A way to get your students engaged and involved 1

 THOSE WHO SERVE OTHERS, SERVE THEMSELVES  Ask not what your country can do for you, But what you can do for your country.  A sense of community and service. 2

 For the Student  For the Community  For the School 3

 Service-learning is a method of teaching, learning and reflecting that combines academic classroom curriculum with meaningful service, frequently youth service, throughout the community. As a teaching methodology, it falls under the philosophy of experiential education. More specifically, it integrates meaningful community service with instruction and reflection to enrich the learning experience, teach civic responsibility, encourage lifelong civic engagement, and strengthen communities for the common good. (1) 4

 Community service refers to service that a person performs for the benefit of his or her local community. People become involved in community service for a range of reasons — for some, serving community is an altruistic act, for others it is a punishment. (2) 5

 For the Student  _____________________________________  ______________________________________  For the Community:  __________________________________________  __________________________________________ __________________________________________  For the School:  ___________________________________________  ____________________________________________  _____________________________________________ 6

 Gain further understanding of course content  Reciprocally beneficial for both the community and the students  Students augment service delivery, meet crucial human needs, and provide a basis for future citizen support  An opportunity to enrich and apply classroom knowledge  Explore careers or majors  Develop occupational skills  Develop civic and cultural literacy  Improve citizenship  Enhance personal growth and self-image  Establish job links  Foster a concern for Social problems  Develop a sense of personal responsibility and commitment to public/human services  Advance the mission of St. Norbert College in a unique way 7

ETHICS SOCIAL RESPONSIBILITY SERVANT LEADERSHIP 8

 Whose Ethics? (4)  UTILITARIANISM  “….is an ethical theory that says that the morality of an action is determined by its ultimate effects.”  ETHICAL RELATIVISM  “…..says that there are no objective or absolute standards of right and wrong.”  RATIONAL ETHICS  “…..is a philosophical theory that says ethical values can be determined by a proper application of human reason.” 9

 SOCIAL CONTRACT THEORY  “… holds that right and wrong are measured by the obligations imposed on each individual by an implied agreement among all individuals within a particular social system”  ROLE MODEL ETHICS  “…. Is a philosophical theory that encourages people to pattern their behavior after admirable individuals whose activities provide examples of the proper way to act.” It is based on:  Honesty  Compassion  Fairness  Integrity 10

 THEORIES OF MOTIVATION:  Responsibility, Recognition, Achievement, Involvement  CONTRIBUTIONS OF MANAGEMENT THEORISTS  Chester Barnard: A practitioner and a theorist who “argued that the purpose of the corporation was to serve society, and that the function of the executive was to instill this sense of moral purpose in the corporation’s employees.” (5)  STAKEHOLDER THEORY  Shareholders, Customers, Employees, Suppliers  Communities, Environment, the Government 11

 GREENLEAF CENTER FOR SERVANT LEADERSHIP  WHAT IS SERVANT LEADERSHIP? The phrase “Servant Leadership” was coined by Robert K. Greenleaf in The Servant as Leader, an essay that he first published in In that essay, he said: " The servant-leader is servant first… It begins with the natural feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead. That person is sharply different from one who is leader first, perhaps because of the need to assuage an unusual power drive or to acquire material possessions…The leader-first and the servant-first are two extreme types. Between them there are shadings and blends that are part of the infinite variety of human nature. " 12

" The difference manifests itself in the care taken by the servant-first to make sure that other people’s highest priority needs are being served. The best test, and difficult to administer, is: Do those served grow as persons? Do they, while being served, become healthier, wiser, freer, more autonomous, more likely themselves to become servants? And, what is the effect on the least privileged in society? Will they benefit or at least not be further deprived? “ (6) 13

 SERVICE LEADERSHIP AND CORPORATE CITIZENSHIP  The Empowered Employee  DIFFERING VIEWS OF:  How to deliver stakeholder value  The classical View  The Modern View  The Case of Wal-Mart, Video 14

 BEST CORPORATE CITIZENS 2007  CRO Jan/Feb 2007 (7)  Green Mountain Coffee Roasters  Ad vanced Micro Devices  NIKE  Motorola Inc  Intel Corp.  IBM  Agilent Technologies  Timberland Co.  Starbucks Coffee Co.  General Mills, Inc.  THE CRITERIA  Community  Corporate Governance  Diversity  Employee Relations  Environment  Human Rights  Product  TRA (total return on assets) 15

 MOST ADMIRED  COMPANY SCORE  International Paper 1  United Parcel Service 1  Starbucks 2  Fortune Brands 1  Walt Disney 1  McDonald’s 1  Medco Health 1  Herman Miller 2  Weyerhaeuser 2  Union Pacific 2  LEAST ADMIRED  COMPANY SCORE  Constellation Brands 8  Well Care Health 10  Sears Holdings 9  Dana 11  Federal-Mogul 8  Beazer Himes U.S. 10  S&C Holdco 3 (Swift) 12  Dollar General 8  Brown-Foreman 7  Delphi 10 16

 The Ground Rules  Service Learning Delivery  Service Learning Activities   17

 Curricular Integration: Activity must relate to course content and or program content, school mission.  Student Involvement: Students should have the opportunity to plan, design, implement, and evaluate the activity. This is a bottoms up approach.  Assessment: How the activity augments the students skills, critical thinking, practical application; relevance to course content.  Community Needs: The activity should contribute to authentic community and school needs. 18

 School and Community Wide Projects: Food and fund raising drives, community events, county fairs, school sponsored activities.  Course and Program Related Activities: These activities are an extension of classroom learning. The opportunity to apply course content in actual situations.  A-One-Time School and or Community Event: a nniversaries, special days, graduation, open-house.  Course Content: As part of a course offering, Ethics and Social Responsibility courses, Not-for-Profit courses. 19

OPPORTUNITIES ACTIVITIES  School  Community  Course Specific   SGA, school and program clubs, honorary associations  Philanthropic, service, special events, fraternal organizations, social and cultural organizations.  Every course has something to offer. Refer to St. Norbert College, “Service Learning Ideas by Discipline” ” (10) 20

 PURPOSE:   is to encourage and recognize scholarship and accomplishment among students of business pursuing associate degrees. To encourage and promote personal and professional improvement and a life distinguished by honorable service to humankind.  HIGHLIGHTS :   member institutions are accredited through the Association of Collegiate Business Schools and Programs.  To be eligible for membership, business students must rank in the upper 20% of their class and maintain a 3.0 average on a 4.0 scale.  Member benefits include lifetime recognition, scholarship opportunities, conferences and conventions, lifetime networking. (11) 21

 1.  2.  3.  4.Gordon and Sukys, BUSINESS LAW 12 EDITION, Chapter 1  5.  6.  7.Corporate Responsibility Officer, Jan/Feb 2007, pp  8.Fortune Magazine, “America’s Most Admired”, March 17, 2008  9.Adapted from Service Learning  10. See Leadership, Service and Engagement in  11. Kappa Beta Delta, 7007 College Boulevard, Suite 420, Overland Park, Kansas, 66211, 22

Region 01 Students Get Involved 23

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ACTIVITY PLANNING 27

ACTIVITY EXECUTION 28