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MGMT 117 Business, Ethics, and Society | Student-Centered • Transparent • Fair

Reflection on Instructional Change:

One practice from the ACUE course that I implemented was that I went through my course learning outcomes and highlighted a number of areas that needed to be revised. Specifically, I reoriented them to move away from "what I was hoping to achieve" to "what students could expect to learn." In doing so, I sought to make the outcomes more student centered and specific. I asked my students to see how they perceive the changes and what more I could do to communicate to them what the learning outcomes will be. This was akin to a small focus group.

In taking these initiatives, I had student learning in mind. Indeed, aligning assessments to the learning outcomes is challenging. There are diverging interpretations of what exactly captures "whether or not" or "to what extent" the students meet the learning outcomes. I carefully went through the learning outcomes to check to see if all are assessed with the current assessment tools. And vice versa, I went through the assessment tools to ensure that they capture one or more learning outcomes.

The discussion forum, demonstration videos and implementation resources were instrumental to the changes I made in my instruction. The "Observe and Analyze" synchronous zoom session with my colleagues were also helpful and offered contructive feedback and suggestions for improvements. They helped me develop much more appreciation for student centered teaching. For instance, I learned that assignments should better reflect the type of assessment that I plan to undertake. Therefore, I created very specific assignments, in the form on reading assignments, listening assignments, watching assignments, and writing assignments (including papers and exams) to offer a diverse set of opportunities to capture student learning. I also shifted the weights of various assignments to improve learning.

From the "Observe and Analyze" synchronous zoom session with my colleagues I learned more about how the students might perceive certain tone, language, and expectations from the course syllabus, that were no part of my intention. The "Observe and Analyze" session offered the opportunity for me to revise those areas.

**Evidence of Instructional Change**
Shifted weights of various assignments.	Alignment of learning outcome, learning activity, and assessment.	Updated learning objectives.

Changes in Course Syllabus and Learning Outcomes:

**Faculty Bio**
	Pooria Assadi is an Assistant Professor of Management and Organizations in the College of Business at California State University, Sacramento. His research focuses on business ethics, decision making, and strategic management.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012 *Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.