North Seattle CollegeAccounting Department

ACCT271 Ethics in AccountingWinter Term 2018

ACCT271 ETHICS IN ACCOUNTINGONLINE SYLLABUS

WINTER 2018INSTRUCTOR: EARL SEDLIKCOLLEGE EMAIL ADDRESS: EARL@SEDLIK.COM or Earl.Sedlik@seattlecolleges.edu CLASS EMAIL ADDRESS: use Canvas email INBOX for all class related communicationCLASS WEBSITE: https://canvas.northseattle.eduMcGRAW HILL EDUCATION “LEARNSMART" WEBSITE FOR THIS COURSE:

https://connect.mheducation.com/class/e-sedlik-acct271-ethics-online-w18-nsc

 TEXT: Mintz, S. & Morris, R. Ethical Obligations and Decision Making in Accounting:

Text and Cases, 4TH ed. McGraw Hill. ISBN: 978-1-259-25419-2

Welcome to Ethics in Accounting! Your study of ethics in this online format will be a fulfilling and rewarding experience. Your eLearning accounting course has been built carefully and with you in mind. To succeed in this online course, you should be computer literate, motivated, self-directed, and willing to work independently. You want to be careful to not fall behind in your assignments, as it is most difficult to catch up again.

The Instructor will strive to respond promptly to your questions. Communication is built into the class. You may expect to receive replies to any email messages within 36 hours (weekends included). We as classmates, we all expect same courtesy of timely responses from the rest of us.

Please read this syllabus and email if you have any questions. Thanks for enrolling in this class!

Course Description:This course is designed to assist students to cultivate the ethical commitment needed to ensure that their work in the business world meets the highest standards of integrity, independence, and objectivity. Ethical obligations of accountants and auditors are best understood in the context of professional responsibilities including one’s role in the corporate governance system, the requirements of financial reporting, the audit function, obligations to prevent and detect fraud, and legal liabilities; therefore, students will be exposed to real world issues as they work through numerous case studies and SEC case files.

NSCC General Education Learning Outcomes:Intellectual and Practical Skills, including:

• Quantitative reasoning• Critical thinking and problem solving

Class Format:

This is an online course and includes reading, viewing videos, completing case studies, participation in a discussion room, and outside research.

Course Requirements:It is essential that you keep up with the course. The best way to learn these ethical concepts and regulations is by practice; as such, readings and activities will be assigned and you are expected to complete these by the assigned due dates. The time commitment for this course should be about the same as for an on-campus course (without the additional commute time, of course!) Please plan to devote a minimum of 6-9 hours during each week (not module) to completing your assignments. Do not wait until the night assignments are due to get started - active participation in theDiscussion Room throughout each module will enhance the course for everyone. If you have questions or concerns, please email me via in the INBOX in Canvas or post your questions on the discussion board and we will all seek solutions.

The assignments appear in the Canvas Modules every week. Students are expected to COMPLETE THE ASSIGNMENTS WEEKLY BY THE DUE DATE. The assignments, however, are left open until the end of the term, so that, as adult learners, people can integrate their lives into the learning environment and submit late assignments if necessary diversion meet the instructor’s approval.

How to Succeed:To succeed in this class students must become active learners. Follow the posted steps to meet objectives, complete assignments by due dates, and actively participate in discussions. Please consider the discussion rooms to be our virtual classroom.

Academic Collaboration and Integrity:You should collaborate with class members in the discussion rooms when completing case studies and discussing difficult topics. Collaboration on assignments is effective business practice, but cheating and/or plagiarism on these assignments will not be tolerated and could result in a failing grade for the course.

All students are expected to embrace the spirit of academic integrity. Cheating or plagiarism violates NSC’s Code of Conduct and contrary to the Accounting profession's Professional Code of Conduct. Please know that we take cheating very seriously and any student caught cheating on exams will earn a zero on that assignment.

Core Values of NSCStudents are expected to be mindful of the core values of NSC when submitting work, interviewing outside resources, posting to discussions or working in groups.

CaringWe care about and support our students, employees and community.

CollaborationWe work together to accomplish common goals.

DiversityWe create a richer environment by embracing diverse cultures, ideas, perspectives, and people.

InnovationWe support new approaches and creative endeavors.

IntegrityWe demonstrate honesty, sincerity, and accountability.

