BUS 300S: Business Ethics in Action
Course Description:
Students explore their professional aspirations and ethical values. They develop respect for multiple perspectives through community reflections. Students finalize individual learning plans. They integrate business concepts with Service Learning components. This learning takes place in the context of community development in the Monterey County area with a minimum of 30 service hours. (Offered every semester; sections may be offered as classroom-based, hybrid, or online.) (Prereq: Junior or Senior Standing)
Narrative:
As a double major, I was required to take service learning when I was a Business major before I added the Japanese major. Because I had completed my service learning with my Business Major, my Individual Learning Plan finalized in this class only catered to my Business major. However, due to my interest in the Japanese culture, I decided to tie it together with this class. I worked at Alisal High School for my service learning, located in Salinas, California. This was the high school I graduated from and I wanted to give back to this community. My supervisor’s name was Mio Nishimura, the Japanese teacher at Alisal High. She is also the head of the foreign language department. I know this since I took her Japanese class three out of the four years I attended this school.
Alisal High has a mission statement that is dedicated to excellence and student achievement. I believe this is true going through this school first hand and seeing how I managed to move into higher education successfully. For service learning, we had to do a community scan to better understand the community we were helping. After completing this, I noticed that when students finish high school, those same numbers tend to move on to higher education. Knowing the background of East Salinas, and having lived there myself, I know students face the challenge of not being able to receive a high school education to start working to support their families of low incomes.
This again, was confirmed after the community scan project. So to see students in the classroom setting that I was able to be in was a great feeling. I felt that the students have the same wonderful privilege that I did to receive the education they deserve. And the class I was in was an extra class they could take for a challenge! These students, which filled up the entire classroom, five classes altogether, took Japanese language as an elective. So these students really just wanted that extra push and I was glad to be there to assist the students whenever they needed help. I was happy to be in my previous teacher’s class, seeing how students are actively involved in the class. I was there to tutor students if they needed my help, plus I was able to have a nice review of the Japanese lessons being taught at the time.
Final Community Scan: PowerPoint
Final Service Learning Reflection: Paper
Students explore their professional aspirations and ethical values. They develop respect for multiple perspectives through community reflections. Students finalize individual learning plans. They integrate business concepts with Service Learning components. This learning takes place in the context of community development in the Monterey County area with a minimum of 30 service hours. (Offered every semester; sections may be offered as classroom-based, hybrid, or online.) (Prereq: Junior or Senior Standing)
Narrative:
As a double major, I was required to take service learning when I was a Business major before I added the Japanese major. Because I had completed my service learning with my Business Major, my Individual Learning Plan finalized in this class only catered to my Business major. However, due to my interest in the Japanese culture, I decided to tie it together with this class. I worked at Alisal High School for my service learning, located in Salinas, California. This was the high school I graduated from and I wanted to give back to this community. My supervisor’s name was Mio Nishimura, the Japanese teacher at Alisal High. She is also the head of the foreign language department. I know this since I took her Japanese class three out of the four years I attended this school.
Alisal High has a mission statement that is dedicated to excellence and student achievement. I believe this is true going through this school first hand and seeing how I managed to move into higher education successfully. For service learning, we had to do a community scan to better understand the community we were helping. After completing this, I noticed that when students finish high school, those same numbers tend to move on to higher education. Knowing the background of East Salinas, and having lived there myself, I know students face the challenge of not being able to receive a high school education to start working to support their families of low incomes.
This again, was confirmed after the community scan project. So to see students in the classroom setting that I was able to be in was a great feeling. I felt that the students have the same wonderful privilege that I did to receive the education they deserve. And the class I was in was an extra class they could take for a challenge! These students, which filled up the entire classroom, five classes altogether, took Japanese language as an elective. So these students really just wanted that extra push and I was glad to be there to assist the students whenever they needed help. I was happy to be in my previous teacher’s class, seeing how students are actively involved in the class. I was there to tutor students if they needed my help, plus I was able to have a nice review of the Japanese lessons being taught at the time.
Final Community Scan: PowerPoint
Final Service Learning Reflection: Paper