Effective management and leadership in the nonprofit sector requires both an understanding of the basic principles of nonprofit organization and associated management challenges (covered in PAFF 551) and familiarity with current debates that are changing how they operate (PAFF 552).

The purpose of PAFF 552 is to introduce students to a range of challenges facing nonprofit organizations and to identify approaches that nonprofit practitioners and academics have proposed for addressing those challenges.

PAFF 552 is an “Issues” course, intended to introduce students to a range of topics. This year, as last year, I have organized the course to address the role philanthropy plays in the nonprofit sector. The course has a central service learning component, the distribution of grants to local nonprofit organizations, with funding from Campus Compact/Fidelity Charitable Gift Fund, South Central New York Community Foundation and fundraising by students and alumni.

The course will involve close collaboration with the Social Work course, Advanced Social Work Practice with Communities, which also meets on Tuesday afternoons. The two classes will meet together periodically for discussions and presentations by outside speakers. One team assignment and organization site visits will involve members of both classes working together. In addition grantmaking decisions will be a shared process involving both classes.

Course Goals

1. To review the role of nonprofit organizations in the United States and the context within which they operate (theoretical explanations for nonprofit organizations, tax and legal setting, etc).
2. To introduce students to various forms of institutional philanthropy, how they operate and their strengths and limitations.
3. To review strategies and concerns related to grant making, including accountability, performance measurement, capacity building and relevant data analysis.
4. To introduce students to innovative approaches to nonprofit work, emphasizing marketization and social entrepreneurship.
5. To expose students to similarities and differences in the approach to nonprofit organizations in social work and public administration.

Course Knowledge & Skill Objectives

Upon successful completion of PAFF 552, students should be able to:

1. Discuss theories that explain the reason for a nonprofit sector and the implications of those theories for management;
2. Demonstrate critical thinking and writing skills;
3. Identify current and historic approaches to philanthropy, their strengths and weaknesses and their impact on nonprofit organizations.
4. Assess what information is useful in evaluating nonprofit organizations and requests for funding, with particular attention to accountability, capacity and data analysis.
5. Identify emerging debates in philanthropy and nonprofit management and relevant sources of information about them.
6. Identify and discuss differences in approaches to nonprofit organizations in social work and public administration.

I have organized the course content to cover this material in several blocks or units:

Week 1-2: Nonprofit Sector Role and Context and the Philanthropy Incubator
Weeks 2-6: Philanthropy, its Institutional Mechanisms, Strategy
Weeks 6-10: Management Issues in Philanthropy and Nonprofit Organizations.
Weeks 11-14 Emerging Approaches to Philanthropy and Nonprofit Work

Course Timeline

The distribution of funds to local nonprofit organizations is central to this course. To complete the process of assessing organizations and making grants requires careful adherence to deadlines. I have summarized below key course milestones:

Timeline for Key Philanthropy Incubator Milestones

• Feb 9: Focus Area Selected
• Feb 23: Draft RFP
• March 2: Finalize and Distribute RFP
• March 23: RFP Due, Final Proposal Evaluation Rubric Developed
• April 6: Initial Review of Applications
• April 6-20 Site Visits
• April 20 Funding Decisions
• May 4 Awards Ceremony

Required Texts

I require two books for purchase. Other reading will be available through the BU library (e-journals), on electronic reserve, from websites (links provided) or handed out.

Texts for Purchase:

Fleishman, J. (2007). The Foundation, A Great American Secret: How Private Wealth is Changing the World (Paperback Ed.). New York: Public Affairs

Frumkin, P. (2006). Strategic Philanthropy. Chicago: University of Chicago Press:

Discussion expectations:

In pursuit of critical thinking, students are strongly encouraged to adhere to the following principles:

• Recognize the difference between reason and emotion, thinking and feeling;
• Build arguments with evidence, not feelings.
• Realize that reason and critical thought are necessary inside and outside of the classroom.

Given these principles, the goal for this class is to emphasize civil discourse, establish fact-based viewpoints, and engage in focused discussions, rather than win arguments or engage in verbal altercations.

Assignments

1) Class Participation (20 points)

Because students must work together in this class to accomplish a collective goal, class participation in this class is a more significant portion of your final grade than in other courses I teach. Participation is essential for creating an effective grants program.

Reading assigned material and participating in class discussion is central to success in this course. Readings are to be completed in preparation for class on the date listed. These are to be read by ALL students. The readings will serve as the starting point for lecture, discussion, the application of concepts, and the practice of essential skills. Readings and assignments have been selected to introduce students to issues in philanthropy that will make it possible for students to act as effective grantmakers. Students are expected to come to class having read the assigned readings and prepared to discuss those readings. Students may be called upon to lead discussions or explain sections of the readings without prior warning.

Class participation will be evaluated based on the contribution you make to class sessions and the work of the Philanthropy Incubator. I will assign participation grades at four points during the semester (after weeks 4, 8, 10 and at the end of the semester).

2) Team Work (30 points total—15 team, 15 individual)

Students will work in teams across classes. The teams will be responsible for the major elements of the Philanthropy Incubator project: choosing a focus, designing an RFP, establishing criteria for evaluating proposals, conducting and reporting on site visits and analyzing proposals. Team members will receive both individual and team grades. Each team member will be responsible for one component of the team project; however, the full team will have responsibility for providing input and feedback to that team as he/she develops that element.

At each point in the semester when one of the components is due and the class must make a decision about its grantmaking process, three teams will present their recommendations (I expect there will be six to seven total teams). Teams that do not present will be asked to respond to the team presentations, adding any ideas that are substantially different from those presented. Each team will be responsible for two formal presentations over the course of the semester.

At the end of the semester students will assess the contribution of their team members to the work of the group and determine the distribution of five points of the other team members’ grade.

Team work will involve the following components:

• Each member of the team will be responsible for making recommendations for one elements of the Philanthropy Incubator. (15 points):
  • Focus Area Recommendation. Develop a recommendation for the area on which the Philanthropy Incubator should focus. Use data about community needs to make your recommendation. (Due February 9th)
  • Request for Proposal. Design an RFP for the Philanthropy Incubator; provide a rationale to accompany it that explains your choices. (Due February 23rd)
  • Evaluation Tools. Develop a rubric for evaluating proposals. Provide a rationale to accompany that explains your choices. (Due March 23rd)
  • Site Visit Report. Provide an analytic report about what you learned on your visit(s) to grant applicants. (Due April 20).
• Analyses of Final Proposals. (10 points). Each group will be assigned a set of final proposals to review and analyze. (Due April 20th)
• Team Participation (5 points)

3. Course Reflection Papers (50 points)

Every week, students will be responsible for a one-to-two page, single-spaced reflection on the reading for the week. Questions for the reflection will be posted the week before. Reflection papers will be due at the beginning of each class session.

To generate a dialogue about course issues, I have set up a course blog. The address for the blog is: http://buphilanthropyincubator.blogspot.com. Students will be responsible for posting all or parts of their reflections on the course blog, This blog is private and only available to students in PAFF 552, SW525, CCPA faculty and administrators and selected stakeholders (such as project funders). I will enter your names as blog authors to allow you to post.

Students may post on the blog at ANY time; however, you must post to the blog at least three times during the semester. In addition, ALL students must comment on the blog at least once a week. I will provide you with a posting schedule at the second week of class. If you are scheduled to post on the blog, you must make your post by the Saturday before class to provide other students with the opportunity to respond to your post.

I intend the reflection papers to provide you with an opportunity to engage with the course reading material and reflect on how those concepts relate to the issues we discuss in class. Your primary sources for your reflection papers are course readings, discussions, presentations from outside speakers, and if appropriate other scholarly writing or current events related to philanthropy and the nonprofit sector. I will evaluate reflection papers based on how well they address the reflection question, their engagement with the course reading, the use of evidence (based on experience, data or other reading) to support arguments and how well they demonstrate the ability to apply theoretical concepts to the practical work of nonprofit organizations and philanthropy.

Class Schedule, Reading and Assignments

Date Topic Reading P.I. Milestone or Class Assignment Possible Speaker

Jan 26 Nonprofit Sector Overview

Philanthropy Incubator Overview

Public Administration/ Social Work Values and Ethics Students4Giving Materials
Review Students4Giving Application, available under course materials on BlackBoard.

Review Fidelity charitable gift fund website: www.charitablegift.org

“The Nonprofit Sector in Brief.” Use hyperlink or available at: http://www.urban.org/UploadedPDF/411664_facts_and_figures.pdf

Read: The Looking Glass World of Nonprofit Money: Managing in For-Profits Shadow Universe, Clara Miller, http://www.nonprofitfinancefund.org/docs/The%20Looking%20Glass%20World%20of%20Nonprofit%20Money.pdf

Fleishman, Chapter 2: The Third Great Force: America’s Civic Sector

Recommended (for students who have not had PAFF 551):

Salamon, Nonprofit Sector Overview (on e-reserve). List of Eligible Grantees

Feb 2 What is philanthropy?

Landscape of American Philanthropy

Selecting a Focus Area Frumkin, Introduction

Fleishman, Introduction and Preface

Video: The Grantmakers Role: http://www.grantcraft.org/index.cfm?fuseaction=Page.viewPage&pageID=608

Shared Reading/Discussion: Scanning the Landscape: Finding Out What’s Going on. Available at: http://www.grantcraft.org/index.cfm?pageId=627. (Free registration required.)

Feb 9 Role of Philanthropy

Selecting a Focus Area
Frumkin, Chapter 1

Fleishman, Chapters 1, 3
Focus Area Selected

Feb 16 Institutional Philanthropy

Foundations
United Way Complete foundation tutorial “Foundations today” available (with free registration) at the Foundation Center (www.foundationcenter.org):

After registration, access tutorial at: http://foundationcenter.org/getstarted/tutorials/ft_tutorial/

Boris, E. (1998). Foundations. In J. Shafritz (Ed.), International Encyclopedia of Public Policy and Administration (pp. 928-935). Boulder, CO: Westview.

Frumkin, Chapters 2-3

Ostrower, F. Limited Life Foundations: Motivations, Experiences and Strategies. Available at the Urban Institute website: http://www.urban.org/UploadedPDF/411836_limitedlifefoundations.pdf

Feb 23 Strategy and Effectiveness in Philanthropy
Fleishman, Chapters 4-6
Frumkin, Chapters 4-5

Center for Effective Philanthropy Beyond the Rhetoric: Foundation Strategy, at http://strategy.effectivephilanthropy.org

Using Competitions & RFPs, available at: http://www.grantcraft.org/index.cfm?pageId=631 (registration required).

Draft RFP

March 2 Emerging Forms of Philanthropy and Approaches to Strategy

Donor Advised Funds, Giving Circles Frumkin, Chapters 6-8

Review “Giving Circles Network” website (www.givingcircles.org), particularly “About Us,” “Knowledge Center” and “Giving Circle Central.”

“Donors Turn to Giving Circles as Economy Drops,” available at: http://www.npr.org/templates/story/story.php?storyId=104151828

Review Fidelity charitable gift fund website: www.charitablegift.org

Kramer, M. (2009). Catalytic Philanthropy. Stanford Social Innovation Review, 7(4), 30-35
RFP Finalized and Distributed

March 9 Accountability
Fleishman, Chapter 9

BBB/Wise Giving Alliance Standards
Review the assessment for two to three nonprofit organizations. Select at least one that does not meet the standards

Minnesota Council of Nonprofits Standards of Excellence

Recommended:
Benjamin, L. (2008). How accountability requirements shape nonprofit practice. Nonprofit and Voluntary Sector Quarterly, 37(2), 201-223.

March 16 Organizational Data Analysis and Grant Making

Review Charity Navigator website. (www.charitynavigator.org) and article “Six Questions to ask Charities Before Donating,” available at: http://www.charitynavigator.org/index.cfm?bay=content.view&cpid=28

Charity Navigator: Methodology (all navigation bar elements) Available at: http://www.charitynavigator.org/index.cfm?bay=content.view&cpid=33

Tuckman, H. & Chang, C. (1991). A methodology for measuring the financial vulnerability of charitable nonprofit organizations. Nonprofit and Voluntary Sector Quarterly, 20, 445-460.

Greenlee, J. & Trussel, J. (2000). Predicting the financial vulnerability of charitable organizations. Nonprofit Management and Leadership, 11(2), 199-210

Lammers, J. (2003). Know your ratios? Everyone ELSE does. Nonprofit Quarterly, 10 (1), 34-39.

“Five Questions for Tom Pollak” available at: http://www.urban.org/toolkit/fivequestions/TPollak.cfm

March 23 Performance Measurement and Effectiveness in Philanthropy and Nonprofit Organizations
Frumkin, Chapter 10

Fleishman, Chapter 15

Herman, R. & Renz, D. (2008). Advancing nonprofit organizational effectiveness research and theory: Nine theses. Nonprofit Management and Leadership, 18(4), 399-415.

Easterling, D. (2000). Using outcome evaluation to guide grant making: Theory, reality and possibilities. Nonprofit and Voluntary Sector Quarterly, 29, 482-486.

Carson, E. (2000). On foundations and outcome evaluation. Nonprofit and Voluntary Sector Quarterly, 29, 479-481.

Campbell, D. “Provider Perceptions of Feedback Practices in Nonprofit Human Service Organizations.” (On Blackboard). Proposals Due

Criteria for Evaluation Presented and Discussed

March 30 No Class: Spring Break

April 6 Making Site Visits

Collaborative Decision Making “Developing a Site Visit Program,” available at https://www.cof.org/templates/311.cfm?itemNumber=16027

“Why We’re Sold on Site Visits,” available at: http://www.cof.org/files/Documents/Family_Foundations/Site%20Visit%20Companion/Why_We’re_Sold_on_Site_Visits.pdf

“The Truth About Site Visits,” MN Council on Foundations, available at: http://www.mcf.org/Mcf/forum/1999/sitevisit.htm

Site Visit Worksheet: available at: http://www.cof.org/files/Documents/WebNotebook/July2003/Grants/Sample_Site_Visit_Worksheet.pdf

Sample Site Visit Evaluation: http://www.cof.org/templates/311.cfm?ItemNumber=16518

Sample Site Visit Checklist:
Available at: http://www.cof.org/templates/311.cfm?ItemNumber=16517
Initial Evaluation of Proposals

Proposed sample site visit evaluation forms.

Site Visits Assigned

April 13 Social Enterprise and Innovation in the Nonprofit Sector Eikenberry, A. (2009). Refusing the Market: A Democratic Discourse for Voluntary and Nonprofit Organizations. Nonprofit and Voluntary Sector Quarterly, 38(4), 564-581.

Phills, J., Deiglmeier, K., & Miller, D. (2008). Rediscovering Social Innovation. Stanford Social Innovation Review, available at: http://www.ssireview.org/articles/entry/rediscovering_social_innovation

Review the Rockefeller Foundation’s Initiative: Advancing Innovation Processes to Solve Social Problems. Available at: http://www.rockefellerfoundation.org/what-we-do/current-work/advancing-innovation-processes-solve

Select and listen to two Social Innovation Podcasts

“Scaling a Social Enterprise through Crowdsourcing” available at: http://sic.conversationsnetwork.org/series/socialEntrepreneurship.html

“Patient Capital and the Solution to Poverty” available at: http://sic.conversationsnetwork.org/series/philanthropy.html

April 20 Site Visit Reports and Analyses

Collaborative Decision Making Award Decisions Completed

April 27 Debates and Discourse in Philanthropy
White House Social Innovation Fund. Review draft “Notice of Funding Availability,” on reserve.

