Technological advances in data analytics, robotic process automation (RPA), and artificial intelligence (AI) are transforming businesses and redefining what skill sets are needed in the accounting profession. To prepare students, academic accounting departments must develop strategies to integrate data analytics and emerging technologies into the curriculum. This paper discusses the design process used in a graduate-level advanced data analytics course that incorporates RPA and AI at a public university in the northeastern region of the United States. The paper concludes with a statistical analysis of pre-course/post-course student reflections and feedback surveys as part of a quality assurance initiative [1] . The results suggest strong evidence of student learning related to the course learning objectives. [1] The Institutional Review Board determined this study falls under exempt review status as the purpose was to evaluate the effectiveness of teaching. There were no control or experimental groups.

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