The West Biz P.L.A.N.

The West Biz P.L.A.N.
Page 1
Personal Leadership and Networking
By Ryan Musso - Leadership, Ethics, and Organizational Sustainability
'14 Saint Joseph's University
In collaboration with
Rev. Daniel R. J. Joyce, S.J, Assistant to the Vice President for Mission and
Identity at Saint Joseph’s University & Senior Fellow, Center for Catholic and
Urban Education
“To touch the hearts of your pupils and to inspire them with the Christian spirit is the greatest
miracle you can perform, and one which God expects of you."
- Saint John Baptist de la Salle

Page 2
Vision Statement
“Follow the inspirations that come to you from God.”
- Saint John Baptist de la Salle
The West Biz P.L.A.N. aims to create an educational medium that establishes an intentional
relationship between Saint Joseph’s University and West Catholic Preparatory High School and
offer a sustainable model for educational success. This program believes that every student
should be provided an opportunity to create a foundation for professional leadership qualities.
This has the ability to translate into all aspects of the students’ career ambitions.
The ethical values and leadership skills offered in this program will create a source of guidance
for the students. During the course of the program, the relationships formed and experiential
learning accomplished will offer students meaningful work and aspirational goals. The right of
greater access to education for all students, regardless of socio-economic background, is the
grounding factor that continues to push this program forward.

Page 3
Introduction
In February 2005, the U.S. Small Business Administration released a report entitled Dynamics of
Minority-Owned Employer Establishments, 1999-2001: An analysis of employer data from the
Survey of Minority-Owned Business Establishments which found that “minority-owned
businesses account for $591 billion in revenues and minorities own 15.1% of all U.S. businesses,
or more than 3 million firms, and 99% of these firms are small businesses.” These numbers
suggest a great deal of value for providing individuals in historically urban communities with
business education because of the continued success that has increased over the years. Many
consider the proper introduction to the fundamentals of business at the collegiate level, yet more
and more research suggests that students who are introduced to business education at younger
ages have a greater awareness for business opportunities than those whose education begins later.
At West Catholic Preparatory High School, integration of business education has become a
priority to better prepare students as they make the transition into college. Recently the high
school has gone under major renovations, including a name change, to refine and reposition itself
as a viable option for people of the greater Philadelphia area seeking to provide their children
with high-quality Catholic education. Before this project began, a personal finance/business law
class and a basic accounting class were the students’ only choices in terms of seeking business
education at the high school. A “need” for more opportunities to foster experiences with
entrepreneurship and leadership existed at West Catholic Preparatory High School and this
project created the unique ability to meet this need.
During the research phase of this project, other high school programs that have gone under
similar forms of transformation were identified including the Cristo Rey Jesuit High School in
Chicago. This model provided insight for the importance of creating a program that enhances
each student’s future opportunities while sustaining the traditional values of their communities.
The Ignation Pedagogy and the Lasallian Pedagogical Framework of Transformative Learning
were enlisted to develop the structure of the lesson plans and the classroom materials.
The program will run for seven weeks on Saturday mornings for 90 minutes. Saint Joseph's
University and West Catholic Preparatory students will gather to discuss, uncover, and explore

Page 4
various aspects of business including personal leadership, business ethics, marketing, and
business in the community. Each week a new topic will be introduced and eventually students
will build upon these to create a final project.
The structure of this program is comprised of topics introduced by the college-leaders from Saint
Joseph’s University. This will be followed by small group experiential learning and individual
task completion. Focus is emphasized on college leader and prep learner interaction which
fosters relationships with one another. This basic business program assumes no previous
experience or training, so the initial emphasis is to focus on grasping new material through
activities.
Objectives for the program include students developing a greater knowledge and ability for
public speaking, further exploring their own understanding of ethics, increasing their ability to
apply ethics in their own life, expanding upon previous presentation skills, and having the
opportunity to advance research skills. The ultimate goal is for students to gain a greater sense of
propose and ownership of their surroundings while providing a foundation of analytical skills
that will translate into the business world.

Page 5
Overview of West Catholic Preparatory High School
Motto: United in Faith, Loyalty, Knowledge
Address: 4501 Chestnut Street, Philadelphia, PA 19139
Type of School: Private & Coeducational
Religious affiliation: Roman Catholic
Patron Saint: St. John Baptist de la Salle
Established: 1916 (West Philadelphia Catholic High School for Boys), 1927 (West Philadelphia
Catholic Girls High School)
Oversight: Archdiocese of Philadelphia School System
President: Brother Richard Kestler, F.S.C.
Principal: Sister Mary Bur I.H.M.
Vice President(s): Mr. Paul Colistra - Vice President for Institutional Advancement
Ms. Rebecca Tomlinson - Vice Principal for Academic Affairs
Mr. John Jackson - Vice Principal for Student Services
Business Faculty Chairperson: Mr. William Hoy
Chaplain: Reverend Michael Marrone
Grades: 9-12
School colors: Blue and Gold
Accreditation: Middle States Association of Colleges and Schools
History about West Catholic
The school opened on September 8, 1989, as a result of a merger between West Philadelphia
Catholic High School for Boys, opened in 1916, and West Philadelphia Catholic Girls High
School opened in 1927.
If West Catholic has a founder, it would surely be Bishop John J. McCort, who was both
auxiliary Bishop of the Archdiocese and Pastor of Our Mother of Sorrows Church (at the time

Page 6
one of the leading parishes in West Philadelphia). Bishop McCort clearly saw a need to provide a
Catholic high school education to the growing Catholic population in West Philadelphia as that
section of the city grew and developed in the early 20th century.
School began in 1916 with students at both Transfiguration Parish School and later at St.
Gregory's Parish School, as the building at 49th and Chestnut was under construction. The
administration and faculty were originally the Society of Mary (Marianists). However, in the fall
of 1926, the De La Salle Christian Brothers took over what would become West Philadelphia
Catholic High School for Boys. In the fall of 1927, the Servants of the Immaculate Heart of
Mary (IHM) and the Sisters of St. Joseph (Chestnut Hill) became the women's religious teaching
orders to staff West Philadelphia Catholic High School for girls at 45th and Chestnut St.
During West Catholic's first three decades it was one of the largest Catholic high schools in the
United States. In 1989, the Christian Brothers, the Servants of IHM, and the Sisters of St. Joseph,
and over 1,000 students, merged the Boys and Girls Schools, to become West Philadelphia
Catholic High School, where it stands today at 4501 Chestnut St.
With the advent of “open enrollment” for Archdiocesan high schools in the 1990s, West Catholic
continued to draw from West and Southwest Philadelphia, and also attracted students from
throughout Philadelphia and its suburbs. In 2011, approximately 25% of the students come from
suburban areas, with the other 75% from across the City of Philadelphia. As part of the
comprehensive strategic plan, A Commitment to Mission, in the 2013-2014 school year West
Philadelphia Catholic High School will officially become West Catholic Preparatory High
School.
The Brothers of the Christian Schools
West Catholic’s faculty includes a number of religious orders, most notably, the Institute of the
Brothers of the Christian Schools, also known as the Christian Brothers. The Christian Brothers
are a Roman Catholic lay religious teaching order founded by French Priest St. John Baptist de la
Salle. De La Salle was a canon of the cathedral and came from a wealthy family. De La Salle's
goal was setting up free schools where the children of the working and poor class citizens could
learn reading, writing and arithmetic and also receive religious instruction and other training
appropriate for forming good Christians. The Chaplain is a priest of the Archdiocese of
Philadelphia.
Academics
Based on the school's “student focus and support; school organization and culture; challenging
standards and curriculum; active teaching and learning; professional community; leadership and
educational vitality; school, family, and community partnerships, and indicators of success,” the
Blue Ribbon Schools program (in affiliation with the United States Department of Education)

Page 7
has awarded West Catholic the prestigious 'Blue Ribbon School of Excellence' recognition
several times.
A West Catholic Student:
-is inspired by his spiritual and Gospel values to be of service to others in the local and global
communities
-is an articulate young man or woman of moral character who becomes an upstanding citizen,
committed family member, and a responsible employee/employer
-is characterized by his/her respectful and compassionate attitude toward others and a deep sense
of service as a unique outgrowth of the West Catholic heritage
-assumes responsibility for his/her own well-being in an independent, ethical, and moral manner
-is empowered by his/her well-rounded education to be self-directed, able to communicate
effectively, has the ability to exercise problem solving and critical thinking skills, and keeps pace
with a technologically growing environment
Mission & Philosophy
Mission Statement
West Philadelphia Catholic Preparatory High School is a Catholic community of academic
excellence in an urban environment that is open to an interdenominational population. The
school’s rigorous spiritual, academic, technological, and extracurricular programs develop our
ethnically and religiously diverse student body into young men and women of strong moral and
ethical character. West Catholic prepares each student to face the challenges of everyday life,
embrace leadership positions in society, and value service in an ever-changing global society.
Teaching Philosophy
West Catholic Preparatory High School nurtures the development of the Catholic Christian
community by participating in the life of the Church and the message of Jesus Christ. West
Catholic Preparatory High School is also conscious of its uniqueness as a school enriched by the
unified spirit espoused by the commitment of administration, faculty, and staff who serve a
multi-cultural, ecumenical, and ethnically diverse urban community. The students themselves
recognize as our primary task the development of the whole person through a liberal arts
curriculum coupled with a keen awareness of the cultural diversity in our school and recognize
the necessity of learning and growing together. The challenge of the school is to provide an
atmosphere where differences are embraced as a means to prepare for living in the world as a
more fully human being. The common theme of mutual at West Catholic is established in all