Philanthropy Blog Analysis. Select two of the blogs listed earlier in the syllabus and read through the posts from January 1 through this class day. Come prepared to discuss: a) What are the primary concerns of this blogger over the recent four months and how have readers responded; b) How does that content related to the issues we’ve discussed in this class; c) How do you evaluate the arguments made by the blogger and his/her respondents?

May 4 Dinner and Reflection Awards Ceremony

The serious philanthropist must think and work strategically —building a deep understanding of the specific social issues of interest and community context and dynamics, identifying the highest potential leverage points and relevant resources, building relationships with a range of stakeholders, negotiating the intersections between donor interests and community need, balancing innovation and experience, understanding legal issues, creating a robust investment strategy with clear goals and aligned actions, considering long-term exit strategies, designing and implementing impact evaluations, assessing potential partner organizations and plans, and monitoring and supporting grantee organizations.

This course will engage students in the conceptual frameworks and research regarding philanthropy, social change, and organizational dynamics; as well as concrete practice in designing and implementing a philanthropic strategy. Students will work in teams to investigate a particular community concern, design an investment strategy, recommend the investment of grant dollars, and set up the means to evaluate the outcomes of that investment.

Course Goals

• Engage in the sociological, social, cultural/moral, organizational, political, strategic, and other dynamics of social change and philanthropy.
• Build students’ understanding of how to engage with a local community, including cultural context and diversity, community-defined needs, relationships, and capacity.
• Deepen students’ understanding of a particular content area and its expression in the community (e.g., education, health care, poverty, etc.).
• Develop skills in designing, implementing, and articulating strategies and initiatives and measuring the impact of those strategies; and practice the basic tools and processes of philanthropy.
• Further students’ ability to synthesize theory and practice, and integrate academic knowledge and community experience.

Course Requirements/ Criteria for Success

• Class attendance, participation, and leadership
• Full engagement in and contribution to one of two issue teams
• Full participation in community visits as scheduled
• Integration of content from readings into class discussion and assignments
• Rigorous completion of assignments listed below

Assignments and grading

Your course grade will be determined through the following items, with relative weighting as shown.

Individual work

• Class presentation and participation (15%). At least once during the semester, you will be asked to open the class with a 10 min. analysis of the reading assignment and its relevance to the work of the class.
• Individual paper on impact of $10,000 in funding (10%).
• Final individual reflective essay (10%): three page paper showing evidence of learning from the course, taking one of the following forms:
  • Reflection on the assumptions you brought into the class—how did your thinking change as a result of the readings, discussion, and grant work?
  • Reflection back on the RFP that was developed—what worked, what you would do differently
  • Examine what you have learned about philanthropy from the standpoint of nonprofit community-based agencies. What new insights have you gained from the class? What pros and cons can you identify to seeking money from foundations?

Team work

• Best practices presentation (5%)
• Team paper (20%): synthesizing the research base on the social issue the team is investigating and its context in Providence—how is the issue being addressed and by whom, and what are the gaps in terms of programs, policies, etc. You might think of this as a briefing paper on the issue, which would frame the strategy your team will take (approx. 10 pages).
• • Team-based grant strategy (40%):
  • logic model—description of goals to be addressed, research base informing the strategy components, specific types of actions to be funded, intermediate outcomes, and long-term outcomes;
  • “request for proposals,” with structure and content modeled on best practices identified by the team;
  • list of organizations to be invited to apply, or plan to communicate funding opportunity;
  • evaluation plan to measure impact of grants to be made;
  • “board” presentations at mid-semester and end of semester;
  • “diarist” role reflecting on the work of your team.

Required Texts

• Fleishman, Joel L. The Foundation: A Great American Secret. New York: Public Affairs, 2007.
• Frumkin, Peter. Strategic Giving: The Art and Science of Philanthropy. Chicago: University of Chicago Press, 2006.
• Healy, Kieran. Last Best Gifts: Altruism and the Market for Human Blood and Organs. Chicago: University of Chicago Press, 2006.
• King, Samantha. Pink Ribbons, Inc.: Breast Cancer and the Politics of Philanthropy. Minneapolis: University of Minnesota Press, 2006
• Other readings as assigned.

Note: Specific class schedule may subject to change based on guest speaker availability.

Overview of philanthropy, strategy, and local context

Thurs., Sept. 10 – First class meeting

Lecture/discussion: Course overview and expectations; History and landscape of philanthropy

Tues., Sept. 15
Lecture/discussion: Philanthropic strategy development and logic models

Readings:
• The Foundation, chapters 1-6
• Strategic Giving, chapter 6 (Logic Models)
• Bernholz, Lucy. “Flying Over Philanthropy,” Stanford Social Innovation Review, January 8, 2008. http://www.ssireview.org/opinion/entry/802/ (LINK/OCRA)
• Foundation Center. “Foundation Giving Trends,” http://foundationcenter.org/gainknowledge/research/nationaltrends.html (LINK/OCRA)

Assignment: Group best practices assignment: look at foundation guidelines, RFPs, principles, and compare across the range of philanthropic types – private, family, community, large corporate, government, social entrepreneur/”new philanthropy.” Each group will present their findings at the next meeting (5-7 mins. each).

Thurs., Sept. 17
Lecture/discussion: Discussion of foundation best practices

Readings:

• The Foundation, chapters 10-11
• Porter, Michael E. and Mark R. Kramer, “Philanthropy’s New Agenda: Creating Value,” Harvard Business Review, November-December 1999 (OCRA)
• Singer, Peter. “What Is a Human Life Worth,” New York Times Magazine, December 17, 2006, http://www.nytimes.com/2006/12/17/magazine/17charity.t.html (LINK/OCRA)

Tues., Sept. 22
Community visit: Making Connections Providence

Assignments — to be discussed:

• Team Research Paper, due October 1
• Individual Paper on ‘What can $10,000 do?’ due September 29

Thurs. Sept. 24
Lecture/discussion: Demographics, issues and dynamics in Providence

Readings:

• Mayor’s Poverty, Work, and Opportunity Task Force report (OCRA)
• Providence Plan website, www.provplan.org (LINK)
• RI Kids Count 2009 Factbook (OCRA)

Tues., Sept. 29
Individual Paper Due

Lecture/discussion: Nonprofit capacity building and impact

Readings:

• McKinsey & Company. Effective Capacity Building in Nonprofit Organizations. Reston, VA: Venture Philanthropy Partners, 2001 (familiarize yourself with their capacity framework and capacity assessment grid). http://www.vppartners.org/learning/reports/capacity/full_rpt.pdf (LINK/OCRA)
• “Organizational Development,” Chapter 3 in R.J. Chaskin, P. Brown, S. Venkatesh and A. Vidal (eds.), Building Community Capacity. Aldine de Gruyter, 2001, pp. 61-91 (GOOGLE BOOKS/OCRA)
• Huang, Judy, Phil Buchanan, and Ellie Buteau. In Search of Impact. Cambridge: Center for Effective Philanthropy, 2006 http://www.effectivephilanthropy.org/images/pdfs/CEP_In_Search_of_Impact.pdf (LINK/OCRA)

Assignment: Logic model/RFP, due October 6.

Thurs., Oct. 1
First Draft of Team Paper Due

Lecture/discussion: Measurement and Evaluation

Readings:

• Urban Institute Outcome Indicators Project, http://www.urban.org/center/cnp/Projects/outcomeindicators.cfm (LINK/OCRA)
• Kramer, Mark R. Measuring Innovation: Evaluation in the Field of Social Entrepreneurship. Boston: FSG, 2005, http://www.fsg-impact.org/app/content/ideas/item/353 (LINK/OCRA)
• Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Random Assignment in Program Evaluation and Intervention Research: Questions and Answers. Washington, DC: U.S. Department of Education, 2003. (OCRA)

Tues., Oct. 6
Lecture/Discussion: Class presentation of logic models and RFPs
Revise for Thursday class presentations.

Thurs., Oct. 8
Board Presentation of Logic Models and RFPs

Fri., Oct. 9
Grantmaking Note: RFPs issued – proposals due back to teams Nov. 6.

National context, trends, and approaches

Tues., Oct. 13
Discussion: National trends and highlights; media coverage and disclosure

Readings:

• Ten Questions for Philanthropy, SSIR Blog, http://www.ssireview.org/opinion/entry/ten_questions_for_philanthropy/ (LINK)
• Reich, Rob, “A Failure of Philanthropy,” Stanford Social Innovation Review, 2005 (OCRA)

Thurs., Oct. 15
Lecture/discussion: Philanthropic impact through policy

Readings:

• Greene, Jay P., Comments from American Enterprise Institute conference, “With the Best of Intentions: Lessons Learned in K-12 Education Philanthropy,” April 25, 2005. (TBD)
• Young, Dennis R. “Complementary, Supplementary, or Adversarial? Nonprofit-Government Relations.” Pp. 37-79 in E.T. Boris and C.E. Steuerle (eds.), Nonprofits & Government Collaboration & Conflict. The Urban Institute Press, 2006. (GOOGLE BOOKS/OCRA)

Tues., Oct. 20
Final version of Team Paper due

Community visit to Making Connections Providence

Thurs., Oct.22
Lecture/discussion: Philanthropy and Activism

Readings:

• •King, Samantha. Pink Ribbons, Inc.: Breast Cancer and the Politics of Philanthropy. Minneapolis: University of Minnesota Press, 2006 (BOOK)

Tues., Oct. 27
Lecture/discussion: Community foundations: community voice, transparency, and impact

Readings:

• The Foundation, chapters 9 and 13
• The Panel on the Nonprofit Sector’s “Principles for Good Governance and Ethical Practice: A Guide for Charities and Foundations” – reference edition. http://www.nonprofitpanel.org/ (LINK/OCRA)
• Strom, Stephanie. “Charity’s Share From Shopping Raises Concern,” New York Times, December 13, 2007, http://www.nytimes.com/2007/12/13/us/13giving.html (LINK)
• Packel, Amanda & Rhode, Deborah. Ethics and Nonprofits. Stanford: Stanford Social Innovation Review, 2009 (OCRA)

Thurs., Oct. 29
Lecture/discussion: Social construction of need

Readings:

• Healy, Kieran. Last Best Gifts: Altruism and the Market for Human Blood and Organs. Chicago: University of Chicago Press, 2006.

Tues., Nov. 3
Lecture/Discussion: Technology and the next generation of philanthropy

Reading:

• Packel, Amanda & Rhode, Deborah. Ethics and Nonprofits. Stanford: Stanford Social Innovation Review, 2009 (OCRA)
• Haven, Cynthis. “Small Change, Big Payoff”. Stanford: Stanford Social Innovation Review, 2007. http://www.stanfordalumni.org/news/magazine/2007/novdec/features/kiva.html#topofpage (LINK/OCRA)
• Braiker, Brian. “Facebook-ing Philanthropy”, Newsweek, 2007. http://www.newsweek.com/id/62168 (LINK/OCRA)
• “Contribute’s Tech 10: Reshaping Altruism”, MSNBC 2008. http://www.msnbc.msn.com/id/22652656/ (LINK/OCRA)
• http://www.globalgiving.com/
• Flannery, H et al. “Online giving Trends 2008”. Target Analytics, 2008. (OCRA)
• Kramer, Mark. “Catalytic Philanthropy”. Stanford: Stanford Social Innovation Review, 2009. (OCRA)
• Kramer, Mark and Sarah Cooch. “The Power of Strategic Mission Investing,” Stanford Social Innovation Review, Fall 2007. (For full report including extensive data, see: Cooch, Sarah and Mark Kramer. Compounding Impact: Mission Investing by US Foundations. Boston: FSG Social Impact Advisors, 2007. http://www.fsg-impact.org/app/content/ideas/item/485) (OCRA)
• Sirull, Beth. “Private Equity, Public Good,” Stanford Social Investment Review, Fall 2007. (TBD)

Thurs., Nov. 5
Lecture/discussion: Perspectives on Philanthropy

Readings:

• Strategic Giving, chapters 5 and 8
• Bailey, Jeff. “Daddy Givebucks”. FastCompany, 2009. http://www.fastcompany.com/magazine/138/daddy-givebucks.html (LINK/OCRA)

Fri., Nov. 6
Grantmaking note: Organization proposals due back to teams

Tues., Nov. 10
Lecture/discussion: Class discussion of proposals

Teams prepare follow up questions for organizations.

Thurs., Nov. 12
Lecture/discussion: Social Entrepreneurship

Readings:

• Drayton, Bill. “15 minutes with Bill Drayton”. Stanford: Stanford Social Innovation Review, 2004. (OCRA)
• Light, Paul. “Social Entrepreneurship Revisited”. Stanford: Stanford Social Innovation Review, 2009. (OCRA)
• http://www.ashoka.org
• http://www.echoinggreen.org/
• http://www.genv.net/

Tues., Nov. 17
Lecture/Discussion: Philanthropy, Policy and Government

Readings: TBD

Assignment: Final Individual Paper, due 12/10

Thurs., Nov. 19
Lecture/Discussion: Corporate Citizenship
Guests: Kathleen Finn, New England Program Manager, IBM Corporate Citizenship and Corporate Affairs; Cheryl Kiser, Managing Director, Boston College Center for Corporate Citizenship

• IBM corporate citizenship report, http://www.ibm.com/ibm/responsibility/ibm_crr_downloads/pdf/2008_IBMCRR_FullReport.pdf
• GE Corporate Citizenship Report, http://www.ge.com/files_citizenship/pdf/reports/ge_2008_citizenship_report.pdf
• Boston College Center for Corporate Citizenship site, http://www.bcccc.net
• Davis, Gerald F., Marina V.N. Whitman, and Mayer N. Zald. “The Responsibility Paradox,” Stanford Social Innovation Review, Winter 2008. http://www.ssireview.org/articles/entry/the_responsibility_paradox/
• Foundation Center. “Key Facts on Corporate Foundations,” http://foundationcenter.org/gainknowledge/research/pdf/keyfacts_corp_2007.pdf
• Epstein, Gene. “Charity Has Its Rewards for Generous Companies,” Wall Street Journal Sunday/Providence Journal, Jan. 7, 2007.
• http://independentsector.org/mission_market/index.html

Global context, Proposal review process

Fri., Nov. 20
Grantmaking Note: Organizational responses due back to teams, prep for board

Tues., Nov. 24
Team presentations on site visits

Tues., Dec. 1
Grantmaking/discussion: class discussion of board materials

Assignment: Prepare board presentation and materials

Thurs., Dec. 3
Board materials due in hard copy and electronic form, ready for circulation to board

Lecture/Discussion: Global Public/Private Partnerships

Readings:

• Center for Strategic and International Studies – Seven Revolutions: http://7revs.csis.org/sevenrevs_content.htm
• http://www.worldchanging.com/about/
• NGOs and the Millennium Development Goals, chapter 6 –The Politics of Global Partnership (TBD)

Tues. Dec. 8
Team presentations to Board, class debrief, follow up with all applicants

Thurs. Dec. 10
Final Class Session
Individual reflective essay due
Resources on RI and Providence issues:

• General Providence data: www.provplan.org, www.mcprovidence.org (research, maps, and resources link)
• Global issues: http://7revs.csis.org/sevenrevs_content.html
• Arts & culture: www.providenceri.com/ArtCultureTourism/
• Children/youth: www.rikidscount.org, http://www.dcyf.state.ri.us/
• Community development/resident leadership: www.mcprovidence.org
• Economy/jobs: www.riedc.com/riedc/ri_databank, www.dlt.ri.gov/lmi/data.htm
• Government/public sector: www.providenceri.com, www.ri.gov
• Housing/homelessness: www.housingworksri.org
• Poverty/policy: www.povertyinstitute.org
• Public Health: http://www.health.ri.gov/data/index.php
• Public Schools: www.ride.ri.gov/RIDE/Data.aspx, www.infoworks.ride.uri.edu/2007/default.asp, www.providenceschools.org
• General advocacy and policy resources, particularly related to adult education but including other issues: www.brown.edu/lrri/advocate.html.

