sequence is module-based: Introduction module, Week 1 module (Chapter 1), Week 2 module (Chapter 2), and so on. Progression is blocked until all required items in a module are completed.
  • Each module includes: an Intro quiz, an exercise, a reading quiz, a video to watch, and two videos in total (an intro video and a chapter video). Students must watch both videos.
  • There is an Exam One Review Materials folder available from day one to help prepare for the first test.
  • Immediate access and announcements are important: students should check the Announcements section and read the emails from the instructor.

Syllabus navigation and course policies

  • The online syllabus (Section Four) lists details such as instructor office hours, meeting options, and scheduling. Office hours are 12:00–1:00 PM or by appointment; virtual meetings can be arranged if in-person attendance is not possible.
  • The instructor suggests printing the schedule and keeping it visible (e.g., on a fridge) to stay aware of upcoming work and timelines.
  • The course uses a structured calendar with key deadlines and “how to get an A” guidance.
  • Grading and rounding conventions are explained: normal rounding is applied, so 92.5%→93%92.5\% \rightarrow 93\% and 83% corresponds to a B83\% \text{ corresponds to a } B. The goal is to encourage aiming for an A rather than settling for a B.
  • To earn an A, students should perform well on weekly quizzes, the intro and reading components, exercises and other assignments, exam simulations, and exams. Do not miss any exams. Extra credit is offered toward the end of the course.
  • The syllabus includes standard policies from Iowa State, including a notable emphasis on free expression. The instructor, as an attorney, discusses the First Amendment and its applicability to government actors versus private organizations. Iowa State is a government actor funded by the state of Iowa, so First Amendment protections are discussed in that context.
  • The option to use a physical textbook is mentioned, but there is also immediate digital access to the textbook.

Goals, purpose, and goal-setting exercises

  • The instructor prompts students to think about their goals for the class, with a focus on aiming for an A.
  • A prior student’s question (to get a B) prompts the instructor to encourage aiming higher; the student ultimately achieves a higher grade than intended and reflects positively on being challenged.
  • The instructor emphasizes thinking beyond the course: consider job prospects after graduation and long-term plans (e.g., five years out).
  • A core question posed to students is: What is your purpose? Students are asked to write a one-sentence purpose, to be revisited on the last day of class. The instructor shares examples of students’ purposes from past semesters to illustrate the exercise.
  • The purpose-question is linked to goal-setting, arguing that knowing your purpose helps set meaningful goals rather than just targets.

Crutches, slings, and mindset in learning

  • The instructor reflects on slings/crutches used as excuses (e.g., tiredness, having young kids, PowerPoint crashes, farm background, etc.). He uses humor and personal anecdotes to illustrate how people rationalize barriers.
  • He shares multiple stories to illustrate how excuses can hinder performance and how others may perceive you unfairly due to perceived limitations (e.g., farm upbringing being misunderstood in a high-stakes interview setting).
  • A key concept introduced is mindset theory: if a student believes they are bad at multiple-choice tests, they may perform worse due to self-fulfilling expectations. The belief influences actions and outcomes.
  • Examples given include a student who believed they were bad at MC tests because of something told by a teacher in eighth grade, which led to self-doubt affecting performance.
  • A turning point story: a student who was initially skeptical about the instructor’s approach benefited from going into a quiz with confidence, studied, and avoided second-guessing answers; despite previous failures, the student graduated by maintaining confidence.
  • The instructor shares a personal experience with an arm sling from a summer injury to illustrate respecting medical advice while recognizing that crutches can become a crutch if overused in non-stressful times. He emphasizes using tools (slings/crutches) only when necessary and avoiding unnecessary self-imposed limitations.
  • The central message is to minimize slings/crutches, stay focused, and give your best effort. Avoid self-imposed limitations by reading chapters, watching videos, practicing with quizzes, and using exam simulations.
  • Practical guidance includes meeting with the instructor for questions, emailing questions if needed, and leveraging available practice materials to improve performance.

Practical study strategies and course resources

  • Required study habits: read chapters weekly, watch posted videos, practice with practice quizzes, and complete exam simulations.
  • The course offers a weekly quiz-for-credit and likely additional practice materials as the semester progresses.
  • The instructor encourages proactive engagement: meet with him, email questions, and actively utilize course resources to maximize success.
  • The overarching goal is student success and to help students achieve their potential through persistence, hard work, and strategic use of course tools.

Real-world context and ethical considerations

  • The instructor’s emphasis on free expression reflects Iowa State’s student-friendly policies and the constitutional framework. The First Amendment discussion clarifies the difference between government action (which is constrained by the First Amendment) and private organizations.
  • The talk highlights the practicality of understanding ethical and legal boundaries when discussing speech, especially in a university setting where funding and institutional role influence discourse.

Summary of actionable takeaways

  • Start on the Home tab, understand the module structure, and complete all items in a module before moving on.
  • Don’t rely solely on due dates; actively use教材 resources, weekly quizzes, videos, and the Exam One Review Materials folder from day one.
  • Aim for an A by excelling across quizzes, exercises, readings, and exams; avoid missing any exams; consider end-of-term extra credit.
  • Read the syllabus, know office hours (12:00–1:00 PM or by appointment), and be prepared to meet virtually if needed.
  • Reflect on your purpose, set short-, medium-, and long-term goals, and revisit them at the end of the course.
  • Be mindful of mindset: challenge self-imposed limitations, replace limiting beliefs with confident, evidence-based preparation, and use the instructor’s strategies to build competence.
  • Use the provided case-based stories as reminders that preparation, not self-doubt, leads to success in exams and career planning.
  • If you encounter a setback (e.g., technical issues, time constraints), leverage the sling/crutch mindset concept to reframe challenges and plan concrete actions (e.g., a 15-minute focused work session to overcome procrastination).
  • The instructor’s support network includes staying in touch via email and using office hours to maximize learning outcomes.

References to numbers, formulas, and dates

  • Office hours: 12:00–1:00 PM
  • Grading and rounding: 92.5%→93%92.5\% \rightarrow 93\%
  • Grade example: 83% corresponds to a B83\% \text{ corresponds to a } B
  • Module sequence: Introduction module, Week 1 module (Chapter 1), Week 2 module (Chapter 2)
  • Exam One Review Materials folder available from day one
  • Two required videos per module: an intro video and a chapter video
  • Weekly quizzes and exam simulations contribute to the final grade
  • The course emphasizes a structured workflow designed around modules to prevent skipping resources

Final prompts to students

  • What are your goals for this class, and what is your one-sentence purpose?
  • How will you minimize slings and crutches while maximizing study time and resource use?
  • Are you prepared to aim for an A and to put in the effort across quizzes, readings, and exams?