Award just part of USask professor’s teaching evolution

Brandy Mackintosh (BComm’97) is an associate professor in the Edwards School of Business at the University of Saskatchewan (USask), where she teaches introductory and intermediate financial accounting and external auditing. She has also taught advanced financial accounting at the undergraduate and graduate level. Mackintosh has an undergraduate accounting degree and is a Chartered Professional Accountant (CPA), CA (Canada). Prior to joining USask, she worked as an audit manager at Deloitte. Mackintosh has received numerous teaching awards at the college and university level. She received the University of Saskatchewan Provost College Teaching Excellence Award in 2021. Mackintosh, who grew up in Saskatoon, also received the University of Saskatchewan Student Union’s Teaching Excellence Award multiple times, most recently in 2022. She has been selected by her students on numerous occasions as the Edwards School of Business Most Effective Professor (most recently in 2023) and the Edwards School of Business Most Approachable Professor. Her scholarly interests relate to accounting education and case writing. She has published cases in Issues in Accounting Education and has won multiple Canadian Academic Accounting Association case-writing competitions. 

We talked with Prof. Mackintosh about the honour of being named USask’s distinguished teacher.

1. It’s a big deal on the USask campus to receive this award. What is your reaction?

I am deeply humbled and incredibly honoured to receive this award. The University of Saskatchewan is home to many outstanding instructors and to be recognized among those who have previously won this award in truly incredible.

2. Where does your passion from teaching come from? Is this a career path you had when you entered university?

No, when I entered university, I was a College of Commerce student, I majored in accounting and later pursued my Chartered Professional Accountant (CPA) designation. Teaching wasn’t something I envisioned for myself, however during my time in public practice as a CPA, I became involved in our firm’s training program, and it was then that I realized I enjoyed teaching and assisting others in their learning journey.

My passion comes from my upbringing. Growing up, my parents instilled in me the importance of hard work and always giving my best effort in everything I do. These beliefs and values have guided me throughout my life, and I apply them to my teaching every day and strive to instil the same principles in my students. I also feel that giving back to an exceptional program that I was a part of many years ago is incredibly special. To be teaching at this remarkable university where it all started, fuels my passion and motivates me to excel in my efforts.

3. There must have been an ‘a-ha’ moment when you knew this would be the path for you.

One summer, while I was working in public practice, I had the opportunity to become a sessional lecturer at the College of Commerce at USask, now known as the Edwards School of Business. I taught an intermediate financial accounting class and thoroughly enjoyed the experience of combining my knowledge and expertise in accounting with teaching. Sharing this knowledge with students who were taking the same classes I once took was incredibly fulfilling. It was then that I realized I would love to combine these two passions and become a full-time instructor. This opportunity presented itself the following year, and I’ve been with the university ever since.

4. Did you always gauge how teachers and professors interacted with students and think about what you could and would do differently?

As a student, I had some amazing professors whose teaching methods and classroom engagement I still remember vividly. I draw on these experiences as a guide for my own teaching, knowing how effective they were. Conversely, there were times when I struggled to connect with certain professors, and the learning environment wasn't as successful. I reflect on these experiences as well, using them to shape and improve my approach in the classroom.

5. It’s important for you to see students succeed from a safe learning environment. Why?

Accounting professionals require a lot of technical knowledge, strong analytical and problem-solving skills, and effective communication abilities. It’s important to me to create the right environment for students to develop these skills as much as possible. Research has shown that when students feel physically and emotionally safe, they are more likely to develop a sense of belonging, focus better, engage in learning, and build positive relationships with their classmates and instructors. All these factors contribute to the student’s well-being and academic success.

I believe it’s extremely important to create an environment that allows every student an equal opportunity to benefit. The life of a student can be challenging, so I strive to make the classroom a safe place where they feel confident in accomplishing tasks and learning the skills necessary for success in life. However, this doesn’t mean reducing the rigour of my classes, as entry into the accounting profession requires meeting high academic standards. It simply means creating the best possible environment for my students to maximize their learning efficiency and promote their success.

