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Chad Proell

Title: Professor

Department: Accounting

College: College of Business

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Cornell University, 2006
    Major: Business and Public Administration
    Specialization: Management
  • MS, Cornell University, 2005
    Major: Business and Public Administration
  • MBA, Cornell University, 2001
    Major: Business Administration

Current Scheduled Teaching

ACCT 5170.001Accounting CommunicationSpring 2026
ACCT 5170.002Accounting CommunicationSpring 2026
ACCT 6290.001Seminar on Behavioral Research in AccountingFall 2025
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

ACCT 5170.001Accounting CommunicationSpring 2025 Syllabus SPOT
ACCT 5170.002Accounting CommunicationSpring 2025 Syllabus SPOT
ACCT 2010.501Accounting Principles I (Financial Accounting)Spring 2024 Syllabus SPOT
ACCT 6290.001Seminar on Behavioral Research in AccountingFall 2023 Syllabus SPOT
ACCT 2010.007Accounting Principles I (Financial Accounting)Spring 2023 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Proell, C. (2024). How workplace identities and team management practices affect distributed team auditors’ willingness to speak up.. Contemporary Accounting Research. 41 (1) 562-590.
  • Proell, C.A. (2023). Do as I say: A look at the supervisor behaviors that encourage upward communication on audit teams.. Accounting Horizons. 37 (1) 15-24.
  • Proell, C. (2022). It’s not only what you say . . . How communication style and team culture affect audit issue follow-up and auditor performance evaluations.. The Accounting Review. 97 (2) 373-395.
  • Proell, C.A. (2022). The sounds of silence: A framework, theory, and empirical evidence of audit team voice.. Auditing: A Journal Of Practice And Theory. 41 (1) 75-100.
  • Proell, C.A. (2020). Friends in low places: How peer advice and prior voice experiences affect auditor’s willingness to speak up.. Accounting, Organizations & Society. 87 (101153)
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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