Technology in the classroom can create great opportunities to enhance student learning and gain efficiencies in today’s tight budgetary times. To take advantage of these technology-related benefits, we recently conducted a pilot study for online tutorials. In stark contrast to our success at using technology to enhance student learning was our struggle with using it to create efficiencies in a resource-constrained environment. We, as technology and web novices, made some rookie choices and errors and learned many lessons. We share these with other colleagues that are not technology experts but are wishing or needing to develop themselves some technology-based content.

The real option approach to capital budgeting has gained acceptance in the business community and is now addressed in Financial Management textbooks and Corporate Finance courses. Real option valuation, however, can be a challenge for both students and instructors. Using, as an example, a Black-Scholes call (growth) option, we discuss possible student questions and areas of confusion, potential teaching issues, and basic knowledge connections the instructor may need to help students make. We conclude by providing suggestions and a list of resources for facilitating student learning.

This study is the first to statistically examine the relationship between a classroom physical facility and student learning measured by a course grade. The students are business majors in two sections of introductory managerial accounting course at a private university. Regression analysis, which controls for six variables, indicates that students are likely to achieve a better course grade if they are in a better classroom physical facility. This finding suggests that professors and students may want to select a classroom with a better physical facility, and university administrators may want to allocate more resources to improve classroom physical facilities.

This article highlights the distinction between experience and expertise as it relates to building students’ competencies as ‘team players’. The central premise is that expecting students to develop teamwork skills simply through the experience of working with others on a class project is unrealistic. Instead, periodic team process assignments that management instructors can integrate into virtually any semester-long team project are described. These assignments are designed specifically to address some of the KSAs required for teamwork, as identified by previous research.