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MGMT 117: Business, Ethics, and Society

Engagement, Rigor, Flexibility

MGMT 117: Business Ethics and Society. Investigation of contemporary business issues and management dilemmas in relation to broad social concerns. Focus is upon public and private decision making in the business environment and how business practices, ethics, and social concerns interrelate. Topics such as the nature of property and profits, efficiency and human values, the balancing of claims of owners, employees, customers, and others in community, corporate responsibility, corporate governance, government regulation and international dimensions of public policy will be covered.

Reflection on Instructional Change:

The ACUE techniques from this course that I used were "Creating Equity with Checklists and Rubrics" and "Providing Useful Feedback." In developing equitable grading practices, I provided timely and detailed feedback using standard rubrics, in conjunction with Generative AI. Standard rubrics outline clear criteria for each grade level, helping students understand expectations and reducing ambiguity. This approach promotes fairness by applying the same criteria to all students, minimizing subjective judgments and bias. Detailed feedback aligned with rubric criteria offers specific, actionable insights, enabling students to focus on areas for improvement. Additionally, timely feedback allows students to address issues promptly, supporting their learning and performance.

My interaction with the FLC activities including "Demonstration Videos," "Online Discussion Forum," and "Practice and Reflect Written Assignment" was very helpful in implementing these enhanced practices. The resources from the facilitator were instrumental, so were the CTL "Observe and Analyze" synchronous zoom session with my colleagues who provided much needed insights and feedback. For the latter, for example, we discussed how we could practice and demonstrate objectivity in assessment in courses that lend themselves to more subjective analysis.

Evidence of Instructional Change

Evidence of Learning
Evidence 1	Evidence 2	Evidence 3
Sample Feedback to Students	Micro Credentials	ACUE Accomplishment

Practice and Reflect on: Ensuring Learner-Centered Course Outcomes

I introduced extra credit opportunities where students could submit reflection pieces on the reading assignments at any time before a given class. This initiative was particularly beneficial for students who felt less comfortable sharing their views publicly in front of the class. By providing a private and flexible way to express their thoughts, these students were able to engage more deeply with the course material without the pressure of public speaking. This approach not only increased their motivation to stay engaged with the course but also encouraged them to think critically about the readings and articulate their insights in writing. As a result, it fostered a more inclusive and supportive learning environment, where all students had the opportunity to participate and contribute meaningfully to the class discussions. Lastly, the extra credit served as an incentive for students to stay on top of their readings and reflect on them regularly which enhanced the students overall learning experience. Together with equitable grading, the extra credit opportunity has helped the students see that their contributions were valued and assessed fairly.

Faculty Bio

Pooria Assadi is an Associate 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.

Pooria Assadi

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, and 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.