This article’s author situates late 19th-century essays by Andrew Carnegie within the rhetorical history of business and professional communication (BPC). A close analysis of the essays reveals that Carnegie relied on rhetoric to shape his public image as a benevolent business leader during a period characterized by significant socioeconomic divisions in the United States. Three primary themes— wealth , labor , and democracy —emerge, which the author argues animated Carnegie’s reasoning and arguments throughout the essays. The author concludes by recommending greater attention to the rhetorical history of BPC in future research and teaching.

This study addresses the persistent misalignment between Arabic language curricula in Chinese universities and the communicative demands of Arabic-mediated business work. Adopting an explanatory sequential mixed-methods design, we surveyed 105 Chinese graduates who use Arabic in professional settings and conducted follow-up interviews with three lecturers responsible for Arabic for Business Purposes (ABP) courses. Exploratory factor analysis confirmed three reliable constructs: teaching methodology, workplace ability, and future training needs, while regression analyses showed that learner-centered, task-based teaching methodologies significantly predict graduates’ perceived workplace ability and heighten their awareness of ongoing training needs. The qualitative findings illuminated high-stakes communicative events such as negotiations, client correspondence, and intercultural meetings, and revealed systematic gaps between academic instruction and workplace discourse practices. Integrating quantitative and qualitative strands, the study proposes a dual-layer instructional model consisting of eight developmental stages and five interrelated competence domains that link classroom tasks to authentic business communication events. The model offers a contextualized pathway for redesigning ABP curricula in China and contributes to wider debates on how language-for-specific-purposes programmes can better support employability and professional communication readiness.

Teacher communication influences students’ cognitive and emotional well-being, yet mechanisms linking communication behaviors to learning outcomes remain underexplored. Grounded in the conservation of resources framework, this study tested an ecological model in which teacher clarity and rapport indirectly reduced writing apprehension through perceived immediacy, self-efficacy, and burnout. Undergraduate students ( N  = 389) in Business and Professional Communication courses completed validated measures. Structural equation modeling supported a serial mediation: clarity and rapport predicted immediacy and self-efficacy, which reduced burnout and, in turn, writing apprehension. Findings highlight burnout as a psychological conduit linking instructional communication to student anxiety.

To address students’ challenges in business writing and bridge the gap between workplace demands and the skills of new professionals, this quasi-experimental study examined the effects of flipped-ARCS and face-to-face ARCS instruction on Pakistani undergraduate English as a Second Language (ESL) students’ business writing achievement and motivation in a business communication course. The findings indicated that the flipped-ARCS model was more effective in improving business writing, while face-to-face ARCS instruction better boosted students’ motivation, supporting the potential of innovative teaching strategies and providing valuable insights for educators and policymakers on integrating technology-based instructional methods into business writing education.

This article presents a curated collection of six teaching innovations presented at the Association for Business Communication 90th conference in Long Beach, California, as well as online, in October 2025. These MFA presenters demonstrated activities in helping students understand the use of artificial intelligence (AI) and social media in business communication. This My Favorite Assignment 34th edition introduces readers to a variety of classroom-ready ideas that integrate tasks involving social media and AI. Teaching support materials—instructions to students, stimulus materials, slides, rubrics, frequently asked questions, links, and sample student projects—are downloadable from the Association for Business Communication website.

This article presents a curated collection of nine teaching innovations presented at the Association for Business Communication 90th conference in Long Beach, California, as well as online, in October 2025. These My Favorite Assignment (MFA) presenters demonstrated various activities in helping students prepare for their careers and develop their professional skills. This My Favorite Assignment 33rd edition introduces readers to a wide variety of classroom-ready ideas that integrate career readiness tasks. Teaching support materials—instructions to students, stimulus materials, slides, rubrics, frequently asked questions, links, and sample student projects—are downloadable from the Association for Business Communication website.

This article presents critical positive communication pedagogy (CPCP), which synthesizes the fields of critical pedagogy and positive communication pedagogy to promote positive communication practices that develop a social justice sensibility among students. We argue that CPCP contributes to the creation of learner-centered classrooms that promote interpersonal connection, foster feelings of inclusion and belonging, and aid students in achieving sustainable happiness. We provide examples of CPCP in business and professional communication classrooms to promote diversity and inclusion, specifically related to issues of gender and sexuality, race, disability, and class.