QualityWe strive for excellence in all that we do.

Conflict Resolution: It's rare that a single course design or an instructional style will meet the needs of all the students all the time. If you feel a need to discuss issues you have in, or with the class - please exercise professional respect and contact the instructor first to start to negotiate a resolution. Please refrain from discussing personal issues, including grades, on the discussion boards and through 'to all' emails

Respect for all: This class is open to all who wish to learn and share ideas. The class you are a part of values the wonderful diversity of people, culture and ideas represented.We agree to show respect for each other at all times while in this class. Appropriate communication, language and mutual respect for each other will be the rule. No Exceptions.

Page 3 of 15

Learning Objectives:

Recognize and apply ethical and fraud-related concepts in accounting and financial reporting.

Caveat - a Different Accounting Course

The accounting profession has a strong code of conduct and specific ethical expectations for those who work in the field. Whether you work for a CPA firm or as an internal accountant or auditor you will be expected to adhere to a set of ethical principles embodied in a professional code of conduct. One goal of this course is to help you understand your ethical responsibilities under the accounting codes and obligation to protect the public interest through philosophical and cognitive processes that encourages you to examine your own ethical intentions and reflect on your decisions. The Giving Voice to Values (GVV) methodology that will be used for in-class case discussions provides an excellent tool for engagement on these issues.

This course is different from any other you have taken in accounting. Our discussions are based on ethics principles including methods of philosophical reasoning as applied to classroom discussions, case assignments, case presentations, and written exams (a blog or term paper). Unlike accounting courses such as Intermediate Accounting, there isn’t one right answer in discussions. The best response depends on your ability to reason critically from an ethical perspective and express yourself in an understandable and concise manner. Stating your opinion is a necessary but insufficient response to case analyses. You must demonstrate your ability to apply ethical reasoning to fact situations and incorporate the GVV methodology to support your opinion/decision.

DISABILITY ACCOMMODATIONS: For students with physical and/or learning disabilities, who require accommodations; please contact the Disability Office (https://northseattle.edu/disability-services).

STUDENT PROFILE

You must submit a STUDENT PROFILE FORM on or before the second week of the term. Please complete the form at the end of this Syllabus and POST YOUR PROFILE IN THE CANVAS ASSIGNMENT. Timely posting earns up to three Bonus Points.

Page 4 of 15

Course Objectives:Attributes that are highly valued in the workplace are: the willingness and ability to learn, discipline, integrity, self-motivation, adaptability, commitment, communication, teamwork, timeliness and dependability. You can practice and develop these skills in this course.

Upon completion of this course, students should be able to: Summarize the major ethical reasoning models and describe their implications for

accounting. Describe the ethical decision process and professional judgment required of accountants Describe corporate governance and ethical management Identify audit responsibilities and major types of accounting fraud. State the legal and regulatory obligations in an ethical framework. Describe earnings management and quality of financial reporting Summarize the ethics and corporate governance in international financial reporting

Objectives of the Course by Chapter

The successful student will learn the following key topics in each chapter, be prepared to discuss them online, use them in analyzing cases, and apply the Learning Objectives on the examinations:

Chapters 1 and 2

Be familiar with the theoretical foundations of ethics and professionalism including the major philosophical ethical theories and ethical reasoning methods, theories of moral development, cognitive development processes, and virtue ethics.

Understand the ethical principles underlying official sources of professional guidance for accountants and auditors including provisions of the AICPA and IMA codes of conduct.

Chapter 3

Know how corporate governance systems influence the ethics of an organization including the creation of an ethical organization environment, effective internal control systems, and processes to deal with whistleblowing.

Explain the provisions of the Sarbanes-Oxley Act and Dodd-Frank Financial Reform Act and how it affects ethical obligations of accountants and auditors.

Chapter 4

Understand how the AICPA rules of professional conduct establish standards of behavior for CPAs and CMAs including the conceptual framework for independence and rules on integrity, objectivity, due care that relate to the exercise of professional skepticism. Other standards include confidentiality of client information and whistleblowing obligations; advertising and solicitation; and the acceptance of commissions and contingent fees.

Explain the PCAOB standards and inspection process. Discuss ethics in tax practice.

