1

BUS 169A

Auditing Instructor: Ted Mock Quarter: Winter 2013 Office: Anderson Hall 209 Lecture time: Tu-Th 8:10 – 9:30 PM

Phone: (951) 827-2333 Classroom: INTN 1002

Fax: (951) 827-3970 Website: http://ilearn.ucr.edu/

E-mail: tmock@ucr.edu Office Hours: Tues. and Thurs.

9:40 – 10:30 Near or inside of the Coffee Bean

10:30 – 12:00 Anderson Hall 209

Friday Mornings by appointment ONLY

Introduction to BUS 169A1 The provision of assurance services (including financial statement auditing) is a

process that involves research, investigation, evidence gathering, risk assessment and

evidential reasoning. Its objective is providing effective and economical assurance concerning

financial information or other types of information of interest to business, government, or society

in general. Types of information that may be audited include financial statements,

environmental reports, carbon footprint reports, sustainability reports, and health quality or

product quality reports. Because the term auditing often is used with respect to the auditing of

financial statements, the more general term of assurance services is used to include the broad

array of audit, attestation, and assurance services that are being provided world-wide.

This course is an introduction to basic concepts and techniques that are used in the

provision of assurance services. It focuses on one type of assurance service, the auditing of

financial statements. The auditor‘s role is to provide an independent, cost effective audits of

financial or other information to insure that the information meets accepted standards such as

being reliable and being a complete representation of the financial position and performance of

an economic entity.

BUS 169A is designed to provide an introductory framework for understanding how

auditors plan and conduct an audit. In completing an audit, the audit team decides what to do,

how much risk is appropriate and when to conclude the research, investigation, and evidence

gathering processes. Auditing and general assurance services are essential for efficient capital

markets and to the success of many enterprises – manufacturing, service, government, or not-for-

profit organizations.

The course objectives are embedded in the context of two learning themes:

1. Learn ‗Audlish‘, that is the Vocabulary of the Auditing and Assurance Services

Profession: Students will learn the basic terms, definitions, and concepts in the discipline of

Auditing and Assurance Services. Auditing has its own language – audit risk, substantive audit

procedures, forensic procedures, accounting controls, financial statement fraud, materiality and

many others. You will learn what these and other terms mean from an auditing and assurance

services perspective and why some terms have a variety of meanings.

1 For the school-wide context for this course, see the SoBA Mission Statement and the Undergraduate Program – Learning Goals reproduced at the end of this syllabus.

2

2. Develop Your Investigative, Evidential Reasoning, Ethical Reasoning, and Risk

Assessment Skills in Assessing Risks, Designing Audit Programs, Collecting and Analyzing

Audit Evidence, in Preparing Audit Opinions and in Communicating Audit Findings to

Interested Parties:

Students will have multiple opportunities for practice in developing these skills and

obtaining feedback concerning these activities. These are selected to enhance students‘ ability to

prepare independent, useful and cost-effective reports and analyses that meet Professional

Standards.

This syllabus is an invitation to you as a student to engage in an interactive study of the

core concepts of auditing and assurance services. It is my intention to provide a collaborative and

supportive learning environment where students will learn both in and out of the classroom. To

that end, modifications to this syllabus might be warranted as I assess and update the learning

needs of this particular class.

Course description

BUS 169A. Auditing (4) Lecture, 3 hours; individual study, 3 hours.

Covers the auditing environment, the auditor‘s legal liability, audit responsibilities and

objectives, audit evidence, audit planning and documentation, the auditor‘s report, and

management letters.

Course Format and Learning Strategy

BUS 169A Auditing is a one quarter, four-credit course. Your regular class meetings will

involve a variety of activities including lecture; in-class preparation and discussion of problems;

‗clicker‘ quizzes; and group presentations. This class is designed to be part of a two quarter

sequence and is followed by BUS 169B. Whereas 169A focuses on basic concepts and theory,

169B focuses on application of these concepts and theory in practice.

Typical assignments and activities for each class session include:

Background reading. Each chapter contains learning objectives, a list of relevant audit

standards, readings and references about auditing concepts and issues, including

3

examples from the business and financial press illustrating these concepts and issues in

real companies. Readings should be completed by the due date on the schedule.

