Corporate sponsorship of service is as complex as the many motivations our students have for service. Some students want to truly help, some want course credit, some want glory, some want experience for their resumes, and on and on. My guess is that corporate sponsorship of service can entail mixed motives as well. However, to cut off corporate sponsorship unilaterally is a ridiculous notion--after all they are people, too. And, we need partnerships across all boundaries, public and private sectors, if we are to make changes in our world. I'd say you have to weigh each situation and sniff out potential violations of ethics and/or morality. Corporations are not inherently evil, just as any other large organization is not. We've seen plenty of moral and ethical violations in the not-for-profit sector as well, so we need not pitch stones from our glass houses.
Defining service would not be fruitful because I see all sorts of exclusionary clauses happening as a result. But, if we work on what is ethical service and what constitutes best practices in teaching/learning and working with societal needs in all different contexts, we might just be onto something. We should remember that motives are many, but the ethic in the performance of service--that is something to value. Ethical service, in spite of motives or as an extension of motives, is worth the effort. It is a reward in and of itself, and the rest of the rewards are bonuses.
Jeanne McDonald, Ph. D.
McHenry County College
Crystal Lake, IL.
Ken Weaver wrote:
Perhaps the best to come out of this example (or more appropriately - situation) is to ask ourselves how are we going to define "service" in a changing society? That seems to be the challenge I see. The critical thinking we try to pass on to those in our charge starts with ourselves. We have to differentiate between "logic and the real world" and pass that insight on to those who do not yet understand. The world is the world, we all profit and are challenged by it. Chris had it right...we cannot forget the importance of reflection in the process and we must do it in a way that says its ok to look at things through critical eyes.Ken Weaver
Southern Regional Exchange Coordinator
National Dropout Prevention Center
Clemson University, College of Health, Education and Human Development
209 Martin Street
Clemson, SC 29631-1555
Phone: 864.656.2599 FAX:864.656.0136
email: kaweaver@clemson.edu
http://www.dropoutprevention.org/At 03:00 PM 10/26/00 -0400, Christopher J. Koliba wrote:
Folks,Nan asked me to forward her reply to the rest of the list, so here it is.
Just to add, some of you may feel that the example is obviously not a
service-learning project, but I would add that the college students were
probably conducting their service to the school and not McDonalds. I
think this example, though, stresses the importance of reflection, and I
think is a wake-up call to all of us that these lines between for-profit
and non-profit are blurring.I personally, feel that the service-learning movement (if indeed we see it
as a social movement) need to be clear to our students and our community
partners about the values we are trying to hold to. It may mean, as in
the case of the school that has developed this relationship with
McDonalds, that we say "no" to some requests on the basis of our
convictions. I'm curious what others have to say on this.Cheers,
ChrisOn Wed, 25 Oct 2000, NAN OTTENRITTER wrote:
> Christopher,
> Thanks for the posting.
> I share your concerns as well.
> I feel that the shift in culture that is happening right under our feet is momentous and often unrecognized.
> We are shifting from nation states to corporate states.
> I was riding my bike the other day and was noticing how many of my activities involve products that are labeled - my bike, my socks, my shoes, my pump, my waterpack, my biking shorts, my biking jacket, my helmet, my gloves...............
> Companies aspire to have their products become generic names - like Band Aid and Zerox.
> And the way to fuel all of this is through the schools.
> I don't know a lot about marketing, but I assume that when you create brand loyality at an early age you not only acustom people to a process (i.e. a drive-through at McDonald') but a product as well (the fries!)
> i don't know what to do about this shift.
> Hope that corporations have large corporate giving and service programs? Which some do.
> All I feel is that we can't buck this trend and that the best we can do is somehow shape it in healthy ways (salads at McDonalds?) and shape it to support those groups not in the inner corporate circle?
> I don't know. Just musing on paper here.
> What do the rest of you think?