Page 5 of 15

Chapter 5

Understand fraud risk assessment techniques that help to prevent and detect fraud and the role of the fraud triangle in analyzing fraud as it pertains to the misappropriation of assets, fraudulent financial reporting, and disclosure; be able to distinguish between errors, fraud and illegal acts and accountant’s ethical responsibilities to detect and report such events; discuss fraud cases in accounting

Review the contents of the audit report under the AICPA and PCAOB standards; understand when unmodified and modified opinions should be issued and reporting requirements; critically analyze the language of the audit report from the perspective of the users of the financial statements and the public interest;

Explain what is meant by materiality in the context of audit decisions Discuss cases in financial statement fraud and restatements of financials

Chapter 6

Understand the legal, regulatory, and professional obligations of auditors under common law and statutory law; identify differences between legal and illegal insider trading and how it affects confidentiality requirements using actual illegal trading cases against auditors; know the provisions of the PSLRA including proportionate liability and reporting illegal acts and fraud to management and the audit committee

Review and discuss SEC cases against accountants and auditors.

Chapter 7

Understand different definitions of earnings management that pertain to its reporting effects and ethical implications (i.e., choice of alternative accounting techniques, smoothing net income). Explain effects of earnings management on earnings quality; understand the rationale/justification of earnings management techniques used to affect earnings including the acceleration of revenue, delaying of expenses, impairment of assets, recording of liabilities, and the use of income smoothing techniques such as cookie jar reserves, channel stuffing, round-trip transactions, use of multiple elements to disguise revenues and the period of reporting, using accruals to manage/smooth earnings, the big bath theory.

Review and discuss actual fraud cases.Chapter 8

Understand the nature and scope of international financial reporting standards (IFRS) and the standard setting process

Discuss the US position on converging IFRS with US GAAP Identify similarities and differences between the AICPA Code and the Global Code of Ethics Describe the provisions of the Foreign Corrupt Practices Act and UK Bribery Act and how they

treat facilitating payments and bribery

Page 6 of 15

THE COURSE ASSIGNMENT SCHEDULE

WEEK

WEEK ENDING

CHAPTERDISCUSSIONS(CHOOSE THREE FOR

YOUR INITIAL DISCUSSION POST)

CASES(ADDRESS BOTH CASES

IN YOUR INITIAL DISCUSSION POST)

1 7-Jan-18CH 1: Ethical Reasoning: Implicationsfor Accounting

CH 1: 1, 4, 5, 7, 8, 9, 11, 14, 17, 18 & 20

Cases 1-2, 1-8

2 14-Jan-18CH 2: Cognitive Processes andEthical Decision Makingin Accounting

CH 2: 4, 5, 6, 8, 11, 12, 14, 19, & 20 Cases 2-1, 2-7

3 21-Jan-18

CH 3: Creating anEthical Environment &Effective CorporateGovernance Systems

CH 3: 1, 3, 5, 10, 11, 13, 14, 16, & 18

Cases 3-1, 3-3

4 28-Jan-18 CH 4: AICPA: Code ofProfessional Conduct

CH 4: 1, 2, 3, 4, 8, 11, 12, 16, 18, & 19;

Cases 4-8, 4-9

5 4-Feb-18 MID TERM EXAM COVERS CHAPTERS 1 TO 4

6 11-Feb-18CH 5: Fraud inFinancial Statementsand Auditor Responsibilities

CH 5: 1, 2, 3, 4, 5, 7, 10, 12, 16, 17, 18, & 19

Cases 5-2, 5-5

7 18-Feb-18

CH 6: Legal, Regulatory, andProfessional Obligationsof Auditors

CH 6: 1, 4, 6, 8, 10, 3, 15, 16, & 17

Cases 6-3, 6-8

8 25-Feb-18CH 7: Earnings Management &The Quality ofFinancial Reporting

CH 7: 2, 3, 4, 6, 9, 12, 13, 14,15, & 18

Cases 7-5, 7-7

9 4-Mar-18

CH 8: InternationalFinancial Reporting:Ethics & CorporateGovernance Considerations

CH 8: 2, 3, 6, 7, 10, 11, 12, 13, 14, 16, 18, & 19

Cases 8-4, 8-6

10 11-Mar-18 SPECIAL REPORT DUE11 18-Mar-18 FINAL EXAM COVERS CHAPTERS 1 TO 8

Page 7 of 15

Grading and Student Evaluation Students’ Final Grade will be determined as follows:

GRADED ITEM PERCENTAGE OF GRADE

(Revised)