Review Assignments – include review questions, multiple choice questions from CPA

examinations, discussion & research problems, real world auditing problems and internet

assignments. Each chapter ends with a set of possible assignments. You cannot learn

auditing simply by reading; you need to grapple with the issues to really understand the

concepts. Thus, you will be asked to review and sketch solutions to variety of

assignments. While some assignments are reasonably straightforward, you can expect to

struggle with some assignments, especially the discussion & research problems, real

world auditing problems and internet assignments. Attempting all assignments is

important for the class discussions, clicker quizzes, BlackBoard quizzes and, most

importantly, the final exam. Assignments should be attempted by the due date on the

schedule. As most assignments are not collected, ‗attempting an assignment‘ means

sketching a solution so that you are prepared to provide your answer in-class, as part of a

clicker quiz or as part of a BlackBoard Quiz.

Course Materials and iLearn Website

Required Text for BUS 169A is:

Auditing and Assurance Services: An Applied Approach, Author: Iris C. Stuart,

Publisher: McGraw-Hill Irwin.[2012]. ISBN 978-0-07-340400-4

Textbook summary: Stuart‘s Auditing and Assurance Services is a concise, easy-to-read

auditing text that trains students of today for the business world that they will face

tomorrow. Using a fresh approach that introduces auditing application prior to auditing

theory, students will encounter auditing in practice first, become more engaged in the

subject matter, and consequently feel more readily prepared to understand the more

challenging theoretical concepts. Stuart further engages students by highlighting real-

world accounting scandals and by including the most up-to-date standards, including

international coverage.

UCR iLearn/Blackboard Website: http://ilearn.ucr.edu/webapps/login/

Required Technology: Each student must obtain and register a ‗clicker‘ The address for the

clicker registration site is http://clickers.ucr.edu. You must register your clicker on this site

in order to receive credit for using your clicker in class.

Prerequisite

BUS 165B

4

Performance Assessment (Course Grading System)

Your performance in BUS 169A will be evaluated based on frequent in-class Clicker Quizzes,

weekly Blackboard quizzes, graded group assignments; and ONE examination as shown below:

Blackboard Quizzes 100 points 20%

Participation (attendance) and „Clicker Quizzes‟ 100 points 20%

Group activities including presentations and project reports: 100 points 20%

Group assignment peer evaluations 50 points 10%

Final examination 150 points 30%

Total 500 points 100%

After each graded assignment is returned or quiz score posted, you will have one week to

challenge your grade in writing. After this time, grades become final. Letter grades for the

course are determined based on a curve with an average G.P.A. consistent with the School of

Business Administration grading guidelines. Final letter grades will be determined based on

individual student performance.

ILearn Blackboard Quizzes [100 points]: Weekly quizzes will be posted on Blackboard and

must be completed by 5:10 p..m. of the day they are assigned, usually Mondays before classs

[see Blackboard and class lecture notes for deadlines for each quiz]. They will focus on the

assigned chapter reading for the week, assignments for the day that the quiz is given and

assignments & in-class materials covered during prior classes. Additional details will be

provided in class and on Blackboard. There will be no make-up or excused Blackboard quizzes;

however your lowest quiz score will not be counted.

Participation (Attendance) and in-class „Clicker Quizzes‟ [100 points]: Many classes will

include one or more ‗clicker quizzes‘ that will be based on current readings, assignments, class

discussions, etc. In the cases where the questions are based on review assignments, if you have

prepared a solution to the assignments, you should be able to respond to the quiz questions.

These ‗quizzes‘ will track participation in classes and preparation of assigned review problems

as follows: The credits for each question will be 0 (no answer), 1 (incorrect answer) or 3 (correct

answer). There will be no make-up or excused „Clicker quizzes‟. It is your responsibility to

insure you have a working ‗clicker‘ at each class.

Graded group assignments [100 points]. Graded assignments involve both technical and

judgment elements, therefore, the grading of these assignments have both objective and

subjective components. This quarter there will be 4 graded group assignments, usually due on a

Thursday. Project #1 is worth 10 points, project #2 20 points; project #3 [which replaces a

midterm] is worth 30 points and project #4 is worth 40 points. Each group assignment will

involve preparation and submission of a written report and a PowerPoint summary presentation.

By random selection or volunteering, groups will be asked to present their solutions during class.

These presentations will be part of the assessment if your group presents.

5

Details about each group assignment will be provided during the course, usually including a

posted GRADING TEMPLATE. However, the following general rules apply to all group

assignments.

1. All group reports must be legible, typed and of professional quality.

2. A maximum length usually will be provided [usually 10 pages of text plus a table

of contents, a executive summary, references and supporting appendices including

copies of your prepared PowerPoint slides...

