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Graduate Student Spotlight: Deanie Chaudoin

A young woman with long blonde hair smiles brightly at the camera while standing outdoors. She is wearing a dark blazer over a patterned blouse. In the background, trees are visible along with large campus buildings and a stadium, slightly out of focus.Graduate Student Spotlight: Deanie Chaudoin

1. Can you tell us about your background? What experiences led you to become a graduate student at the University of Tennessee-Knoxville? 

Prior to starting the Accounting PhD program at the University of Tennessee, Knoxville, I earned my Bachelor of Business Administration in Accounting and Master of Accountancy from Lipscomb University in 2020 and 2021, respectively. Following graduation, I worked as an Assurance Associate at EY in Nashville for two years. In addition, I taught at Lipscomb University as an adjunct instructor.

2. Please describe your experience participating in events and workshops through the TLI and CIRTL programs. How has this experience supported your goals as a graduate student and a future educator? If you haven’t participated in our TLI/CIRTL workshops and programs yet, please describe any other courses or professional development opportunities that have shaped your teaching. Which of these would you consider had the most significant impact on you? 

Although I have not participated in TLI or CIRTL programs offered at UTK, my experiences as a graduate student at UTK have meaningfully enhanced my effectiveness in the classroom. The Ph.D. The Online Teaching Preparation Seminar, in particular, provided valuable insights into syllabus design, creative strategies for engaging students in the online environment, and practical approaches for navigating the challenges that often arise in online teaching. Equally important has been the mentorship I have received from the accounting faculty in our department. By observing their classes, learning from their course design processes and improvements, and receiving guidance during challenging teaching situations, I have greatly benefited from my accounting faculty, who have guided me in my teaching journey as a PhD student.

3. Regarding your teaching experiences, do you have one or more examples that demonstrate how you positively impacted your students’ learning? 

This past summer, I taught online to upperclassmen accounting students. Because the course traditionally benefits from being taught in person, I was intentional about fostering a learning environment that felt friendly, collaborative, and engaging, despite the potential challenges of an online format. To support this goal, I set aside a few minutes each week for a class check-in. During these check-ins, students were asked to turn on their cameras, respond to a lighthearted course-related question, and share any questions or suggestions to improve the class. This was especially important since it was both my first time teaching the course and my first time teaching online. In my experience, these check-ins were helpful in building community on Zoom, while also providing ongoing feedback that allowed me to adjust the course to better support student learning.

With the approval of my faculty mentor, I also invited a few guest speakers to join the class for short discussions. This broke up the online Zoom lectures and introduced students to diverse perspectives on accounting careers, enriching their understanding of the topics we studied. I believe these efforts not only enhanced the classroom atmosphere but also provided students with valuable context for connecting course material to the profession.

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