Intermediate accounting has a reputation: technical, detailed and even a little intimidating. At the University of Dayton School of Business Administration, it is also becoming a place where artificial intelligence helps students build confidence instead of anxiety.
That’s one of the goals in ACC 306: Intermediate Financial Accounting II, taught by Courtney Stangel, a UD accounting graduate, former Big 4 auditor and a faculty member in the Department of Accounting.
Turning complex topics into “I get it” moments
ACC 306 tackles some of the most challenging areas of financial accounting: intangible assets, leases, deferred taxes, diluted earnings per share and the statement of cash flows.
One topic in particular, goodwill, is a common sticking point. (Hint: In accounting, goodwill is not a thrift store. It is the extra value a company pays when buying another business that cannot be tied to specific reportable assets.)
Knowing this, Stangel uses AI to give students more ways to practice and understand the concept:
- She created an AI-generated podcast where two voices walk through common misconceptions about goodwill.
- She built an exercise that provides each student with a different AI-created goodwill example and asks them to evaluate whether it is correct based on what they learned in class.
To push students’ critical thinking even further, Stangel intentionally embedded an error into the example and then the AI tool unexpectedly added another one.
“It was a perfect teaching moment,” Stangel said. “They realized AI can make mistakes. The importance of critical thinking really came out with that lesson.”
Meet Anya: The 1 a.m. tutor
One of the students’ favorite tools is Anya, an AI agent built inside UD’s FlyerGPT platform exclusively for ACC 306.
Anya has access to:
- Course PowerPoints
- Practice problems and solutions
- Key concepts from each chapter
“Historically, students ask, ‘Can I have extra practice problems?’. I can’t create as many as Anya,” Stangel said. “She can generate endless practice options.”
When engaging with Anya, students choose “I have a question” or “Quiz me.” But Anya does not simply hand out answers. She responds like a human tutor:
- “What do you already know about this?”
- “How would you set up the problem?”
That back-and-forth nudges students to work through the logic instead of copying a solution. Stangel jokes that Anya is the “1 a.m. version of me,” but she is quick to add that AI has not replaced faculty support.
“I still have full office hours,” she said. “If anything, AI has driven more conversations before and after class. Students come in saying, ‘Anya said this, and it made me wonder…’ It’s deepened the dialogue.”
Personalized study for every learning style
In addition to Anya, Stangel uses Notebook LM, an AI-powered study tool, to create:
- Short topical podcasts
- Flashcards
- Study guides
- Extra quiz questions
Students can listen, practice, quiz and review the same concepts in multiple ways. Unlike open web AI tools, which may jump to advanced or irrelevant material, Notebook LM stays within the course's structure and language since it is established with the course materials.
“I value the accessibility to the resources, which is more beneficial compared to public AI software. I have used Anya and input the same prompt into ChatGPT, asking to clarify different principles, and the responses were drastically different,” said CharlesBallou, senior finance and accounting student “For example, Anya used terminology and examples similar to those presented in class, as opposed to random explanations returned by ChatGPT."
Practicing the way professionals work
Stangel also designs writing assignments that mirror professional accounting tasks. Students use AI to:
- Locate authoritative accounting guidance.
- Verify AI outputs using official standards.
- Improve prompts to get a more precise answer.
- Evaluate and explain AI conclusions.
“AI is a tool,” Stangel said. “At the end of the day, you’re responsible for what you submit, just like you would be in your career.”
A tool for the common good
For students and families concerned about AI and job security, Stangel is optimistic.
She compares AI to the calculator or computer, a tool that takes over repetitive work so accountants can focus on higher-level thinking. It doesn’t take away the job, it changes the necessary skills.
And the AI tool can open the doors to technical areas like accounting to more individuals. “AI helps us support all types of learners,” she said. “If you learn best by reading, listening or practicing, this helps meet you where you are.”
In ACC 306, students do not just learn advanced accounting. They learn how to think, using AI responsibly, analyzing information critically, and communicating with confidence.
AI in the Business Classroom: About the AI Fellows Initiative
This article is part of the AI in the Business Classroom blog series, highlighting how the University of Dayton’s business faculty is shaping the future of business education through artificial intelligence.
The AI Fellows Initiative at the University of Dayton’s School of Business Administration equips students with hands-on AI experience and the ethical mindset needed to lead in a rapidly evolving business world.