Page 8
existing relationships, allowing the school community to experience an atmosphere where
learning can go beyond book knowledge and incorporate Christian values on a daily basis.
Strategic Plan 2013-2017, A Commitment to Mission
Some have proposed that resurrection is more painful than death. Whatever the case, West
Catholic has certainly faced both. Following an announcement of closure, West Catholic learned
in the spring of 2012 that the school would remain open. Ever since this decision, tremendous
events have occurred. A new vision at Board of Trustee and local leadership levels have allowed
West Catholic to look at itself differently and set a new direction. Today, West Catholic is more
goal-oriented and able to think outside the box. This strategic plan, A Commitment to Mission,
developed in late 2012 and early 2013 and inclusive of all constituents, is meant to position West
Catholic for the next five years as a school with purpose and a clear path to excellence. The plan
has ten goal areas with specific objectives, action plans, and metrics in which to ensure success.
This document is meant to give you a glimpse into those goal areas and objectives and expand
your vision of what West Catholic intends to become. With strong leadership and commitment
throughout the organization from all of its constituencies, West Catholic aspires to be a premier
urban center for excellence in academics, social and religious formation, and athletics. May this
strategic plan, A Commitment to Mission, serve as an introduction to our vision for 2017 and
beyond!
Policy of Non-Discrimination
West Catholic Preparatory High School admits students of any race, color, national and ethnic
origin to all the rights, privileges, programs, and activities generally made available to students at
the school. West Catholic does not discriminate on the basis of race, color, national and ethnic
origin in administration of its educational policies, admission policies, scholarships, loan
programs, or athletic and other school administered programs.
Campus Life
West Catholic is committed to the development of young men and women in more than just their
academic lives. Outside the classroom the school offers artistic, athletic, extra-curricular,
cultural, and spiritual programs for students. Life at West Catholic is also enhanced by the
advanced technology on campus as well as the guidance and support provided for every student.
*All material from this section has been published on the official West Catholic Preparatory
High School website.

Page 9
Syllabus
Fall, 2013
College-Leader(s):
Classroom Location: Art Center
Email Addresses:
Class Hours: 10am-11:30am
Description:
The program will run for seven weeks on Saturday mornings for 90 minutes. Saint Joseph's
University and West Catholic Preparatory students will gather to discuss, uncover, and explore
various aspects of business with a focus on leadership and ethics. Each week a new topic will be
introduced and eventually students will build upon each topic to create a final project. The
ultimate goal is for students to gain a greater sense of propose and ownership of their
surroundings while providing a foundation of analytical skills that will translate into the business
world.
Organization:
-Each prep lecture will be assigned to a college leader for small groups and task completion.
-This program assumes no previous business experience or training.
-The focus is on grasping new material through activities.
Objectives:
-Students enhance their awareness and understanding of leadership.
-Students develop a greater knowledge and ability for public speaking.
-Students further explore their own understanding of ethics and increase their ability to apply it
in their own life.

Page 10
-Students expand upon previous presentation skills and are provided the opportunity to advance
research skills.
-Students will begin to see their community with a greater sense of context and consideration in
terms of business.
-Students will write out their résumé.
Topics:
(1) Intro to Business
(2) Basic Leadership
(3) Personal Leadership
(4) Business Ethics
(5) Marketing
(6) Business in the Community
Required Materials:
-Binder with tabs
-Notebook or loose sleeve paper
-Pen or pencil
-Access to computers
Classroom Rules of Conduct:
1. Be present and on time
2. Bring classroom materials
3. Show respect for other People and their property
 Act with courtesy towards the teacher and other students in word and action
 Keep all school property in good condition

Page 11
 Refrain from cheating, talking, or actions that would distract the teacher or other
students
4. Be prepared to participate

Page 12
Class Schedule
Date Week Topic/Activity
September
21st
1
Intro to Business/Basic Leadership
- Introduction to the program
- Exploration of leadership
September
28th
2
Personal Leadership
- Presentation by students on their view of leadership
October
5th
3
Business Ethics
- Framework of Catholic Social Teaching & ethical problems
- Perspective-taking exercise
October
12th
/19th
4
Marketing
- Create Ethical Marketing Ad
October
19th
/26th
5
Business in the Community
- Trip to local business
- Build résumé
- Introduction of final project
October
19th
/
November
2nd
6
Final Project (Part 1)
- Work on final project in class
November
2nd
/9th
7
Final Project (Part 2)
- Presentation of final project

Page 13
Prep Learner Class Roster
Student Name: Grade: Email:

Page 14
College Leaders
Student Name: Grade: Email:

Page 15
Name_________________________________Position_____________Date________
Child Youth and Protection / Safe Environment
Forms and Clearances
1. Protecting God’s Children – Virtus
2. Standards of Ministerial Behavior - Virtus
3. Technology Addendum Signature form – Virtus
The above three clearances are given after the Protecting God’s Children Workshop provided by
the Archdiocese (Virtus). Information and dates of the workshops can be found on line at
https://www.virtusonline.org/virtus/reg_list2.cfm?theOrgID=18461...0
4. *PA State Police Background Check
5. *Child Abuse Clearance Form
6. *Fingerprint check
7. Mandatory Reporting – will be on line
8. Act 24 form
* Below are links to various sites for other background checks:
Fingerprint:
https://www.pa.cogentid.com/index.htm - This link is for fingerprinting. On the left side of the
page go to "Others" under this click find a print location. A map will be on the right side. Click
to find locations.
Child Abuse:
http://www.dpw.state.pa.us/findaform/childabusehistoryclearanceforms/S_001087 - this is for
child abuse clearance. This cannot be done online. The form needs to go via US mail. This is
done after the criminal background check. Mail a copy of criminal background check along with
child abuse form.
Criminal Background
http://www.portal.state.pa.us/portal/server.pt?open=512&objID=4451&PageID=458621&mode=
2 - this link is for the criminal background check. This can be done online or via US mail.

Page 16
Week 1 of the West Catholic Preparatory
Supplemental High School Business
Education Program
Lesson Title: Intro to Business/Basic Leadership
“Know your students individually and be able to understand them.”
- St. John Baptist de la Salle

Page 17
Curriculum: Lesson Plans
Lesson Title: Intro to Business/Basic Leadership
Subject: Business
Lesson Leader(s): TBD
Dates: TBD
Week: 1
Context:
(1) Begin program with opening discussion on students’ familiarity and understanding of
business. (Important to focus on were students got their information and impressions of
business.) Continue conversation, bringing up different facets of business (i.e. How does
business play a role in today’s society?)
(2) Introduce the vision statement of this program, explicitly stating terms, rules, and creating an
atmosphere of expectations.
(3) Hand out binder which includes class syllabus, class roster, vision statement, etc.
Experience:
(1) Once programmatic material has been introduced, start a discussion on individual
expectations each student has for the program and what they would like to learn. (Offers student
development and starts the process of personal reflection/criticism, which can be used at the end
of the program for evaluation).
(2) Transition into the topic of leadership
(3) Break students into smaller groups (using the 1-SJU student to 3-WC students model) and
start activity amongst the students listing off what they believe are important qualities a leader
should have and why
(4) Bring the groups back together as a full class and discuss what students perceive as important
qualities
(5) Introduce handouts on different ways of conceptualizing leadership. Displaying the
similarities/differences between the handouts and what students suggested previously. (Using
material from Leadership: Theory and Practice –Fifth Edition by Peter G. Northouse, pgs. 2-11)

Page 18
(6) Next present on “famous leaders” both within and outside of the business world. Provide
students with background information on these leaders and discuss which aspects of their life
lead them to be successful through different models shown through handouts.
-Selection of the “famous leaders” is up to the discretion of the SJU students teaching the class,
my research would suggest using Geoffrey Canada as an example of a successful African
American educator and business man currently serving as president of the non-profit Harlem
Children's Zone and Ursula Burns who was the first African-American woman CEO to head a
Fortune 500 company.
Reflection:
(1) Using the experiences of “famous leaders” (for example Geoffrey Canada or Ursula Burns)
and having a basic foundation for understanding different views of leadership through the
handouts, break students into their small groups again and have them write about what leadership
qualities they possess and what qualities they want to work on.
Action:
(1) Students share amongst their small groups what they wrote about.
Homework:
(1) Read “From Rags to CEO: The Story of Ursula Burns”
(2) Watch YouTube video “Profile: Ursula Burns, CEO and Chairman, Xerox Corporation”
Evaluation: TBD
Outcome:
(1) WC students enhance their knowledge of leadership and understand that leadership has many
different meanings.

Page 19
Geoffrey Canada Biography
Geoffrey Canada knows first-hand what it is like to grow up impoverished and scared in a world
dominated by violence. However, rather than seeking to escape from his past, Canada has
returned to the streets of his childhood. He has become passionately committed to helping the
youth of today grow up in a happier and safer world.
Canada was born in the South Bronx of New York City in 1954. His father, McAlister, suffered
from chronic alcoholism. His mother, Mary, eventually left her husband, believing that it would
be easier to raise Geoffrey and his three brothers on her own. Mary was hard-working and
dedicated to her sons, but life was nonetheless difficult, and Canada’s youth was marked by
poverty. As he explained to Michelle Green of People Weekly, “We were too poor to dress
properly. I had thin socks, thin pants, no sweaters and no boots. It wasn’t until years later that I
found out you could remain warm in the winter if you had the right clothes.”
In a life filled with hardships, Canada was fortunate to have a loving mother who instilled in him
strong values, a deep sense of responsibility, and a belief in the importance of education. She
tutored her sons, restricted the amount of television they were permitted to watch, taught them
how to read, and took them to museums and civil rights marches. An ambitious woman, she
eventually even earned a master’s degree from Harvard University.
Learned to Survive
Despite the strong presence of his mother, Canada did not escape the pressures of the world
outside of his home. The police, he quickly came to believe, did not care and certainly were not
the answer in times of trouble. He learned that it was better to fight than to suffer the
ramifications of being labeled a coward. As a youngster he armed himself with a knife, which he
always kept in his pocket. Once, while playing with the knife, Canada badly injured his finger.
He never had the permanently bent finger repaired, so that it would serve as a constant reminder
of a lesson he learned in the Bronx: do not ever become a victim. As he discussed in his memoir,
fist stick knife gun, “the finger keeps the urgency of the work my colleagues and I do with
children at the forefront of my mind. The slight deformity is such a small price to have paid for
growing up in the South Bronx. So many others have paid with their lives.”
After completing high school, Canada enrolled at Bowdoin College in Brunswick, Maine in
1970. At Bowdoin, he found himself in what was then an all-male environment, in a city with a
very small African American population. For the first time in his life, Canada lived and worked
with white students on a daily basis.

