ACCTG 528 Assessment

Professionalism: Skylar RPA Case

Individual Deliverable (part of professionalism)

Assessment Overview

An individual assessment of student professionalism relating to the RPA introductory case worked on during classes 3 to 7. The responses to this case will be used in part to determine professionalism grades, and in part to provide practice and feedback for the individual RPA challenge. The required deliverable is a video relating to the Pure Reformed Oils Case (a.k.a. Skylar RPA Case).

Required Deliverables

Deliverable Due Date Canvas Submission Portal
Professionalism: Skylar RPA Case April 28th Upload to Canvas

Deliverable Details and Hints

Further details are provided below for each required deliverable.

Required deliverable: An individual project that includes extending the RPA software solution for Pure Reformed Oils (built during classes 3-6 and extended individually in classes 7 and 8) that is explained, motivated and demonstrated in a recorded video presentation.

  • The Pure Reformed Oils case introduces the concept of RPA and the use of UIPath to build a bot around familiar software such as Microsoft Excel. The deliverable requires students to complete an extension of the bot in classes 7 and 8 then record a video presentation about what the bot aims to do. The video should be no more than 5 minutes long and should include a discussion of the bot, its inputs, outputs and how it works.
  • This individual case can be a potential first-step toward the individual RPA challenge, which is an open-ended automation assignment.
  • A discussion of the common repetitive data transfer task being simulated previously undertaken by Skylar and Victoria.
  • The discussion of the automation solution should be motivated in terms of how many hours it can save (efficiency) Skylar and Victoria and the value associated with removing potential errors in their previously manual process (effectiveness).
  • The discussion should demonstrate (by showing a recording of the bot running and/or in process)and should include a brief discussion of the steps performed, input data and outputs automated by the bot.
  • The video should conclude with offering other potential solutions in which a bot could remove other (excel or other software) based repetitive tasks for Skylar ad Victoria.

  • These hints overlap with those for the RPA Individual Submission, again making this bot a potential first step toward the individual RPA challenge.
  • Choose an extension that is rule-based, repetitive, and ideally takes at most 5 minutes per execution—this helps demonstrate meaningful efficiency gains over the bot worked on in class.
  • Start your video by clearly stating the business task you're automating and its relevance to accounting, finance, administration, internal or external audit (or any other relevant area -- this will vary based on your extension).
  • Make sure you are clear about the extension, for the purpose of the video, you can assume the viewer has seen a competitor to the original bot and is familiar with the process, and is curious about what your bot can do incrementally (and/or better).
  • Use on-screen visuals to show your bot in action—record both input and output steps with narration.
  • when discussing future possibilities, continue to highlight the potential efficiency and effectiveness gains from automation and how this can free up time for Skylar and Victoria to focus on the strategy of the company as it attempts to grow the business.

Generative AI Policy

This policy outlines expectations for the responsible and ethical use of generative AI technologies, including large language models (LLMs) such as ChatGPT, in this course. These tools can significantly enhance learning, productivity, and creativity–but must be used transparently and professionally to support a respectful and effective learning environment.

Permitted Use:

Generative AI may be used to assist with idea generation, research, document drafting, programming, editing, and other academic work, provided the output is critically reviewed, refined, and understood by the student or team. Use of AI is encouraged when it enhances the learning process.

Student Responsibility:

Students are responsible for the accuracy, relevance, and integrity of any work submitted, including content influenced or generated by AI tools. Errors introduced by generative AI–factual, analytical, or interpretive–will be treated as student errors and may result in reduced grades.

Disclosure & Ethics:

Students may be asked to disclose when and how they used generative AI tools in individual or team assignments. In cases where the use of AI significantly contributes to the submission (e.g., coding assistance, text drafting), students should include a brief statement describing the use.

Unacceptable Use:

Submitting AI–generated content without understanding it, using AI to bypass individual learning (e.g., for comprehension–based quizzes or in–class polls), or allowing AI to make up sources or misrepresent work is a violation of course expectations and academic integrity.

This policy may be updated as the role of AI in education continues to evolve.