BIZ 3750: Belize Immersion – Enterprise for the Common Good

Saint Louis University

Syllabus, Spring 2027

Instructors: Brittany Ludwig, M.A. (brittany.ludwig@slu.edu) and Ben Smyth, Ph.D. (ben.smyth@slu.edu)

Class Meeting Time: 4:35-5:50 PM, Wednesdays

Class Location: TBD

Office Hours: By appointment

Course Description:

The Belize Business Immersion course is a hands-on experiential learning opportunity in which students visit and engage with businesses, organizations, and community partners in Punta Gorda, Belize, Central America. Students will explore global supply chain practices, socioeconomic development, communication, entrepreneurship, microfinance, sustainability, and community development. Through site visits, lectures, interviews, reflection activities, and project work, students will deepen their understanding of Belize in economic and social contexts.  International travel is required for this class.

Course Objectives:

In this course, students will…

·         Uncover the history of the Belizean Maya people, including land ownership, governance, artifacts, cultural sites, and current social issues.  Through this engagement, students will learn about social justice issues currently impacting this population in Belize.

·         Explore sustainability in Belize by learning about marine life protection, organic farming practices, implications of deforestation, agroforestry, and biodiversity.

·         Learn about social entrepreneurship and economic development from Belizean community members, thus gaining insight into the opportunities and challenges they face in a developing country.

·         Engage with small-scale farmers who grow crops for national and international processing and production, thus understanding the process of sourcing raw materials in the supply chain and the economic implications of this work.

·         Participate in one community service project in Punta Gorda, Belize to collaborate with the local people to attain the common goal of community restoration.

·         Complete a culminating signature project, the Belizean Resource Development Project.  Students will work collaboratively in small teams to develop a socially responsible and environmentally sustainable product or service based on an underutilized raw material or agricultural product found in Belize.

·         Actively engage in opportunities for structured reflection in the Ignatian tradition.

Learning Outcomes:

Chaifetz School of Business Service Leadership Learning Outcomes:

In this course, students will…

·         SRVCLD SLO 1: Develop communication and collaboration skills through interdisciplinary teamwork, stakeholder interviews, group presentations, peer evaluations, and collaborative project development.

·         SRVCLD SLO 2: Cultivate an understanding of social change through the analysis of sustainability, social entrepreneurship, Indigenous rights, economic development, and social justice issues, culminating in recommendations that promote community well-being.

·         SRVCLD SLO 3: Demonstrate self-awareness through structured reflection activities, Ignatian reflection exercises, leadership exploration, and engagement with diverse perspectives and experiences.

·         SRVCLD SLO 4: Pursue a commitment to the common good through direct engagement with Belizean communities, service-learning experiences, and the examination of social, environmental, and economic challenges affecting individuals and communities.

·         SRVCLD SLO 5: Explore purpose and passion through the application of interdisciplinary knowledge to real-world challenges, cultivation of meaningful community partnerships, and reflection on one’s unique role in promoting positive social impact.

Collaborative Inquiry Learning Outcomes:

·         The Core SLO(s) that this component is intentionally designed to advance are:

o   UUC SLO 2: Integrate knowledge from multiple disciplines to address complex questions

o   UUC SLO 3: Assess evidence and draw reasoned conclusions

o   UUC SLO 8: Collaborate with others toward a common goal

·         Students who complete this course will be able to:

o   Draw conclusions by combining examples, facts or theories from more than one field of study.

o   Apply knowledge and approaches from their major field and Core classes to the study of a complex question.

o   Suggest innovative solutions or creative answers to complex questions.

o   Collaborate effectively with others on a team project.

Reflection-in-Action Learning Outcomes:

·         The Core SLO(s) that this component is intentionally designed to advance are:

o   UUC SLO 1: Students to examine their actions and vocations in dialogue with the Catholic, Jesuit tradition

o   UUC SLO 9: Apply and acquire knowledge through engagement beyond the University

·         Students who complete this course will be able to:

o   Describe their understanding of new perspectives that they have experienced. 

o   Situate the meaning of their actions in broader social contexts.

o   Show how they apply ideas in the ‘real world.’

o   Demonstrate fuller participation in community life.

Required Resources/Textbooks:

Askinosie, S., & Askinosie, L. (2017). Meaningful work: A quest to do great business, Find your calling, and Feed your soul. Penguin Audio.

Smith, K. J. (2025). A brief history of Belize. Ashleigh Robertson.

Course Expectations:

·        Laptop/devices in class: OPEN LAPTOPS ARE NOT PERMITTED IN CLASS.  Please keep all devices (laptops, phones, tablets, etc.) stowed away.  If you have an approved accommodation from the Center for Accessibility and Disability Resources that requires you to use a device, please talk with the instructors beforehand about how you will be using it.