COMMENT

Weekly Discussions in Canvas – QUESTIONS 20 IndividualWeekly Discussions in Canvas – CASES 20 IndividualWeekly Chapter Reviews in “LearnSmart” 10 IndividualMid-Term Exam 15 Chapters 1- 4Special Project Report – Case to be assigned 20 Individual Report.Final Exam 15 Chapters 1- 8

TOTAL => 100

“LEARNSMART” EXPERIENCE: For every chapter, the publisher, McGraw Hill, provides a very helpful process of learning and review. Each student must access this resource each week to review the chapter material and answer questions that reinforce the key Learning Objective. The experience with each chapter takes about one hour and the student can earn 100 points per week. To reward students for their work in this learning exercise, a score of 80 will be considered 100%. All students should earn Bonus Points with this Smart Book experience at this hotlink: https://connect.mheducation.com/class/e-sedlik-acct271-ethics-online-w18-nsc

EACH STUDENT MUST REGISTER IN THE LEARNSMART SYSTEM:To register, after January 2, 2018 go to this special “Section Web Address”: https://connect.mheducation.com/class/e-sedlik-acct271-ethics-online-w18-nsc

After January 2, 2018, you will see this screen below with the words “register now” at the bottom. Just click on those words and register for this mandatory and powerful learning tool. Please register with the same name you used in this course:

BONUS POINTS: Throughout the course, opportunities to earn Bonus Points will be announced through Canvas Announcements or Discussions. Each student is responsible to recognize and respond in a timely manner in order to earn the separately announced points toward their overall grade.

Page 8 of 15

Use Canvas to participate in the Course:PARTICIPATE IN WEEKLY MANDATORY GRADED-DISCUSSIONS IN CANVAS to highlight the Learning Objectives each week’s chapter. Each student is expected to participate in both the Question Discussion and in the Case Discussion:IMPORTANT GUIDELINE:

Post one initial comment by Wednesday of the scheduled week, and Then to comment on at least two others’ postings within the week.

Question Discussion – Each student’s initial comment (by Wednesday) must choose and address three of the many Questions listed in the Assignment schedule for that chapter. Before Sunday and midnight, each student must comment on at least two others’ initial postings.

Case Discussion – Each student’s initial comment (by Wednesday) must choose and address each of the TWO Cases listed in the Assignment schedule for that chapter. Before Sunday and midnight, each student must comment on at least two others’ initial postings.

The Quality of Discussion participation accounts for 40% of your Overall grade. Students are graded on quality reflected by insight and extension of the discussion. Unresponsive or tardy posting will result in grading deductions. Students must reflect proper “Netiquette”.

Apply “Netiquette” when participating in Canvas Discussion ForumsThroughout these courses, you will need to participate in a Discussion Forum within the course’s Canvas shell. Each Discussion posting is subject to be graded for quality (not quantity). Your comments should:

o Elaborate on your thoughts (not just “they should promote the product’, but… describe “how”)

o Advance the concept (not just “I agree”) Apply this approach: “I agree, AND here’s more about this…”

o Show respect for otherso Focus on a purposeful intent o Share personal and original thoughts (not “cut & pasted” from another

source)o Encourage others to add their insightso Follow the commonly-endorsed academic “netiquette” guidelines:

http://www.studygs.net/netiquette.htm

Page 9 of 15

SUBMIT YOUR SPECIAL ASSIGNMENT THROUGH CANVASThe Quality of your Special Assignment accounts for 20% of your Overall grade. You will prepare and submit a Case analysis applying the concepts in this course. This grading will reflect the “Rubric” Standards described below:

GRADING GUIDELINES

Accounting Ethics

Rubric for Grading a Presentation

Applying the Ethical Decision Model

Criteria

Exceeds

Expectations

= 3 points

Meets

Expectations

= 2 points

Does Not Meet

Expectations

= 1 point

Identify the facts

Identifies all major

facts and most of the

minor ones

Identifies most of the

major facts but omits a

few of the minor ones

Facts are not identified

or they are identified

improperly

Identify Ethical Dilemma

and Ethical Reasoning

Theories

Addresses all major

dilemmas and

relevant theories and

most of the minor ones

are addressed

Addresses most of the

major dilemmas and

theories but omits a

few of the minor ones

Dilemmas and theories

are not addressed or

they are addressed

inappropriately

Identify stakeholders and

obligations

Addresses all major

stakeholders and

ethical obligations and

most of the minor ones

are addressed

Addresses most of the

major stakeholders

and obligations but

omits a few of the minor

ones

Stakeholders and

obligations are not

addressed or they are

addressed

inappropriately

Identify core

(professional)