Websites relevant to Nonprofits, NGOs and Philanthropy (courtesy of Prof. Stanley Katz, Princeton Univ.):

General sites:

• Idealist.org: www.idealist.org (clearing house for nonprofit ideas and news)
• NonprofitHub.com: www.nonprofithub.com (very large list of links, broken down by category; some broken, some frivolous)
• Urban Institute: www.urban.org (general social and economic policy research institute, withsection devoted to nonprofits and philanthropy)
• Guidestar: www.guidestar.org (basic data about nonprofits organization- including organization’s tax Form 990 images; free registration required)
• Independent Sector: www.independentsector.org (broad-based coalition dedicated to improving America’s third sector)
• Harvest Today: http://www.harvesttoday.org (nonprofit and philanthropy news and information service)
• Annotated Bibiliography and Resource List on “Nonprofit Management, Philanthropy, and Fundraising Publications”: http://www.fundraisingschool.it/foto/doc/TFRSbibliography.pdf.

On philanthropy:

• EPhilanthropyFoundation.org: www.ephilanthropy.org (organization dedicated to promoting online philanthropy; includes ezine)
• Ashoka: www.ashoka.org (organization supporting social entrepreneurship, with sectiondedicated to nonprofits and philanthropy)
• Philanthropy News Digest: http://fdncenter.org/pnd (Foundation Center’s online newspaper)
• American Association of Fundraising Counsel: http://www.aafrc.org (Organization dedicatedto professionalizing and ensuring ethical behavior amongst philanthropies)
• The Philanthropic Initiative: http://www.tpi.org (TPI offers strategic services tophilanthropists)
• American Institute of Philanthropy: http://www.charitywatch.org (general purposephilanthropy website, including ratings of organizations)
• Nonprofit Management Education Center: http://www.uwex.edu/li/learner/sites.htm (large listof links to a variety of third sector related sites)

On foundations:

• Foundation Center: www.fdncenter.org (database on foundations, for both students and practitioners of philanthropy)
• Foundation Center’s international philanthropy page:http://fdncenter.org/research/npr_links/npr08_int.html
• Council on Foundations: www.cof.org (membership organization of foundations providing information, expertise and advice to foundations and general public)
• Minnesota Council on Foundations: http://www.mcf.org (includes a variety of non-Minnesota links, especially under “Links of Interest”)

On NGOs, US and international:

• Duke University Non-governmental Organizations Research Guide: http://docs.lib.duke.edu/igo/guides/ngo (includes very comprehensive list of NGOs, including international ones, with weblinks)
• Boardsource: http://www.boardsource.org (dedicated to NGO development, especially ofboards and their members)
• Global Policy Forum: http://www.globalpolicy.org/ngos/index.htm (GPF monitors UN policymaking; this page relates to the UN and NGOs)

“Philanthropy can be both a potent vehicle through which public needs are met and an instrument for the expression of private beliefs and commitments” - Peter Frumkin, Strategic Giving, 2006

The roots and impact of philanthropy runs deep in American history and culture and the role of philanthropists and philanthropic organizations is pervasive in contemporary American society. The interplay and interrelationships between donors and nonprofit organizations will be the focus of this course. It will examine trends and issues impacting philanthropy. This will include a critical look at the growth and role of nonprofit institutions, their relevance and whether they are organized appropriately and have the flexibility and temperament to take on significant issues and problems. It will look at the changing relationships corporate, foundation and individual donors seek with nonprofits and the influence and impatience of the charitable donor who is asking for more accountability and documented results.

Increasingly, donors want to be engaged in their funding of nonprofits, have a role in how their contributions are used and see that their contributions have an impact on community need. Discussion will focus on what motivates donors, how results can be measured and what information matters to donors. Key questions to be addressed will be: Does the highly engaged donor have a more positive impact on the institution funded than the more passive giver? Donor rules and regulations: more or less, what works best? Why are donors impatient? Given all that has been invested in services to date, why have community conditions been slow to change? What changes do nonprofits have to make (to program, staff, boards) to meet the changing demands of donors?

Course Objectives

The course has been designed to support students’ acquisition of a range of knowledge and specific skills related to philanthropy and philanthropic practice.

Knowledge

• To understand the role of philanthropy in contemporary American society and how the history of philanthropy has helped shape current practice.
• To understand the trends and issues which are impacting philanthropy and nonprofit organizations.
• To understand the growth and impact of nonprofit institutions.
• To understand how the expectations of corporations, foundations and individual donors for concrete measurable results are impacting the management and governance of nonprofits.
• To understand those principles, standards and practices which can significantly enhance the value, role and impact of nonprofit organizations.
• To understand the value of strategic partnerships among philanthropic and nonprofits organizations.
• To understand the fundamental values and motivations which characterize different donors and philanthropic organizations.

Skills

• To acquire basic skills in building productive relationships with donors, in asking for funds and in managing fundraising appeals.
• To acquire skills in critically examining the contemporary role of nonprofits and to identify those new or modified principles, practices and strategies which could significantly improve the impact of these institutions and increase their competitive advantage in raising funds.
• To acquire basic skills in managing and distributing donated funds. This will include:
  • Setting goals, priorities, policies, procedures, forms and process for decision-making and distribution of funds received.
  • Development of a “request for proposals” and marketing this with potential nonprofit applicants.
  • Development of procedures for assessing and evaluating proposals.
  • Notifying recipients of grants.
  • Tracking and measuring impact of grants made.
  • Protocols for investing funds.

Values

• To help students define their own values, goals and roles as current and future donors and philanthropists and relate this to their own philosophies of service and to their responsibilities, not only “as productive citizens serving in their own society and the greater world community,” but also as members of the one human family “that proceeds from its one Creator.” (Quotations from the Mission Statement of Providence College)

Note on Course Content

This course will be build around a seminar format with maximum emphasis placed on developing a learning community among course participants – instructor and students. Philanthropy 470 was first offered in the spring semester 2008. Last year’s experience has shaped and refined the course for 2009. In addition, the Fidelity/Campus Compact grant (see below) adds a new practical dimension to the course. Because of this Philanthropy 470 is still a work in progress. It is anticipated during the course that syllabus changes will be made based on class discussion, student interests and the decisions made on implementing the grants program and related fund raising. In addition, adjustments will be made in the Course Outline to accommodate schedules of visiting speakers and visits to the United Way of Rhode Island and The Rhode Island Foundation.

The course will balance readings and discussions on philanthropy with practical service-learning skill-development experiences. Because of the grant from Fidelity/Campus Compact, up to $15,000 is available for student-directed grants to community-based nonprofit organizations. In turn, students will be expected to design and begin to implement fund raising plans to sustain this fund. Students will lead planning and decision-making in each of these tasks and will in fact serve as a board of directors of the Making a Difference Fund (MAD).

Required Texts

Wagner, David. What’s Love Got to Do with It? A Critical Look at American Charity. New York. W.W. Norton & Company. 2000

Clinton, Bill. Giving: How Each of Us Can Change the World. New York. Alfred A. Knopf. 2007

A Readings Packet has been prepared and will be distributed to the class. In addition other articles and handouts will be handed out in class or the links to other articles and resources posted on the class website on Angel.

Course Requirements

(1.) Postings on Discussion Forms (15% of grade)

• Periodically throughout the semester students will be asked to post in discussion forms on ANGEL reflections on specific class discussions and readings and answers to specific questions which will later be discussed in class. Students may also be asked to comment on others student postings.

(2.) Essays (30% of grade)

Three essays will be required. Each should be no shorter than four full pages and no longer than six full pages (double- or 1.5-spaced, 12 point, MSWORD).

• Essay #1: Will require that each student research a particular foundation and detail its approach to distributing funds. Details to be announced.
• Essay #2: Will require that each student research a particular nonprofit organization or NGO (nongovernmental organization) and detail its approach to funds development. Details to be announced.
• Essay #3: This will be the final requirement of the course due when final exam would have taken place. Topic and details to be announced.

(3.) Class project (40% of the grade)

• There will be two-part project focuses on planning and implementing a fund distribution program and developing and beginning to implement a fund raising program for the Making a Difference Fund (MAD) in which the whole class will participate. This requirement is focused on supporting students’ acquisition of knowledge and specific skills related to philanthropy and philanthropic practice. The class will be divided into groups to accomplish these tasks.

Fund Distribution:

• Meet with community organizations and residents in the Smith Hill neighborhood.
• Determine priorities for funding, write a request for proposal, and use the network of contacts developed to promote availability of funds.
• Refine criteria and process for judging proposals.
• Determine finalists for grants. Visit these organizations.
• Announce final decisions and work with the college, Campus Compact and Fidelity to promote these decisions.

Fundraising:

• Refine fund raising plans to sustain the MAD donor advised fund.
• Review these plans with the Institute, and PC’s development office and administration and seek their advice and support.
• Meet with Feinstein/Department Alumni Group to seek their support.
• Design and launch an initial fund raising appeal.

Details on this assignment will be presented in class and shaped by class participation and decision-making.

(4.) Seminar Participation (15% of grade)

• The seminar format requires maximum participation of all involved will be required. Discussions will be informed by reading, student research, speakers and exercises in philanthropic practice. To be a true learning community, each participant has a responsibility and obligation to attend and participate fully in the course. Each should come to class every day and should be prepared to discuss the readings assigned for that date. Just showing up to class certainly is important, but active engagement of everyone is expected in discussions, presentations, and exercises, and by asking questions or providing insights.

The following factors are important:

• Attending class regularly.
• Demonstrating familiarity with, understanding of, and thoughtfulness about readings and experiences in discussion.
• Actively participating in and facilitating class discussions.
• Completing special assignments.
• Actively participating in Angel forums.
• Completing all written assignments on time.
• Cooperating fully as a group member in all group assignments.

Course Outline

Date Topic Readings & In class
(Always check Angel for updates) Out of class assignments

Week One
Jan. 20 Course Overview, & Background Syllabus
Jan. 22 - Report (to be distributed) and Presentation
- Workshop on Making a Difference Fund

• Appointment of Groups
• Design of Grants Process
• Tools & Resources
• Schedule for Grant Review and Grant Making

Week Two
Jan. 27 Perspectives on Charity and Philanthropy
Angel/Lessons/Web Links Readings
- Slate: How to Give Away a Million Dollars
Giving: Chapters 1 & 2 pp 3-31
Reading Packet:
- The Four Traditions of Philanthropy
- Big Gifts: Tax Breaks and a Debate on Charity
- Wealth and Philanthropy: Who Gives and Why Post by 8AM on Jan. 27 on Discussion Forum the answer to these questions: If you had a million dollars to give, who would get it? Why?
Jan. 29 What’s Love Got To Do With It? pp: 1-14 (Intro), 46-115 (Chapters 2, 3 & 4) Post by Jan. 28 at 8AM a reflection on Discussion Forum on this reading.

Week Three
Feb. 3 What’s Love Got To Do With It? pp. 117-180 (Chapters 5, 6 & 7) Post by Feb. 2at 8AM a reflection on Discussion Forum on this reading
Feb. 5 Grantmaking: The proposal process and the logic model Angel/Lessons/Web Links Readings:
- Kellogg Foundation Guide to the Logic Model Read Introduction pp 1-14
- The Foundation Center: Proposal Writing Short Course

Week Four
Feb. 10 Foundations

Angel/Lessons/Web Links Readings/The Foundation Center Readings:
- What is a Foundation?
- Highlights of Foundation Giving Trends

Feb. 12 The Nonprofit Sector Reading Packet:
- The Resilient Sector, The State of Nonprofit America.

Giving: Chapters 3,4,5,6 pp 32-87

Angel/Lessons/Web Links Readings:
- Principles for Good Governance and Ethical Practice: A Guide for Charities and Foundations
- Rhode Island’s Nonprofit Sector: More than Charity

In class PowerPoint: Trends and Issues in Nonprofit Sector
Week Five
Feb. 19 Perspectives on Charity and Philanthropy Angel/Lessons/Web Links Readings
Strategic Giving: The Art and Science of Philanthropy, Introduction pp 1-28

Donor Advised Funds
Week Six
Feb. 24 Workshop Workshop on Making a Difference Fund

• Group Reports
• Refine Plans for Grant-Making/Applications Process
• Review and Approve issuing Request for Proposals
• Review and Approve Lists of Invitees Essay #1 due

(Foundation Report) – Post on Discussion Forum

Post Summary Group Reports Feb 23, 8AM
Feb. 26 Corporate Giving Reading Packet:
- Survey on Wealth and Philanthropy – The Economist
- The New Powers In Giving Reading
- What’s Wrong with Profit

In class videos:
- Timberline & City Year
- Bill Gates & Warren Buffet on Charlie Rose Show

Week Seven
March 3 Foundations (continued)
&
Trends in Philanthropy Discussion of student research on foundations

Reading Packet:
The Monitor Group: Looking Out for the Future: An Orientation for Twenty-First century Philanthropists
March 5 Visit to RI Foundation (tentative)
SPRING RECESS
Mar. 7 to Mar. 16
Week Eight
March 17 Presentation by Fund Raising Professional (tentative)
March 19 Visit with United Way of Rhode Island (tentative)

Week Nine
March 24 Fund Raising Basics Angel/Web Link Readings/Joyaux Associates:
- Creating the Most Effective Fund Development Program in your Organization
- Key Roles in Fund Development
- The Donor-Centric Pledge
Angel/Lessons/Web Link/Readings
- The Secrets of Their Success

Workshop: Sustaining the Making a Difference Fund

• Review of Plans to Sustain Making a Difference Fund

March 26 Workshop Grantsmaking Workshop:

• Review of Proposals – Brief summaries presented
• Make initial rankings
• Identify potential questions for applicants
• Plan for visits with finalists Essay #2 due on a nonprofit organization and its development efforts. Post on Discussion Forum

Week Ten
March 31 Current Donor Strategies Giving, Chapters 7,8,9, pp 109-151
Reading Packet:
- Marching with a Mouse
- You, Too, Can Be a Banker to the Poor
- Extra Helping, Kiva.org
April 2 Giving, Chapters 10, 11, 12, pp 152-203
Reading Packet:
- Bracing for Lean Times Ahead
- The Sin in Doing Good Deeds

Week Eleven
April 7 Celebrities as Philanthropists: Does it work? Angel/Lessons/WebLinks/Readings:
- Bono: Commencement Speech at U Penn 5/17/04
- Traub, James. The Statesman, New York Times Magazine, September 18, 2005
- Angelina, Mia and Bono: Celebrities and International Development

Week Twelve
April 14 Grant Decisions: Report and Recommendations on Grants

April 16

Week Thirteen
April 21 Grant Decisions: Reports and Recommendations on Grants
April 23
Week Fourteen
April 28 My Role as a Philanthropist Giving, Chapter 13, pp 204-211
April 30 Learning Circle: “Take Aways”

Lester M. Salamon articulates the key educational and community challenge facing us today, “The central challenge, particularly the central management challenge, confronting efforts to solve our pressing societal problems is to prepare people to design and manage these immensely complex collaborations and networks that we increasingly rely on to address our public problems.” Salamon, L. (1998). “A field whose time has passed?” In M. O’Neill & K. Fletcher (Eds.), Nonprofit Management Education. (Pp. 137-145). Westport: Pager Publishers.