Page 20
Joined the Rheedlen Centers
In 1983, Canada left the Robert White School and returned to New York. Motivated by a desire
to save young people whose lives might be brutally cut short by bullets or smothered by
hopelessness, he decided to work and live in Harlem and to provide children with a role model.
“I want to be a children’s hero,” Canada remarked in fist stick knife gun, “Children need heroes
because heroes give hope; without hope they have no future.” He found employment with the
Rheedlen Centers for Children and Families as a program director for the Rheedlen Institute’s
Truancy Prevention Program.
The Rheedlen Centers were initially founded in 1970 by Richard Murphy as a truancy prevention
program for children ages five to 12. Their mission evolved as the needs of their constituency –
poor children and families – expanded, first growing to address issues of the complete family
unit and then incorporating those of entire neighborhoods. At the core of Rheedlen’s mission is
providing a safe environment for children among adults who will give them a sense of security
and protection. Through the Truancy Prevention Program, Canada specifically worked with
children whose parents had abused or neglected them. He also counseled at risk and other
neighborhood children who needed an after-school destination.
Canada’s personal background, professional and academic experience, and core belief system fit
well with Rheedlen’s philosophy. Patricia Smith aptly described Canada in the Boston Globe as
“the brother who never left the hood because he keeps looking into the faces of the children and
seeing himself there.” For Canada, the enemies that need to be defeated include poverty, drugs,
gangs, broken homes, abusive parents, poorly funded schools, unsafe playgrounds, and
hopelessness. He had witnessed first-hand how violence becomes ingrained in underprivileged
youths, and how a culture of helplessness breeds one of destruction, often in the name of self-
defense. Canada recounted this type of scenario in fist stick knife gun: “The child coming home
scared, scarred, looking to [the parents] for protection that they could not provide. The parents
feeling as if they had no alternative. Accept it, this is a violent world, so teach them to cope by
acting more violently than the others.” The solution to this problem, Canada believes, is for
educated men and women to live and work with these children to show them a more productive
way to live.
Designed Programs for Youths
In 1990, Canada was appointed president and CEO of the Rheedlen Centers. Housed primarily in
public schools, the Centers have expanded to offer homework help, tutoring, and recreational
programs to 2,000 students. Canada’s preventative, constructive approach actively blends
education, social services, and community re-building as a distinct contrast to expanded police
forces and jails. Social workers provide drug counseling and advice to parents, and emergency
food and clothing are given to families in distress. Canada has also designed programs to train
participants in such basic life skills as job expectations, punctuality, attendance, reliability,

Page 21
appearance, attitude, and respect. By 1997, the Centers had 11 sites throughout Manhattan.
Particularly concerned with the plight of young boys, Canada ensures that Rheedlen programs
are led by caring, nurturing men who exemplify the ideal that males play an important role in
raising children.
Under Canada’s leadership, the Rheedlen Centers have also initiated the Harlem Peacemakers
Program, a community-wide effort to reduce violence in central Harlem by teaching negotiation
skills. Concerned by the media’s promotion of violence as a way of settling disputes, Canada has
attempted to develop an alternative plan of action, one centered on communication as a means of
conflict resolution. The Peacemakers work with Rheedlen staff members to design anti-violence
programs and conflict resolution, mediation, and safety plans. Each year, the program trains an
additional 50 Peacemakers.
Took a National Perspective
In addition to his efforts with the Rheedlen Centers, Canada has begun to tackle similar issues on
a national level. He has partnered with Marion Wright Edelman and the Children’s Defense Fund
on behalf of their Black Community Crusade for Children, a nationwide effort to make saving
African American children the number one priority within the African American community.
Such efforts reinforce Canada’s dedication to addressing and solving the problems that confront
African Americans.
Despite the horrors which he has experienced and witnessed, Canada remains a man of hope.
Through his writings and actions, he embodies the role model he once desired for himself.
Canada strives to be a man of love and peace, the “visible hero” fighting to save children from
the often brutally dangerous world that they have inherited.
Weitzman, Lisa. (2000). "Canada, Geoffrey 1954–." Contemporary Black Biography. Retrieved
July 25, 2013 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-2872500018.html

Page 22
Ursula Burns Autobiography
I was raised by a wonderful mother in the rough and tumble public housing projects on the lower
east side of Manhattan. Many people told me I had three strikes against me. I was black. I was a
girl. And I was poor.
Mom didn’t see it that way. She constantly reminded me “where I was didn’t define who I was.”
She knew that education was my way up and out. On a modest salary, Mom somehow managed
to send me to good Catholic schools. Back then I was prepared for one of three career options:
nun, teacher or nurse.
None of those paths felt quite right for me and I began to dream of becoming an engineer.
Brooklyn Polytechnic Institute offered me a spot in the freshman class and I panicked — a
classic case of being careful what you wish for. I didn’t have the right preparation. I was in a
different borough of New York City that seemed foreign and distant. I feared the students would
surely be smarter than me.
It was my first “lean back, lean in” crossroads. It would have been so simple to let go of my
dreams and set out on a more predictable journey. However, the courage and confidence that my
mother and Cathedral High School had given me enabled me to lean in. It wasn’t easy. I had a lot
of catch-up courses to master. I was an oddity in a sea of predominantly white males. I doubted
myself big time. I started out in chemical engineering, which I hated, and switched to mechanical
engineering, which I loved. And, ever so slowly, I regained my footing.
My life since then has been a series of lean in moments: taking an internship with Xerox in
upstate New York, going to an Ivy League school for a graduate degree, signing on with Xerox,
and climbing the ladder to the top. As CEO, I pulled the trigger on a major acquisition, which
has transformed Xerox from a copy and printing company to a technology and services
enterprise.
Dreams do come true, but not without the help of others, a good education, a strong work ethic
and the courage to lean in. That’s why I spend so much time with organizations that help
minorities and women gain the education and self-respect they need to take risks, to dream big
and, hopefully, to someday pay it forward.
Burns, Ursual. (2011). “Dreams do come true, but not without the help of others, a good
education, a strong work ethic and the courage to lean in.” Retrieved July 18, 2013 from
http://leanin.org/stories/ursula-burns/

Page 23
From Rags to CEO: The Story of Ursula Burns
By Penny White, Yahoo! Contributor Network
She grew up in a single-parent home with two siblings in a low-income housing project in New
York City. But that did not deter Burns from achieving success.
The New York State Higher Education Opportunity Program (HEOP) provides academic and
financial support to students. Burns was selected for that program and she earned a bachelor of
science degree from Polytechnic University and a master of science degree in mechanical
engineering from Columbia University in 1981.
But even before she graduated, Burns was taking the necessary steps along the path which would
lead to her history-making success.
She joined Xerox Corporation in 1980 with a summer internship. From there, her rise to the top
was imminent.
She worked in product development and planning, then led several business teams such as office
color, fax business and office network copying business. She was also the executive assistant to
Paul Allaire, at the time the Xerox chairman and chief executive officer.
Then in 2000, Burns headed up manufacturing and supply chain operations as Senior Vice
President of Corporate Strategic Services. Before long, she was president of Xerox Business
Group Operations and named a corporate senior vice president. She was responsible for global
research, engineering, marketing and manufacturing of the Xerox line of products and services.
Burns was chosen on June 2009 to serve as CEO of Xerox Corporation. She is the first African
American woman CEO to head an S&P 100 company.
Burns also serves on a number of boards, both professional and community, such as American
Express, Boston Scientific, National Association of Manufacturers, the MIT Corporation and the
Rochester Business Alliance.
Of particular interest is that Burns took over the helm of CEO from another woman - Anne
Mulcahy. It was the first time, according to Xerox, that a female chief executive officer has
replaced another female chief executive officer as a Fortune 500 company.
"Xerox today offers the broadest portfolio of document management systems and software in our
industry and in our history. That progress happened on Ursula's watch as she drove a technology
strategy that launched more than 100 products in the last three years," said Mulcahy. "At the
same time, Ursula led activities that strengthened Xerox's business model so we're more
efficient, competitive and profitable.