3. Late group assignments will be accepted, but with a late penalty of 20% for each

day the assignment is late. No exceptions.

4. An individual who does not contribute to the group‘s solution may be ―separated‖

from the group for one assignment only at the request of either the individual or

the remaining group members. The separated person may hand in one group

assignment done as an individual at no penalty. Separation may be invoked due

to unavoidable schedule conflicts or due to tension within the group, but it may be

used only once during the quarter for any individual.

5. An individual may be ―divorced‖ from the group by a written request to the

instructor from all other group members. While divorce should be rare, it is

justifiable if an individual is not carrying his or her load as a group member. The

divorced individual can obtain credit for the remaining graded assignments only

by doing them as an individual.

Peer Evaluations (50 points). Your group‘s grade depends on each member‘s efforts. Fifty

points (10% of the total course points) of your course grade will be based on your individual

contribution to your group. A confidential peer evaluation will be solicited asking each

member of your group to evaluate the contribution of other members to the group‘s efforts.

Final Examination [150 points]. The final examination accounts for 30% of the course points.

The primary content of this exam is from the course text, ‗Clicker‘ Quizzes, Blackboard quizzes,

lectures and assignments including the group assignments. The exam will be a mix of multiple

choice questions and short cases (short problems) —more details about the format will be

announced in class near the exam date. The final exam will be ‗open book‘, ‗open notes‘ and

open computer in that each student is allowed to bring the textbook, a computer and notes that

they have prepared.

Should you have any questions about your exam grades, request an appointment to review your

final exam in the first month of the following quarter.

Make-up Final Exam Policy. It is to your advantage to take all quizzes and the final exam at

their scheduled times. Only in the case of a well-documented, true emergency should the final

exam be missed. All students must take the final exam as scheduled unless an incomplete

contract has previously been approved according to School of Business regulations. A conflict

with your travel plans is not sufficient reason for an incomplete or a request to take an exam at

another time.

6

Statement on Technology Use

Communication devices such as cell phones, Blackberries, etc. capable of sending and or

receiving electronic communication and all entertainment devices such as iPods or other

MP3 players are to be turned off and kept off throughout the class session. Receiving or

sending communication or entertainment during class disrupts the learning environment

and is rude to those around you. Laptops can be used only for the purpose of taking notes

or to accomplish in-class assignments that require internet access. When you are permitted

to use your laptop for note-taking purposes, Internet connections are usually prohibited

unless otherwise stated by the professor.

Students with Disabilities

The mission of the UCR Services for Students with Disabilities is to assist in creating an

accessible University environment where students with disabilities have equal access to

educational programs and opportunity to participate fully in all aspects of campus life. Please

contact http://specialservices.ucr.edu/Students+with+Disabilities/Prospective.htm for additional

information.

Academic and Professional Integrity

Ethics and values are very important in auditing, accounting, business in general and in

education. We will consider ethical issues in auditing throughout this course. As an instructor, I

will assume, unless there is evidence to the contrary, that you are an ethical student. To help you

fulfill your ethical responsibilities as a student, the ethical standards for BUS 169A are listed

below.

Graded group assignments: All work is to be performed exclusively by the

members of the group and all group members must contribute their fair share to each

assignment. When outside research is performed, sources are to be cited and

information discovered via outside research is to be clearly referenced as such. The

products of your research are not to be shared with any student who is not a member

of the group prior to the time when the assignments are turned in.

Final examination: The final exam must be the exclusive work of the individual

student and no outside materials may be utilized without the prior approval of the

instructor. No student may share the exam contents or possible solutions with

another student during the exam.

If you know that another student is violating these standards: Allowing another

student to obtain course points by deceit contributes to a general lowering of the

ethical standards of the University and contributes to deception of potential

employers and other academic institutions. Thus, you have an obligation to take

some action when you know another student is violating the course‘s academic

integrity standards. This is a difficult personal trial to face, but it is an important part

of your ethical obligation as a student. If you know that another student is violating

the standards, it is your responsibility to inform the student‘s instructor. In this

7

course, academic integrity violations generally will be penalized with a grade of F

for the course.

Drops and Adds

Group assignments begin early in the course. Therefore, adds cannot be accepted after the first

week of classes.

Are you thinking about dropping the course? If so, be sure to note the drop dates published in

the UCR Catalog. If you do decide to drop the course, please let your instructor and your group

members know immediately. This is particularly important if you decide to drop during the first

week of classes when groups are being formed for graded assignments.