Course Description: This class is an advanced seminar in nonprofit leadership. Seminars are defined as, “a group of supervised students doing research or advanced study” (Webster’s New World Dictionary, Third College Edition). Students taking this seminar have a unique opportunity to experience grant-making. We received a grant from Campus Compact and Fidelity Charitable Gift Fund for $15,000 to regrant to nonprofits in Kalamazoo County. We also received $3,000 to execute our plan (mailings, rental of space for event, etc.) Stipulations of our grant are: we must study, determine and prioritize human needs in Kalamazoo County; we must issue requests for proposals to appropriate agencies; we must review proposals, interview and visit agencies; we must decide how next year’s students will determine whether the money was spent effectively; and we must determine who and how much money each agency/program is given and announce publicly our selections. (We do not need to give all the money away this year.) In order to accomplish this we will learn consensus decision-making; study various community indicators, learn how to read 990s and financial statements, listen how local foundations make granting decisions, research best practices in the priority areas, study grant writing best practices, as well as read and discuss ways of measuring impact.

There will be lots of choices in this seminar but the following is nonnegotiable:

1. Attendance counts. The work is sequential. You will not be able to make good decisions if you have missed crucial classes and that is not fair to other students and not fair to the people anxious for our grants. If you are not present in a seminar you not only deprive yourself of valuable information and a voice in the decision-making process but you will deprive others of your experience and expertise. More than two absences will affect your grade. There are no excused absences.
2. Respect counts. Respect means you come on time, turn off your cell phones, do not use lap tops unless it is part of the learning or discussion, do not begin to pack up before the end of class, do not leave the room during class, do not have side conversations during class, do not sleep, do not work on other projects during class. Any of these behaviors will result in your being asked to leave the class and having that class count as an absence.
3. Consensus counts. All decisions will be made by modified consensus decision-making.

Required Texts
Financial Basics for Nonprofit Managers by Thomas A. McLaughlin

The Insider’s Guide to Grantmaking by Joel J. Orosz

Kids Count in Michigan Data Book 2007 by Michigan League of Human Services

Various articles that will be place in e-reserve in WMU Library.

Course Objectives
By the end of the semester, the student will:

1. understand and use consensus decision-making.
2. become a problem solver. Problem-solving involves the following key steps: defining the problem and key issues; researching the problem, issues and potential solutions; identifying the assumptions and values underlying the problem and its possible solutions; breaking the problem apart; imagining unique solutions; developing a consensus on possible solutions; creating an experiment to check out the solutions, generalizing and finally explaining the potential solution to all involved.
3. learn how to read statistical reports and tie the information to your decisions.
4. learn about the demographics in Kalamazoo County and be able to research information in other geographic locations.
5. build local and regional partnerships with the nonprofit community.
6. learn how to research best practices.
7. learn the processes that organizations use to collaborate.
8. understand the importance of financial planning, policies and monitoring and be able to read and interpret financial statements.
9. learn best practices for grant writing and how to effectively critique grants.
10. articulate theories for measuring impact.

Course Grading
10% Issue Essay-Submit a 2-3 page essay identifying the issue or organization that you would fund if the decision was yours alone. Why is this issue or organization important to you or to society? What is the data that supports your argument about the need? How will addressing this issue make a difference in the world? How would $15,000 make a difference? Be sure your essay has a thesis and support for your thesis. Essays will be read by entire class so be prepared to be called upon to share your rationale with the class. This assignment is similar to writing the problem or need statement in a grant proposal. You will be graded on whether you convince me that this is a problem I should fund.

30% Essay on why the class should or should not fund the agency assigned to you.

This essay must begin with research on your organization. Visit the website of your organization, print the information about your nonprofit from Guidestar (particularly the 990), do the ratios from the book, Financial Basics for Nonprofit Managers, determine who “owns” the nonprofit (funder supplying the majority of their revenue), their overhead expenses as opposed to what they spend on program. Check Charity Navigator http://www.charitynavigator.org to see what they say about your nonprofit. Go to http://www.kpl.gov, local information, and type in the name of the organization to find out information from the Kalamazoo Public Library. If you find there are articles from past issues in the Kalamazoo Gazette you will need to go to the central library and use the microfilm to read them.

Research the best practices of programs addressing the issue of your local program, if it’s a program to prevent homelessness what practices have been shown to be successful at preventing homelessness? (Note-research librarians, agency staff, national nonprofit websites, journals, etc. may be helpful.) Use American Psychological Association Style Guide for citations.

Finally summarize your site visit and interviews with staff and participants in your paper.

Outline of paper might look something like:

1. Introduction and Thesis
2. History
3. Financial Analysis
4. Comparison of Service provided by agency to best practices
5. Summary of interviews and site visit
6. Conclusion

Use American Psychological Association (APA) manual for citations.

• 5% Agency Submitted RFP
• 15% Presentation of your agency to class
• 10% Class Preparation and Participation
• 5% Understand and Use Consensus Decision-Making
• 10% Responsible for at least five people’s (beside yourself) attendance at the grant presentation. This means at least five ticket sales.
• 15% Facilitation of one class or event assignment

Present your chapter in an interesting format, some possibilities include guest speaker, experiential exercise, role play, discussion, PowerPoint. Relate your chapter to our grantmaking. Summarize the key points especially those points relevant to our grantmaking.

If you have chosen an event assignment rather than class facilitation you will be graded on execution of your assignment i.e. number of people attending event, beauty of decorations, quality of music and its appropriateness, smoothness of event program, interaction with Senior Services staff, evaluation of participants etc.

1/6 No Class (Most of us will be a AHMI)

Consensus Decision Making
1/8 Introduction to Eachother
Read Syllabus
Sign up for class facilitation
Introduction to Consensus Decision Making (CDM)

1/13 Introduction to CDM
Reading that must be completed by today: Kid’s Count Executive Summary, Introduction, and Selected Healthy People 2010 Focus Areas, Data Notes, and Kalamazoo County (pps.2-27,106-107, 198-200)

Needs in Kalamazoo County
1/15 Basic Statistics Presentation
Reading for today: Maps of Kalamazoo County (found in library electronic reserves) on Physical/Mental Health, Self-Sufficiency, Strengthening Community, Strengthening Families and Youth. Emergency Service Guide, Youth Out-of –School Time Guide, Youth Mentoring Guide all found at (http://www.gryphon.org/)

1/20 Panel on Needs in Kalamazoo County
Bev Riley, Planning and Program Development Director, Kalamazoo County Health & Community Services Jeffrey H. Brown, Executive Director, Poverty Reduction Initiative Denise Hartsough, Community Investment Director @ GKUW, Linda Vail Buzas,
Reading for today: Poverty in Kalamazoo County 2006 and 2008 Update

1/22 Narrow funding focus
Issue Essay Due Today-Bring enough copies for everyone in the class.

1/27 Decide Priorities-Research Agencies fulfilling those priorities
Bring Laptops
For today read classmates issue essays

1/29 Send out Requests for Proposals
Overview of Foundations
Carrie Picket-Erway?
For today read prologue and chapter 1 (pps1-37) in Insider’s Guide

Grant Analysis
2/3 Building Relationships Presentation
For today read Chaps 2 & 3 in Insider’s Guide (pps 38-65)

2/5 Proposal Review Presentation
For today read Chaps 4 – 6 in Insider’s Guide (pps 66-129)

2/10 Site Visit Presentation
For today read Chap 7 in Insider’s Guide (pps 130-142)

2/12 Writing the Funding Document and Managing the Project Presentation
For today read 8, 10, 11 in Insider’s Guide (pps 143-195)

2/17 Beyond the Money (Leveraging and Policy) Presentation
For today read Chap 12 and 13 in Insider’s Guide (pps 196-231)

2/19 Grant-Making Ethics Presentation
For today read Chap 15 and Epilogue in Insider’s Guide (pps 252-280)

2/23 RFPs DUE TODAY at 5 P.M.

Financial Analysis
2/24 Financial Management Presentation
For today read Financial Basics for Nonprofit Managers, Chap 3-4

2/26 Financial Management Presentation
For today read Financial Basics for Nonprofit Managers, Chap 5

2/27-3/8 Spring Break

3/10 Financial Management Presentation
For today read Financial Basics for Nonprofit Managers, Chaps 6-7 Chaps 11-12
Read all RFP’s

Decision-Making
3/12 Agency Programs, Financials, and Management Presentations

3/17 Agency Programs, Financials, Management Presentations

3/19 Interview with Finalists

3/24 Decision Making

3/26 Decision Making

3/31 Financial Management Presentation
Finalize Plans for Program and Food
For today read Financial Basics for Nonprofit Managers, Chap 11-12 and 17

4/2 No class during regularly scheduled time. Meet at Senior Services at 3 p.m. to set up. Plan on staying until 7 p.m.

Evaluation
4/7 Evaluation of Event

4/9 Evaluation for Grantees
E-reserves: Using Logic Models (McLaughlin & Jordan)

4/14 Evaluation for Grantees
Readings to be announced

4/16 Evaluation for Grantees
Readings to be announced

Exam week-Individual appointments to evaluate semester’s work.

Class Deliverables:

1. Issue Essay
2. Agency research, interview, paper and presentation.
3. Recruit at least five people to come to the presentation and sell five tickets.
4. Fulfill individual responsibilities at the workshop.
5. Read and participate in class discussions.
6. Lead 20-30 minutes of class or work on specific area of event.

Event Deliverables:
Food, Set Up and Clean Up
Entertainment (Quiet Music)
Decorations
Speaker (Short) and Short Program
Big Check
Ticket Sales
Evaluation of Event and Class Presentation
Write Request for Proposal (RFP)
Classroom Deliverables:
Classroom set up and break down

Other Readings
Spradley, James. 2000[1970]. “You Owe Yourself a Drunk” (optional text)
**There will also be readings and other resources posted online which you can access via Blackboard

Course Objectives and Learning/Service Learning Expectations

• Examine American culture from an anthropological perspective
• Identify the relation between ideals of American culture and people‘s diverse realities as Americans develop strategies and tools for researching American culture on a community and neighborhood level apply research tools and strategies for studying American culture to addressing specific research
• Questions and needs as defined and articulated by the designated community partner develop a portrait of American culture and/or an American cultural experience as an ethnographic and/or ethnohistorical research paper for public presentation.

In this course we will examine American culture from an anthropological perspective. The aim of the course will be to develop profiles of American culture that reflect everyday realities of living in America
as articulated by specific community partners engaged in researching social-cultural; social-economic; and/or social-historical issues specific to their communities. Various sources will be consulted and methods used in formulating community specific profiles and portraits of American culture including readings, films, archival research, ethnographic fieldwork, ethnographic interview, and personal experiences. Throughout this process and our analysis we will strive to research, examine, and interpret American culture‘ in a way that juxtaposes our ideals and assumptions regarding what America‘ is against the many diverse experiences of Americans as articulated on a community level.

At the conclusion of the course, students will produce a final research project including a research paper and presentation profiling an aspect of American culture from an anthropological perspective as derived
through active participation in a community partner defined and mutually agreed upon cultural research and/or historic preservation project in a designated community (i.e., the Tampa Bay area community of Sulphur Springs). The expectation is that in completing this exercise in researching and studying American culture on a community level, students will take important insights into whatever profession they go on to pursue in the future. Additionally and equally important, at the conclusion of this course, community partners will be able to advance their articulated cultural research and historic preservation agenda in specific and quantifiable ways. Overall, my desire is that this course will be a win-win for both students and community partners.

Service Learning as an Applied/Directed Research Project
This is course is being conducted as a service learning as a directed research project. Students will be partnered with a lead researcher (i.e., faculty and/student mentor) and will participate in an ongoing community cultural heritage research or historic preservation project This approach focuses on teaching students to critically analyze American culture from an anthropological perspective through classroom learning and through direct application of qualitative research methods, such as ethnographic and ethnohistorical research. Students work with a designated Community Partner and are expected to actively participate in helping the community conduct research and/or implement specific research initiatives as defined by the community partner. Projects could include but are not limited to:

1. Sulphur Springs Heritage Project – active participation in an ongoing community and heritage research project including: collecting oral histories using a range of ethnographic techniques and audio visual options; creating multi-media educational materials; participating in community heritage preservation meetings &activities; website design; collecting and preserving historic photographs; participating in historic building designation fieldwork, and doing library & other archival research in support of the Sulphur Springs Museum and Heritage Center. *Student research will be directed by: Dr. Antoinette Jackson (USF), Dr. Susan Greenbaum (USF), and tbd graduate student researchers/mentors. Community partner, Mrs. Norma Robinson will define and review the research products as service learning deliverables.
2. Collaborative Research and Community Empowerment—active participation in community partner directed research projects focused on heritage preservation and quality of life activities through folk art and youth programs; capacity building activities; and community engagement and empowerment initiatives s aimed at facilitating cohesion among diverse population segments (i.e., DARE). Alternatively, students may participate in community heritage research projects, including conducting ethnographic and ethnohistorial research outside the Tampa Bay area as defined/determined by the Instructor and designated Community Partner.

What other kinds of activities do you envision?
Tampa has a rich and varied history consisting of many cultures and cultural influences. Much of Tampa‘s history and heritage remains to be researched, documented, and/or preserved. Join us as we work directly with the the Sulphur Springs Museum and Heritage Center as they lead their community in a variety of heritage research and preservation activities. This project will give students a chance to:

1. Participate in a community project;
2. Learn about American culture from an anthropological perspective
3. Potentially earn research dollars through the Office of Undergraduate Research;
4. Gain qualitative research methods experience and
5. Apply research skills and knowledge to helping address Community partner defined/articulated research needs.

Possible activities include: collecting oral histories and interviewing long term residents of the historically African American community of Spring Hill—a neighborhood of historic Sulphur Springs, Florida which remains to be documented and included in the history and heritage of Tampa in the public forum using previously collected ethnographic and oral history data to create multi-media educational materials including website and/or curriculum design perusing historic and/or private photo collections in order to find and catalog historic photographs of significance to the community searching old newspapers, city directories, and census data records to help build previously undocumented profiles of Sulphur Springs and/or communitiesparticipating in historic building designation fieldwork by finding, researching, and cataloging buildings/houses/churches with possible historic significance working with GIS experts to create community maps and cultural resource inventory profiles participating in heritage preservation and quality of life activities through folk art and youth programs developing grant proposals.
1) Class Participation (25%)

• Lead at least one class discussion
• In-class exercises
• Field trip(s)
• Attendance
• Readings/film reviews – tbd by instructor
• Extra Credit

2) Final project paper plus presentation (50%)

• Final written research paper
• Public delivery/presentation of final project research paper and deliverable to community/community partner

3) Cultural heritage and/or historic preservation directed research project participation (25%)

• Develop proposal outlining agreed upon final project deliverables with Community partner
• Participate in a qualitative research project/study
• Commit to 6 hour minimum research activity per week with/for community partner (i.e., fieldwork, archival work, ethnographic interview, oral history, participant observation, genealogy/kinship work, …).
• Maintain a research journal
• Turn in weekly field reports (be prepared to share your weekly experiences with the class via the class discussions area of blackboard or during our class discussions)
• Complete final project deliverables per agreed upon proposal

Class Participation

• Written synopsis/analysis of assigned readings (10 pts each)
• Each assigned review should be 1-2 pages (typed and double-spaced) in length. For each review in addition to stating the main point of the article, you should list/discuss specific aspects or traits of American culture described/presented in the article/book and reference at least two other sources in support of your analysis. Conclude your review by providing your opinion of the article (i.e., did the author articulate his/her point clearly and did you agree or disagree).
• No late reviews will be accepted.
• Note: There will be at least 1 mandatory review of either the Lynd or Lassiter reading.