Positive communication is crucial for effective teaching, influencing student engagement, motivation, and educational outcomes. Synthesizing educational and interdisciplinary literature, this article develops two core propositions: (1) cultivating classroom relationships through responsive interactions and peer connectedness, and (2) strengthening teacher affirmation and credibility via authentic and empathetic communication practices. Specific strategies, such as personalized feedback, inclusive communication methods, structured confirmation behaviors, and generationally responsive techniques, equip educators to enhance classroom environments, improve student learning experiences, and prepare students effectively for academic achievement and professional collaboration.

The study highlights the crucial role of professional social media and LinkedIn instruction for students seeking employment. An analysis of 20 business and technical communication textbooks identifies significant gaps between textbook guidance and real-world expectations. Some textbooks in both fields fall short in offering actionable strategies for creating and maintaining a professional social media presence. While many textbooks emphasize the importance of social media or LinkedIn, most fail to provide concrete examples or best practices, such as keyword optimization for AI, effective networking strategies, and best practices for posting content. Grounded in digital literacy theory and professional identity formation, the study provides teaching recommendations, including the identification and adoption of supplemental materials to teach professional social media usage.

This article explores factors influencing classroom assessment approaches by analyzing survey data from 326 U.S. college instructors teaching business, communication, and composition. Business and communication instructors adopt nontraditional grading methods far less than composition instructors. Departmental culture and disciplinary norms are major influences, along with constraints like class size, time, and technology. The article argues that instructors can and should question departmental grading norms to develop assessment methods that enhance learning in interdisciplinary courses like business communication.

This mixed-methods study investigates the development of intercultural communicative competence (ICC) among Bangladeshi university students through the creation of online advertisements for products like tea, kettles, and mango drinks. Grounded in the frameworks of Ertay and Gilanlioglu’s multidimensional ICC scale, Kress and van Leeuwen’s social semiotics, and Dooly’s asynchronous interculturality, the research examines how student-made ads serve as cultural texts that manifest evolving ICC. Quantitative results from 90 participants revealed significant disparities in self-assessed ICC, with Attitude scoring highest (71%) and Awareness lowest (54%). Longitudinal analysis of 60 students showed Language Appropriateness improved most (37%, p  < 0.01), while Visual Cultural Cues showed minimal gains (18%, p  = 0.08), indicating a cultural bias in visual literacy development. Pedagogically, advertisement creation supported by a structured ICC rubric yielded significantly higher competence gains (29%) than case studies or ad creation alone. Qualitative findings illuminated the challenges students faced in negotiating “glocal” identities and the emotional labor of cultural mediation. The study concludes that student-generated advertisements are potent pedagogical artifacts for ICC development but require tailored, critically reflective scaffolding to address contextual biases and effectively prepare students for the demands of global digital business communication.

Businesses increasingly use Artificial Intelligence (AI) Applicant Tracking Systems (ATS) to screen job applicants’ résumés. A summative content analysis auditing how 18 business communication, business English, and technical communication textbooks cover résumés and AI ATS found a lack of consensus. The study identified the challenge of offering specific advice on emerging AI technology in textbooks. The article recommends writing and teaching practice changes when discussing emerging technology and creating or using textbook content.

Self-reflection is expected in business communication teaching, but e-learning has been argued to create an illusion of direct experience as social presence. This study explores how participants’ negotiation of personal agency is constructed in a digital, asynchronic context. Using data collected from a digital classroom of a European business university, I show how participants enact specific strategies in their presentation of self. My aim is twofold: first, to explore how participants negotiate their social identities in a virtual community, and second, to better understand what both educators and enterprise can do to encourage successful dialogue and further humanize digital context.

This article presents a curated collection of 11 teaching innovations presented at the Association for Business Communication 89th conference in Tulsa, Oklahoma, as well as online, in October 2024. These MFA presenters demonstrated teaching ideas specifically on improving students’ skills in working in groups. This My Favorite Assignment 32nd edition introduces readers to these classroom approaches in teaching skills involving group dynamics in business contexts. Teaching support materials—instructions to students, stimulus materials, slides, rubrics, frequently asked questions, links, and sample student projects—are downloadable from the Association for Business Communication website.

