MGMT 117: Business, Ethics, and Society

Equitable, Effective, Learning

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 one ACUE Generative AI technique I employed was leveraging AI to develop course resources by redesigning the rubrics for various assignments in my course. This redesigned rubric has helped the students clearly see what the expectations are and also enabled me to provide more actionable and specific feedback, specifically mapping to the rubrics and course learning outcomes.

Implementing this practice positively impacted my teaching and student learning, motivation, and engagement. Students reacted positively to the use of this practice. For instance, one student wrote me and said "Thank you professor for the feedback, I am typically use to waiting weeks and weeks for feedback of a fraction of this quality, it truly means a lot to get the feedback not only as quickly as I did, but and thoroughly as well. I have no issues, and I believe the points you brought up were issues I saw as well... Thank you again for the feedback..." As you can see in this comment, the student seems to indicate that the feedback was clear and useful based on the redesigned rubrics using Generative AI.

My interaction with the FLC activities including "Leveraging AI to Develop Course Resources: Discussion and Reflection" and "Writing Effective Prompts: Discussion and Reflection" was crucial in implementing this enhanced practice, among several others. The resources from the facilitator and guest speakers were instrumental. Group discussions within our FLC along with CTL "Observe and Analyze" synchronous zoom session with my colleagues also provided much needed insights and feedback.

Evidence of Instructional Change

evidence of instructional change
Generative AI Rubric Redesign	"Thank you professor for the feedback, I am typically use to waiting weeks and weeks for feedback of a fraction of this quality, it truly means a lot to get the feedback not only as quickly as I did, but and thoroughly as well. I have no issues, and I believe the points you brought up were issues I saw as well... Thank you again for the feedback..." Sample Student Feedback	ACUE Accomplishment

Practice and Reflect Teaching and Learning with AI:

One of the key techniques I employed from the ACUE Generative AI series was utilizing AI to enhance course resources, specifically by redesigning the rubrics for various assignments in my course. This innovative approach has benefited my students by providing them with a clearer understanding of the expectations. The redesigned rubrics have also enabled me to offer more actionable and specific feedback, directly aligned with the rubrics and the course learning outcomes. At the same time, integrating AI into my educational approach presented certain challenges. A primary concern is how to effectively use AI to develop course resources, such as assignment rubrics, that fully capture the specific context and nuances of a business ethics course while ensuring alignment with the course objectives. Addressing this challenge involves exploring how AI can be tailored to understand and incorporate the unique aspects of the course content and learning goals.

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

Funding
	This work was supported by: US Department of Education Hispanic Serving Institution Project TECH4Equity 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.