Mike Deschamps attended San Diego City College and served as the President of the Associated Students. He received his BS in Accounting from the University of San Diego, graduating magna cum laude, and served as the chapter president for Beta Alpha Psi, the national accounting honor society. After working in public accounting and attaining his CPA license, Mike returned to school at San Diego State University where he completed a Masters Degree in Taxation and earned a certificate in Financial Planning. In addition, he earned his Enrolled Agent certificate in 2004. Prior to leaving public accounting, he was the tax manager for a multi-office firm in the Inland Empire.
Mike has taught academically as well as CPA exam review classes for a number of years. Prior to coming to MiraCosta College, he taught at San Diego City College, San Diego State University, Cal Poly Pomona, Rio Honda College, and at Chaffey College where he was a tenured faculty member and department chair. Mike is an active member of Teachers of Accounting at Two Year Colleges (TACTYC) and was a presenter at the 2006, 2007, 2012 and the 2013 national conventions. He has had articles published in both local and national publications and has given presentations on tax issues before a variety of organizations. He is also a contributing author to Fundamentals of Taxation, now in its sixth edition with McGraw-Hill publishing.
ONLINE CLASS INFO
ACCT202:1023 Fall 2015 (OCS)
IMPORTANT NOTE on CLOSED Classes: All the online classes and many of the on-campus classes close quickly. You should register ASAP if you are interested in any class. If you change your mind, please drop the class immediately so others can enroll. If the class is closed, consider the Wait List procedures; be aware of the rules and the limitations. Otherwise, consider these options: 1) register for another section if available; 2) register for another class; 3) consider registering in a future semester; 4) show up for the first day of an on-campus class and discuss with the instructor; or 5) forget about it and move on. The instructor will not intervene with the wait list procedure.
Please be aware that, once a class reaches maximum enrollment and “closes,” on or after the first day of the semester, even if “available” spaces appear on SURF due to drops, it is within the instructor's complete discretion on whether to add more students at that time. Drops after the first day are normal attrition and are factored in when setting the maximum enrollment. The class has started and important assignments and subject matter have already been covered. Please do not email the instructor. Thank you for your understanding.
MiraCosta Tax Students: 40% discount on the regular price of the IRS Enrolled Agent study course offered by ExamMatrix.
Dollars $$ and Sense PPT Presentation to CLC students 4-10-14 (pptx)
TACTYC Presentation to Conference in New Orleans 5-15-14 (ppt)
Yunnan College of Business Mgmt (YCBM) Delegation to MCC Presentation 7-15-14 (ppt)
Online Class Evaluations:(comments to each of the survey questions are summarized at the end of each survey)
Teaching Philosophy/Style and Class Management/Activities
A basic premise of my teaching philosophy is that I want my students to be actively involved in the class, rather than being mere spectators, who are simply on the receiving end of an information spigot. By being intellectually and emotionally connected to the class, they are more likely to have an effective learning experience that will serve them well beyond the confines of the classroom.
To achieve this goal, rather than simply having 2 or 3 exams make up the total of the student’s grade, I emphasize a variety of elements including group assignments and projects. The class group projects not only integrate the accounting and business principles being presented in class, but also draw upon the life experiences of the students. These assignments can require both written and oral presentations and the guidelines are broad enough so that students have to develop their own best methods for meeting the criteria. Then, before giving out the actual assignment, I stress to the groups that successful completion of the project includes the technical knowledge presented in class as well as the practical living experiences learned in their homes and communities.
In addition to being evaluated in such areas as completing responsibilities, attending group meetings, ability to work with other members in the group, and willingness to take on tasks, the evaluation also asks students to relate what new skills and experiences they learned from their peers in the group. In this fashion, students are drawn out of their own orbit and encouraged to spend some time observing and interacting with their peers from different backgrounds.
In essence, I see my role as both instructor and facilitator, where the classroom is a laboratory for both my students and me, to explore and examine textbook principles through challenging, yet stimulating, practical application. Teaching for me is a lifelong quest of learning about new philosophies and strategies, learning from my colleagues and the community, and, most of all, learning from my students who always open my eyes to new questions and possibilities.