This article examines how artificial intelligence is transforming instructor-student communication and student evaluation in higher education. By comparing traditional and AI-mediated communication practices, the study synthesizes current literature on opportunities, challenges, and ethical considerations. The analysis highlights the need for digital literacy, emotionally intelligent AI tools, and balanced pedagogical strategies. Practical and theoretical propositions are provided to guide educators in leveraging AI while preserving human-centered teaching values.

We conducted 10 focus groups with 32 academic consultants to identify three intrinsic rewards categories for academic consulting: meaningful work, professional development, and enhanced teaching. Based on these findings, we propose a typology of academic consulting, teaching-driven consulting, and a multifaceted framework of academic consultant career identity. Our framework provides rhetorical resources for faculty, staff, and administrators to discuss academic consulting identities, tie aspects of identity to preferred rewards categories, and advocate for consulting resources and support.

This article examines the relationship between politeness, culture, and speech acts in multilingual corporate communication. It emphasizes the role of second language acquisition (SLA) practices in teaching politeness strategies, with a focus on explicit instruction, immersion programs, and authentic language practice. The article also offers suggestions to enhance communication in such environments, using Luxembourg as an example of a multicultural business environment and highlighting the importance of understanding cultural norms and expectations surrounding politeness. By examining the interplay between these factors, this study aims to contribute to improved communication practices in multilingual corporate settings.

Alongside the self-help industry, self-assessment in higher education and organizational training has blossomed, especially as digital tools have made it possible to provide immediate feedback. Both contexts lack validated tools for accomplishing their goals. This study created and validated a series of self-assessments for classroom and training use. Drawing on student self-report data, self-assessment items were subjected to confirmatory factor analysis to assess construct validity and correlational analysis with existing research instruments to assess convergent validity. A set of 19 self-assessments with their accompanying validity and reliability evidence correspond to the National Association of Colleges and Employers (NACE) career-readiness (2021) skills, including communication, leadership, teamwork, technology, inclusiveness, and critical thinking.

The current study aims to evaluate the impact of Facebook integration on student engagement and academic performance on a business communication course taught in an Indian private university in an online teaching environment. A direct relationship was established between Facebook usage in an online learning environment and student engagement—both situational and personal factors. A quantitative data analysis using structured equation modeling was conducted to test the validity of the conceptualized model. The study reports that integration of contemporary social media tools in academia fosters communication, collaboration, and participation in online learning environment to develop discussion-oriented learning and cocreation.

This article presents a curated collection of 12 teaching innovations presented at the Association for Business Communication 89th conference in Tulsa, Oklahoma, as well as online, in October 2024. These MFA presenters demonstrated teaching ideas specifically on improving students’ speaking skills. This My Favorite Assignment 32nd edition introduces readers to these classroom approaches in teaching speaking skills in business contexts. Teaching support materials—instructions to students, stimulus materials, slides, rubrics, frequently asked questions, links, and sample student projects—are downloadable from the Association for Business Communication website.

The purpose of this article is to share teaching strategies within business and professional communication that assisted students in developing a job portfolio, potentially enhancing students’ ability to secure an internship or job after course completion. This article details the application of these strategies over the course of three semesters in 2018 and 2019 at Monmouth University. Student comments suggested these strategies enhanced their chances of employment success. Using course curriculum to put students in position to secure employment should be a goal of the course and curriculum should be adjusted periodically to meet this goal.

This article presents a curated collection of eight teaching innovations presented at the Association for Business Communication 89th conference Tulsa, Oklahoma, as well as online, in October 2024. These MFA presenters demonstrated teaching ideas specifically on improving students’ writing skills, and this My Favorite Assignment 32nd edition introduces readers to these classroom approaches in teaching business writing. Teaching support materials—instructions to students, stimulus materials, slides, rubrics, frequently asked questions, links, and sample student projects—are downloadable from the Association for Business Communication website.

This study compares AI-generated (ChatGPT and Gemini) and human-written business refusal texts. A genre analysis found that AI-generated texts are formulaic and less nuanced than human-written texts. Applying a rating of professional writing quality, inferential statistics revealed no significant difference in scores between Gemini and human-written texts, but revealed ChatGPT as lower. Human assessors identified authorship of AI-generated texts with an accuracy rate of 68.1%, and human-written texts with 86% accuracy. Key concerns for assessors were tone, relationship, language choice, content, and structure. The findings inform four key areas of focus for teaching business writing in the AI age.