values/virtues

Identifies all major

core values and refers

to professional codes

of conduct and most of

the minor ones are

identified

Identifies most of the

major core values and

refers to professional

codes of conduct but

omits a few of the minor

ones

Major core values are

not addressed and/or

references are not made

to professional codes or

they are inadequately

addressed

Identify operational and

accounting issues

Addresses all major

operational and

accounting issues and

most of the minor ones

Addresses most of the

major operational and

accounting issues but

omits a few minor ones

Operational and

accounting issues are

not addressed or they

are addressed

inappropriately

Page 10 of 15

Accounting Ethics

Rubric for Grading a Presentation

Applying the Ethical Decision Model

Criteria

Exceeds

Expectations

= 3 points

Meets

Expectations

= 2 points

Does Not Meet

Expectations

= 1 point

Identify alternative

options

Addresses all major

alternative options

and most of the minor

ones

Addresses most of the

major alternative

options but omits a few

of the minor ones

Alternative options are

not addressed, or they

are addressed

inappropriately

Identify consequences of

options

Addresses all major

consequences and

most of the minor ones

Addresses most of the

major consequences

but omits a few of the

minor ones

Consequences are not

addressed or they are

addressed

inappropriately

Chooses an alternative

course of action and

defends option selected

from and ethical

reasoning perspective (i.e.

rights, justice, virtue)

after considering the

consequences

Chooses the “best”

option and defends it

with ethical reasoning

Chooses an inferior

option or fails to fully

defend it ethically

No option selected or

ethical defense of

option is not made

In addition, all students’ writing, for Discussions of Questions and Cases as well as the Special Report, will be evaluated by this Rubric:

ACCT271 CONTENT GRADING RUBRIC

CATEGORY 20 points 12 points 6 points 0 points

Focus

Maintains focus on topic/subject throughout response.

May exhibit minor lapses in focus on topic/subject.

May lose or may exhibit major lapses in focus on topic/subject

May fail to establish focus on topic/subject

Page 11 of 15

CATEGORY 20 points 12 points 6 points 0 points

Elaboration on topic(s)

Elaboration consists of specific, developed details.

Elaboration consists of some specific details.

Elaboration consists of general and/or undeveloped details, which may be presented in a list-like fashion.

Elaboration is sparse; almost no details.

Reflection

Demonstrates a skillful and reflective thought process.

Demonstrates reasonable reflective and thoughtful process

Demonstrates a minimal reflective and thoughtful process.

Lacking reflection and thought.

Mechanics

Paper follows the conventions of English grammar, spelling, and usage.

Paper follows the conventions of English grammar, spelling, and usage with almost no errors.

Paper follows the conventions of English grammar, spelling, and usage with several errors.

Paper does not follow the conventions of English grammar, spelling, and usage.

Understanding of Professional

and Ethical responsibility

Paper shows a great degree of understanding professional and ethical responsibility

Paper shows some understanding of professional and ethical responsibility

Paper shows little understanding of professional and ethical responsibility

Paper lacks evidence of understanding professional and ethical responsibility

GENERAL ISSUES:

Dropping the class: If you decide to drop the class, you must officially drop the class with the NSC Registrar’s Office.

Rules/Laws: College policies on unethical behavior, absences, and other issues apply to this class. Please consult the Official Catalog of NSC for further information.

Communications: All changes and other important announcements will be transmitted via e-mail or Canvas.

Respect for all:This class is open to all who wish to learn and share ideas. The instructors, and all class members, value the wonderful diversity of people, culture, and ideas we represent. We agree to show respect for each other at all times while in this class and interacting in the on-line forums.

Page 12 of 15

INSTRUCTOR BIOGRAPHY – EARL SEDLIK

A Profile in Effective Operational Management and Educational Leadership

Earl Sedlik is a marketing management and strategic development resource with broad operational skills and a record of innovative performance across many industries. He is particularly suited to address concerns in market segmentation, strategic initiative in a competitive environment, and new product development. As the principal of The Sedlik Group, he has been serving high-tech, higher education colleges, and retail marketing challenges since 1980. Sedlik combines a rare blend of technological savvy with direct operational leadership.

