[Last updated - December 28, 2009]

Transfer Policy

 
Monroe College's transfer policy provides an opportunity for students with various types of prior education to transfer credit to their program of study based on evaluation by the Office of the Registrar in collaboration with the appropriate School Dean. There are many ways prospective students may have earned credit. These are the following ways students can earn transfer credits.

Previous Education

Students who have previously attended an accredited degree granting college or university may transfer up to 30 credits toward an Associate Degree or up to 90 credits into the Bachelor's Degree program based on the applicability to their program of study. Evaluations of transfer credits are contingent upon receipt of official transcripts from prior schools.

Non-traditional Education

Students may receive credit for courses taken as part of the Police or Corrections Academies Training and for additional course work taken post graduation based on evaluation by the Office of the Registrar in collaboration with the appropriate School Dean.

Monroe College accepts for transfer credit military experience and training based on the American Council on Education’s recommendations and the students program of study.

The college also evaluates other non-traditional training programs and may accept transfer credit based on the American Council on Education’s recommendations and the students program of study.

Credit by Examination

 
Monroe grants credit earned through the College Level Examination Program (CLEP), the Advanced Placement Program, and other examinations based on the students program of study.

Prior Learning Experience

 
Students with relevant work experience, primarily adult and returning students may receive up to 12 credits for Prior Learning Experience based on their work history and relevance to their field of study.  Prior learning experience is demonstrated through a comprehensive portfolio that documents the learning that took place. The final credit approval is contingent upon administrative approval and evaluation of the portfolio by a faculty committee.

AC-460

ADVANCED AUDITING

3 Credits

Timely real-world auditing cases, readings, and computerized management information systems are thoroughly analyzed. This course provides a detailed examination of audit sampling and internal control. Students will learn to apply audit sampling to the audit of sales, cash receipts, and accounts receivable. Concepts and postulates with respect to the effects of information technology on the audit process are covered in depth. Key areas of potential computer risk are identified, including Operations, Data Management, Systems Development, System Maintenance, Electronic Commerce, and Computer Operations. The issues most relevant to the auditor’s assurance responsibilities in each of these risk areas are developed. A fully functional version of the leading general audit software on the market, Audit Command Language (ACL) is used in the course to provide students with hands-on audit experience.

PREREQUISITE: AC-440

AC-480

RESEARCH SEMINAR IN ACCOUNTANCY

3 Credits

The goal of this capstone course is to provide students with the opportunity to use their accounting skills to analyze and evaluate real-world problems.  In the first part of the course, students will be given a strong systematic approach to performing professional research.  In the second part of the course, students will work in teams.  Each team will choose a firm (see attached list) that has been involved in a recent accounting scandal, examine the firm’s financial reporting before and after the scandal, and research the history and development of the scandal in financial news sources.  Based on this information, as well as an understanding of GAAP and ethical conduct in business, each team will write a report and make an in-class presentation on the results including:

• The nature of the firm’s accounting scandal
• The role of management and the firm’s auditors in the accounting scandal
• The role of the FASB and SEC in the accounting scandal
• The short-term and long-term effect of the scandal on the firm’s stock price
• Ways that the firm might have behaved differently if Sarbanes-Oxley had been in existence at the time of the scandal, and/or ways that the existence of Sarbanes-Oxley affected the revelation and outcome of the scandal.
• Changes in the firm’s financial reporting before and after the scandal.
• Changes in the firm’s corporate governance before and after the scandal.
• Steps that could be taken to prevent this type of scandal from happening again.

PREREQUISITE: AC-449

Marlene Hollick

Director of Instructional Support

School of Allied Health Professions

BARRY GREENE

Director

Office of Career Advancement

LEVINE, STEVEN

BME, The City College

MBA, Baruch College

Business Management

LEVINE, STUART

BA, CUNY John Jay College of Criminal Justice

MPA, CUNY John Jay College of Criminal Justice

Criminal Justice