During the COVID-19 pandemic, several countries have eliminated face-to-face classes in all schools, requiring all teachers to deliver classes remotely. In this regard, the wide spread of information and communication technology (ICT) products and services in the educational sector became a burden for several teachers. This article aims to study the impact of online teaching, and how technological stress might vary between male and female teachers and to what extent it alters their family lives and their way of living. The case of Lebanon has been examined and analyzed using 379 participants in various schools randomly distributed throughout the country, who participated in a survey on how COVID-19 affected their technostress levels. The findings showed that married women were more prone to technological stress and that their family life and lifestyle were strongly affected. In particular, young women with few years of experience were more likely to experience technostress problems. We also found no differences related to educational levels. In addition, the inclusion of different degrees of computer self-efficacy has shown an impact on the development of technostress among individuals.

As part of the Association for Business Communication Student Case Competition, this article features a case study written by ABC member Rachel Dolechek. The case was blind reviewed and selected by the ABC Student Competition Committee. ABC membership utilized the case in their classrooms throughout 2024 and submitted top student examples for the 2024 Case Writing Competition. A submission from Addie Hileman, sponsored by Kelley O’Brien, was selected as the top student case writer after evaluation by the ABC Student Competition Committee and a marketing business professional. The student’s message serves as a teaching example within this article.

In the globalized labor market, skills gaps between industry expectations and university preparation are becoming more prevalent. English communication skills (ECS) are vital soft skills in all workplaces, particularly in international business, where English is commonly used as a lingua franca. This case study examined the nexus between academia and industry regarding the instruction of ECS and their applicability to meet the requirements of the globalized business landscape by collecting data from 43 personnel in the international ready-made garment (RMG) industry in Bangladesh. The research reveals that English courses in higher education do not adequately address the communication needs of the international RMG business, which requires practical experience in the workplace, trade-specific vocabulary, intelligibility, and clarity rather than a high level of fluency. The study recommends promoting the teaching of English for general business purposes in Bangladesh by integrating theoretical and practical learning in the classroom and workplace as part of the curriculum.

This article presents a curated collection of nine teaching innovations presented at the Association for Business Communication 89th conference in the “oil capital of the world,” Tulsa, Oklahoma, as well as online, in October 2024. Many of the MFA presenters demonstrated how AI can be used, integrated, and analyzed in business communication classes. This My Favorite Assignment 35th edition introduces readers to a wide variety of classroom-ready ideas that integrate AI. Teaching support materials—instructions to students, stimulus materials, slides, rubrics, frequently asked questions, links, and sample student projects—are downloadable from the Association for Business Communication website.

This study examines the impact of traditional lectures and guest speaker sessions on developing business communication skills in supply chain education. Focusing on green supply chain management practices (GSCMP) and sustainable development (SD), the research highlights the complementary strengths of these teaching methods. Traditional lectures excel in enhancing written communication and theoretical knowledge, while guest speaker sessions significantly improve verbal communication and practical skills. The findings provide actionable insights for educators to design balanced curricula that align with the dynamic communication needs of modern supply chain management professionals.

Brands create social media content strategically to engage users and promote their products and services. Students primarily use social media for fun and socializing, more as consumers than creators on social media. An innovative project was required to give students an experience and teach them social media content creation strategies. In participatory action research, students work with local street vendors and create informational, emotional, social, and entertaining content for the vendors’ business pages. Students’ efficacy and learning experiences are recorded through surveys and discussion forums. Implications, challenges, and recommendations are discussed in the paper.

In the international business (IB) research field, many have suggested paradigmatic changes to address the complexity of cultural issues. Different paradigms represent different approaches to culture, and in this study, we apply positivist, interpretive, and critical approaches in the context of IB relationships. To address these different approaches within IB instruction, we introduce the theory of interpersonal knowledge. By utilizing this theory and examples of how to analyze business relationships using different approaches to culture, IB teachers can clarify the different approaches and help their students deepen their understanding of the meaning of interpersonal-level analysis in intercultural business settings.

This collection of 10 My Favorite Assignments (MFA) was first presented at the 2023 Association for Business Communication Annual International Conference held Denver, Colorado, USA. Instructors can see innovative ideas for teaching current social issues, oral communication techniques, and methods to lead students to greater personal and professional development.

