Gia M. Chevis

Professional Summary

Dr. Gia Chevis currently serves as the associate chair, the PricewaterhouseCoopers Fellow for Teaching Excellence in Accounting, and a clinical professor in the Department of Accounting and Business Law at Baylor University. She teaches analytics and AI in the accounting graduate program, having previously taught financial reporting, managerial accounting, comparative accounting theory and accounting ethics. She was an inaugural member of the Baylor Fellows program, which recognizes innovation in teaching practices, and a KPMG Faculty in Residence with KPMG’s Accounting Advisory Services group in Dallas. She has also served as chair of the Baylor Faculty Senate. 

Dr. Chevis is currently a vice president at-large for the International Association for Accounting Education and Research, having previously served on the Education Committee of the European Accounting Association and as the president of the International Section of the American Accounting Association. She was previously associate editor of Issues in Accounting Education and is currently on the editorial boards of the Journal of International Accounting Auditing and Taxation and the Journal of Accounting Education. She is a certified management accountant and earned her doctorate and BBA in finance and accounting from Texas A&M University in College Station. She is chair of the Finance Committee of KWBU and an active member of Lake Shore Baptist Church.

Education

• 2003 – PhD, Accounting, Texas A&M University, College Station, Texas
• 1998 – BBA, Finance and Accounting, Texas A&M University, College Station, Texas

Courses

• ACC 4312 – Data and Analytics in Accounting
• ACC 5350 – Advanced Accounting Analytics
• BUS 3319 – Women at Work

Research Interests

• Teaching and Learning
• Executive Compensation
• Accounting Policy and Regulation
• International Accounting

Selected Publications

• Chevis, G., & Clor-Proell, S. (2025). Using data visualizations in an introductory financial reporting course. Issues in Accounting Education, 40(3), 81-90, https://doi.org/10.2308/ISSUES-2024-013.