Lead a Class Discussion-15 pts

• Students will be assigned a reading and will be expected to lead the class in a discussion/analysis of the reading at least once. Discussion leaders should come prepared with a written review of the reading, an outline of what you plan to discuss, and at least two questions for the class. Presenters will be allocated a maximum time of 10 min/per reading unless otherwise stated. Note: Everyone is expected to read all assigned readings and come to class with a least 2 prepared questions per reading.
• You may be called upon to pose your question to the class or questions maybe collected prior to the start of class. Additionally, in-class exercises and quizzes will be given at the discretion of the instructor. Be prepared and stay current with the readings.

Field Exercises/trips (10 points each)

• Field exercises/trips will be assigned at the discretion of the instructor and requirements and due dates will be announced in class.

Extra Credit Readings/Projects/ (points vary)

• These will assigned throughout the semester at the discretion of the instructor and requirements and due dates will be announced in class.

Cultural Heritage and/or Historic Preservation Directed Research Project Participation (100 points total)

• This is a mandatory component of this course—a service learning as a directed research exercise. You will not pass the class unless you are actively involved in a directed research project per tasks and deliverables defined by the designated community partner. Your participation in this aspect of the course will be evaluated by the course instructor(s), your assigned mentor, and the designated community partner. You should commit to spending a minimum of 3 hours per week participating in qualitative research activities and/or onsite ethnography and fieldwork specific to your assigned project outside of classroom meetings.

Service Learning and Community Partner defined Deliverables:

• During the first 2 weeks of class, students will develop a project proposal outlining specific project deliverables and a specific research focus per consultation with the community partner or a designated representative. Students will also be instructed on IRB requirements and will take online courses as needed for appropriate certification.

Final project research paper and presentation of Service Learning project deliverable to Community Partner (100 points total)

• This is a mandatory assignment. You will not pass the class unless you complete this assignment. Each student is expected to develop a portrait of American culture or an American cultural experience as an ethnographic or ethnohistorical exercise (i.e., use ethnographic and/or ethnohistorical field methods to collect data for your topic). In this exercise each student will research/profile/interpret/critique an aspect of life in America based on active participation in a community partner defined and mutually agreed upon cultural research and/or historic preservation project in a designated community (i.e., the Tampa Bay area community of Sulphur Springs). Ethnographies read and/or discussed in this course such as Middletown; The Other Side of Middletown, and You Owe Yourself a Drunk, should serve as models.
• At the conclusion of the course students will present the specified and agreed upon project deliverables to the community partner as well as complete an 8-10 page research paper (typed, double-spaced). In addition, each student will be required to give a 15 minute formal presentation of his/her research and project deliverables to the class and community partner in a public forum. This will take place at the conclusion of Summer B session. Students may work in teams, however each student is expected to turn in a paper and participate in the presentation of the project. The format and style of presentation are open. Creativity is encouraged. Student presentation dates will be provided at the start of the semester.

Attendance is required by all for final project presentations and final grade will reflect attendance.

• 6/28 and/or 7/26—Student Presentations of Summer A/B final project deliverables/Public presentations of final projects. [*Note dates are subject to change per discretion of Community partner. Additional details and instructions will be provided at the start of Summer A semester. Students are required to discuss their final research project/proposal with the instructor and/or assigned mentor prior to beginning the research and write-up.
• 8/2—Final project research papers due

COURSE EXPECTATIONS AND ADDITIONAL GUIDELINES
I believe that we are all learners and teachers. Learning involves more than just getting good grades. Learning can also be expressed by how well you use your skills, knowledge, and experiences to educate
those around you. The class is a combination of lecture plus active learning and participation on your part. If you do not want to actively participate in the learning process, then please consider other options.

Lectures and/or class discussions will be based on the scheduled material as outlined in this syllabus. I expect you to read assigned materials before class. Additionally, we will view films and I will use exercises and projects to help illuminate particular concepts. All material presented or assigned in class are considered fair game for testing purposes. Please come to class prepared to listen, to think critically, and to participate.

Weekly Readings and Activities
SUMMER A
Week 1: American Culture from an Anthropological perspective
5/17 Introductions and review of syllabus

• Overview of service learning as a directed research exercise and learning objective concept
• oWhat is culture/what is anthropology of American culture

Analyzing American culture

• Reading: DeVita text-―The American Culture Configuration‖ (by: Holmes and Holmes/Blackboard posting)
• Reading: Middletown book (Introduction + Chapter I- Getting a Living)
• Reading: Blackboard postings of community and project specific materials

Cultural anthropology research tools/methods/ethics – General overview

• Reading: Wolcott (Chapters 1&2)
• Reading: Weinreich article: Integrating Quantitative and Qualitative Methods in Social Marketing
• Film (opt.)

5/19 Experiencing American Culture

• Reading: A Different Mirror‖ (Chapter 1) by R. Takaki (Blackboard posting)
• Reading: Baker text-Introduction (Blackboard posting)
• Reading: Middletown book (Chapter IV- Using Leisure; Chapter V - Engaging in ReligiousPractices)
• Reading: Blackboard postings of community and project specific materials
• Reading (opt): Middletown book (remaining chapters)
• Reading (opt/EC): Middletown Interviews (online postings)
• Film: (opt.)

Culture and Ethnography. How is it studied and what does the study produce?

• In-class exercise: IRB Exercise/Workshop
• Go to/peruse - http://www.loc.gov/folklife
• Reading: Wolcott (Chapters 3&4—Blackboard posting)

Introduction to Service Learning as a directed research project expectations and requirements

• Meet with Community Partner
• Mentor team introductions

Week 2: An ethnographic look at American culture
5/24 Reading: The Other Side of Middletown (all chapters)

• In-class activity: tbd
• Film (opt)

Research tools

• Read/review: Chapters 1, 2, & 3 from book ―The Ethnographic Interview, by: J. Spradley
• RESEARCHING AMERICAN CULTURE-Summer 2010
• Page 10 of 13
• Read/review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4

5/26 Reading: The Other Side of Middletown (all chapters)

• Reading: Blackboard postings of community and project specific materials
• Film (opt)

Research tools

• Review: Chapters 1, 2, & 3 from book ―The Ethnographic Interview‖ by: J. Spradley
• Review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4
• Reading/review: R. Bernard readings (see blackboard posting): #2 (Participant Observation); #3(Field Notes); #4(Interviews)
• *Lab/Field exercise –Intro to USF Library and/or other archival research tools/resources
• [Special Collections/Sanborn maps/City directories/Census data/…]

Week 3: Our cultural ideals of America and people‘s everyday realities
5/31 NO CLASSES—HOLIDAY

6/2 Reading: ―Emigrants from Erin: Ethnicity and Class within White America‖ by R. Takaki

• Reading: ―White Privilege: UnPacking the Invisible Knapsack‖ -by: P. McIntosh
• Reading: Blackboard postings of community and project specific materials
• Reading (opt/EC): ―Writing a Place in American Life: The Sensibilities of an American-born
• Chinese as Reflected in Life Stories from the Exclusion Era‖ by: Xiao-Hung Yin (online posting)

Research tools

• Review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4
• Review R. Bernard readings—#2 (Participant Observation); #3(Field Notes); #4(Interviews)—(Blackboard posting):
• *Lab/Field exercise –Intro to archival research tools/resources
• [Tour/overview of general library resources/tools/available databases]

Week 4: Researching American culture—qualitative research tools/methods
6/7 Reading: Spradley book (You Owe Yourself a Drunk excerpt) – Blackboard posting

• Reading: Blackboard postings of community and project specific materials

6/9 In-class activity/ open discussion

• Review/discuss final project deliverables and research paper
• Film (opt)

Research tools/ research methods (i.e., ethnographic interview)

• Review: Spradley book (Ethnographic Interview)-Part II, Steps 1-4
• Read/review: Spradley book (Ethnographic Interview)-Part II, Steps 11 and 12
• Read/review: R. Bernard readings (see blackboard posting): #1(Literature Review); #4(Interviews); #5(Questionnaires & Survey Research)
• Reading (s): M. Angrosino readings (see Blackboard posting—optional)
• Reading: US Holocaust Museum Oral History Guidelines (optional)

Lab/Field exercise –Multimedia/Podcast training session

Week 5: Researching American Culture

• 6/14 Readings: to be assigned
• Guest Speaker(s) – tbd
• *Lectures will focus on community based research projects in the Tampa Bay area; Anthropology
• of American Culture; qualitative tools ; ethics; oral history

6/16 Readings: to be assigned

• Guest Speaker (s) – tbd
• *Lectures will focus on community based research projects in the Tampa Bay area; anthropology
• of American culture; qualitative tools ; ethics; oral history

Week 6: Researching American Culture

• 6/21 Service Learning/Final Project research discussion day
• Mentor meetings
• Film (opt)
• Guest Speaker (s) – (opt)

6/23 NO CLASS – Service Learning/Final Project research day

6/25 Summer A Classes end

• Final Papers due—option 1 (*this is first date that students can turn in final project research papers; second and final date is 8/2)

6/28 Public Presentation of Student Summer A/B Final Project deliverables—option 1 [time/location tbd— subject to change per discretion of Community partner]

SUMMER B
Weeks 1-4:
6/28 Summer B starts

6/29 –7/23 Student directed research projects/no formal class meetings/informal meetings with
mentors and instructor

Week 5-6: Summer A/B Final Project Deliverables due
7/26 Student Presentations of Summer A/B Final project deliverables; Public presentations of final
projects—option 2
[*time/location tbd—Note this date is subject to change per discretion of Community partner]

8/2 Final project research papers due

8/6 Summer B ends

Ever since the end of the Cold War, taking place in the context of, and further propelling forward, the so-called >Third Wave= of democratization throughout the world, many Americans have been celebrating the global victory of democracy and capitalism. Some have even gone to war allegedly to preserve and promote this ‘victory’. At the same time, numerous democracies throughout the world are wrestling with problems of “civic disengagement” and growing disillusionment with ‘elitist democracy’ (i.e. inequality and elite domination) or ‘big government’ (i.e. bureaucracy and state tyranny). What does all of this mean for the future of democracy? Can anything be done to return democracy ‘to the people’? Should anything be done at all? Looking at a real-world case of democratic representation and public administration – the City of DeLand, FL – what can we learn about civic disengagement, elitist democracy, big government and current efforts or future prescriptions to address these?

Course Requirements:

Grades will be based on performance in the following:

• Attendance and class participation, excluding oral presentations: 15%
• Eight Reading/Minipaper Assignments and Presentations: 15%
• Midterm exam of essays and short answer/identifications: 20%
• Outline for final paper (due date TBA): 5%
• Final literature review/research paper (due on last day of class): 25%
• Final exam of essays and short answer/identifications: 20%
• Dr. Nylen stands by Stetson’s official statement on grades, which says:

Grades represent the instructor’s final estimate of the student’s performance in a course. The grade of A (+ or -) may be interpreted to mean that the instructor recognizes exceptional capacity and exceptional performance. The grade of B (+ or -) signifies that the student has gained a significantly more effective command of material than is generally expected in the course. The grade or C or C+ is the instructor’s certification that the student has demonstrated the required mastery of the material. A student is graded C- or D (+ or -) when his/her grasp of the course essentials is minimal. [Stetson University Bulletin, 2006-7, P.31]

• Any form of cheating, including and especially plagiarism, will result in an automatic F grade for the entire course. To plagiarize is “To take and pass off as one’s own (the ideas, writings, etc. of another).” [Webster’s New World Dictionary of the American Language (1962)]
• Requests for make-up exams or late papers must be preceded by a really, really, really good excuse, or by written medical evidence.
• Significant improvement through the semester can result in an upgrade of half a letter grade.

Required Books:

• David Held. Models of Democracy, 2nd Ed. (Stanford: Stanford Univ. Press, 1996).
• William R. Nylen. Participatory Democracy versus Elitist Democracy: Lessons from Brazil (New York: Palgrave, 2003)
• Archon Fung. Empowered Participation: Reinventing Urban Democracy (Princeton: Princeton Univeristy Press, 2004).

* Some required readings will be available online (Blackboard) as indicated. These are just as important to the course as those required for purchase. Others are only recommended, especially for those with a keen interest in the subject matter.

Internet Resources (only a small sample):

1. Sustainable Communities Network, http://www.sustainable.org/creating/civic.html
2. Policyoptions.org, http://www.policyoptions.org/index.html
3. Kettering Foundation, http://www.kettering.org/index.aspx

I. Democracy and Political Participation – definitions, intellectual history, critiques, debates
A. Introduction (Tues., Jan. 15)
– Reading: David Held. Models of Democracy, “Preface to the Third Edition” and “Introduction”
B. Republicanism (Thurs., Jan. 17: A)
– Reading: Held, “Republicanism: Liberty, Self-Government and the Active Citizen” (Ch.2)
C. Liberalism (Tues., Jan. 22: B)
– Reading: Held, “The Development of Liberal Democracy: For and Against the State” (Ch.3)
D. The Marxist critique and alternative (Thurs., Jan. 24: A)
– Reading: Held, “Direct Democracy and the End of Politics” (Ch.4)
E. Competitive Elitism (Tues., Jan 29: B)
– Reading: Held, “Competitive Elitism and the Technocratic Vision” (Ch.5)
F. Pluralism (Thurs., Jan 31: A)
– Reading: Held, “Pluralism, Corporate Capitalism and the State” (Ch.6)
G. Contemporary Crisis Theories & Neoliberalism (Tues., Feb. 5: B)
– Reading: Held, “From Postwar Stability to Political Crisis …” (Ch.7)
– Recommended: Lawrence Reed. “Why Limit Government?” in Heritage Lectures, No. 843 (June 21, 2004): 1-4. [Blackboard]
H. Democracy and the demise of ‘real existing socialism’ (Thurs., Feb. 7: A)
– Reading: Held, “Democracy after Soviet Communism” (Ch.8); AND
Nylen, “Preface and Acknowledgements” and “Elitist Democracy, Civic Disengagement and Citizen Politics in the United States” (Ch.1)

I. Participatory/Deliberative Democracy (Tues., Feb. 12: B)
– Reading: Held, “Deliberative Democracy and the Defence of the Public Realm” (Ch.9); AND Nylen, “Participatory Democracy in Theory” (Ch.3)
– Recommended: John Guidry & Mark Sawyer. “Contentious Pluralism: The Public Sphere and Democracy” in Perspectives on Politics (2003), 1: 273-289. [Blackboard]
J. Conclusion: Democratic Autonomy — the democratic ideal and standard of measurement (Thurs., Feb. 14: NO MINIPAPERS DUE)
– Reading: Held, “Democratic Autonomy” (Ch.10)
– Study Guide Discussed/Distributed