Page 24
"This organizational change is a logical next step for our company and for Ursula. She brings
deep knowledge and experience to the president role, where she'll work closely with me and our
leadership team to accelerate our growth in color, services and new business markets."
Of her career with Xerox Corporation, Burns said, "I came to Xerox as a student intern 27 years
ago because of its respected reputation for research and engineering. I stayed because of the
people and to be part of a values-based culture with a passion for innovation and a deep
commitment to customers. To join Anne in leading Xerox's global team is a true honor. I have
tremendous pride in this company and am confident we have the best people and the best
products and services to aggressively drive our growth strategy, winning in the marketplace and
building value for our stakeholders."
White, Penny. (2010). “From Rags to CEO: The Story of Ursula Burns” Retrieved July 22, 2013
from http://voices.yahoo.com/from-rags-ceo-story-ursula-burns-5278569.html

Page 25
Education Program
Lesson Title: Personal Leadership
“Show much kindness and love for the young people you teach.”
Lesson Title: Personal Leadership (focus on Public Speaking)

Page 26
Subject: Business
Dates: TBD
Week: 2
Context:
(1) Start class by discussing “From Rags to CEO: The Story of Ursula Burns” which was handed
out in the last class.
(2) Transition into section on importance of presentation in relation to leadership.
(3) Watch TED talk by Simon Sinek called “How great leaders inspire action”.
Experience:
(1) Break the students into small groups and discuss the video, compare and contrast Simon’s
version of leadership to those of individuals previously discussed.
(2) Now have students bring out their previous written assignment on “leadership qualities they
possess and what qualities they want to work on” Have students condense their writings into a
concise one page that highlights both qualities they’re proud of having in terms of leadership and
some areas of growth they are continuing to achieve.
(3) Next inform the students that they will be presenting their writings on leadership in front of
the class.
Reflection:
(1) Once all students have presented, return to small group and begin discussing the experience
of presenting in front of an audience. What did they like about it? What didn’t they like about?
(2) In small groups make a list of important qualities and aspects a speaker should possess when
presenting.
Action:
(1) Have each group share 3 characteristics they believe are important qualities to have when
addressing an audience.
-Highlight the importance of the following aspects during the discussion: Speech Writing,
Introductions, Delivery, Storytelling, Using Humor, Listening Skills, Body Language, Visual
Aids, Handouts, Voice Care, Voice Control, & Stage Fright.

Page 27
Homework:
(1) Pass out article on public speaking entitled “Beyond Information: How to Connect with and
Influence Audiences” by Dr. Gary Genard, Professor of Public Speaking and Media Training at
The Fletcher School of Law and Diplomacy, and of Management Communication at Simmons
College for students to read.
-This article is for students to read in their own free time. It’s somewhat lengthy but can be a
great source to review for the topic of public speaking in terms of tips and ideas.
(2) Have students watch TED Talk by Kevin Byrne called “Building business on character ethic”
Evaluation: TBD
Outcome:
(1) WC students cultivate a greater knowledge and ability to speak in front of an audience of
their peers gaining higher self-confidence and maturity.

Page 28
Beyond Information: How to Connect with and Influence Audiences
By Dr. Gary Genard, Professor of Public Speaking and Media Training at The Fletcher School
of Law and Diplomacy, and of Management Communication at Simmons College
Speeches and presentations offer uniquely rich opportunities to connect with and influence
audiences. Every talk, pitch, lecture, or presentation is an occasion to change how people think,
feel, and behave—or should be. Time and attention are extremely valuable commodities listeners
spend in the hope that their investment will pay off handsomely. It’s our responsibility as
speakers to meet that demand.
Yet too many of us approach presentations from a weak starting point, believing that our job is to
convey information. Even presentations that aim to educate, however, are not primarily
delivering information, but only using information to accomplish a purpose. We really should be
out to change people’s thoughts and behavior, never simply regurgitating facts, reading bullet
points aloud, or expounding upon data in brightly colored graphs. When we make this mistake
and think in terms of merely delivering information, “content” becomes king. The chances then
become very good that we’ll spend most of our preparation time collecting data of various kinds.
To achieve true influence, however, we must travel beyond information to connect with
audiences on a deeper level of shared human experience. Speeches and presentations are like
theatrical performances—for they embody a sense of community. The feeling engendered
between speaker and audience of “working together toward a common solution” is far more
likely to achieve the result the speaker is looking for, while at the same time serving the needs of
listeners.
Rather than focusing on conveying content, then, use your presentations to create a bond of
shared experience. This means using techniques that allow you to establish a strong rapport with
your listeners. You should always be looking for ways to reduce the emotional distance between
you and your audience.
This article outlines three ways to achieve this level of rapport, and to foster a sense of
community with listeners. Something should change for the better when you speak. What
follows are three ways to more fully connect with and move audiences, and in the process, find
your own voice.
Think in Terms of “You,” Not “I”
What does this mean?
Buddhist philosophy reminds us that for all of us, life is hard, and so is public speaking. Self-
consciousness and nervousness are common when we present to groups, and for some of us, the
sensations rise to painful and even debilitating levels. It is easy to turn inward when we feel this

Page 29
way, wrapping ourselves in our own uncomfortable situation and giving in to negative self-talk
and fear.
But living in such an “I” universe can quickly become a self-fulfilling prophecy of failure. If our
energy is directed toward ourselves, we’ll have none left to give to our listeners—the very people
we’re trying to influence. What audience wants to be mostly ignored by a speaker?
The key is to direct all of your energy and efforts—everything you have—to reaching and
establishing a connection with your audience. This means not only eye contact, but paying
careful attention to the nonverbal communication coming your way, and playing off what you
see. Keep tightly focused on your line or argument, or take a different tack if you see your
listeners are confused or uncertain. Speak to them directly, asking a question or soliciting some
other response if you sense that your audience is becoming disengaged, is zoning out, or
otherwise losing interest. When your chief concern is the benefit your audience is receiving from
your talk, you’ll naturally sound like you’re interested in them, because you will be.
How do you do it?
• Direct all of your vocal and overall energy outward toward your audience, none of it inward
toward yourself. Watch, watch, watch what’s happening with your listeners: Do they get it? Are
their eyes locked with yours? Are they making the connections between what you’re saying and
their own world? Do you need to verbally make that connection for them?
• Activate your listeners. Remind audience members that they are the be-all and the end-all of
this presentation: they are the reason you are here! Your audience should realize that passive
attendance is not possible during your presentations. You can mirror physically the responses
that they should have, so they can get it and go along with you. Remove physical barriers (such
as lecterns, tables, and overly formal seating arrangements) between you and your listeners, and
get close to them. Visit all parts of the room if you can—and if you can’t, do it with your eyes
and arm gestures that “reach out” and toward that part of your audience.
• Say it: Use the word “you” rather than “I”; and “we” if it means you (speaker) and the
audience, not your company. Present your argument in terms of the audience’s experiences and
understanding. They will hear the language of true interest for them and their needs.
What are the benefits?
The number one benefit is reaching your listeners where they live and breathe! If I’m an
audience member and you talk about what concerns and interests me, I will hear it in everything
you say and show me—and I will respond. Now I’m tuned into what you’re saying!
When you’re on the right wavelength of focusing on your listeners, you sound natural, and your
voice reflects your true feelings. Self-consciousness (and self-love) have their own sounds, and
they are not pleasant ones for audiences.

Page 30
Reminding yourself of how you want to help people also gives you the perfect through-line of
your talk. Your logic and evidence become intuitive and powerful. It all becomes easier: when
you’re in the zone of total audience focus, it actually becomes hard to miss, because what
emerges in your speech flows easily and unobstructed and is concerned with others rather than
yourself.
Another great benefit is that you’ll be diminishing your self-focus and increasing your audience
focus with every word. In the best instances, you’ll be like a magician who achieves your own
“disappearing act,” in which you fully become the conduit to your message. Since that message
is meant only for your listeners, you’ll be laying down a rock-solid path to audience influence.
Be Conversational
Few good speakers think in terms of “giving a speech,” and no great speakers think so. The
mark—one mark at least—of great speakers is that they all sound completely conversational, no
matter the size of the audience. Think of it from the audience’s point of view: Presentations (with
a capital “P”) are rarely interesting; but a person of knowledge and passion talking to us about
their area of expertise can be fascinating.
We have evolved as a species to talk to one another person-to-person or in small groups—think
about our ancestors sitting around a camp fire, telling the story of the hunt. Public speaking to
large audiences is a much more artificial situation. We naturally develop self-consciousness
when speaking to crowds, stiffening up and becoming more formal in our delivery. It’s not a
successful survival strategy, and it definitely undermines our ability to connect with listeners and
tell an interesting story.
Staying conversational, on the other hand, means we remain in touch with a natural style of
speaking that sounds effortless. Imagine you’re talking to a close group of friends about the
terrific movie you just saw, or the fascinating person you just went out with on a date. Your
entire presentation persona—your facial expressions and eye contact, movement and gestures,
vocal coloration and every other aspect of your delivery—will naturally project what you’re
thinking and feeling. You’ll come through honestly as yourself, not as someone trying to “be
good” in a formal presentation.
This is conversationality, and it’s a world apart from the one-way blast of information that many
of us subject our audiences to. Listeners can relate to us—and to the story we’re telling—when
we just talk to them about a mutually interesting subject. We are at our honest best, and the
audience responds easily, since no layer of formal presentation intrudes.

Page 31
All of this is to say that the best speakers don’t sound any different in front of an audience, than
they do when talking to a single person in an interpersonal conversation. The secret, of course, is
that it’s still a conversation, even with a larger group of people.
How do you do it?
• Make eye contact. The eyes truly are the windows of the soul, and we connect with listeners
intimately when we share this personal connection. Some speakers don’t like making eye contact
with listeners because then they “lose their train of thought.” To which I reply, “Who is easier to
convince, another human being or the back wall?”
• Let your voice “go all over the place.” Although this advice sounds slightly silly, I mean it:
This is exactly what your voice does when you’re talking to that group of friends about that
exciting movie or date. Release your voice from the confines of an “excellent” presentation. It
isn’t excellence you’re aiming for (because that’s impossible to achieve by aiming directly at it);
it’s connecting with your listeners. Don’t hold yourself in vocally, as many people do in
professional communication. In particular, use the upper reaches of your pitch. We usually
indicate something important by both emphasizing and raising our pitch on a word or phrase.
Doing so gives your voice the “peaks and valleys” of conversation that perk up the ears of
listeners.
• Tell stories. Call them evidence or testimonials or supporting material if you like, but always be
conscious of the humanity involved in your talking points. Concepts, principles, and theories are
fine, but they must be enlivened with the human element to make your conversation come alive.
Stories accomplish that spectacularly.
People are always persuaded by genuineness and lack of artifice. Lincoln had it right when he
gave his opinion about fooling some of the people all of the time, or all of the people some of the
time. In public speaking, some people will be hoodwinked by a dazzling performance with little
soul . . . but only for a while. Eventually, they’re figure out whether a speaker is talking to them
from the heart, or simply giving a command performance. The sound of someone’s real voice—
the conversation we have with them—is always the best indicator of their honesty and
forthrightness. Even with con artists, sooner or later we figure out whether we’re hearing their
real voice, or only a shallow and cynical substitute.
Appropriate pacing is also easiest to achieve when we “talk” rather than “give a speech.” One of
the drawbacks to formal presentations is an ironing-out effect, in which the natural ups-and-
downs of our speech are steamrolled away in our desire to be good and sufficiently professional.
The real professionals don’t have to achieve any particular effect, however, except their own
voice. If you know what you’re talking about, you don’t have to do anything except open your
mouth and, well, talk about it.