> Nan Ottenritter
> American Association of Community Colleges
>
>
> >>> "Christopher J. Koliba" <ckoliba@zoo.uvm.edu> 10/23/00 15:57 PM >>>
> Hello all,
>
> I was recently reading the latest edition of Education Leadership
> (Vol. 58, No. 2; Oct. 2000) and came across an article written by Alex
> Molnar and Jennifer Morales titled, "Commercialism @Schools". In the
> article they report on research into the growing relationships
> corporations are forming with schools. They list a number of forms these
> relationships may take, one of which are "Incentive Programs." I'd ike
> to quote from this section of the article because I found that the example
> they give of an "elaborate commercial incentive program" includes a role
> that students from a local college played in the program. It highlights
> for me important issues pertaining to the role of what accounts for
> legitimate "service," and how the lines between corporate public relations
> and "good works" are getting blurrier by the second. Here's some of the
> text:
>
> "The most elaborate commercial incentive program found by the Center for
> the Analysis of Commercialism in Education (CACE) this year was developed
> at Fleming Elementary School in Detroit, Michigan, which installed a Mini
> McDonald's. In exchange for reading, taking quizzes on books read, and
> having good attendance, students earn the opportunity to buy meals
> (shipped hot from a local McDonald's) at the Mini McDonald's. Children
> can apply at the school's "employment office" to serve the meals. LOCAL
> COLLEGE STUDENTS PAINTED A MURAL OF THE RESTAURANT'S CHARACTERS ON THE
> CAFETERIA WALLS, and the school arranged McDonald's-related prizes in its
> display case (Payne, 1999)." (Ed. Leadership p. 41) (Emphasis mine)
>
> The point I'd like to raise here on this list pertains to the contribution
> that the college students made to this endeavor. It raises for me two
> crucial questions:
>
> 1.) How often do service or service-learning projects that blur corporate
> sponsorship with good works occur? Do you have examples?
> 2.) Should projects of this nature occur?
>
> I have many opinions about this, but I really wanted to hear what others
> have to say.
>
> Regards,
>
> Chris Koliba, Ph.D.
> John Dewey Project
> University of Vermont
>
>
>
>
Ken Weaver wrote:
Perhaps the best to come out of this example (or more appropriately - situation) is to ask ourselves how are we going to define "service" in a changing society? That seems to be the challenge I see. The critical thinking we try to pass on to those in our charge starts with ourselves. We have to differentiate between "logic and the real world" and pass that insight on to those who do not yet understand. The world is the world, we all profit and are challenged by it. Chris had it right...we cannot forget the importance of reflection in the process and we must do it in a way that says its ok to look at things through critical eyes.Ken Weaver wrote:Ken Weaver
Southern Regional Exchange Coordinator
National Dropout Prevention Center
Clemson University, College of Health, Education and Human Development
209 Martin Street
Clemson, SC 29631-1555
Phone: 864.656.2599 FAX:864.656.0136
email: kaweaver@clemson.edu
http://www.dropoutprevention.org/At 03:00 PM 10/26/00 -0400, Christopher J. Koliba wrote:
Folks,Nan asked me to forward her reply to the rest of the list, so here it is.
Just to add, some of you may feel that the example is obviously not a
service-learning project, but I would add that the college students were
probably conducting their service to the school and not McDonalds. I
think this example, though, stresses the importance of reflection, and I
think is a wake-up call to all of us that these lines between for-profit
and non-profit are blurring.I personally, feel that the service-learning movement (if indeed we see it
as a social movement) need to be clear to our students and our community
partners about the values we are trying to hold to. It may mean, as in
the case of the school that has developed this relationship with
McDonalds, that we say "no" to some requests on the basis of our
convictions. I'm curious what others have to say on this.Cheers,
ChrisOn Wed, 25 Oct 2000, NAN OTTENRITTER wrote:
> Christopher,
> Thanks for the posting.
> I share your concerns as well.
> I feel that the shift in culture that is happening right under our feet is momentous and often unrecognized.
> We are shifting from nation states to corporate states.
> I was riding my bike the other day and was noticing how many of my activities involve products that are labeled - my bike, my socks, my shoes, my pump, my waterpack, my biking shorts, my biking jacket, my helmet, my gloves...............
> Companies aspire to have their products become generic names - like Band Aid and Zerox.
> And the way to fuel all of this is through the schools.