·         Absences: Attendance is required and expected at all class meetings.  If you miss class due to documented illness or NCAA event, we will work with you on make-up options.  For unexcused absences, students will lose attendance points.  If you are unable to attend the international trip to Belize over Spring Break, it is not possible to pass this class.

·         Late Work: All written assignments should be submitted by the due date.  Assignments submitted more than 24 hours late will lose 20%.  Assignments submitted more than 3 days after the due date will not be accepted.  Please note that this extension does not apply to presentations.

Course Assignments - Details of all assignments can be found in Canvas

·         Attendance/Participation: 100 points

o   Class meeting attendance/participation: 15 points: Each class meeting is worth one point.

o   Belize trip attendance/participation: 85 points: International travel to Belize is required for this class.  The ground package fee for this trip will cost $1600 plus airfare.  This includes all excursions, meals, lodging, and ground transportation in Belize. The ground package fee and airfare are not included in your tuition fees for the course.  Once in Belize, students must participate in all scheduled events for full credit.

·         Pre-Trip Group Presentations: 15 points

o   Students will choose one of the following topics and work in small groups on a class presentation to be delivered before we depart for Belize:

§  A Brief History of Belizeans (SRVCLD SLO 1, 2; UUC SLO 8): This presentation will lay a foundation for understanding the social history of Belize and who Belizeans are today (including colonization, history, current demographics, and social expectations).

§  Significance of Cacao to Belizean Maya People (SRVCLD SLO 1, 2, 4; UUC SLO 3, 8): Cacao has a deep cultural and mythological history in Belize.  Students in this group will focus on the significance of cacao to the Belizean Maya people - historically and today.  Students will also examine cacao sourcing globally and analyze what makes Belizean cacao different.

§  Social Entrepreneurship in Belize (SRVCLD SLO 1, 2, 4; UUC SLO 2, 8): Many Belizean business owners are agents for change in their country and on a global scale.  Students in this group will discuss social entrepreneurship in Belize and examine how Maya communities, farmers, entrepreneurs, government agencies, and consumers are affected by economic and environmental decisions.

·         Four Reflection Journals (SRVCLD SLO 2, 3, 4, 5; UUC SLO 1, 2): 40 points (10 points each)

o   Reflect on the experiences, values, strengths, and assumptions that have shaped your current perspective on meaningful work and explain how they influence your vocational discernment. (Ref: Chapter 2 of Meaningful Work)

o   How should organizations define success beyond profit and growth? Is bigger always better, or can smaller organizations create greater value for employees and communities?  (Ref: Chapter 3 of Meaningful Work)

o   Describe a moment during the Belize Business Immersion when you witnessed leadership that prioritized people, relationships, or community over personal gain, and explain why it was meaningful to you. (Ref: Chapters 4-5 of Meaningful Work)

o   How did you observe leaders in Belize building trust within their organizations or communities, and what leadership lessons will you carry forward? (Ref: Chapter 6 of Meaningful Work)

·         Belizean Resource Development Project (SRVCLD SLO 1, 2, 4, 5; UUC SLO 2, 3, 8): 45 points

o   Students will work collaboratively in small teams to develop a socially responsible and environmentally sustainable product or service based on an underutilized raw material or agricultural product found in Belize or a much-needed service or industry in the region. Drawing upon their experiences from the Spring Break trip to Punta Gorda, Belize with Belizean entrepreneurs, farmers, community leaders, and Indigenous people, students will identify an opportunity to create a value-added product or service that supports local economic development while respecting environmental sustainability and ethical considerations.  Particular attention will be given to the ethical dimensions of decision-making, including environmental stewardship, equitable sourcing practices, community partnerships, and ancestral land agreements.  Groups will be selected by the instructors and will include students from varying majors to allow for diverse work, thought, and collaboration.  Students will be notified of their groupmates in class on March 3. This project will include a SWOT analysis presentation to a Belizean community member while in Belize for their feedback as well as peer feedback, a final, in-class presentation of the product or service, a logo of their product or service, and a “Contract of Collaboration.”

§  SWOT Analysis component (5 points): While in Belize, the groups will present to a Belizean community leader and the rest of class on a new product or service to connect with Belize.  Groups will be evaluated by instructors based on creativity and collaboration.

§  Logo of Product or Service (5 points): Each new product or service should include a logo.  Instructors will evaluate based on creativity.