Page 32
Most important of all, you’ll look and sound like yourself if you focus on having a conversation
with your audience. There is never a need to be as good as that excellent speaker you heard
recently, or to be “better than you usually are” because this speaking situation is so important.
You have been given this speaking assignment for a reason: You’re the only person who can
give this talk in this way. That’s exactly who your audience needs and expects. The best way to
give them what they need is to sound like yourself—the person they really want to hear.
Have a Discussion with Your Listeners
Earlier in this article, I mentioned that speeches and presentations are a form of community: we
bond with audiences and them with us as speaker, and we share an experience. If we’re speaking
well, the audience and we reach an end together, arriving at our destination of shared knowledge
and influence at the same time.
These facts are true because, in a sense, we are mutually solving problems when we present to
audiences. Think of the way we typically approach a challenge as a group, from a neighborhood
committee to a legislature: we get together and discuss the issues and possible solutions. Every
speech or presentation embodies the same challenge: How can we as a group change our
thoughts, feelings, or actions about this situation, so that a positive outcome emerges from this
encounter between speaker and audience?
Talking at listeners certainly won’t get us anywhere! Yet how many presentations have that
feeling about them: a one-way monologue in which audiences are expected to be passive and to
soak up a constant stream of information aimed their way? Who can benefit from such a
dynamic? And who in the world would be interested in hearing such a talk?
Yet day after day, in every industry or endeavor, presenters subject audiences to performances
that hardly acknowledge them as partners in a topic of mutual interest. How much more
successful we will be by giving listeners the impression that together we are confronting a matter
of concern and importance.
Naturally, in any discussion the participants need to be engaged and heard from. And this is a
critical part of going beyond information to connect with and influence listeners: We must
consciously think of ways to engage audiences when we speak to them.
Remember the cliché of brilliant professors who haven’t a clue as to how to reach college
audiences. That story reminds us that the possession of knowledge is useless if the hearts and
minds of listeners aren’t sufficiently engaged to receive it.
How do you do it?

Page 33
• Don’t let your audience be passive! “Discussion” means just that: Invite responses if the size of
your audience and your subject matter permit it. If not, “touch” your audience frequently, by
reminding them how the point you’re making applies in their world. “You’ve all seen this in
action”; “Your team deals with this all the time with customers”; and “Paula reminded me before
we started today that this was something we should cover”—remarks like these constantly bring
your listeners back into the discussion, where they belong.
• Think in terms of talking with groups the same way you do with individuals, coming down
from the heights of formalized presentations to a more relaxed and spontaneous approach. Just
because people are gathered in a group doesn’t mean that our interaction with them should
change. The more we think in terms of giving a prepared set-piece of a presentation, the more
we’ll be divorcing ourselves from the time and the moment and the people in the room with us.
• Ask small questions. Whenever we ask a question—rhetorical or otherwise—each individual in
our audience responds the same way: by getting ready to answer that question. Tossing questions
to an audience is a sure-fire way to remind them that they’re part of this discussion, not passive
pseudo-participants. “You know what I mean, don’t you?” “Haven’t you experienced this in
sales calls?” “Let’s discuss that last point, shall we?” “Everybody with me so far?” Ask small
questions like these to set up participation. Okay?
• Relish the story of each main point before you go on to the next. Don’t let this rich material fly
by, especially if you’re feeling anxious and want to get this presentation over as soon as possible.
As an example to illustrate this point: When we attend amateur theatrical productions and are
bored with what we’re seeing, it’s not because the actors are dragging out scenes—it’s because
they’re not taking enough time. We easily sense the superficiality of the performance, and we
prefer a deeper involvement on their part. When you as speaker spend sufficient time on your
stories, each of your main points will be like a different song on a CD, or a single gem in a
beautiful necklace.
Rehearsed presentations can easily acquire a “canned” quality; but discussions usually sound
fresh because we never know who’s going to say what, or when. When we have a discussion
with our listeners, we mimic this dynamic because we are in the moment. We are present,
discussing things with real people, in real time. A worthwhile discussion has the sense of variety,
and a back-and-forth quality that draws people in. Yes, speeches consist of mostly verbal
contributions by the speaker and nonverbal ones from the audience. But if you can create the
sense of a discussion as I’ve talked about above, your presentation will be more immediate and
involving for your audience and their interest will soar.
Finally, it’s much easier to bring your true voice into play when you’re concentrating on talking
to a person rather than a crowd, i.e., having a discussion. By “voice” I mean not so much your

Page 34
actual speaking voice—though that’s of great importance, of course. I mean your presentation
persona, including your ability to talk to audiences with immediacy and presence.
Remind yourself of the great opportunity you have to discuss something of importance with
these people. Chances are you’ll hardly be able to wait to begin, and when you do, your audience
will relish every moment.
Genard, Gary. (2011). “Beyond Information: How to Connect with and Influence Audiences”
Retrieved July 24, 2013 from
http://www.publicspeakinginternational.com/articles/bid/64701/Beyond-Information-How-to-
Connect-with-and-Influence-Audiences/

Page 35
Education Program
Lesson Title: Business Ethics
“Have much care and affection for the young people entrusted to you.”

Page 36
Lesson Title: Business Ethics
Subject: Business
Dates: TBD
Week: 3
Context:
(1) Start class by watching/discussing TED Talk by Kevin Byrne. (Focus on the delivery of the
speech, noting the material examined in the last class and then focus on his content)
(2) Transition into section on Ethics.
(3) Discuss with students what is there understanding of ethics?
(4) Pass out hand out on Catholic Social teaching for students to add to their binder as a source
of reference.
(5) Pass out article entitled “New trends in business in line with Catholic social teaching” by
Professor Oliver Williams, C.S.C. of Mendoza College of Business at University Notre Dame. --
-Discuss how can one can use the lessons learned from Catholic Social teaching and implement
them in the business world as illustrated in the article.
Experience:
(1) Break up into small groups and hand out case studies entitled “Might Makes Right” and “A
Good Team Player”. (Case studies taken from Carnegie Mellon Tepper School of Business –
Business Ethics Program) Have students use the framework of Catholic Social Teaching to work
through the ethical problems.
Reflection:
(1) Have students convene as a whole class to share their understandings of the cases and the
conclusion their specific group came to.
Action:
(1) Break students up into small groups and have student write about an ethical situation they
have faced in their life could be in school or in their community and how they reacted in that
situation. Would they have done anything different now that they are reflecting upon the
situation? How can the lessons of Catholic social teaching have changed the outcome?

Page 37
(2) Have students share amongst each other their new found self-discovery on a previous
situation in their life.
Homework:
(1) Hand out article entitled “Business Ethics Summary” by Michael Alexander Newman
(2) Hand out “Key Terms for Business Ethics” for students to use as a form of review
(3) Watch Marketing and Ethics YouTube video
Evaluation: TBD
Outcome:
(1) Students further explore their own understanding of ethics and enhance their ability to apply
it in their own life.

Page 38
Seven themes of Catholic Social Teaching
The Church's social teaching is a rich treasure of wisdom about building a just society and living
lives of holiness amidst the challenges of modern society. Modern Catholic social teaching has
been articulated through a tradition of papal, conciliar, and episcopal documents. The depth and
richness of this tradition can be understood best through a direct reading of these documents. In
these brief reflections, we highlight several of the key themes that are at the heart of our Catholic
social tradition.
Life and Dignity of the Human Person
The Catholic Church proclaims that human life is sacred and that the dignity of the human
person is the foundation of a moral vision for society. This belief is the foundation of all the
principles of our social teaching. Catholic teaching also calls on us to work to avoid war. Nations
must protect the right to life by finding increasingly effective ways to prevent conflicts and
resolve them by peaceful means. We believe that every person is precious, that people are more
important than things, and that the measure of every institution is whether it threatens or
enhances the life and dignity of the human person.
Call to Family, Community, and Participation
The person is not only sacred but also social. How we organize our society -- in economics and
politics, in law and policy -- directly affects human dignity and the capacity of individuals to
grow in community. Marriage and the family are the central social institutions that must be
supported and strengthened, not undermined. We believe people have a right and a duty to
participate in society, seeking together the common good and well-being of all, especially the
poor and vulnerable.
Rights and Responsibilities
The Catholic tradition teaches that human dignity can be protected and a healthy community can
be achieved only if human rights are protected and responsibilities are met. Therefore, every
person has a fundamental right to life and a right to those things required for human decency.
Corresponding to these rights are duties and responsibilities--to one another, to our families, and
to the larger society.
Option for the Poor and Vulnerable
A basic moral test is how our most vulnerable members are faring. In a society marred by
deepening divisions between rich and poor, our tradition recalls the story of the Last Judgment
(Mt 25:31-46) and instructs us to put the needs of the poor and vulnerable first.