Important Dates --- WINTER Quarter 2013

First Day of Bus 169A Class JAN 8. 2013

Last day to Withdraw from a course ($4 fee). FEB 15, 2013

Last day to Change grading basis ($4 fee). MAR 1, 2013

Instruction Ends MAR 14, 2013

Final Exam [SATURDAY]

MARCH 16

7:00 PM – 10:00 PM

Integrity statement:

At the University of California, Riverside (UCR) honesty and integrity are fundamental values that

guide and inform us as individuals and as a community. The academic culture requires that each

student take responsibility for learning and for producing work that reflect their intellectual potential,

curiosity, and capability. Students must represent themselves truthfully, claim only work that is their

own, acknowledge their use of others‘ words, research results, and ideas, using the methods accepted

by the appropriate academic disciplines and engage honestly in all academic assignments.

Misunderstanding of the appropriate academic conduct will not be accepted as an excuse for

academic misconduct. If a student is in doubt about appropriate academic conduct in a particular

situation, he or she should consult with the instructor in the course to avoid the serious charge of

academic misconduct.

To ensure the highest standard of academic integrity, all students should be familiar with the

guidelines posted at:

http://conduct.ucr.edu/SiteCollectionDocuments/DocumentsFromStudentConduct/AcademicIntegrity

BrochureStudent.pdf

8

SoBA Mission Statement

Our mission is to develop diverse leaders, propel research-based innovation and promote the

sustainable growth of Inland Southern California within the global economy. We harness the

powerful resources of UC and our location at the nexus of commerce to create a laboratory for

education, research, and productive partnerships across economic enterprises.

The strategic activities that propel our mission include:

Conducting basic and applied research in management that explores and informs the

creation, development and management of growth;

Providing degree programs that prepare our students to be effective managers and

responsible community leaders with a deep understanding of the dynamics of growth in

both a regional and global context;

Partnering with business and community leaders through a shared commitment to

exemplary growth; and

Delivering educational programs to executives and the public at large that respond to the

needs of our local, state, national, and international communities.

Undergraduate Program – Learning Goals

Problem Solving Skills

Students will be able to use a variety of theoretical perspectives to identify and critically evaluate

implications of business decisions for organizational stakeholders (e.g., customers, colleagues,

employees, stockholders, suppliers, foreign governments, communities, cultures, regulatory

agencies) and the natural environment.

Professional Integrity / Ethical Reasoning Skills

Students will be able to recognize ethical issues, demonstrate familiarity with alternative

frameworks for ethical reasoning, and discern trade-offs and implications of employing different

ethical frames of reference when making business decisions.

Global Context Skills

Students will be conversant with major economic, social, political, and technological trends and

conditions influencing foreign investment and development of the global economy and

demonstrate an understanding of the cultural, interpersonal and analytical competencies required

for engaging in global business activities.

Written Communication Skills

Students will demonstrate proficiency in written communications by creating written document

that are clearly written, with appropriate content and conclusions.

9

DRAFT SCHEDULE [Updated 1/6/13]

Cla

ss

DATE Questions of the day and THE WORD

Key Learning Objectives [LOs]

READINGS

References

Assignments, Review problems &

IN-CLASS Activities

1-1

JAN 8

What is „Audlish‟?

LO1. Understanding the textbook author‟s approach,

philosophy, features of the text and important

knowledge and skills students should obtain.

LO2. Introduction to resources available to conduct

research into assurance services and auditing.

LO3. „Framing‟ TMock

Course Syllabus and

Assignment

Schedule [See

iLearn]

Ch. 14, pp 393-398.

Ch. 1, Pp 1 – 12

Clicker Check

Colbert „The Word”

“Taking Care of Business”

1-2

JAN 10 What is „Assurance‟, Assurance Services‟ & „peek-a-

boo‟?

LO1. Understand key differences between knowledge &

skills needed to solve auditing vs. accounting

problems

LO2. Understanding various types of assurance

including (financial statement) auditing and

attestation.

LO3. Understanding the demands for assurance

services.

Ch. 14, pp 393-398.