The public release of ChatGPT in 2022 ushered in a new era, affirming the present reality of AI-assisted writing and the critical role business instructors play in preparing students. This study presents the results of a pedagogical experiment. Specifically, it evaluates strategies for integrating and teaching about AI in the business communication classroom, focusing on the impact of generative AI on students’ understanding of business writing principles and how different levels of engagement with AI influence students’ critical AI literacy and attitudes toward AI-assisted writing in the workplace.

This article presents a conceptual framework for enhancing business writing skills through social media integration in business communication education. By embedding platforms like LinkedIn and Twitter, the framework promotes essential competencies such as clarity, audience awareness, and professional tone. Five core principles—constructivist learning, digital literacy, ethical writing practices, real-time feedback, and collaborative writing—underpin this framework, emphasizing experiential learning that bridges informal and formal communication styles. This approach offers educators a structured method for developing students’ adaptability and writing proficiency, aligning pedagogical practices with the evolving needs of modern business communication.

Organizations use social networking sites (SNSs) to create collaborative communication channels among employees, consumers, and clients. Organizations expect future employees to be well trained in using SNSs. However, students do not accept SNSs as a professional channel of communication since they use SNSs for fun and socializing. A hypothetical case study was developed to explain the consequences of the unmindful use of SNSs in a professional context. The article discusses the need to use a case study in this context. The effectiveness of the case is assessed through a survey questionnaire. Recommendations for BPC faculty for using the case are also discussed.

This study explores how confidence levels in user prompts affect AI-generated resume text. Using six varied prompts for AI models ChatGPT-3.5, Gemini, and Perplexity, it examines how AI interprets and responds to different confidence levels. The findings reveal significant differences in AI-generated resumes based on prompt confidence, highlighting the need to adapt resume pedagogy for the AI age. Emphasizing the importance of teaching genre conventions and developing critical AI literacies, the study offers practical recommendations for integrating AI tools into resume writing instruction to better prepare students for an increasingly digital world.

This study reports an investigative study with 55 English-major participants in a Chinese university about using simulation in business English correspondence teaching. The study found that participants had strong needs in practical skills development and learning business English correspondence writing. The simulation approach was perceived to be effective and had positive learning outcomes in business communication skills development, motivation, confidence and vocabulary growth, business and language knowledge improvement, and more understanding about the business practice. The constraint factors in simulation included lack of business knowledge and vocabulary, ineffective group cooperation, and lack of understanding about the real-world business background.

Through the guidance of social presence theory, this study sought to understand how instructors’ affirming messages and social presence behaviors affect students’ writing apprehension in online business communication courses. The data were consistent with two models, both of which indicate that instructor affirming messages indirectly affect students’ writing apprehension in the business communication classroom. Both models also indicate that students’ burnout mediates that indirect effect. The results show how important it is for instructors to take the time to leave affirming message feedback when teaching business communication online.

Innovative classroom-tested approaches to cross-cultural communication—diversity, equity, and inclusion—and personal and professional development are featured. Readers can explore 10 teaching creations debuted at the 2023 My Favorite Assignment sessions at the Association for Business Communication Annual International Conference held in Denver, Colorado, USA.

This article presents a conceptual framework for integrating AI-enabled business communication in higher education. Drawing on established theories from business communication and educational technology, the framework provides comprehensive guidance for designing engaging learning experiences. It emphasizes the significance of social presence, cognitive load management, and constructivist learning principles. The framework is exemplified through various tasks, including role-playing with AI chatbots, analyzing nonverbal cues, communication simulations, interactive presentation assessments, and collaborative AI-supported projects. Practical considerations for implementation, including technological infrastructure, faculty training, ethics, curriculum integration, and assessment strategies, are discussed. Future directions and implications for business communication education are also explored.

This research examines the role of idiomatic expressions (IEs) in international business (IB) communication and non-native speakers’ (NNEs’) English proficiency. It investigates how IE affect IB communication’s effectiveness and whether IEs should be taught to NNE. We collected feedback from academics who confirmed the importance of IE and relevant business idioms from professional websites. We also assessed IE usage benefits for different cohorts working in IB settings. The results indicate that IE can enhance communication efficiency, cross-cultural social skills, monetary rewards, and satisfaction in IB. The findings support the need for teaching IE to NNE and justify inclusion in curricula.