Page 39
The Dignity of Work and the Rights of Workers
The economy must serve people, not the other way around. Work is more than a way to make a
living; it is a form of continuing participation in God’s creation. If the dignity of work is to be
protected, then the basic rights of workers must be respected--the right to productive work, to
decent and fair wages, to the organization and joining of unions, to private property, and to
economic initiative.
Solidarity
We are one human family whatever our national, racial, ethnic, economic, and ideological
differences. We are our brothers and sisters keepers, wherever they may be. Loving our neighbor
has global dimensions in a shrinking world. At the core of the virtue of solidarity is the pursuit of
justice and peace. Pope Paul VI taught that if you want peace, work for justice.1 The Gospel
calls us to be peacemakers. Our love for all our sisters and brothers demands that we promote
peace in a world surrounded by violence and conflict.
Care for God's Creation
We show our respect for the Creator by our stewardship of creation. Care for the earth is not just
an Earth Day slogan; it is a requirement of our faith. We are called to protect people and the
planet, living our faith in relationship with all of God’s creation. This environmental challenge
has fundamental moral and ethical dimensions that cannot be ignored.
This summary should only be a starting point for those interested in Catholic social teaching. A
full understanding can only be achieved by reading the papal, conciliar, and episcopal
documents that make up this rich tradition. For a copy of the complete text of Sharing Catholic
Social Teaching: Challenges and Directions (No. 5-281) and other social teaching documents,
call 800-235-8722.
Publication No. 5-31 USCCB Communications Washington, D.C. ISBN 1-57455-315-1
1 Paul VI, For the Celebration of the Day of Peace (Rome: January 1, 1972).
Text is drawn from Sharing Catholic Social Teaching: Challenges and Directions (Washington,
DC: USCCB, 1998) and Faithful Citizenship: A Catholic Call to Political Responsibility
(Washington, DC: USCCB, 2003).

Page 40
New trends in business in line with Catholic social teaching
By Professor Oliver Williams, C.S.C. of Mendoza College of Business at University Notre Dame.
There are a growing number of companies that not only seek their private good, but also the
common good and they embody this expanded purpose in their mission statement and core
values.
Cardinal Turkson acknowledged this when he introduced the document The Vocation of the
Business Leader based on Catholic Social Teaching on March 30, 2012: “Fortunately, we are
witnessing a change in business, a new tendency among organizations, both public and private,
to view profit as a means for achieving human and social ends—in other words, as an
opportunity to serve the common good.”
Jerry Porras and James Collins in "Built to Last" (1994) call such companies that have long-term,
excellent financial performance and an expanded purpose “visionary companies,” companies that
believe that doing well and doing good are not opposites. For example, Merck Pharmaceutical
Co. has a mission statement that calls on the company to “devote(s) extensive efforts to increase
access to medicines through far-reaching programs that not only donate Merck medicines, but
also help deliver them to the people who need them.”
Merck sees its purpose as to preserve and improve human life. (See the Merck mission statement
on the web). Hewlett-Packard speaks of its purpose as to make technical contributions for the
advancement and welfare of humanity. In South Korea, Homeplus speaks of “a mission to create
increasing value to our customers and communities. . . . We commit to balanced ‘growth’ and
‘social contribution’”. Starbucks opens its mission statement as follows: “Our mission: to inspire
and nurture the human spirit—one person, one cup and one neighborhood at a time.”
The new understanding of business as a socially responsible political actor in the global economy
may reflect a growing number of business people who want to make a difference by taking on
some of the problems of the wider society. Asking about ultimate purpose, about what most
deeply matters in life, is to focus on what some call spiritual values in business, another growing
trend. Pope John Paul II captured the spirit of this trend when he wrote in Cente-simus Annus
(35) that the purpose of business is not simply to make a profit. Rather, business is a community
of persons and this community can foster the development of society as well as people.
One initiative to promote and enhance more peaceful and just societies is the United Nations
Global Compact. Founded in 2000 by the then secretary general of the UN, Kofi Annan, the
Global Compact is intended to increase and diffuse the benefits of global economic development
through voluntary corporate policies and programs.
By promoting human rights and labor rights, enhancing care for the environment and
encouraging anti-corruption measures, the 10 principles of the Global Compact are designed to

Page 41
enable more peaceful societies. Initially comprised of several dozen companies, the compact as
of 2013 had over 7,000 businesses and 1,000 non-government organization in 135 countries. The
objective is to emphasize the moral purpose of business, with member companies setting a high
moral tone throughout the world.
Ban Ki-Moon, UN secretary general, expressed the mission well: “Business practices rooted in
universal values can bring social and economic gains.”
When people perceive that business is not only seeking its private good but also the common
good, and that this is embodied in a mission statement and a widened purpose and activity, there
is a slow retrieval of trust in business. This retrieval of trust is manifest in the response to some
of the endeavors of signatory companies of the Global Compact.
Business leaders with a conscience will find a helpful moral compass with the guidance of
Catholic Social Teaching, especially the document Vocation of the Business Leader. They will
also find like-minded colleagues, men and women striving to lead sustainable businesses, in the
membership of the United Nations Global Compact. The Philippines has a local network of UN
Global Compact companies, as do over 100 other countries, where leaders can share hopes and
dreams, as well as learn from each other. I, for one, have great confidence that business can help
us as we work towards a better world for all.
*This article originally appeared in The Manilla Times

Page 42
MINICASE: MGMT - 06 BUSINESS ETHICS PROGRAM
A Good Team Player
Topic: Leadership
Characters: Steven, Assistant Department Manager
Kristin, Newly appointed supervisor of Steven's work section
Having done well as a staff accountant in the accounts payable section of a major industrial firm
for several years since his graduation from college, Steven felt that he had learned much about
the “ins” and “outs” of survival in an intensely bureaucratic organization. It is thus not surprising
that he was relaxed and unconcerned about his circumstances at the company as he entered the
employee lounge to attend the late-afternoon welcoming reception for his new supervisor.
The new manager of accounts payable, Kristin, had been transferred to Steven’s division from a
similar position in another subsidiary of the company because of her proven talent for organizing
and improving the efficiency of operations there. A no-nonsense type of manager, Kristin was
experienced and determined to perform her new assignment with the same vigor that had brought
her so much success throughout her career.
At the reception, Kristin circulated through the room, introducing herself to her new subordinates
and asking each of them if they had any suggestions that would help make the payables section a
better place to work. When she approached Steven, he told her about something that had been on
his mind lately: that people seemed to him to gain promotions and be given opportunities to work
overtime based on who liked them, and not on the quality of their work. In reply, Kristin politely
stated that she would do everything that she could to see that whatever it was he was referring to
would have no place in the team she would lead.
Upon his arrival at work the next day, Steven received a phone call from Kristin’s secretary
asking that he meet with his new boss later that morning. He had barely entered her office for the
meeting when she looked him straight in the eye and said, “I will not tolerate individuals in this
organization who are not good team players. Yesterday afternoon you led me to believe that
there are people in this office who are not acting in the best interests of the company, and I want
to know who. I want you to tell me the names of the managers you were referring to note, and
keep me informed if you see anyone hurting this company, or I’ve got to think that maybe you’re
part of the problems around here.” Stunned by both the tone and content of her statement, Steven
quickly tried to think of a way to respond.
Author: Michael G. Bowen, Assistant Professor of Management, University of Notre Dame
1992 Arthur Andersen & Co, SC. All rights reserved.

Page 43
FINANCE MINICASE: MGMT - 06 BUSINESS ETHICS PROGRAM
TEACHING NOTES
A Good Team Player
Teaching Notes
What Are the Relevant Facts?
1. Kristin, an experienced manager on the move, has just assumed leadership of the accounts
payable section of a major industrial firm.
2. Steven, dissatisfied with what he senses are political machinations that have influenced
managerial decision making within his firm, suggests that things would be better in the section if
the political “bullshit” could be stopped.
3. Kristin uses the power of her new position to try to get Steven to give her the names of those
in his section who are not good team players.
What Are the Ethical Issues?
1. Should Steven give Kristin the names of those he suspects have pursued their personal
interests on the job to save his skin, despite the fact that they are only his suspicions?
2. Should Steven agree to be an ongoing informant for his new boss?
3. On what grounds are Kristin’s demands of Steven justifiable? How should these influence
Steven’s actions?
Who Are the Primary Stakeholders?
· Steven
· Kristin
· Steven’s and Kristin’s fellow employees
· Stockholders of the company
What Are the Possible Alternatives?
1. Tell Kristin that his statement at the reception was an emotional outburst he now regrets.
2. Accede to one or both of Kristin’s demands.
3. Refuse to go along with either of her demands.
4. Request time to consider options.
What Are the Ethics of the Alternatives?
1. What are the short- and long-term costs and benefits of each alternative for Steven and each of
the other stakeholders?
2. How should Steven weigh the risks to his own career of not complying with Kristin’s demands
against the personal and organizational implications of what he is being asked to do?
3. How might questions from the “justice” model of ethical behavior add to your perspective on
the case?
4. Which alternative is most “just” to all parties involved?
What Are the Practical Constraints?
1. Time pressure--unless Kristin will allow additional time to consider alternatives.
2. Organizational and legal limitations (if any) on Kristin’s ability to make such demands.
What Actions Should Be Taken?

Page 44
1. How should Steven respond? Why? What assumptions form the basis for your decision?
2. What would you do if you found yourself in a similar position at your job? Is your answer
different from that you gave for Steven above? If so, why?