§  Contract of Collaboration (20 points): Each group will connect with their assigned instructor (Brittany Ludwig or Ben Smyth) on March 17 in class to review and submit a Contract of Collaboration (template in Canvas).  For this assignment, groups will be asked to meet in advance to outline the following and discuss with their instructor:

·         Each group member will independently identify their skills, academic interests, and learned/lived experiences.  Based on these criteria, each group member will identify what they can bring to the project and what role they could fill.

·         Based on each group member’s background, the group will delineate specific tasks, roles, and contributions for each group member.

·         As a group, students will identify conflict resolution strategies and, ultimately, clear procedures for resolving conflicts within the group should conflict occur.

§  Class presentation (15 points): Students will present their product or service idea in class April 14, 21, or 28. The class presentation should include:

·         An overview of their product or service with a final, polished logo.

·         A profile of each group member (major, career plans, etc.) and how this product/service resonates for them in their future goals.

·         A revisit of the feedback received in Belize for their service and how their plan changed or developed through more in-depth collaboration upon their return to SLU.

Title IX:

Saint Louis University and its faculty are committed to supporting our students and seeking an environment that is free of bias, discrimination, and harassment. If you have encountered any form of discrimination on the basis of sex, including sexual harassment, sexual assault, stalking, domestic or dating violence, we encourage you to report this to the University. If you speak with a faculty member about an incident that involves a Title IX matter, that faculty member must notify SLU’s Title IX Coordinator that you shared an experience relating to Title IX.  This is true even if you ask the faculty member not to disclose the incident. The Title IX Coordinator will then be available to assist you in understanding all of your options and in connecting you with all possible resources on and off campus.

If you are pregnant or experiencing a pregnancy related condition, the Title IX Coordinator can assist you in understanding your rights and options as well as provide supportive measures.

Anna Kratky is the Title IX Coordinator at Saint Louis University (DuBourg Hall, room 36; anna.kratky@slu.edu; 314-977-3886). If you wish to speak with a confidential source, you may contact the counselors at the University Counseling Center at 314-977-TALK or make an anonymous report through SLU’s Integrity Hotline by calling 1-877-525-5669 or online at SLU.EDU/INTEGRITYHOTLINE. To view SLU’s policies, and for resources, please visit the following web addresses: https://www.slu.edu/about/safety/sexual-assault-resources/index.php.

Disability Accommodations:

Students with a documented disability who wish to request academic accommodations must formally register their disability with the University. Once successfully registered, students also must notify their course instructor that they wish to use their approved accommodations in the course.

Please contact the Center for Accessibility and Disability Resources (CADR) to schedule an appointment to discuss accommodation requests and eligibility requirements. Most students on the St. Louis campus will contact CADR, located in the Student Success Center and available by email at accessibility_disability@slu.edu or by phone at 314.977.3484. Once approved, information about a student’s eligibility for academic accommodations will be shared with course instructors by email from CADR and within Banner. Students who do not have a documented disability but who think they may have one also are encouraged to contact CADR. Confidentiality will be observed in all inquiries.

Academic Integrity:

Academic integrity is the commitment to and demonstration of honest and moral behavior in an academic setting. Since the mission of the University is "the pursuit of truth for the greater glory of God and for the service of humanity," acts of integrity are essential to its very reason for existence. Thus, the University regards academic integrity as a matter of serious importance. Academic integrity is the foundation of the academic assessment process, which in turn sustains the ability of the University to certify to the outside world the skills and attainments of its graduates. Adhering to the standards of academic integrity allows all members of the University to contribute to a just and equitable learning environment that cultivates moral character and self-respect. The full University-level Academic Integrity Policy can be found on the Provost's Office website at:  https://www.slu.edu/provost/policies/academic-and-course/academic-integrity-policy.pdf.   

Use of Generative AI for this class:

You are allowed to use generative AI in a limited capacity in this course. Tools such as ChatGPT, Microsoft Copilot, Gemini, etc. can be used for specific assignments as directed in the assignment. I have thoughtfully chosen when to implement the use of generative AI for your assignments. Please note the assignments for which generative AI is allowed come after you have been introduced to foundational skills and concepts.  If you choose to use a generative AI tool to assist with an assignment, you need to document its use.

Using a generative AI tool may assist your learning by simplifying texts, helping you brainstorm, providing choices of theses when writing, transcribing, etc. However, becoming dependent on generative AI could undermine your learning.  Generative AI still produces inaccurate information, and hallucinations are still common which if left unchecked can harm your grade on the assignment. Any work generated with AI should be fact-checked to ensure accuracy. You are responsible for the content of your work.

If you have a question regarding the use generative AI for an assignment or whether you are using it appropriately, please discuss your concerns with me at your earliest opportunity.