> I don't know a lot about marketing, but I assume that when you create brand loyality at an early age you not only acustom people to a process (i.e. a drive-through at McDonald') but a product as well (the fries!)
> i don't know what to do about this shift.
> Hope that corporations have large corporate giving and service programs? Which some do.
> All I feel is that we can't buck this trend and that the best we can do is somehow shape it in healthy ways (salads at McDonalds?) and shape it to support those groups not in the inner corporate circle?
> I don't know. Just musing on paper here.
> What do the rest of you think?
> Nan Ottenritter
> American Association of Community Colleges
>
>
> >>> "Christopher J. Koliba" <ckoliba@zoo.uvm.edu> 10/23/00 15:57 PM >>>
> Hello all,
>
> I was recently reading the latest edition of Education Leadership
> (Vol. 58, No. 2; Oct. 2000) and came across an article written by Alex
> Molnar and Jennifer Morales titled, "Commercialism @Schools". In the
> article they report on research into the growing relationships
> corporations are forming with schools. They list a number of forms these
> relationships may take, one of which are "Incentive Programs." I'd ike
> to quote from this section of the article because I found that the example
> they give of an "elaborate commercial incentive program" includes a role
> that students from a local college played in the program. It highlights
> for me important issues pertaining to the role of what accounts for
> legitimate "service," and how the lines between corporate public relations
> and "good works" are getting blurrier by the second. Here's some of the
> text:
>
> "The most elaborate commercial incentive program found by the Center for
> the Analysis of Commercialism in Education (CACE) this year was developed
> at Fleming Elementary School in Detroit, Michigan, which installed a Mini
> McDonald's. In exchange for reading, taking quizzes on books read, and
> having good attendance, students earn the opportunity to buy meals
> (shipped hot from a local McDonald's) at the Mini McDonald's. Children
> can apply at the school's "employment office" to serve the meals. LOCAL
> COLLEGE STUDENTS PAINTED A MURAL OF THE RESTAURANT'S CHARACTERS ON THE
> CAFETERIA WALLS, and the school arranged McDonald's-related prizes in its
> display case (Payne, 1999)." (Ed. Leadership p. 41) (Emphasis mine)
>
> The point I'd like to raise here on this list pertains to the contribution
> that the college students made to this endeavor. It raises for me two
> crucial questions:
>
> 1.) How often do service or service-learning projects that blur corporate
> sponsorship with good works occur? Do you have examples?
> 2.) Should projects of this nature occur?
>
> I have many opinions about this, but I really wanted to hear what others
> have to say.
>
> Regards,
>
> Chris Koliba, Ph.D.
> John Dewey Project
> University of Vermont
>
>
>
>
Perhaps the best to come out of this example (or more appropriately - situation) is to ask ourselves how are we going to define "service" in a changing society? That seems to be the challenge I see. The critical thinking we try to pass on to those in our charge starts with ourselves. We have to differentiate between "logic and the real world" and pass that insight on to those who do not yet understand. The world is the world, we all profit and are challenged by it. Chris had it right...we cannot forget the importance of reflection in the process and we must do it in a way that says its ok to look at things through critical eyes.Ken Weaver wrote:Ken Weaver
Southern Regional Exchange Coordinator
National Dropout Prevention Center
Clemson University, College of Health, Education and Human Development
209 Martin Street
Clemson, SC 29631-1555
Phone: 864.656.2599 FAX:864.656.0136
email: kaweaver@clemson.edu
http://www.dropoutprevention.org/At 03:00 PM 10/26/00 -0400, Christopher J. Koliba wrote:
Folks,Nan asked me to forward her reply to the rest of the list, so here it is.
Just to add, some of you may feel that the example is obviously not a
service-learning project, but I would add that the college students were
probably conducting their service to the school and not McDonalds. I
think this example, though, stresses the importance of reflection, and I
think is a wake-up call to all of us that these lines between for-profit
and non-profit are blurring.I personally, feel that the service-learning movement (if indeed we see it
as a social movement) need to be clear to our students and our community
partners about the values we are trying to hold to. It may mean, as in
the case of the school that has developed this relationship with
McDonalds, that we say "no" to some requests on the basis of our
convictions. I'm curious what others have to say on this.Cheers,
ChrisOn Wed, 25 Oct 2000, NAN OTTENRITTER wrote:
> Christopher,
> Thanks for the posting.