II. MIDTERM EXAM (Tues., Feb. 19)

III. CLASS DISCUSSION: Where do we go from here? Research Strategies, Responsibilities and Division of Labor (Thurs., Feb. 21)

IV. CASE STUDY & Relevant Theoretical/Comparative Literature: City of DeLand & local-level democratic participation
A. City of DeLand: Historical Background
– DeLand – The Movie: “DeLand: Past, Present and Future” (Tues., Feb. 26: no minipapers)
– Visitor: Dr. John Schorr, Sociology
B. City of DeLand: Institutional Setting & Background (Thurs., Feb. 28)
– Visit DeLand City Hall (New York Ave. & South Clara Ave.)
– Meet with City Manager, Mike Abels, and Assistant City Manager, Michael Pleus

MARCH 3-7: SPRING BREAK

C. Applied Democratic Theory/Practice, pt.1: Participatory Budgeting in Brazil (Tues., Mar. 11: A)
– Reading: Nylen, “Participatory Democracy in Practice – Brazil’s Workers’ Party and The Participatory Budget” (Ch.4); and “The Orçamento Participativo in Betim, Minas Gerais” (Ch.5)
D. An Interview with the Mayor (Thurs., Mar. 13)
– Visit DeLand City Hall
– Meeting/interview with Mayor, Robert Apgar
E. Applied Democratic Theory/Practice, pt.2: Participatory Budgeting in Brazil (Tues., Mar. 18: B)
– Reading: Nylen, “Administering the Participatory Budget—Ideology and Dedication” (Ch.8); and “Participatory Democracy versus Elitist Democracy—Lessons from Brazil” (Conclusion)
– Recommended: Nylen, “Examining the Claims of Proponents of the Participatory Budget” (Ch.6); and “Examining Claims of Critics of the Participatory Budget” (Ch.7)
F. An Interview with Members of Advisory Committees (e.g. Tree Advisory, Senior Council, Airport Noise Advisory, Planning Board, Economic Development, DeLand Housing, Historic Preservation, Citizens Advisory Task Force, etc.: http://www.deland.org/cityhall/clerk-boardmembers.htm (Thurs., Mar. 20)
– Interviewees T.B.A.
G. Applied Democratic Theory/Practice, pt.3: Empowered Participation and the Ecology of Civic Engagement (Tues., Mar. 25: A&B)
– Reading: Fung, “Democracy as a Reform Strategy” (Ch.1); and Marion Orr, “Community Organizing and the Changing Ecology of Civic Engagement” in M.Orr [ed.] Transforming the City: Community Organizing and the Challenge of Political Change (Lawrence: University of Kansas Press, 2007): 1-27 [Blackboard or mimeo]
– DUE: Final Paper Outline
H. Community-Based Research (Thurs., Mar. 27)
– T.B.A.
I. Applied Democratic Theory/Practice, pt.4: (Tues., April 1: A)
– Reading: Fung, “Down to the Neighborhoods” (Ch.2); and “Building Capacity and Accountability” (Ch.3)
J. Community-Based Research (Thurs., April 3)
– T.B.A.
K. Applied Democratic Theory/Practice, pt.5: Empowered Engagement (Tues., April 8: B)
– Reading: Fung, “Challenges to Participation” (Ch.4); and “Deliberation and Poverty” (Ch.5)
L. Community-Based Research (Thurs., April 10)
– T.B.A.
M. Applied Democratic Theory/Practice, pt.6: Empowered Engagement (Tues., April 15: A&B)
– Reading: Fung, “Deliberation in Social Conflict” (Ch.6); and “The Chicago Experience and Beyond” (Ch.7)

V. Class Discussions of Research and Research Findings (Thurs., April 17, Tues., April 22 & Thurs., April 24)

VI. Final Exam Preparation Day (Tues., April 29)
– Final Paper Due (electronic version in dropbox)

VII. FINAL EXAM (Wed., May 7, 9-11am)

Welcome to your service learning experience focusing on the community of disability and physical activity. The purpose of this class is three-fold: (1) to understand the legal requirements as designated by Public Law 108-446, (2) to understand the unique characteristics of disability and how it can affect teaching, and (3) to learn as you participate in your service learning experience, the unique attributes of families and individuals with disabilities as it pertains to their challenges, their development, and their daily life. The course philosophy is, “We must become the change we want to see in the world”…..Mahatma Gandhi

For you to change the way we teach students with disabilities in physical education, you must change the way you see disability. As you participate in class and your service learning experience, I will ask you to talk about ability versus disability. Your reflections will document not only your experience but also how the experience has heightened your learning and understanding of course concepts including the concept of disability.

The true engagement of service learning also comes from reciprocity of an experience. Depending upon where you have your experience, I will ask that you learn from the families and the participants themselves. Expectations include weekly contact with the families and participants which will assist you in understand their child’s or personal needs through the experience. This communication, or what we will call reciprocity of learning, is essential to your experience. Families who have children with disabilities have very unique needs and experiences as a result of disability. What you can learn from them will enhance your teaching of their child. Individuals with disabilities also experience the world differently that you and I. Their desire for physical activity may also be significantly different than yours so your understanding and appreciation of such will be vital to your experience.

Concluding your service learning experience is your clinic report. This report acts to summarize your reflections and reveal your professional expertise for the next service learning student. You will be asked to write in your report specific, achievable physical education goals and objectives (i.e., IEP), behavior management strategies, and future assessment items for the following semester. This information is shared with families and participants for their use or knowledge regarding their child or self.

I hope that you look forward to your experience both in and out of the classroom. If fully realized, the experience will shape you as a person and as a teacher.
Dr. Stanton-Nichols

HPER 398: Adapted Physical Education
Spring 2010

Instructor: Katie Stanton-Nichols, Ph.D.

Introduction:
The purpose of this course is to provide the student with an understanding of disability as it pertains to teaching individuals with disabilities in the physical education environment. Course information will extend to federal legislation, assessment, placement, and teaching styles used with students with disabilities. Additionally, students will be engaging in a service learning program that will enhance their understanding of unique disability characteristics, assist in understanding teaching modifications, and assist in providing a quality physical activity program for the local disability community.

Course Objectives related to IUPUI’s Principles of Undergraduate Learning:

• Integration and Application of Knowledge
• (IAK)
• Knowledge and applied understanding of the unique physical, social and learning characteristics associated with the various disabilities.
• Knowledge and applied understanding of referral, assessment and placement process for possible special education programming.
• Knowledge and applied understanding of family perspectives concerning ability and disability.
• Knowledge and applied understanding of the physical educator’s role in the team process to educating students with disabilities.
• Understanding of the decision making process regarding placement as related to individuals with disabilities.
• Critical Thinking (CT) Ability to conceptualize disability
• Ability to distinguish between social construction of disability and personal perception of disability
• Ethics (E) Understanding of the challenges related to teaching individuals with disabilities
• Development of personal philosophy regarding individuals with disabilities
• Writing (W) Ability to write in an expressive, concise and communicative manner
• Technology (T) Ability to use the computer effectively and efficiently (e.g., word processing and reference)

Required Text:
Auxter, D., Pyfer, J., Zittel, L. Roth, K. & Huettig, C. (2008) (11th Ed). Principles and methods of adapted physical education. McGraw Hill.

COURSE THEMES

There will be four major themes discussed in this course: (1) legal mandates related to special education and adapted physical education, (2) teaching modifications, (3) behavior management, and (4) disability characteristics and modifications. Each will be discussed in some detail, however, please note that certain details will not be covered due to time constraints.

1) Legal Mandates in Special Education and Adapted Physical Education:
We will begin the course discussing legal mandates. Adapted physical education is by law, a service that all students with disabilities must receive. The laws are very specific and require you to understand how students qualify for services. We will discuss, in detail, specific laws that outline adapted physical education services and responsibilities of teachers. The expectation is that you will carry this knowledge throughout the semester understanding how it relates to other course content.

2) Teaching Styles and modifications:
While many of you may think the main purpose of this course is to discuss how to teach students with disabilities, you may also find that working with students with disabilities is quite simple and practical. Teaching modifications are often a result of several factors and often, generalizing about how to modify gives the teacher the wrong impression. We will discuss particular “must do’s” with certain disabilities, practice management styles, and observe equipment modifications. You will not become experts but you will gain experience and confidence in your abilities.

3) Positive Behavior Management:
Teaching requires management; simply sharing information with students doesn’t always help students learn and planning activities that are fun doesn’t ensure student’s attention to the task. There are specific management styles often used to help students with disabilities stay focused in order to learn. There will review these styles and during your clinical experience, you will have plenty of time to practice.

4) Disability Characteristics:
The federal law defined specific disability categories that can receive special education services. During the course, we will discuss how the law views disability as well as how specific categories may be affected by participation in physical education. Discussion of these characteristics will be discussed towards the later part of the course.

COURSE REQUIREMENTS

Research Assignment 50 points
To help prepare you for your clinical experience, you will be required to search the web and literature to find out “as much as you can” regarding your client’s disability. Minimum you are required to search two web sites and two research/topic articles, summarize the information, reference your citations, and submit to the professor. Summary must be typed and no less than two pages. Submission can be in paper or electronic forms.

Barrier Free Paper 60 points
You will be required to spend 4 hours in a wheelchair or otherwise disabled during a day. The purpose of this assignment is to broaden your experience in a wheelchair/disabled, the barriers faced, the physical constraints of the campus and the modifications you had to make during your day. After spending your 4 hours in the chair, you will be required to write a summary of the events that took place during your “adventure” (2 page minimum-12 pt. font, standard margins).

APE Service Learning Experience 140 points
You are required to attend a pre-arranged practicum sight for a total of 14 hours. Each session is worth a total of 10 points and you will be graded on your performance during these sessions. These practicum settings are crucial to your learning experience and cannot be dismissed.

Clinical Portfolio 150 points
You will be asked to put together a portfolio related to your clinic experience. Because each of you will participate in a different setting, the requirements for this assignment will differ. See Appendix C for further details.

Disposition Assessment 100 points
You will be assessed on how you evolve as a teacher during this course. This assessment will be reviewed with you during the first week of class and assessed throughout the course.

Exams 225 points
There will be three exams given throughout the semester. If you have 97% or above in the class, you will not be required to take the last exam. The exams will be a combination of multiple choice, short-answer and essay and will be elaborated upon when necessary. FAILURE TO TAKE THE LAST EXAM WITHOUT THE APPROPRIATE PERCENTAGE EXEMPTION WILL RESULT IN A FAILING GRADE.

Assignment Point Value Principles of UGL
Research Assignment 50 T, W, IAK
Barrier Free Assignment 60 CT, IAK,W,E
Clinic Attendance 140 IAK
Disposition Assessment 100 E, CT, IAK
Clinic Portfolio 150 CT, IAK, W, E
Examinations 225 IAK, CT, W, E
Total Points 725

Grades
Your grades will be calculated by dividing the number of points you have earned on each assignment by the total number of points possible (%). Final grades will be based upon the following percentages:

100-98= A+ 89-87= B+ 79-77= C+ 69-66= D+
97-94= A 86-83= B 76-73= C 65-62= D
93-90= A- 82-80= B- 72-70= C- 61-60= D-

COURSE POLICIES

Clinic:
Your attendance requirement that will affect your grade is your attendance at your clinical. If you miss a clinical experience, 10 points will be deducted from your grade. If you are late and do not call either Dr. Stanton or one of the program assistants, 5 points will be deducted from your attendance grade. YOU CANNOT MAKE UP UNEXCUSED CLINIC ABSENCES. The only reasonable excuses to miss clinical experiences are illness, REAL family emergencies, or other such circumstances. Additionally, your clinic grade will be deducted by 5 points each time you come to clinic unprepared (e.g., no lesson plan, incomplete lesson plan, improperly dressed, missing forms, etc.)

Class:
Class attendance is not required but obviously highly recommended. I will not give unscheduled tests or quizzes but the schedule will most definitely change. PLEASE NOTE, FREQUENT ANNOUNCEMENTS REGARDING SCHEDULE CHANGES ARE MADE IN CLASS AND ARE NOT ALWAYS POSTED ON ONCOURSE….IT IS YOUR RESPONSIBILITY TO FIND OUT THE CHANGES.

Exams:
Missed exams cannot be made up unless circumstances allow (as decided by the professor). If you have an already schedule conflict on an exam day, you must schedule to take the exam before the date on the syllabus. If you do not qualify to miss the last exam and fail to take it, you will fail the class.

Assignments:
All assignments are due on the date and time listed on the syllabi or per changes as announced by the professor. You must turn in all assignments in class at the beginning of class. Late assignments are not accepted unless PREVIOUSLY arranged by the professor student.

Unacceptable Behavior:
In clinic:
Clinic is a professional experience and must be treated as such. Dress, preparedness, and behavior are of the utmost importance. Therefore, you will be graded on all aspects of your behavior at clinic. Specific requirements will be identified during clinic training.

In class:
Certain behaviors in class make it hard to teach. Continual talking to classmates and joking, cell phones ringing, and sleeping are certainly distracting and somewhat intolerable. Perhaps the most annoying behaviors are attempts to plagiarize or cheat on an assignment. I would much prefer they not occur. Any incident of cheating will be dealt with according to University policy and will be reported.

At schools:
One’s behavior at schools will always be representative of IUPUI and the department. You must regard your behavior at the schools the same as defined in clinic training including dress, preparedness, and general professionalism.

TENTATIVE TEACHING SCHEDULE-THIS SCHEDULE MAY CHANGE

Dates Topic Readings and Assignments PUL’s
Week One
1/13-1/15 Intro/Class Orientation
Explanation of course requirements
Definition of Adapted Physical Education
Federal Legislation Ch. IAK, CT, E

Week Two
1/20-1/22 Placement Options/Assessment
Least Restrictive Environment
Inclusion Ch. CT

Week Three
1/27-1/29 Individualization (concept of..)
Identification of learner needs
Activity Modifications
Teaching Modifications Ch. IAK, CT

Week Four
2/3-2/5 Exam Review
Exam #1

Week Five
2/10-2/12 Positive Behavior Management
Discussion of Clinics
Managing students in LRE continuum Ch.
Research assignment due IAK

Week Six
2/17-2/19 Cognitive Disabilities Ch.
Web based readings IAK, E

Week Seven
2/24-2/26 Social Emotional Disabilities Ch.
Web based readings IAK, E

Week Eight
3/3-3/5 Exam Review
Exam #2

Week Nine
3/10-3/12 SPRING BREAK

Week Ten
3/17-3/19 Sensory Disabilities
Orientation and Mobility Barrier Free Assignment Due
Ch. IAK, CT, E

Week Eleven
3/24-3/26 Orthopedic impairments
Ch. CT

Week Twelve
3/31-4/2 Orthopedic impairments Ch.