Page 45
MINICASE: MGMT - 10 BUSINESS ETHICS PROGRAM
Might Makes Right
Topic: Taking Credit for Work
Characters: Janice, chief of research and development
John, Janice’s underpaid assistant
Janice is a highly educated top executive in charge of research and development. John is her
underpaid assistant, struggling to support his family. His performance evaluations have always
been more than adequate.
As one of his research projects, John designs a creative software package that addresses major
concerns within the company. He shares this program with Janice, hoping it will bring him a
much needed promotion and raise. Janice’s boss has asked her to design an innovative and
efficient program. But pressures of her position keep her from setting aside sufficient time to do
the requested work.
Janice, eager to successfully complete the job her boss assigned, is thinking of presenting John’s
program to her boss and passing it off as her own. If John objects, she can threaten to lower his
performance evaluations or possibly even fire him. If he agrees to go along with the scheme, she
can give him a raise and a promotion.
What should Janice do?
Author: J. H. Coll

Page 46
FINANCE MINICASE: MGMT - 10 BUSINESS ETHICS PROGRAM
TEACHING NOTES
Might Makes Right
Teaching Notes
What Are the Relevant Facts?
1. Janice is John’s boss.
2. Janice’s supervisor has asked her to create an innovative program, but the pressures of her job
have prevented this.
3. John designs a creative software package which he shares with Janice, hoping it will bring him
a promotion and raise.
4. Janice is thinking of taking credit for John’s program. If John objects, she will fire him; if he
agrees, she will give him a promotion and raise.
What Are the Ethical Issues?
1. If the software is developed on company time, to whom does the program belong?
2. Is John being treated justly? Are his rights being protected?
3. Is Janice stealing?
4. When, if ever, is it ethical for a manager to take credit for the work of a subordinate?
Who Are the Primary Stakeholders?
· The company
· John and his family
· Janice
· Janice’s boss
What Are the Possible Alternatives?
1. Janice can proceed to take John’s work.
2. Janice can create a team environment in which the team, in this case Janice and John, present
the work together.
3. Janice can give John full credit and print the package to her boss in such a way that it makes
both Janice and John look good.
What Are the Ethics of the Alternatives?
·Ask questions based on a “utilitarian” perspective.
For example:
1. Which alternative would provide the greatest benefit to the greatest number of stakeholders?
2. How would costs and benefits be measured?
3. What is the value of the public knowledge of ownership?
·Ask questions from a “rights and duties” viewpoint.
For example:
1. What rights does each stakeholder have?
2. Who has the right of ownership for a program developed on company time?
Ask questions based on a “justice or fairness” perspective.

Page 47
For example:
1. Which alternative distributes the benefits and burdens most fairly?
2. If John receives the promotion and raise that he wants, are the benefits being fairly distributed
to him if Janice claims authorship of the program?
What Are the Practical Constraints?
1. Janice will incur considerable professional risk if she claims authorship of the program. It
could damage her career in the same way that subsequent discovery of plagiarism in a doctoral
dissertation can come back to haunt a person with a doctorate.
What Actions Should Be Taken?
1. What alternative should Janice choose?

Page 48
Business Ethics Summary
By Michael Alexander Newman
Ethics is one of the oldest disciplines, the object of study of which is morality. The term ethics
was introduced by Aristotle, who thoughtfully remarked that ethics "helps to know what to do
and what should be avoided".
Modern ethics is first and foremost, the science that allows to consider human relationships, as
well as to evaluate the behavior of people in terms of generally accepted norms. There are
professional ethics, which includes a system of moral norms of human behavior, belonging to a
particular social group. An entrepreneur should not only know the ethical behavior standards, but
also to follow them. There are so-called professional ethics, and in particular - business ethics,
which includes standards of entrepreneur behavior. Entrepreneurial activity is impossible without
the numerous contacts with people; it is not designed to work alone.
What is the difference between business etiquette and business ethics? Business ethics is
primarily a negotiation with partners; ethics recordkeeping; use ethical methods of competition.
Business ethics considered to be the same for businessmen from different countries. Business
etiquette - are certain rules governing the work style, manner of communication between firms,
the appearance of businessmen, sequence and manner of negotiating and so on. Business
etiquette is formed under the influence of certain traditions and the prevailing historical
conditions of the country. Therefore, those entrepreneurs who cooperate with foreign partners, is
very useful to have a national business etiquette cooperating party prior to the joint activity.
The issues of business social responsibility, ethics, and environmental protection are on the
agenda of modern companies. Social responsibility of business ethics and environmental
protection are equally important and urgent tasks of modern business than the financial
performance of the organization or the pay of top managers, because the issues of corporate
responsibility are able to provide the same impact on business reputation and business value, as
well as standard indicators of economic growth. "Social responsibility is a voluntary effort on the
part of business to take various steps to satisfy the expectation of different interest group... the
interest group may be owners, investors, employees, consumers, government, society or
community. " (nos.org, 05.21.2009)
In our days environmental protection, for some business industries as automotive industry, drives
to new technology and innovation. And this is true even for General Motors Company. "As an
automotive manufacturer, environmental responsibility is a key issue for GM. It is playing an
active role in the development of hydrogen fuel-cell powered vehicles that emit only clean water
and offer twice the energy efficiency of traditional engines." (Alex Blyth, 11.05.2003)
Without being perceived as a sign of economic strength, social responsibility has today the form
of corporate civic - a way to create stable and profitable business relationship for all parties, a

Page 49
non-aggressive way, less harmful to work around the community, a friendly way of
communication with society. In this form, social responsibility is nothing but a modern and open
way of flexible management. Practices and social responsibility programs are more accessible
and more interesting for small business enterprises.
Questions emanate as to the ethical considerations of the professional's liability and how power
and dominance should be utilized in service to the society and customer. Most professions have
internally implemented principles of practice that associates of the profession must abide by, to
forbid exploitation of the customer and uphold the wholeness of the profession. This is not only
to the advantage of the client but to the advantage of those belonging to the profession. For
instance, an American business may ask an engineer to manifest the safety of a project which is
not safe. While one engineer may deny manifesting in the project on moral basis, the business
may find a less painstaking engineer who will be ready to manifest in the project for a payoff,
thus saving the business the cost of restyling. Disciplinary principles permit the profession to
formulate a standard of behavior and assure that one meets this standard, by checking them from
the professional body if they do not practice consequently. This permits those professionals who
act with moral sense to practice in the cognition that they will not be counteracted commercially.
By those who have less ethical qualms. It also maintains the public's trust in the profession,
meaning that the public will continue to seek their services.
One can show integrity in every step of professional life, and that comprises the truthfulness of
statements in one's curriculum vitae. It is common cognition that many people amplify their
skills or experience when searching for jobs. They may over-accentuate their role in projects,
their participation in certain industries or areas, or their acquaintance with various Information
Technology packages. The interviewers can easily catch this foolishness, and thus one will have
to face failure at the very beginning by not getting selected for the particular job. Potency-based
interviewing is grounded on the premise that past performance is a good revealer of possible
future performance. It uses elaborate questions about what one has done to inculcate one's your
past behaviors. Thus, starting with one's resume, one can demonstrate his/her ethical values in
the professional arena. In the professional arena, a person should not adopt unethical methods,
such as accepting bribes, trying to hurt the sentiments of associates or not showing respect to the
sub-ordinates. Everyone has an ethical ambit. As a professional, one needs to make sure that one
has a firm cornerstone. If one can meet the moral standards as expected of him/her, one is potent
to encourage and urge on others and attain career honors and rewards.
References:
Behrman, Jack N. (1988).Essays on Ethics in Business and the Professions; George, Richard T.
de (1999), Business Ethics

Page 50
Key Terms for Business Ethics
Descriptive Ethics –As practiced by many social scientists, provides a descriptive and empirical
account of those standards that actually guide behavior, as opposed to those standards that should
guide behavior.
Ethical Values –Those properties of life that contribute to human well-being and a life well
lived. Ethical values would include such things as happiness, respect, dignity, integrity, freedom,
companionship, health.
Ethics –Derived from the Greek word ethos, which refers to those values, norms, beliefs, and
expectations that determine how people within a culture live and act. Ethics steps back from such
standards for how people do act, and reflects on the standards by which people should live and
act. At its most basic level, ethics is concerned with how we act and how we live our lives.
Ethics involves what is perhaps the most monumental question any human beings can ask: How
should we live? Following from this original Greek usage, ethics can refer to both the standards
by which an individual chooses to live her/his own personal life, and the standards by which
individuals live in community with others. As a branch of philosophy, ethics is the discipline that
systematically studies questions of how we ought to live our lives.
Morality –Sometimes used to denote the phenomena studied by the field of ethics. This text uses
morality to refer to those aspects of ethics involving personal, individual decision making, “How
should I live my life?” or “What type of person ought I be?” is taken to be the basic question of
morality. Morality can be distinguished from questions of social justice, which address issues of
how communities and social organizations ought to be structured.
Normative Ethics –Ethics as a normative discipline that deals with norms, those standards of
appropriate and proper (or “normal”) behavior. Norms established the guidelines or standards for
determining what we should do, how we should act, what type of person we should be.
Norms –Those standards or guidelines that establish appropriate and proper behavior. Norms
can be established by such diverse perspectives as economics, etiquette, or ethics.
Personal Integrity –The term ‘integrity’ connotes completeness of being or thing. Personal
integrity, therefore, refers to one’s completeness within themselves, often derived from the
consistency or alignment of actions with deeply held beliefs.
Practical Reasoning –Involves reasoning about what one ought to do, contrasted with
theoretical reasoning, which is concerned with what one ought to believe. Ethics is a part of
practical reason.
Risk Assessment –A process to identify potential events that may affect the entity, and manage
risk to be within its risk appetite, to provide reasonable assurance regarding the achievement of
entity objectives.