Ch. 1, Pp 1 – 12

Blackboard Quiz # 1 [Deadline:

8:10 AM]

View CAQ Video #1: The F/S/

Audit

http://youtu.be/X0pWQkLj2gk

View “The Audit Process”

[ by Blair Cook ]

http://youtu.be/1yo3GyvZi9Q

[ 16 MIN]

Clicker Quiz # 1

10

Cla

ss

DATE Questions of the day and THE WORD

Key Learning Objectives [LOs]

READINGS

References

Assignments, Review problems &

IN-CLASS Activities

2-1

JAN 15

What is audit evidence?

LO1. Understand the basic objectives of a financial

statement audit

LO2. Introduce the audit risk model & the basic types of

audit risks.

LO3. Introduce the main activities/processes in a F/S

Audit

LO4. Understanding Major Types of other Assurance

Engagements

Ch. 1

What is Auditing?

Pp 13 - 19

Blackboard Quiz # 2

[Deadline: 8:10 AM]

If you wish to, form groups of 3

and submit names by 12:00 via

email

CAQ Video #2: The Audit

Committee

http://youtu.be/OhYez-f40Qg

Ch. 1 Review problems 4 and 5

2-2 JAN 17 What are Analytical Procedures [ARPs]?

LO1. Introduce ARPs and their use in various steps in

the audit process

LO2. Describe the importance of developing „auditor

expectations‟ and where to look for approaches to

use to develop „auditor expectations.

LO2. Introduction to resources available to conduct

research into assurance services and auditing.

AU Section 329

PCAOB Staff Audit

Practice Alert No. 9,

pp 1 – 7.

Stuart p. 12, 32-33

and 140-141 on

ARPs

AS No. 12

AS No. 14

Hand-out [post] Individual

assignment #1 concerning

developing „auditor expectations‟

Form Groups

Hand out [Post] Group

Assignment 1:

11

Cla

ss

DATE Questions of the day and THE WORD

Key Learning Objectives [LOs]

READINGS

References

Assignments, Review problems &

IN-CLASS Activities

3-1

JAN 22

What is materiality? [What is IAASB?}

LO1. Understand the basics of Stuart‟s 3-Phase model of

the audit planning process

LO2. Introduce the concept of materiality

Ch. 2

The Audit Planning

Process

Audit Materiality

[IAASB Clarity

Project]

http://youtu.be/5Lzu

U0Iu9Bg

Submit via iLearn Individual

assignment #1

Blackboard Quiz # 3

Ch. 2 Review Problems # 4, 6 & 9

3-2

JAN 24

What is strategic analysis?

LO1. Understand three basic types of risks important

for strategic and process analysis [strategic, process and

residual]

LO2. Develop basic skills for conducting a strategic risk

analysis.

LO3. Develop basic skills needed to identify the audit

implications of identified strategic risks.

Ch. 2

The Audit Planning

Process

Present & Submit Group

Assignment #1:

Hand out GA #2: Preconditions

for Accepting an Audit

Engagement

4-1

JAN 29

What is „control‟, „Management Control‟, „Control Risk‟?

What is a „Risk Map?

LO1. Understand three basic types of risks important

for strategic and process analysis [strategic, process and

residual]

LO2. Develop basic skills for conducting a strategic risk

analysis.

LO3. Develop basic skills needed to identify the audit

implications of identified strategic risks.

Ch. 3 Internal

Controls

Blackboard Quiz # 4

Ch. 3 Review Problems # 1, 2, 28,

29 and 30.

12

Cla

ss

DATE Questions of the day and THE WORD

Key Learning Objectives [LOs]

READINGS

References

Assignments, Review problems &

IN-CLASS Activities

4-2

JAN 31

What is (appropriate) „System Documentation‟?

LO1. Understand the nature of control and concepts of

control that are relevant to F/S auditing.

LO2. Be able to evaluate control responses to

organizational risks

LO3. Understand how controls affect risk map

LO4. Understanding how to identify internal threats

and business process risks

Ch. 3 Internal

Controls

Present & Submit Group

Assignment # 2:

Hand out GA # 3

5-1

FEB 5

What is a „process map‟?

What is an „audit sensitive process‟?

LO3. Develop the skills of deriving process maps and

conducting a process analysis

Ch. 4 Auditing the

Revenue Business

Process [Cycle]

Blackboard Quiz # 5

Ch. 4 Review Problems: # 1, 10,

12

5-2

FEB 7

What is the revenue Cycle?

What is a SAP vs. a CAP?

Ch. 4 Auditing the

Revenue Business

Process [Cycle]

Ch. 4 Review Problems: # 32, 36,

& 42.

6-1

FEB 12

What is NETS ?

