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Intro -- Acknowledgments -- About This Book -- Contents -- About the Authors -- List of Figures -- List of Tables -- 1 Introduction -- 1.1 Approaching the Course -- 1.2 Where We're Coming from -- 1.3 Context and Theoretical Frame -- 1.4 The Intro Course Today -- 1.5 Who Students Are Now -- 1.6 How to Use This Book -- Works Cited -- 2 Principles for Crafting Your Course and Classroom Environment -- 2.1 Principles of Design and Questions for Consideration -- 2.2 Learning Outcomes -- 2.3 Crafting the Course: Course Design -- 2.4 Cultivating a Teacherly Persona -- 2.5 Crafting a Classroom Environment -- 2.6 Course Policies and Classroom Climate -- 2.7 Key Themes and Crafting Your Course -- 2.8 Principles for Crafting Your Course: Divergent Entry Points -- 2.9 Principles for Crafting Your Course and Macro-Thinking -- 2.10 Principles for Crafting Your Course and Affective Learning -- 2.11 Principles for Crafting Your Course and New Language -- Works Cited -- 3 Creating Effective Classrooms: Curriculum, Pedagogy and Course Materials -- 3.1 Choosing Course Materials -- 3.2 Considering Textbooks and Readers -- 3.3 Beyond Textbooks -- 3.4 Designing Pedagogical Activities that Flow from Our Values and Facilitate Student Learning -- 3.5 Learning Roadblocks -- 3.6 Anticipating and Addressing Learning Roadblocks -- 3.7 Working Through Learning Roadblocks: Case Studies -- Works Cited -- 4 Student Learning and Principles for Assessment -- 4.1 Assessment(s) Defined -- 4.2 Reclaiming Assessment -- 4.3 Building on Pedagogy and Curriculum -- 4.4 Recommendations for Designing Effective Assessments -- 4.5 Evaluating Student Work -- 4.6 Making Student Learning Visible: Charting Growth in Learning Domains -- Works Cited -- 5 Annotated Examples of Assessments and Rubrics -- 5.1 Skills Assessment 1: Social Construction of Gender.

Front Cover -- Experiences in Teaching Business Ethics -- A volume in -- Contemporary Human Resource Management: Issues, Challenges, and Opportunities -- Series Editor: Ronald R. Sims, College of William and Mary -- CONTENTS -- 1. Too Bad for Kant: Lessons of Experience With the Three Questions Foundational to Teaching Business Ethics -- 2. Business Ethics Curriculum Development: Balancing Idealism and Realism -- 3. Business Ethics Teaching: Working to Develop an Effective Learning Climate -- 4. Putting Career Morality on the Agenda of Business Students: How One Could Use a Play and Survey Results for Triggering Moral Reflection -- 5. Teaching Business Ethics via Dialogue and Conversation -- 6. Once More With Feeling: Integrating Emotion in Teaching Business Ethics-Educational Implications from Cognitive Neuroscience and Social Psychology -- 7. Using Writing to Teach Business Ethics: One Approach -- 8. Reflection Through Debriefing in Teaching Business Ethics: Completing the Learning Process in Experiential Learning Exercises -- 9. Auburn University's Management Ethics Program -- 10. Teaching Business Ethics at a Distance to Executive MBA Students -- 11. Rethinking Ethics Training: New Approaches to Enhance Effectiveness -- 12. Beyond the Classroom: Business Ethics Training Programs for Professionals -- Contemporary Human Resource Management: Issues, Challenges, and Opportunities -- Ronald R. Sims, Series Editor -- Experiences in Teaching Business Ethics -- edited by -- Ronald R. Sims -- College of William and Mary -- and -- William I. Sauser, Jr. Auburn University -- Information Age Publishing, Inc. -- Charlotte, North Carolina www.infoagepub.com -- Preface -- REFERENCE -- ACKNOWLEDGMENTS -- Too Bad for Kant -- Lessons of Experience With the Three Questions Foundational to Teaching Business Ethics -- STEVEN OLSON -- Introduction.