> I share your concerns as well.
> I feel that the shift in culture that is happening right under our feet is momentous and often unrecognized.
> We are shifting from nation states to corporate states.
> I was riding my bike the other day and was noticing how many of my activities involve products that are labeled - my bike, my socks, my shoes, my pump, my waterpack, my biking shorts, my biking jacket, my helmet, my gloves...............
> Companies aspire to have their products become generic names - like Band Aid and Zerox.
> And the way to fuel all of this is through the schools.
> I don't know a lot about marketing, but I assume that when you create brand loyality at an early age you not only acustom people to a process (i.e. a drive-through at McDonald') but a product as well (the fries!)
> i don't know what to do about this shift.
> Hope that corporations have large corporate giving and service programs? Which some do.
> All I feel is that we can't buck this trend and that the best we can do is somehow shape it in healthy ways (salads at McDonalds?) and shape it to support those groups not in the inner corporate circle?
> I don't know. Just musing on paper here.
> What do the rest of you think?
> Nan Ottenritter
> American Association of Community Colleges
>
>
> >>> "Christopher J. Koliba" <ckoliba@zoo.uvm.edu> 10/23/00 15:57 PM >>>
> Hello all,
>
> I was recently reading the latest edition of Education Leadership
> (Vol. 58, No. 2; Oct. 2000) and came across an article written by Alex
> Molnar and Jennifer Morales titled, "Commercialism @Schools". In the
> article they report on research into the growing relationships
> corporations are forming with schools. They list a number of forms these
> relationships may take, one of which are "Incentive Programs." I'd ike
> to quote from this section of the article because I found that the example
> they give of an "elaborate commercial incentive program" includes a role
> that students from a local college played in the program. It highlights
> for me important issues pertaining to the role of what accounts for
> legitimate "service," and how the lines between corporate public relations
> and "good works" are getting blurrier by the second. Here's some of the
> text:
>
> "The most elaborate commercial incentive program found by the Center for
> the Analysis of Commercialism in Education (CACE) this year was developed
> at Fleming Elementary School in Detroit, Michigan, which installed a Mini
> McDonald's. In exchange for reading, taking quizzes on books read, and
> having good attendance, students earn the opportunity to buy meals
> (shipped hot from a local McDonald's) at the Mini McDonald's. Children
> can apply at the school's "employment office" to serve the meals. LOCAL
> COLLEGE STUDENTS PAINTED A MURAL OF THE RESTAURANT'S CHARACTERS ON THE
> CAFETERIA WALLS, and the school arranged McDonald's-related prizes in its
> display case (Payne, 1999)." (Ed. Leadership p. 41) (Emphasis mine)
>
> The point I'd like to raise here on this list pertains to the contribution
> that the college students made to this endeavor. It raises for me two
> crucial questions:
>
> 1.) How often do service or service-learning projects that blur corporate
> sponsorship with good works occur? Do you have examples?
> 2.) Should projects of this nature occur?
>
> I have many opinions about this, but I really wanted to hear what others
> have to say.
>
> Regards,
>
> Chris Koliba, Ph.D.
> John Dewey Project
> University of Vermont
>
>
>
>
Perhaps the best to come out of this example (or more appropriately - situation) is to ask ourselves how are we going to define "service" in a changing society? That seems to be the challenge I see. The critical thinking we try to pass on to those in our charge starts with ourselves. We have to differentiate between "logic and the real world" and pass that insight on to those who do not yet understand. The world is the world, we all profit and are challenged by it. Chris had it right...we cannot forget the importance of reflection in the process and we must do it in a way that says its ok to look at things through critical eyes.Ken Weaver
Southern Regional Exchange Coordinator
National Dropout Prevention Center
Clemson University, College of Health, Education and Human Development
209 Martin Street
Clemson, SC 29631-1555
Phone: 864.656.2599 FAX:864.656.0136
email: kaweaver@clemson.edu
http://www.dropoutprevention.org/At 03:00 PM 10/26/00 -0400, Christopher J. Koliba wrote:
Folks,Nan asked me to forward her reply to the rest of the list, so here it is.
