Dr. R. Cameron Cockrell, CPA
Tues. 2-3:30, Thurs. 11-12:30, 3:00-6:30, and by appointment
This course is designed to enhance a student’s understanding of the emerging field of
Fraud Examination. The course is structured to enhance the ability of students to think critically
and to develop the knowledge, skills and attitudes necessary to compete effectively in the rapidly
changing world of information technology. Intended for those interested in new and emerging
areas of accounting. Prerequisite: ACCT 4100 or 6 hours of BCIS above the 3000 level.
Principles of Fraud Examination
, Wiley 3
Edition. ISBN: 978-0-470-64629-8.
The following is a list of values that I expect in and out of the classroom.
meant as guidelines, not as an exhaustive list of suggested behavior:
– I absolutely will not tolerate cheating.
I demand myself to be as fair
Part of that fairness is creating a level playing field.
If somebody cheats,
they gain an unfair edge relative to other students in this course, and that simply will not
In the past I have dealt specifically with students cheating on tests, and if
forced to do so, will deal with it again. You may find the official UNT Academic Integrity
Policy at the following URL:
– I will treat each student with respect, and expect all students to treat myself,
and their peers with respect.
This is not meant to stifle disagreement.
We will promote
discussion in the classroom, and alternative points of view are allowable for discussion,
keep disagreement to the issues – do not get personal
– This is a requirement of the course. Later in the syllabus, you will find a
rubric for your participation grade. But more generally, as a principle, your participation
makes all the difference between a dry, lecture-focused course, and an active and fun
learning environment. Your education will be so much richer if you and your classmates
actively participate in the course. I have learned in my academic and professional career
that you really do learn more when you contribute.
Open Communication with me
– If my teaching style, the course material, or some other
facet of the course has you feeling down, tell me
I cannot fix what I do not know is
While I cannot take certain measures (i.e. making the tests easy) I might be able
to adapt or explain something in a different way that helps you.