6. You make a big effort to get to know many, if not all, of your students. Why?

There are two reasons for this. Firstly, I genuinely want to get to know my students and learn from their diverse perspectives and worldviews. It’s nice to be able to have conversations with students as they come into class and even if I run into them in the hallway. Secondly, it comes down to the success of my students. Having been in their shoes, I understand the hard work and effort required to get through this rewarding program. I encourage students to view me as an ally who is here to challenge them but also dedicated to helping them succeed. Getting to know my students is the first step in achieving this. Studies show that students who feel more connected to others have lower levels of anxiety and depression, and higher self-esteem. I emphasize to my students that building relationships with fellow classmates and faculty members will contribute significantly to their academic success.

7. Why have you introduced an Indigenous component to your curriculum?

As an educator and textbook author, I believe it is important to integrate Indigenous topics in my curriculum to foster a more inclusive and comprehensive educational system. This integration promotes understanding and respect for diverse cultures, allowing students to learn about accounting and business practices specific to Indigenous communities. It also plays a crucial role in breaking down stereotypes and prejudices. Indigenous students can also experience a sense of pride and belonging, seeing their culture and history valued in their education.

8. How do you proceed from this point after receiving this award? How do you get better as a teacher?

I recognize that my teaching strategies may not resonate with everyone, and I acknowledge there is always room for improvement. Achieving this level of success has taken many years, and I am committed to continuous growth. I will keep reflecting on my teaching methods and interactions with students to identify areas for improvement. Understanding that students’ needs and the business environment are constantly evolving, I must remain adaptable and adjust my curriculum and strategies accordingly to deliver the best possible courses in the future. I take my students’ evaluations very seriously and work diligently to incorporate meaningful changes that can make a visible difference. Overall, my goal is to continue to strive to create a dynamic and effective learning experience for all my students.

9. From your perspective, what is the legacy you want to leave behind?

That is a great question! My hope is that when my students reflect on their university careers and recall their positive experiences and memorable teachers, I am part of that memory. Just as I vividly remember my own exceptional professors who left a lasting impact on me, I aspire to be that kind of teacher for my students. I want to be remembered not only for the knowledge I imparted but also for genuinely caring about my students’ well-being and growth. That I wasn’t just an educator, but a mentor who guided students through their academic journey and taught them to think critically and develop skills that will prepare them for success beyond the classroom. Ultimately, that my dedication to their success was evident in my efforts to see them thrive and achieve their fullest potential.

10. Is there an interaction with a single student that stands out that makes you proud and provides you with confidence you are doing the right thing for your students?

Yes, I have a few. There is one student in mind that I have taught multiple times during her undergraduate degree program at Edwards. I had gotten to know this student well throughout the term of the first class that I taught her. She attended my office hours multiple times and we had lots of chats with respect to the course material. She was struggling with the material and would seek assistance on a regular basis during my office hours. I believe it was from the relationship that I had developed with her in the classroom in a safe learning environment that made her feel comfortable enough to get help. She trusted me and my advice on what she could do to improve. I spent time with her to explain the concepts a different way using different examples that made sense to her. She worked extremely hard the rest of the term and was successful at passing the class. I taught her again a year and a half later in a fourth-year audit course. She was becoming very discouraged because she wasn’t seeing the results on her exams to the extent, she thought she knew the material. She was very stressed thinking that she chose the wrong major and maybe she wasn’t cut out to be an accountant. We ended up booking a regular time slot each week to meet and go through the material together to clear up where things weren’t making sense. I also worked with her to develop a study plan and gave her some study techniques in order for her to be successful on the next exam, and she was! We spent many hours together during that term and she was successful in passing the class. I believe that by creating these relationships with my students, it was enough for her to feel comfortable in seeking help. By taking the time to recognize her issues with the material, I was able to acknowledge that she needed to be taught a slightly different way to understand the concepts. I also believe my role as a mentor to this student allowed her to get her confidence back and to be reassured that this career path was the right one for her. I realize that it’s not always being a great teacher in the classroom, but it’s also being a confidant to those that needs a boost of support and encouragement along the way. She has now graduated and is working for an accounting firm preparing to write the national exam.

The University of Saskatchewan Distinguished Teacher Award is the highest honour for teaching excellence at USask. Learn more here.