Kari Day


karid@uoregon.edu | 541-346-8010

Courses: ACTG 211 Introduction to Accounting I and ACTG 350 Intermediate Accounting III and ACTG 410/510 Forensic Accounting with Data Analysis and ACTG 410/510 Professional Ethics for Accountants

In my classes you will:

  • Interact during exciting, participatory class meetings.
  • Explore new perspectives.

I was invited into the Teaching Academy because:

  • I was a member of the Working Group on Active Teaching and Learning.
  • I participated in the UO Summer Teaching Institute.

In what ways are you working to make your teaching inclusive?

The LCB School of Accounting faculty are introducing new research and innovative pedagogy to integrate dynamic learning opportunities into the long standing applied science discipline of accounting. My research has centered around ethics and the human element of accounting so I regularly use team-building and identity anchors to enhance a sense of place among students in each class, and as an invitation to feel a part of the larger program.

What do you do in terms of professional engagement with the teaching and learning culture on campus or nationally?

Professional engagement is enhanced by consistent attendance at UO training workshops, by conducting ongoing research such as developing human skills in the accounting discipline, and by sharing best practices among the talented School of Accounting faculty. My professional credentials allow me to maintain 40+ annual hours of continuing education, which also keeps me current in my field, and provides new touch-points for connecting students with the outside world.

In what ways was your teaching in this course research-led—informed by research on how students learn and inflected by UO's research mission?

Accounting is a convenient discipline for merging modern research with an ancient science. In addition to articulating specific learning objectives (including in-class and online activities for actual and virtual application of student skills), students are exposed to current-day challenges and opportunities related to their career paths. Such opportunities include team research for critical analysis of case studies and individual research for respective student credentials. In this way, not only are students engaged in disciplinary research, they are invited into the research processes of academic and professional practice.

Who or what made you choose to be a teacher?

I became an educator so I could have more fun with my discipline. My degrees and subject matter expertise cover GAAP, audit, and forensic accounting. My professional experience includes auditing in public accounting and forensic accounting consulting services. I have also taught accounting at technical, undergraduate, graduate, and executive levels - live, hybrid, and online. Finally, my areas of research are focused on the human elements of accounting such as behaviorism in accounting curricula development, and humanity as a CPA core competency. In education, I am able to help our future accountants learn necessary human skills such as: (1) Communication, (2) coaching and mentoring, (3) motivating and inspiring, (4) negotiating and decision making, (5) driving performance, (6) change management, (7) influence (8) collaboration and partnering, and (9) team building. If we can train our students in science AND humanity, I believe our graduates will be well equipped to shape an effective and honorable future.