High-Tech Operational RoleSedlik brings a recognized record of effectiveness as an operational manager with noted strengths in marketing and sales responsibilities for high tech enterprises. His career has been particularly focused on product development, effective operational entrepreneurship, and marketing launch functions. As the principal of The Sedlik Group for over 30 years, Sedlik leads by crafting a clear sense of focus on the target market segment and the mission to meet their needs. He acts as a change agent to energize the efforts with constructive direction.

Impact in Many IndustriesThe Sedlik Group client list includes a broad range of companies facing the pressures of change from growth or competition. For example, Sedlik’s clients are active in software development, on-line e-learning delivery, on-line incentive management, software publishing & distribution, banking, restaurants, international trade of high tech products, kitchen appliances, retail distribution, cable TV development, television advertising, advertising agency operations, professional services, secondary education, for-profit urgent care center development, medical clinical trials, lottery operations and marketing, non-profit housing development, higher education, and commercial real estate development. Sedlik normally functions as a key operating executive within the executive team structure – often responsible for operations, sales, and/or marketing.

Educational Services LeaderEarl Sedlik established an educational and training enterprise named Business Education for International Economic Development, BEIED, www.BEIED.com, to serve corporations and academic institutions by developing and delivering educational and professional development curricula elevate individual competencies.

BEIED addresses specific curriculum development and faculty recruitment for MBA-level education opportunities in China and Eastern Europe. In 2004, BEIED presented well-received business management seminars to a broad cross-section of innovative managers under the co-sponsorship of the American Chamber of Commerce in Bulgaria in Sofia. BEIED continues to serve the managerial training needs within the Bulgarian economy.

Sedlik sustains a recognized leadership role in e-learning innovations and continues to provide personal consulting services within selected industries. He earned permanent senior faculty status at DeVry’s Keller Graduate School of Management MBA program, where he taught marketing, economics, new product development, global human resource management, management of diversity, and international business. Sedlik served on the University of Washington School of Sociology Advisory Board and on the Technical Advisory Committee of the Accounting Department at North Seattle Community College. At the turn of the century, Sedlik served as the Executive Director of Seattle’s Pratt Fine Arts Center addressing organizational structural and financial issues so as to stabilize this organization. Earl prepared this premiere 30-year old educational art institution, of over 300 artists serving over 3,000 annual enrollments, to sustain its operating efficiencies into the next 30 years.

COO in EducationAfter a twenty–year adjunct affiliation with Seattle-based City University, Sedlik was elevated to the position of Senior VP and Chief Operating Officer of the Shepherd Group, CU’s management firm. Sedlik had served as CU’s MBA Program Director, where he coordinated an internationally renowned endeavor to bring quality business education around the world. As the COO, Sedlik spearheaded the development of subsidiaries directly involved in providing a full range of state-of-the-art educational services to institutions of higher learning. Inheriting a corporate trauma, Sedlik led a negotiating team toward a successful resolution of a strategic separation through which Shepherd and City University terminated their management contract thereby transforming Shepherd into a real estate holding company.

Page 13 of 15

Rensselaer EngineerHarvard MBADedicated to Education Earl Sedlik, a graduate of Rensselaer Polytechnic Institute and The Harvard Graduate School of Business Administration, is a noted author and teacher at the MBA level in the fields of marketing, high tech marketing, international business, global human resource management, and business strategy development. Sedlik received City University's (Bellevue, WA) inaugural award for Distinguished Teaching and launched special MBA programs in Germany, Romania, and Bulgaria. Sedlik earned Senior Faculty status at DeVry University’s Keller Graduate School of Management MBA Program, where he taught from 2000 to 2014, when the Northwest Regional operation closed.

Earl currently holds Part-Time Priority-Hire Instructor Status in the Accounting Department at North Seattle College. He teaches all the Accounting Principles courses at all the Seattle Colleges – North, Central, and South. In addition, Sedlik teaches Cost Accounting, Ethics in Accounting, Non-Profit Management, and Small Business Entrepreneurship. In 2015, Earl co-launched a new Entrepreneurship Program course series at Western Washington University’s Olympic Peninsula campus in Poulsbo, Washington. Sedlik also serves as the principal MBA Professor for Athena University’s Seattle-based program.