Week Thirteen
4/7-4/9 Neuromuscular Disabilities IAK, CT, E

Week Fourteen
4/14-4/16 TBA
4/16-Clinic Portfolio Due

Week Fifteen
4/21-4/23

Week Sixteen
4/28-4/30 Exam review

Final Exam May 5th, 10:30-12:30pm

Clinic, Settings, Dates and Times

Ability Fitness Clinic
Tuesday 5:15-7:00pm
National Institute of Fitness and Sport Motor Activity Clinic
Saturday 8:45-10:45 am
Natatorium Gymnasium
Clinic Training 2/17

School of PETM Conference Room

• Introduction
• Review of Policies and Procedures
• Review of clinic manual and assignments
• Review of client information
• Tour of NIFS Clinic Training 2/21

School of Physical Education -HP Lab

• Introduction
• Review of Policies and Procedures
• Review of clinic manual and assignments
• Review of client information

Clinic Participation:
Clinic participation is a vital aspect of this course. Working with your clients will provide you will a better understanding of course principles and certainly help your confidence in programming for those with disabilities. While you may have reservations about the time required outside of class or your ability, please rest assured that you will be adequately prepared and will definitely learn along the way. Training sessions are designed to provide you with more detailed information. You will not meet your clients until the following week. The remaining dates you will work with your client directly.

Motor Activity Clinic:
The IUPUI Motor Activity Clinic (MAC) serves families and children with disabilities in Indianapolis and surrounding community areas. Housed in the Department of Physical Education at Indiana University Purdue University Indianapolis, the clinic offers physical activity and aquatic instruction for children, ages three through 15 with various types of disabilities. 
Since 1997, nearly 450 children with disabilities have participated in the clinic, which continues to be a fundamental source for families who want additional physical activity opportunities for their children. The clinic, while focused on children, also serves to educate families and future professionals in the area of disability and activity. The clinic does not provide free therapy from licensed therapists. Instead, our volunteers are primarily comprised of students who are seeking degrees in physical education, physical therapy, occupational therapy, and related areas. By participating, students and volunteers receive invaluable experience working with children and are truly the heart and soul of the program. 
 Children learn through a variety of experiences, practice, and continual challenge. The clinic strives to provide activities that meet the needs of individual participants.

Ability Fitness Clinic:
The Ability Fitness clinic is an exercise program designed to meet the needs of adults with disabilities. Participants will receive a individualized assessment and exercise prescription designed specifically by participating students. The program strives to increase the function and independence of those participating as well as helping students learn best practices in exercise modification for individuals with disabilities.

Appendix A
Designing your Portfolio
Your portfolio is due April by 5:00pm (NO EXCEPTIONS)

Submission and format:
At the end of the your semester, you will submit your portfolio for grading. Have your portfolio well organized. This is a reflection of you, your professionalism, and your personality. You may submit your portfolio in paper or disk form, however, I will need you to send me a copy via email or give a copy to me on disk. IF you are capable of developing your portfolio as a website, I would strongly suggest you do.

Clinic Portfolio Introduction:
Your clinic portfolio is designed to be a reflection tool that documents your learning as you engaged in your clinic experience. The report will be used to grade your experience. As such, I will consider the quality of your reflection, the degree to which you genuinely engaged in your experience, and your ability to write about the experience for public dissemination. This is your opportunity to display your talents and proficiencies and demonstrate your knowledge and skills. The question that should be asked is, “What am I trying to tell the reader about myself?” All portfolios must include:
A brief yet interesting biographical sketch; not a lengthy resume or page-filling paper of yourself. A short essay that tells the reader about yourself and your professional goals. This should include why you chose physical education as your field, what kind of teacher you plan to be, and how you plan to incorporate diverse teaching approaches in your classroom.

Responses to the following questions:

• Previous to this experience, how many opportunities had you had to work with students with disabilities in a physical education/activity setting?
• What was your perception of people with disabilities prior to this experience?
• Have any of the above changed since taking part in your service learning experience? If so, how? If not, why?
• Given the limitations of a semester, what other experiences or opportunities would you like to have had that would increase your understanding of disability?
• If you could chose one thing about this class that you want more of or less of, what would it be and why?
• As you move towards your professional career, what are your plans to appropriate implement IDEA and FAPE into your teaching practice?

A short essay about your teaching philosophy, how you teach and how your teaching has changed since having this experience. Avoid any lengthy discourse but clarify how or if your approach to teaching may change as a result of this experience (be speculative and consider that you may have a variety of teaching situations)

**Further details regarding content will be shared with you towards the conclusion of your experience.

Appendix B
IEP Report Format
Name of Student: ___________________________________

Present Level of Motor Performance:

Student’s needs, preferences, interests in physical education/activity:

Annual Goals (3):

Short-term Objective(s)
Assessment
Criteria Modifications Needed to achieve goals

Appendix C
Research Assignment

Why you are doing this assignment:
The purpose of this assignment is to prepare you for your clinical setting. You will be assigned a student or client to work with during the semester and to help you prepare yourself, you will be required to search the web for information about a particular disability. This is a low stakes writing assignment that asks you to integrate you knowledge of technology and critical thinking skills.

Directions:
1) Information regarding your client’s disability will be provided during clinic training
2) Search at least five web sites to find information about the disability, teaching modifications, and other potential useful information
3) Summarize (including the web site addresses) and attach your Word document containing the information below to the instructor (kstanton {at} iupui(.)edu)
4) 2 page minimum

Point Allocation:

o Web/Articles reviewed 5 points
o Must include copies of articles
o Summary of information 45 points
➢ Characteristics of disability
➢ Recommendations for teaching
➢ Recommendations for interaction
➢ Other information

Critical Thinking Skills:
• Reading actively
• Carefully exploring the internet for information
• Evaluating information
• Synthesizing information

Requisite Skills:

• Email account
• Computer skills (P200)
• Ability to move around the internet

Appendix D
Barrier Free Assignment

Why you are doing this assignment:
We will spend a considerable amount of item discussing disability in terms of physical activity and education. However, sensing disability requires feeling what it means to access the world while disabled. While this assignment certainly won’t emulate living with a disability, the assignment may give you a sense of what others experience on a day to day basis. This is a high stakes writing assignment that will require in depth analysis of your experiences. I would like these experiences to be detailed but be sure to make them yours. This assignment will require active participation, active listening, and a synthesis of your experiences.

Technical Expectations:

• 2 page minimum, typed, 12-point font, standard margins (R/L, top/bottom)
• APA formatting
• Page # bottom center
• 4 hours in a wheelchair, blind-folded, or otherwise impaired
• activity participation in at least 2 different settings

Requisite skills:
• Ability to use computer
• Critical thinking and integration of knowledge skills
• Knowledge of APA formatting
• Ability to create your own experience

Required Content Points:

• Fundamentals of your experience
• Where you went in your 4 hours
• Why you chose your locations
• Barriers faced in your journey
• Differences compared to your typical mode of travel
• Other pertinent information

25 points

• General impressions of your experience
• Improvements you would suggest to enable accessibility
• How your experiences made you think about physical activity modifications
• Suggested social, environmental, or educational improvements
• based upon your experience
• Other general or more specific information

35 points

This course offers a broad description and examination of the psychology of behavior at work, including the major theories, their applications in the work place, and research investigations of both. The course will examine job analysis, employee selection, employee training, the performance appraisal process, worker motivation, job satisfaction, worker stress, groups and teams, leadership, and human factors. A thorough understanding of social scientific research methods and current psychological research findings are emphasized.

This course requires a service-learning activity. Service-learning is an educational philosophy whose goal is to enhance student learning in a more profound and lasting way by having students engage in experiential learning in a real world context.

Other notable goals of service-learning include:

• Service-learning takes place in the context of charitable community development work or a social change project.
• Service-learning benefits the community and is directly linked to course curriculum, content, and goals, and it entails ongoing self reflection exercises through which students:
• Reflect on the social context of the learning process
• Analyze their own relationships to other people and the world
• Challenge their own assumptions about social problems and issues
• Cultivate a more committed sense of civic responsibility and ethical sense of personal agency.
• This course emphasizes critical thinking and inquiry
• Students who successfully complete all core requirements will have a solid understanding of the issues related to human behavior in the workplace, and the impact of organizations on work life. You will understand how individuals are assessed in organizations, trained, and how their behavior is analyzed. You will learn how to employ the tools associated with successful individual and organizational assessment, from the perspective of psychologists working in/for an organization.

The course is currently structures so you will be involved with Plant City High School (or other approved non-profit entity). You will engage in individual and organizational assessment to help students in the lower 25 percentile on standardized reading assessments to improve their scores. There are three components to this activity.

• Individual Analysis: Utilize focus groups and individual interviews to determine motivational status of each student.
• Organizational Analysis: Evaluate and assess organizational factors that enable or inhibit reading teachers from utilizing on-going testing feedback scores to target student improvement.
• Propose an organizational learning intervention to address the individual and organizational analysis findings from steps one and two.

PREREQUISITE: Introduction to Psychological Science (PSY 2012), Psychological Statistics (PSY 3204), Research Methods (PSY 3213)

REQUIRED TEXT
Spector, P. E. (2009). Introduction to Industrial/Organizational Behavior (5th edition). Wiley.

REQUIRED SOFTWARE
Elluminate Live! This is accessed through Backboard under communications.
Information regarding this software is available at the following web site:
http://www.elluminate.com/support/

All assignments must be uploaded via Blackboard AND a hard copy turned in by the beginning of class.

Follow instructions to test your access in Blackboard prior to the second class.

See the Elluminate live! web site for information and documentation.

Useful websites for the course material:
Society for Industrial and Organizational Psychology: http://www.siop.org/
Training and Development: http://www.astd.org/
Occupational Information Network: http://online.onetcenter.org/

About this Course

The course consists of fully integrated parts: independent study, quizzes, lecture, exercises/projects, and exams. Please complete the assigned readings and obtain any relevant materials from the class web site prior to lectures and/or meetings as appropriate. If you are late or fail to attend a lecture you will not be able to make up a missed quiz or exercise. There are NO EXCEPTIONS to this policy. Grades will be based on unit examinations, reciprocal peer tutoring exercises, and out of class quizzes posted on Blackboard. Missing a lecture may prevent you from adequately learning material that will prepare you for taking unit exams. YOU are responsible for obtaining all materials and information presented during any class meeting for which you are not in attendance.

• Attendance is required for lectures and reciprocal peer tutoring. Failure to attend any meeting will incur substantial penalties.
• Cell phones may not be used during class (e.g., no texting).
• Lap top computers may not be used during class.
• Quizzes posted on Blackboard are due according to the schedule posted on the class calendar. Quizzes are timed and you have one attempt. Select a secure connection because once you start a quiz it must be completed. If your connection drops and you fail to complete the quiz, you will receive a zero for that quiz. The only exception to this is if you provide to me a note from academic computing stating there was an unplanned network outage.
• Do not contact academic computing and ask them to reset your quiz. They cannot reset a quiz, only I can and the only justification I will accept is a network outage impacting Blackboard.
• Recordings of any type (e.g., audio, video, photographic) during class are prohibited. If you make a recording of any type you will be referred to the USF Counsel General.
• Recordings that accommodate individual student needs must be approved in advance and may be used for personal use during the semester only; redistribution is prohibited. You must provide me a written note from the Office of Academic Support and Accommodations for Students with Disabilities approving and describing the type of accommodation.

Grading

Let me be very clear on grading. You start the class with zero points and must earn points to achieve a grade other than F.
Points are earned by taking: 1) Service-learning activities, 2) class exercises, and 3) quizzes on BlackBoard. It is important that you take all quizzes and complete all exercises.

When the class is over do not ask me if there is anything you can do to impact your grade. The answer is ‘NO’!

Attendance/Discussion Points: Attendance is mandatory as is participation in class discussions.

Make-up quizzes will NOT be given. If you are late for class in which a quiz has been given, you will receive a zero for that quiz or exam. Do NOT miss a quiz; if you do you will receive zero points for that quiz. Attendance is required and I reserve the right to shade your grade up or down depending on your contributions to class.

Service-learning

• This course requires you to spend time outside of class conducting I/O field research in the context of service-learning with a locally operating nonprofit organization concerned with issues related to industrial/organizational psychology.
• An arrangement currently exists with Plant City High School in Plant City for you to perform your service-learning. If this is impossible for you, contact me by the end of the first class to determine if another site is suitable.
• 15 service-learning hours are required during the semester. A suggested distribution is provided on the course calendar (below).
• Service-learning hours will be logged in Blackboard on a weekly basis. Each hour is worth 10 points for a total of 150 points (10% of your final grade).

I/O Fieldwork Journal Blog

• The purpose of the fieldwork journal blogs are for you to demonstrate how specific topics, issues, and aspects of industrial/organizational psychology that you learn about through service-learning can be understood psychologically by applying some aspect of relevant industrial/organizational psychological knowledge, construct, theory, or method you learned about through course content and readings.
• For the field work journal blogs you will
  • Record descriptive observations about the individual and organizational context in which you conduct your service-learning and research
  • You will write critical reflections about what you learn through interviews, focus observations, and training
  • Analyze the connections between what you learned during your field work activities and the weekly topics and assigned readings.
• Each student will submit 15 blogs during the semester. Blog entries are worth 20 points each, and are 30% of your final grade.

Deliverable to the Community Partner

• At the conclusion of your community based research project, your community partner will be expecting you to deliver a final product (or “deliverable”).
• Around the fourth week of your service-learning you should negotiate with your community partner about what you deliverable will be.
• Agree to a deliverable that is realistic and actually doable within a three month time span. Do not be overly ambitious and do not promise to ‘save their world’. If you work as a student group, you should be able to offer more than if you were working as an individual.
• Your deliverable may take a number of different forms or formats. For example, it may be an action plan, or require that your community partner continue some aspects of the project beyond the end of the semester. I will provide guidance on community partner deliverables throughout the semester.

Course Reflections Final Essay

• The final exam for this course is a self-reflection essay (4-5 double-spaced pages or 1000-1250 words)
• The objective of the final reflective essay are for you to review, summarize, and reflect on what you have learned about industrial/organizational psychology during the course of the semester by doing service-learning based field research.
• The final essay is therefor part course summary and part critical reflection, and its purpose is twofold:
  • It allows you to demonstrate that you comprehend the ‘big picture’ regarding industrial/organizational psychology and how it can be used to help both individuals and organizations.
  • It allows you to demonstrate that you can critically reflect on the significance of the contexts and processes involved in your own experiential learning.
• The course reflections final essay should include a short synopsis of the research findings from your service-learning fieldwork project and explain how what you learned though this course helped you arrive at those results and conclusions.

Reciprocal Peer Tutoring

You will be randomly assigned to work with another student throughout the term. There is to be no changing of partners. Before each exam you will meet, inside and outside of class, and complete certain structured assignments. There are four components to this process.

• Prior to each exam each student must prepare a multiple-choice “practice” exam of 30 items total. You should select an equal number from each chapter based on the information covered in the chapters for that exam. These items must be original; they cannot be taken from the chapter quizzes you will be taking on Blackboard. The exam is administered to your partner during a reciprocal peer tutoring meeting. Each student must also prepare an answer sheet with the right answer for each test item, along with a brief explanation of why the answer is correct. You will meet, take each other’s exams, and review and discuss the correct responses.
• Each student provides a brief constructive “critique” of your partner’s exam (confusing items? Too difficult? Etc.).
• All of these materials-completed practice exams, answer sheets, and test critiques – are to be submitted to me in hard copy and also are to be uploaded to Blackboard. Clearly identify and label the sections as follows:
  • Multiple choice questions
  • Answers to multiple choice questions
  • Critique/Feedback to your peer on his/her test

These are due no later than the start of class on the day indicated on the schedule. Failure to turn in these exercises on time will result in a zero.

• You are to turn in a printed copy to me in class AND upload it to Blackboard.
• Be sure to keep copies of all assignments to guard against loss.
• DO NOT email them to me or place assignments or projects in my mailbox as they will not be accepted.