Page 51
Stakeholders –In a general sense, a stakeholder is anyone who can be affected by decisions
made within a business. More specifically, stakeholders are considered to be those people who
are necessary for the functioning of a business.
Social Ethics –The area of ethics that is concerned with how we should live together with others
and social organizations ought to be structured. Social ethics involves questions of political,
economic, civic, and cultural norms aimed at promoting human well-being.
Theoretical Reasoning –Involves reasoning that is aimed at establishing truth and therefore at
what we ought to believe. Contrast with practical reasoning, which aims at determining what is
reasonable for us to do.
Values –Those beliefs that incline us to act or to choose in one way rather than another. We can
recognize many different types of values: financial, religious, legal, historical, nutritional,
political, scientific, and aesthetic. Ethical values serve the ends of human well-being in impartial,
rather than personal or selfish ways.

Page 52
Education Program
Lesson Title: Marketing
“By the care you take of your students show that you have a real love for
them.”

Page 53
Lesson Title: Marketing
Subject: Business
Dates: TBD
Week: 4
Context:
(1) Open by discussing the short YouTube video assigned for homework. What did the students
think out it? Where have you seen deceptive advertising before?
(2) Transition into discussion about marketing.
(3) Highlight and discuss famous brands (i.e. when you think of Coke or McDonalds’, what are
some images that come to your mind?)
(4) Watch TED Talk by Seth Godin called “How to get your ideas to spread”.
(5) Discuss video in small groups.
Experience:
(1) Break the students up into their smaller groups and assign them one product that was
marketed in the video they watched for homework. Their will then have to research and create an
ad for the product that presents the product in an ethical way.
(2) Computers will be available to use to create a short power point presentation.
(3) Each group will present their product to the class. (Students will be evaluated by the other
groups in terms of creativity and how ethical the advertisement would be to a consumer)
Reflection:
(1) As a class, discuss the process and experience of creating an ad.
Action:
(1) Have students write out an idea they would want to advertise and how they would do it.
Homework:
(1) Watch video by Jay Gilbert called “On Better Business”
Evaluation: TBD

Page 54
Outcome:
(1) Students will have an opportunity to expand on previous presentation skills and be provided
the opportunity to develop research skills.

Page 55
Terms for Marketing
Value –the benefits a customer receives from buying a good or service
Marketing –the activity, set of institutions, and processes for creating, communicating,
delivering, and exchanging offerings that have value for customers, clients, partners, and society.
Stakeholders –buyers, sellers, investors in a company, community residents, and even citizens
of the nations where goods and services are made or sold.
Consumer –the ultimate user of a good or service; can be individuals or organizations, whether a
company, government, or charity
Marketing Concept –marketers first identity consumer needs and then provide products that
satisfy those needs, ensuring the firm’s long term profitability
Need –the difference between a consumer’s actual state and some ideal or desired state
Want –the desire for a particular product we use to satisfy a need in specific ways that are
influenced culturally and socially
Demand –the result of when you couple desire with the buying power or resources to satisfy a
want
Market –all the consumers who share a common need that can be satisfied by a specific product
and who have resources, willingness, and authority to make the purchase
Utility –the sum of the benefits we receive when we use a good or service
 Form Utility –the benefit marketing provides by transforming raw materials into
finished products
 Place Utility –the benefit marketing provides by making products available where
customers want them
 Time Utility –the benefit marketing provides by storing products until they are
needed
 Possession Utility –the benefit marketing provides by allowing the consumer to
own, use, and enjoy the product
Social Marketing Concept –marketers must satisfy customers’ needs in ways that also benefit
society while still delivering a profit to the firm
Sustainability –meeting present needs without compromising the ability of future generations to
meet their needs

Page 56
Green Marketing –the development of marketing strategies that support environmental efforts
Business-to-business Marketing –the marketing of goods and services from one organization to
another
Marketing Planning –to analyze the marketing environment; this means understanding the
firm’s current strengths and weaknesses by assessing factors that might help or hinder the
development and marketing of products
Marketing Plan –document that describes the marketing environment, outlines the marketing
objectives and strategy, and identifies who will be responsible for carrying out each part of the
marketing strategy
Market Segment –a distinct group of customers within a larger market who are similar to one
another in some way and whose needs differ from other customers in the larger market
Marketing Position –how the target market perceives the product in comparison to competitor’s
brands
The Marketing Mix – the Four Ps: product, price, promotion, and place
 Product –a good, service, idea, place, person; whatever is offered for sale in
exchange
 Price –the assignment of value or the amount the consumer must exchange to
receive the offering
 Place –the availability of the product to the customer at the desired time and
location
 Promotion –all of the activities marketers undertake to inform consumers or
organization about their products, and to encourage customers to buy these
products
Consumer Goods –the tangible products that individual consumers purchase for personal or
family use; examples: laundry detergent, food, home computer
Services –intangible products that we pay for and use but never own:; examples: dry cleaning,
tax preparation, dermatologist
Industrial Goods –bought by organizations for further processing or for use in their business
operations; examples: wood for paper, rubber for tires, steel for cars

Page 57
Education Program
Lesson Title: Business in the Community
“Always address people by their names and with great respect.”

Page 58
Lesson Title: Business in the Community
Subject: Business
Dates: TBD
Week: 5
Context:
(1) Discuss video by Jay Gilbert assigned for homework.
(2) Break up students into small groups. Discuss types of businesses the students see and
recognize in their community. How do they differ from other areas of Philly?
Experience:
(1) (Hopefully) visit to a local business, possibly enterprise that is located close to West Catholic
Reflection:
(1) Have students write about their experience at the local business. What did they expect? How
were expectations changed?
Action:
(1) Introduce students to the prospect of building a resume. Use resume in teach guidebook as an
example and have student been to fill out their own resume.
(2) Introduce final project: Students will present on a local business in their community, having
to interview the owner/workers about their experience, create an ethical ad for the company, and
present about the history of the business.
(3) Students will begin to research the different businesses at the end of class.
Homework:
(1) Pick a company for the project.
Evaluation: TBD
Outcome:
(1) Students will begin to see their community with a greater sense of context and understanding.

Page 59
Matt Damon
58 Smith Rd
Boston, MA 02101
(617)-555-5555
Matt.Damon@sju.edu
EDUCATION
Saint Joseph's University, Philadelphia PA
Bachelor of Science and Business Administration, May 2014
Major: Leadership, Ethics, and Organizational Sustainability
Minors: Philosophy & Faith-Justice Studies
Related Coursework: Business, Stakeholders, and Ethics, Perspectives on Leadership, Introduction to
Human Capital Management, Diversity in the Workplace, Legal Environment of Business, Essentials of
Organizational Behavior,
Dimensions of Freedom, Social Problems, Moral Foundations
RELATED EXPERIENCE
Faith Justice Institute Placement Liaison August 2012 to Present. Saint Joseph's University,
Philadelphia, PA.
 Maintains consistent and accurate Placement Logs for each community partner (Community
partner Correspondence Log, Missed-Service Follow-Up Log for upper-level classes), gathers
attendance and performance feedback from community partners using prepared feedback forms
(Mid-Semester Attendance Report and Final Evaluation)
 Conducts feedback sessions with Service-Learners when appropriate and acts as first point of
contact for questions and/or concerns dealing with the community partner
 Determine individual community partner requirements, e.g. background checks, health
screenings, orientations etc., needed prior to the start of service. Make sure students and Service
Scholars are aware of the necessary requirements
 Provide prompt feedback via Placement Log for each community partner, reporting success and
problems with the relationship, service provided, service learner etc.
OTHER EXPERIENCE
Hawk Host (Tour Captain) May 2011 to Present. Saint Joseph's University Bronstein Hall,
Philadelphia, PA.
President of Net Impact December 2012 to Present. Saint Joseph's University Pedro Arrupe Center for
Business Ethics, Philadelphia, PA.
Summer Scholar 2013 May 2013 to August 2013. Saint Joseph's University Philadelphia, PA.
ACTIVITIES/AWARDS
Appalachia Experience Trip Participant, Spring 2011, 2012, & 2013. Saint Joseph’s University,
Philadelphia, PA.

Page 60
 Helped build and fix homes for those in need while immersing in the culture of the Appalachia
Region
Ecuador Service Trip Participant, Summer May 2012.
 Traveled to Monte Sinai, Ecuador with a group of 11 of students immersing ourselves in the
community and Culture.
Pilgrimage to Italy, Winter break January 2013
 Traveled with the University on a 7 day trip culminating with singing for Pope Benedict XVI in a
private concert in Vatican City.
Saint Joseph’s University Chapel Choir (2011, 2012, 2013); Hand-in-Hand Volunteer (2012); Community
Day Participant (2012); Weekly Service Arc of Philadelphia (2011); Radio 1851 DJ (2011); PSIP
Participant, Leader, & Coordinator (2010, 2011, 2012); Magis Participant (2010); Fun Day Volunteer
(2011)

Page 61
Student Name
Home Address
Phone Number
Email Address
EDUCATION
Related Coursework:
RELATED EXPERIENCE
OTHER EXPERIENCE
ACTIVITIES/AWARDS

Page 62
Education Program
Lesson Title: Final Project (Part 1)
“Always show cheerfulness in your face.”
Lesson Title: Final Project (Part 1)

Page 63
Subject: Business
Dates: TBD
Week: 6
Context:
(1) Each student will share which organization they have selected to prepare a presentation
about.
Experience:
(1) Work on and complete project by the end of class. (SJU students will be there to assist in
helping)
Reflection: None
Action: None
Homework: None
Evaluation: None
Outcome:
(1) Students will have completed projected and be provided time to prepare for their
presentations next week.

The West Biz P.L.A.N.

Recommended

Recommended

More Related Content

What's hot

What's hot (14)

Viewers also liked

Viewers also liked (8)

Similar to The West Biz P.L.A.N.

Similar to The West Biz P.L.A.N. (20)

The West Biz P.L.A.N.