Just to add, some of you may feel that the example is obviously not a
service-learning project, but I would add that the college students were
probably conducting their service to the school and not McDonalds. I
think this example, though, stresses the importance of reflection, and I
think is a wake-up call to all of us that these lines between for-profit
and non-profit are blurring.I personally, feel that the service-learning movement (if indeed we see it
as a social movement) need to be clear to our students and our community
partners about the values we are trying to hold to. It may mean, as in
the case of the school that has developed this relationship with
McDonalds, that we say "no" to some requests on the basis of our
convictions. I'm curious what others have to say on this.Cheers,
ChrisOn Wed, 25 Oct 2000, NAN OTTENRITTER wrote:
> Christopher,
> Thanks for the posting.
> I share your concerns as well.
> I feel that the shift in culture that is happening right under our feet is momentous and often unrecognized.
> We are shifting from nation states to corporate states.
> I was riding my bike the other day and was noticing how many of my activities involve products that are labeled - my bike, my socks, my shoes, my pump, my waterpack, my biking shorts, my biking jacket, my helmet, my gloves...............
> Companies aspire to have their products become generic names - like Band Aid and Zerox.
> And the way to fuel all of this is through the schools.
> I don't know a lot about marketing, but I assume that when you create brand loyality at an early age you not only acustom people to a process (i.e. a drive-through at McDonald') but a product as well (the fries!)
> i don't know what to do about this shift.
> Hope that corporations have large corporate giving and service programs? Which some do.
> All I feel is that we can't buck this trend and that the best we can do is somehow shape it in healthy ways (salads at McDonalds?) and shape it to support those groups not in the inner corporate circle?
> I don't know. Just musing on paper here.
> What do the rest of you think?
> Nan Ottenritter
> American Association of Community Colleges
>
>
> >>> "Christopher J. Koliba" <ckoliba@zoo.uvm.edu> 10/23/00 15:57 PM >>>
> Hello all,
>
> I was recently reading the latest edition of Education Leadership
> (Vol. 58, No. 2; Oct. 2000) and came across an article written by Alex
> Molnar and Jennifer Morales titled, "Commercialism @Schools". In the
> article they report on research into the growing relationships
> corporations are forming with schools. They list a number of forms these
> relationships may take, one of which are "Incentive Programs." I'd ike
> to quote from this section of the article because I found that the example
> they give of an "elaborate commercial incentive program" includes a role
> that students from a local college played in the program. It highlights
> for me important issues pertaining to the role of what accounts for
> legitimate "service," and how the lines between corporate public relations
> and "good works" are getting blurrier by the second. Here's some of the
> text:
>
> "The most elaborate commercial incentive program found by the Center for
> the Analysis of Commercialism in Education (CACE) this year was developed
> at Fleming Elementary School in Detroit, Michigan, which installed a Mini
> McDonald's. In exchange for reading, taking quizzes on books read, and
> having good attendance, students earn the opportunity to buy meals
> (shipped hot from a local McDonald's) at the Mini McDonald's. Children
> can apply at the school's "employment office" to serve the meals. LOCAL
> COLLEGE STUDENTS PAINTED A MURAL OF THE RESTAURANT'S CHARACTERS ON THE
> CAFETERIA WALLS, and the school arranged McDonald's-related prizes in its
> display case (Payne, 1999)." (Ed. Leadership p. 41) (Emphasis mine)
>
> The point I'd like to raise here on this list pertains to the contribution
> that the college students made to this endeavor. It raises for me two
> crucial questions:
>
> 1.) How often do service or service-learning projects that blur corporate
> sponsorship with good works occur? Do you have examples?
> 2.) Should projects of this nature occur?
>
> I have many opinions about this, but I really wanted to hear what others
> have to say.
>
> Regards,
>
> Chris Koliba, Ph.D.
> John Dewey Project
> University of Vermont
>
>
>
>