The Fundraising Dilemma: Selling Candy for a Cause
You are the faculty advisor for a high school student council that has organized a fundraiser for a local animal shelter. The students have decided to sell chocolate bars at $2 each, with a goal of raising $1,000. They have already pre-ordered 600 bars at a cost of $1 each, using $600 from the student activity fund. After two weeks, they have sold only 150 bars, raising $300. The shelter is expecting the donation in three weeks. Some students suggest lowering the price to $1.50 to boost sales, but that would mean they need to sell 467 bars to break even. Others propose a 'buy one, get one free' promotion, but that would reduce revenue further. A few students want to ask local businesses for sponsorships instead. The principal has expressed concern about the amount of class time being used for sales pitches. The student council president is worried about disappointing the shelter and the students' motivation.
1. Identify the main ethical considerations in this situation. How should the advisor guide the students to balance their commitment to the shelter with responsible financial management?
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The advisor should help students recognize competing ethical values: responsibility (honoring the commitment to the shelter), stewardship (using school funds wisely), honesty (being transparent with the shelter about challenges), and respect for educational time (minimizing disruption to classes). The students need to assess whether lowering the price or offering promotions would still allow them to meet the $1,000 goal or at least recover costs. They should also consider the impact on future fundraisers if they fail to deliver. The advisor can facilitate a discussion where students calculate scenarios: at $1.50, they need to sell 467 bars to break even, and to reach $1,000 they need to sell 667 bars (since revenue per bar is $1.50 and cost is $1 each, profit per bar is $0.50; $1,000 profit requires 2,000 bars, which is impossible with only 450 remaining). Actually, with 450 bars left, maximum profit at $1.50 is 450 * $0.50 = $225, plus the $150 profit from earlier sales (150 * $1) = $375 total profit, far short of $1,000. So lowering the price alone won't work. Students should explore alternatives: seeking sponsorships, explaining the shortfall to the shelter, or extending the timeline. The advisor should emphasize honesty and proactive communication with the shelter, and guide students to create a revised plan that acknowledges the shortfall and proposes a new target or additional activities. The key is to involve students in ethical reasoning rather than dictating a solution.
2. What steps should the students take to communicate with the shelter and the principal? Draft a brief plan that addresses transparency, responsibility, and learning from the experience.
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The students should first gather data: total sales so far, remaining inventory, and financial projections under different scenarios. Then they should prepare a respectful communication to the shelter: acknowledge the original commitment, explain the shortfall honestly, and propose a revised plan (e.g., a new deadline, a smaller donation, or additional fundraising ideas like a sponsored walk). They should ask the shelter if a partial donation now and the rest later is acceptable. Simultaneously, they should meet with the principal to apologize for excessive class time and propose a more focused sales strategy (e.g., online sales, a single event) that minimizes disruption. The plan should include a timeline and assigned responsibilities. Finally, the students should reflect on what they learned about planning, market research, and ethical commitments, and document these lessons for future student councils. The advisor's role is to support and guide, ensuring the students take ownership of the solution.