Teaching approaches: introducing intercultural communication to classroom situations : an integrated framework for teaching international communication / Yvonne Cleary -- Seeing difference: teaching intercultural communication through visual rhetoric / Charles Kostelnick -- Technical communication in india: through the lens of intercultural rhetoric / Poornima Padmanabhan -- Globalizing the technical communications classroom: killing two birds with one stone / Emily A. Thrush and Angela Thevenot -- Curricular perspectives: designing and developing courses and programs in intercultural communication : incorporating "shock and aha!" into curriculum design: internationalizing technical communication courses / Shelley L. Smith and Victoria M. Mikelonis -- Teaching technical communication to american students in a study-abroad program / Deborah C. Andrews and Brent Henze -- Global revisions: (re)thinking the future of technical and professional communication competencies / James Melton -- Teaching technical communication in france: challenges and prospects / Dacia Dressen-Hammouda -- Teaching technical communication in india / Makarand (Mak) Pandit -- Connecting instruction to professional practices: merging the workplace with the classroom : between the lines: reading contextually in the international internship / Lyn F. Gattis -- Iso standards and cross-cultural communication: materials for teachers / Thomas L. Warren -- Technical communication in israel: training for the bleeding edge / Leah Guren -- An overview of technical communication education in new zealand / Richard Draper

"This insightful book delivers a wealth of innovative ideas, models, examples, and advice for teaching experimental political science in the classroom and beyond, emphasising that teaching experimental research is necessary to prepare students to succeed as researchers, practitioners, active citizens and civic leaders. It illustrates how teaching experimental methods sparks students' curiosity by allowing them to ask and answer questions about the world they live in. With a core focus on successfully engaging a diverse range of students at all levels, this book includes a variety of approaches from contributing authors who are leading scholars in their field. Chapters provide both new and experienced teachers with concrete guidance on how to: facilitate student-designed survey experiments, use workbooks and templates to overcome mathematical and writing anxiety; use mock Institutional Review Board (IRB) reviews to teach students about the ethics of experimental research; follow an apprenticeship model to teach students to carry out their own lab experiments; and train students to go out into the field. Proposed models of teaching are supported throughout by the latest empirical research on the science of learning. Teaching Experimental Political Science will be a key resource for faculty and staff working across a variety of educational contexts including political science, international relations, international politics, domestic politics, public administration and public policy"--

1. Teaching post-Keynesian economics in a mainstream department / Marc Lavoie -- 2. The economist who mistook his model for a market / Roy J. Rotheim -- 3. The future is open : on open-system theorising in economics / Victoria Chick -- 4. Teaching open-system economics / Sheila Dow -- 5. Pluralism in economics education / Andy Denis -- 6. Truth and beauty in macroeconomics / Allin Cottrell -- 7. Rhetoric in the spirit of Keynes : metaphors to persuade economists, students and the public about fiscal policy / Bruce Littleboy -- 8. Teaching macroeconomics : seeking inspiration from Paul Davidson / Finn Olesen -- 9. What about the mainstream critique of American principles of economics textbooks? / Poul Thøis Madsen -- 10. Teaching Keynes's theory to neoclassically formed minds / Angel Asensio -- 11. Neoclassical and Keynesian macro models : thinking about the 'special case' / Marco Missaglia -- 12. Economists on the 2008 financial crisis : genuine reflection, or, Constructing narratives to reaffirm the profession's authority? / Michael J. Salvagno.

Preface: this book and how to use it -- Starting from scratch -- Setting goals: why teach women's, gender, or sexuality history? -- Choosing a focus and a title: women, gender, or sexuality? -- Organizing material: chronological and thematic approaches -- Incorporating key issues: theory and concepts from women's, gender, and sexuality studies -- Modifying existing courses -- Integrating gender more fully as a category of analysis: beyond ?add men and stir? -- Globalizing a regionally based course: teaching what you do not know -- Incorporating feminist pedagogy as you move online: feminist principles in a virtual world -- Common challenges and opportunities -- Fostering historical empathy: ethical frameworks and contextualization -- Developing assessments that fit your course goals: tests, papers, and assignments -- Connecting with the community: opportunities for local research and civic engagement

Media literacy: key to critical thinking -- Media and information literacy crossover (UNESCO) -- Fake news/alternative facts -- Perspective / Perception / Point of View -- Digital citizenship, privacy, and digital leadership -- Digital literacy -- Technology as a tool for social inclusion and transmission -- Equity vs. equality -- Global connections -- Social justice and advocacy -- Providing media literacy education in the library and classroom -- Television: from news, sitcoms, and dramas, to reality TV -- Movies: entertainment and authentic learning -- Photography and images capturing moments in time -- Music and radio: table turning in the classroom -- Advertising: sell and tell -- Media production and other digital technologies