Virtual teams have been adopted by organizations and studied for decades. However, the COVID-19 pandemic highlighted the importance of technology-supported collaboration more than ever. This growing importance of virtual teamwork suggests that business education related to virtual team collaboration and communication is critical for students today, and universities play a significant role in equipping students with the knowledge and skillsets necessary to work in a digital world. This work reviews the literature on virtual teams and educational approaches used for teaching virtual team collaboration and communication and presents a framework for virtual team education. Survey findings and illustrative cases are gathered to demonstrate current virtual team education practices. The study concludes with recommendations for the education of virtual team knowledge and skills.

In a case study involving three asynchronous online professional writing courses, this research investigates students’ abilities to establish a social presence and build team cohesion via collaborative, team-based writing projects. Using the Community of Inquiry (COI) framework, this study is situated in the understanding that teaching and learning in higher education are not about the mere transmission of knowledge but that “teaching and learning are inherently interactive” as the terms of “community” and “inquiry” used in the framework suggest. Prior researchers have also established a clear connection between one element of the COI framework— social presence and student satisfaction in online courses. Findings from this study indicate participation in collaborative team assignments contributes to team cohesion and positively affects students’ ability to establish their social presence within online environments as well as transfer their knowledge to other contexts.

This My Favorite Assignment (MFA) article features 11 teaching innovations first presented at the 2023 Association for Business Communication Annual International Conference held Denver, Colorado, USA. These assignments are designed to boost students’ writing, persuasion, crisis management skills, and personal and professional development.

Many experts project generative AI will impact the types of competencies that are valued among working professionals. This is the first known academic study to explore the views of business practitioners about the impacts of generative AI on skill sets. This survey of 692 business practitioners showed that business practitioners widely use generative AI, with the most common uses involving research and ideation, drafting of business messages and reports, and summarizing and revising text. Business practitioners report that character-based traits such as integrity and soft skills will become more important. Implications for teaching business communication are discussed.

The article discusses the impact of text-generative AI in business communication pedagogy. The onset of open AI, such as ChatGPT, has the potential to transform the way faculty and students approach oral and written professional business communication. Through focus group discussions and netnography, the study employs content analysis to evaluate the strengths, weaknesses, opportunities, and threats (SWOT) of integrating AI in the teaching-learning process of business communication in a postgraduate management program. The article strives to reimagine the pedagogical tools and techniques regarding pre-reading assistance, classroom materials, assignments, evaluation, and other learning aids of business communication courses in response to the developments in text-generative AI.

This study captured the perspectives of 887 working adults to explore views of professionalism, authenticity, and effectiveness of AI-generated messages. With a 3 (message type) × 2 (disclosed vs. undisclosed) × 2 (ChatGPT-generated vs. Google-generated AI messages) design, professionals generally view AI-generated content favorably in all conditions. Across all messages, professionals consistently rated the AI-generated messages as professional, effective, efficient, confident, and direct. They rate sincerity and caring slightly lower in some disclosed conditions, particularly for ChatGPT-generated messages, suggesting the importance of tool selection when using generative AI for workplace writing. Those professionals who use AI more frequently for work are more likely to view AI-assisted writing as authentic, effective, and confidence-building. Implications for teaching business communication, including the need to address AI literacy, and suggestions for future research are provided.

Artificial intelligence assignments lead this article’s 11 teaching innovations selected from the My Favorite Assignments presented at the 2023 Association for Business Communication’s Annual International Conference held in Denver, Colorado. USA. Pedagogy presented here also includes ideas to enhance student engagement and techniques to transform learning via gamification.

Using an evaluative approach within a professional communication service course, we used student documents and instructor feedback to uncover how students and instructors were understanding the rhetoric student learning outcome (SLO). Because rhetoric is central to the course, our driving questions were, Can we locate language that actualizes the rhetoric SLO in student documents? How does faculty feedback articulate the rhetoric SLO to facilitate effective revision? Overall, we found that whether identifying rhetoric in student documents or instructor feedback, the interpretation was varied and opens up room in pedagogical practices. We offer three implications for teaching: enhancing attention to teaching rhetoric, improving assignment design, and focusing on professional development for faculty.

Communication instructors have long insisted on the importance of audience adaptation. But they have said less about (a) the dimensions along which adaptation might proceed or (b) how a student might learn the art of adapting. In this article, I contribute toward addressing these two deficiencies. I suggest a dimension for adaptation—the value frameworks (or value vocabularies) in which people express evaluations of better and worse. And I propose that instructors teach adaptation by imitation. In addition to elaborating on these ideas, I also offer materials for use in classes.