Outstanding Civic RecordHe is quite active in community affairs as the past-president of several civic associations. As a candidate for Seattle City Council in both 1991 and 1996, he won strong endorsements from The Seattle Times and a rare first time and continued “Outstanding” rating from the Seattle Municipal League. Sedlik served two terms on the Seattle Park Board of Commissioners where he was the Chair of the Naming Committee and an active representative on the Arboretum Foundation Board. Earl has formally advised several mayors with distinction on such issues as historic preservation and rehabilitation (Pioneer Square), housing development (funding for non-profit endeavors, and transportation (the Citizens Advisory Board on the I-90 Freeway).

In 2015, Earl completed 12 years of service as the Finance Committee Chair Board Member at Full Life Care, a Washington state and national leader in adult day health services, home care, and other support services for the elderly.

From 2008 to 2016, Sedlik served as Board President at Seattle’s Regional Hospital, a recognized national leader in the long-term acute care hospital (LTACH) sector - serving the complex and intensive care overload needs of the region. He led Regional Hospital through a series of precarious financial and organizational traumas into a successful long-term affiliation with the Franciscan Health Services.

Sedlik Family SnapshotEarl is a native New Yorker who grew up in Miami, Florida and moved to the Pacific Northwest in 1964 to

develop computer software. He met his spouse, Charyl Kay Tyndell, in Seattle and returned East to attend Harvard. The Sedliks moved to Connecticut and began their family as Earl and two Harvard classmates launched a fast food restaurant chain. As adoptive parents of an African-American, the Sedliks began a life-long dedication to trans-racial adoption and encouragement of adoption. With a commitment to raise their family in Seattle, the Sedliks returned there in 1974. Their adult children, Molly and Adam, live in the Seattle area pursuing careers in social services and non-profit causes. Charyl Kay Sedlik recently culminated a 38-year medical career as a Senior Executive sales representative for Merck pharmaceuticals. The Sedliks are avid supporters of women’s basketball, and enjoy international travel, gourmet cooking, live-theater, the arts, and their two grandchildren.

Page 14 of 15

STUDENT PROFILE FORMACCT271 WINTER 2018

Earn three Bonus Points right away.Please complete this form, save it as a separate WORD document entitled “ACCT270 W18 PROFILE NAME” (where NAME is your last name), and post it as a response in Canvas.NAME _______________________________________

NICKNAME _________________________________

E-MAIL ADDRESS ____________________________

PROFILE (Check off the ones that apply & fill in the blanks)

____ English is my first language____ English is my second language

My Native language is____________________

_____I have lived in the Seattle region for less than 2 years_____I have lived in the Seattle region for more than 2 years

THIS IS HOW I DESCRIBE MY EDUCATIONAL OBJECTIVE: Consider Obtaining Bachelor Degree in Accounting Obtaining Bachelor Degree in something other than Accounting Other Educational Objective

My Educational Objective is ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ACCOUNTING FAMILIARITY (check those that apply)____ I have passed ACCT201____ I have passed ACCT202____ I have passed ACCT203____ I have passed these other ACCOUNTING COURSES ___________________________________________

SKILL SET (check those that apply)____ I am familiar with equations. ____ I can use an electronic calculator. ____ I can use Excel Worksheets (essential for this course).____ I am familiar with: Income Statements. ____ Balance Sheets. ____ Cash Flow Statements.____ I am familiar with: Stocks & Bonds. ____ Financial Ratios. ____ Time Value of Money (discounted cash flow).____ I understand the importance of doing my homework.

CURRENT SITUATION____ I am a full-time student. ____ I am a part-time student. ____ I am taking ____ other course(s) this term: List of courses________________________________________________ This is my only course this term.____ I have a part-time job. This is my work schedule _________________.____ I have a full-time job. This is my work schedule _________________.

PERSONAL SITUATION____ My career objectives include a position in business administration. ____ I intend to work in my family’s business after I complete my education.____ I am studying Accounting to apply these skills in a current position.____ I am studying Accounting to earn an undergraduate credit towards my degree.____ I am studying Accounting because I am determined to earn my CPA designation.____ My objective is to return to my native land and apply my education.____ My objective is to follow a career in _________________.

Please understand these things about me:

1.

2.

3.

Page 15 of 15