LO1. Describe types of audit evidence, their role in audit

and how „sufficiency‟ & „appropriateness‟ is determined

LO2. Explain role of assertions in organizing evidence

LO3. Describe relationship between NETS and AR

LO4. Explain Documentation requirement for evidence

Ch. 5, Part I: Audit

Evidence

Blackboard Quiz # 6

Ch. 5 Review Problems: #3, #6,

#8

13

Cla

ss

DATE Questions of the day and THE WORD

Key Learning Objectives [LOs]

READINGS

References

Assignments, Review problems &

IN-CLASS Activities

6-2

FEB 14

What is a „Going Concern‟? What is Fraud Risk?

What is „Inquiry”?

LO1. Develop your skills in obtaining and using Inquiry

Evidence

LO2. Enhance your skills in obtaining and using Basic

Analytical Evidence

Ch 5, part 2: fraud

detection.

Ch. 5 review problems: # 9, 20,

23, # 25, and # 40 parts a and c.

Present & turn in Group

Assignment # 3:

7-1

FEB 19

What are the primary financial reporting risks in

auditing inventory?

What are the primary other risk areas in auditing

inventory?

Ch. 7 Auditing the

Inventory Business

Process [Cycle]

Blackboard Quiz # 7

Ch. 7 review problems: 13, 15, 18,

20. 23 [parts a and b].

7-2

FEB 21

What are the SAPs in auditing inventory?

Ch. 7 Auditing the

Inventory Business

Process [Cycle]

Handout GA #4 [40 points]:

Auditing the Inventory Business

Process: Conducting Analytical

Review; Assessing Going

Concern & Fraud Risk; and

Specifying an Audit Strategy and

a CAP

14

Cla

ss

DATE Questions of the day and THE WORD

Key Learning Objectives [LOs]

READINGS

References

Assignments, Review problems &

IN-CLASS Activities

8-1

FEB 26

LO1:. Understand the key audit considerations in

completing an audit [e.g. contingent liabilities, attorney's

letters; subsequent events evaluation; & related parties]

LO2: Going Concern evaluation responsibilities

LO3: Final documentation requirements

LO4: Other Completion activities

Ch. 12 Completing

the Audit

Blackboard Quiz # 8

Ch. 12 Assignment # 2, 3, 15

8-2

FEB 28

LO1: Completing the Completing the Audit Chapter

Ch. 12 Completing

the Audit

Tba

9-1

MAR 5

What types of AUDIT REPORTS are produced?

LO1. Introduce the „Bottom Line‟ of an audit [the audit

report(s).

LO2. Introduce the main steps in the F/S/ Audit

LO3. Understanding Major Types of other Assurance

Engagements

Ch. 13

Audit Reports Reference: IAASB

Invitation to Comment

[2012]

[see iLearn]

Blackboard Quiz #9

Ch. 13 Assignments:

#4, 5, & # 29 [www assignment]

Present and turn in GA #4 [40

points]: Auditing the Inventory

Business Process

9-2

MAR 7

What are the „Building Blocks‟ of F/S Auditing?

What are the main steps in a F/S Audit?

LO1. Develop an understanding of some of the key

concepts [building blocks] of F/S/ auditing: Assertions,

Errors, Fraudulent Misstatements, ICOFR, risk, and

materiality, and audit evidence,

LO2. Understand the different types of audit evidence that

can be collected

Ch. 13

Audit Reports

Complete Presentations of Group

Assignment # 4,

15

Cla

ss

DATE Questions of the day and THE WORD

Key Learning Objectives [LOs]

READINGS

References

Assignments, Review problems &

IN-CLASS Activities

10-

1

MAR 12

What are the auditor‟s responsibilities when auditing

financial statements

LO1. Describe the auditor‟s responsibilities when

auditing financial statements

LO2. Discuss the key elements of the AICPA

Professional Code of Conduct

Ch. 14 The Auditing

Profession, pp. 398 -

411

Blackboard Quiz # 10

Ch. 14 Assignment: #14, #15 &

#16

10-

2

MAR 14

What will the final exam look like?

How are peer evaluations submitted?

Is there a class consensus on pizzas?

LO1. Provide a Class synopsis

LO2. Review Key Audlish

LO3. Review Final Exam Structure and Peer Evaluation

Stuart: All assigned chapters

All Assigned professional

standards and guides.

MAR 16

FINAL EXAM [150 points]

Saturday, MARCH 6

7:00 p.m. – 10:00 p.m.