Abstract
About once a year, one of my community college students will ask, If you know so much about business, why do you teach?'' To teach and consult/' I answer, been my career goal for as long as I can remember. Each supplies lifeblood to the other. During the summer of 1991, I ac cepted a consulting engagement to de sign and teach a course for inner-city teenagers enrolled in the mayor's sum mer youth program at the Chicago campus of National-Louis University. The university, known as National College of Education for its first 100 years, has nine campuses in the U.S. and Europe, including a small one on Chicago's Michigan Avenue. It re ceived funding for the ninth year as a community-based agency in the pro gram, officially called the Mayor's Of fice of Employment and Training Pro gram or MET. MET employs 16,000 young men and women annually be tween fourteen and twenty-one years old from low-income families in Chica go. Participants work for six weeks at 1,400 work sites in supervised jobs pay ing $4.25 an hour (Paradiso 1991). Many forces influenced the educa tional mission and strategies of the new course.
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