Grading
The I-grade policy prohibits the assignment of an “incomplete” unless the student is passing the class and has only a small portion of the work to complete. University policies for “I” grades are clear. I can only grant “I” grades that meet the criteria.

This course uses the plus/minus grading policy. Course grades, at a minimum, will be determined as indicated in the table below.

PERCENTAGE LETTER GRADE
97 to 100 A+
94 to 97 A
90 to 94 A-
87 to 90 B+
84 to 87 B
80 to 84 B-
77 to 80 C+
74 to 77 C
70 to 74 C-
67 to 70 D+
64 to 67 D
60 to 64 D-
0 to 60 F

To avoid any omissions, the upper limit of a range must be equal to the lower limit of the range directly above. Thus a range of 87 to 90 includes all grades up to, but not including 90. The highest range, however, includes 100%.

Extra credit points earned during class will be added to the next exam score PRIOR to the score being posted on Blackboard. The score you see on Blackboard includes your test score AND earned extra credit points.

Course Point Allocation Scheme:

Points, Activity, Percent of final grade
150, Attendance and participation, 10
400, Blackboard quizzes, 20
200, Reciprocal Peer Tutoring, 10
150, Service-learning hours, 10
300, Fieldwork Journal blog, 30
250, Deliverable to Community Partner, 10
100, Course reflections final essay, 10

1550 points total 100 Percent

Many engineering and science related projects around the world require public approval, but how is the public engaged and what models exist for ensuring that engagement is truly fair or that the public is making informed decisions based on an understanding of the problem? This is a criteria for many World Bank projects in developing countries where “community participation” is required, but where less attention is paid to the level or quality of community participation which in many cases ends up being an information/infomercial session for local communities. How is this done locally, on campus or in surrounding communities? What does a truly informed community look like and what mechanisms exist for their views to be incorporated into decision making processes? To answer some of these questions requires us to understand the decision making and management processes that take place on local levels all the way up to national and sometimes global levels. This class takes a stormwater pond example in a local community, East Tampa, and looks at decisions that affect its functioning, where they are made and how that information is communicated locally. The class builds on, and works with an existing project called Water Awareness Research and Education in East Tampa aimed at raising environmental awareness in East Tampa. Phrased in terms of 5 pillars of sustainability (environmental, social, economic, cultural, political), the class will ask students to focus more on the pillars of cultural and political which are usually absent from engineering disciplines.

Objectives

Upon completion of this course the student should be able to:

1) Define stormwater ponds and various regulations that apply to their existence.

2) Discuss the role of stormwater ponds and their relation to local communities.

3) Identify the various agencies responsible for stormwater managemet and show how their decisions are integrated into activities of people within East Tampa.

4) Discuss ways in which activities of people within East Tampa influence stormwater management decisions.

5) Demonstrate how the five pillars of sustainability contribute to good engineering results.

6) Describe weekly activities done in the field and communicate that experience through online blogs and reflective essays.

7) Communicate through professional quality presentations, project reports and community reports.

8) Work in teams on various assignments including a final project report and presentation that reflects the work done by all members of the class.

Prerequisites

Introduction to environmental engineering and/or environmental engineering laboratory

Credits: 3

August 23rd to December 10. In-class discussion and Service learning activity.

Mandatory field based service learning activity in East Tampa requiring 15 hours of your time in addition to in class time. These 15 hours are accounted for in the design of other project deliverables.

Attendance / Participation: Mandatory and graded.

Reference Text

J. R. Mihelcic and J. B. Zimmerman (2010) “Environmental Engineering Fundamentals, Sustainability, Design.” John Wiley & Sons, NY.

Schedule

Week of August 24

• Overview of class
• Sustainability concepts
• Movie: Blue gold-worldwaterwars http://www.bluegold-worldwaterwars.com/
• Fill in approval forms for schools

Week of September 7

• Water chemistry and water resources
• Matching with classes/teachers

Week of September 14

• Florida: where does our water come from and where does it go?
• Movie: Water 101: An overview of water resource issues in west-central Florida.

Week of September 21

• Field assignment (week 1)
• Bus tour of East Tampa given by Ms. Evangeline Best

Week of September 28

• Field assignment (week 2)
• Florida: where does our water come from and where does it go? Tools of the trade.
• Movie: Bringing Back the Bay

Week of October 5

• Field assignment (week 3)
• Stormwater ponds: what are they and how do they work?

Week of October 12

• Field assignment (week 4)
• Stormwater ponds and water quality testing.

Week of October 19

• Field assignment (week 5)
• Florida: Water management from communities to the national level – the case of the stormwater pond. Introduction to the East Tampa story – community experience.
• Guest lecture Ms. Evangeline Best

Week of October 26

• Field assignment (week 6)
• Florida: Water management from communities to the national level – the case of the stormwater pond. The East Tampa story – City of Tampa involvement.
• Guest lecture: City of Tampa representative.

Week of November 2

• Field assignment (week 7)
• Florida: Water management from communities to the national level – the case of the stormwater pond: The East Tampa story – State involvement.
• Guest lecture: SWFWMD representative.

Week of November 9

• Field assignment (week 8)
• Florida: Water management from communities to the national level – the case of the stormwater pond: The East Tampa story – Federal laws & global context.

Week of November 16

• Field assignment (week 9)
• Stormwater ponds and low-impact design

Week of November 23

• Field assignment (week 10)
• Community report due

Week of December 3

• Final class presentation
• Final report due

Week of December 3

• Student portfolio due

Grading

Points, Activity, % of final grade

100, Class participation, 10

150, Service learning field hours, 10

100, Assignments, 10

150, Fieldwork journal blog, 15

150, Deliverable to community partner ,15

150, Project report, 15

50, In class project presentation, 5

200, Student portfolio, 20

1050, Total ,100

Class participation

All students are expected to regularly participate in the class discussions and to be present at every class session. A mandatory bus tour of East Tampa is included as a part of the class schedule in week 2 and everyone is expected to attend.

Service learning field hours

All students are expected to complete 15 hours of service learning field hours. This will include attendance at a minimum of 3 meetings of the East Tampa Community Revitalization Partnership (ETCRP) or one its subcommittees. Each hour spent in the field is worth 10 points. Although there are 15 weeks in the semester, you will not begin your field hours until week 4. You are expected to spend at least one hour per week in the field between weeks 4 and week 14. Under the WARE-EAST TAMPA (Water Awareness Research and Education in East Tampa) project, I have established relationships with various elementary to middle schools in East Tampa around stormwater ponds. Your additional field hours will include working in one of those classrooms over the semester. Matching with classrooms will be done during week 2 of the project. You will be required to have your fingerprints taken and will have to fill out a student volunteer form to be approved by the school.

Assignments

There will be 10 graded assignments over the course of the semester, each worth 10 points. You will work in groups of two on these assignments with one person being in charge of only 5. These assignments will be based on class lectures, readings and research that you do on your own.

Safe-Assignment and other plagiarism checking methods may be used to ensure academic honesty.

Fieldwork journal blog: You will be asked to use the blog tool in blackboard. Each week you will post your field notes and class experience, including any important information/contacts you discovered or used. These are due by Monday at 8 am to be considered for a grade. This is due for all 15 weeks of the class with each blog worth 10 points.

Deliverable to community partner: You will have to prepare a product to be given to the community partner (teacher/students) with whom you worked that summarizes your own findings as a part of the class. It is likely that we will present this at one of the community meetings and samples from your individual reports will be used for this presentation.

Project report: The class project will be an overall report summarizing results from the entire class. The goal of the class was to understand how rules get set for controlling pollutant levels in stormwater ponds and how that process involves people at various levels of the decision making process. Specific to this class are how that information is translated to various groups in a local community. Each student is expected to enthusiastically and professionally contribute to the team project through research, writing, and presentation. Rubrics for grading of this project report will be distributed during the semester.

In class presentation: At the end of the semester each student will make a class presentation on their in field experience and the material included in their project report. The presentation can also include your reflections on student learning throughout the class.

Student portfolio: This is a professional report capturing your work in this class and can be used for future job interviews to showcase your knowledge and organizational, creative and written skills. The portfolio must contain:

(1) A weekly log of your activities (your fieldwork journal blog)

(2) A written evaluation essay providing self-assessment of how effectively you met the learning objectives of the course

The portfolio can also include photographs of your activities, products developed by you (community handouts, community report, web postings made by you about topics related to the class, class assignments etc.). You can use your graded assignments (or improvements of them) and any other material submitted during the semester as a part of your portfolio. You can also link your portfolio to online websites that you develop as a part of this class if you wish.

Facilitator: Joni Rankin

Course Overview:
An exploration of philanthropy and the philanthropic process, nonprofits and their boards, grant writing and fundraising, strategic grant-making, and sustainable philanthropic impact as informed by the Students4Giving program and the corresponding SC grant.

Course Outcomes:
Upon completion of the course, students will

• Understand local community-based knowledge and collaborate with existing non-profit boards and community members
• Manage the philanthropic process from mission statement to measurement, including RFPs and the impact of grant-making choices
• Explore a sustainable campus infrastructure that focuses on the non-profit sector and needed resources, including the development of a board manual
• Develop a philosophy of philanthropy through research and interaction with philanthropists and community leaders

Course Requirements:
Ongoing participation is expected. Please send Joni an email if you are unable to attend a class session. Additional reading assignments taken from journals, books, or online resources will be assigned during the course. Additional blogging assignments may be added as well.

Class Periods:

• Wednesday, Oct. 22—What is Philanthropy?
• Refreshments/Introductions
• Housekeeping: Syllabus and folders, meeting times, Saturday addition, and Web page
• Team building
• What is Philanthropy? What are the goals? Who is a part of it? Where do we come in? Who do they serve? (Discussion)

Assignment: Research 2 local (Cowley County) nonprofit organizations. Write an overview of each organization that includes a short history or the organization and its vision and mission. Due by Wednesday, Nov. 5 meeting.

• Wednesday, Nov. 5—Meeting Community Needs Through Philanthropy
• Community asset mapping to analyze needs in Winfield and Cowley County. [Seth Bate to walk us through asset mapping process and then present Cowley County results.]
• The role of a mission and vision in nonprofits, deciding your target area for those able to apply (from Oct. 22 assignment)

Assignments: Participate with at least 2 comments during the next two weeks to the blog with Seth Bate as guest blogger. In addition, bring a vision and mission statement from one grant making foundation to Nov. 19 class.

• Wednesday, Nov. 19—Foundations and the Role They Play in Philanthropy
• Guest, Pam Moore
• Development of a mission statement for the SC Student Philanthropy Board

Assignment: Find at least one Request for Proposal (RFP) to share with the class at the Dec. 3 meeting. Submit at least 1 comment to guest blogger related to foundations [Dick Merriman?]

Wednesday, Dec. 3—Grant Focus and RFPs

• Establish our grant focus
• Set timeline/calendar for spring grant making
• Assign and schedule board members’ visits of KICC and other nonprofits in the spring
• Understanding RFPs

Assignment: Visit http://foundationcenter.org/ and research RFPs. What are the major components of an RFP? What must we include in ours? Be prepared to discuss in class.

Wednesday, Dec. 17—Request for Proposals

• Development of SC Student Philanthropy Board RFP
• Begin developing evaluation criteria, selection process and evaluation tool
• Plan for distribution and publicity of RFP
• Discuss liaison role between committee and community agencies
• Debrief and prepare for spring semester

TBA Saturday meeting: Nonprofit Challenges; Measuring Success, the Budget

• Panel discussion: “How we develop our budget; successes and challenges” [A local guest panel will discuss these topics.]

Wednesday, Jan. 14—Welcome Back and Recap

• Discuss new and old events; review of RFP timeline
• Develop RFP evaluation criteria, selection process and draft evaluation
• Assign members to a nonprofit board
• Begin compiling data for a board manual

Wednesday, Jan. 28—Board Visits—No class!

• In lieu of a meeting, members will attend assigned board meetings. A board report is due for discussion at the February 11 meeting.
• Deadline for start of RFP call process

Wednesday, Feb. 11—Grant-making Rubric

• Finalize grant evaluation criteria and selection process
• Develop evaluation rubric
• Develop the process for notifying applicants and publicity plan [guest for a publicity plan, Charles Osen]
• Grant-writing guest blogger,

Assignment: Submit at least 1 response to the class blog related to the posted question.

Wednesday, Feb. 25—RFPs and Award Preparation

• Review of RFP deadline (we must have begun by now!) using evaluation rubric
• Continue work on Board Manual
• Begin exploring sustainable campus infrastructure for SC Student Philanthropy Board. [Guest, Paul Bean, Institutional Advancement]

Wednesday, Mar. 11—Awards and Publicity

• Distribute awards
• Execute publicity plan
• Evaluation of the process for inclusion in the Board Manual
• Continue exploration of sustainable campus infrastructure for SC Student Philanthropy Board.

Wednesday, Mar. 25—Board Manual

• Finalize Board Manual
• Pursue plan for sustainable campus infrastructure for SC Student Philanthropy Board

Assignment: As needed per above plan.

Wednesday, April 8—2009-2010 SC Board

• Finalize 2009-2010 grant board at SC
• Transition meeting from 08-09 board to 09-10 board

Wednesday, April 22—Year End Review

• Course evaluation
• Project evaluation
• Celebration!

Course Goals

Our incredibly diverse society has changed the expectations for interpersonal competence. Continuing demographic changes in the United States are forcing us to recognize the we must become not only more culturally sensitive but also more culturally competent in our communication. In addition, increasing globalization requires that we be able to interact completely with people of different cultural backgrounds.

The purpose of the course is to develop an understanding of some of the major theories and principles of interpersonal communication. Interpersonal communication concerns our interactions with others on a one-to-one or one-to-few basis. This type of communication can occur with family, friends, acquaintances, business associates, or intimates. We will examine peoples’ similarities and differences along ethnic, racial gender, socioeconomic, age, and sexual orientation. This course focuses on some of the distinct qualities of these types of interactions. This course fulfills the diversity requirement (D) for core.

Course Objectives

Upon completion of this course, students will be able to:

• Describe and define the basic interpersonal communication terms and concepts
• Explain the major theories of interpersonal communication
• Apply the theories of interpersonal communication to everyday interpersonal encounters
• Demonstrate understanding of the complexity of the interpersonal process
• Explain how meaning and identity are constructed collaboratively
• Explain how we make meaning during the perception process through the interaction and effective listening, and how this impacts interpersonal communication
• Explain how we provide messages verbally and nonverbally in our interactions, potentially moving relationships from being “social” to being “interpersonal”
• Think critically, constructing and deconstructing arguments form different points of view, demonstrating how conflict can be a productive part of communication.
• Demonstrate an ability to understand and interact productively with others in diverse communities with an informed awareness of their personal relevance.
• Demonstrate confidence in interpersonal encounters by articulating the values, assumptions, and methods of interpersonal communication
• Describe the ethical issues associated with interpersonal communication choices
• Demonstrate an understanding of the differences in verbal and nonverbal communication between varying ethnic groups
• Describe effective listening strategies in varied relationships
• Describe the various challenges affecting interpersonal interactions due to gender, technology, culture, and media
• Explain the nature of hidden stereotypes and bias in communication

Required Readings and Material

• DeVito, J. A. (2007). The interpersonal communication book (11 ed.). Boston: Allyn & Bacon.
• Applegate, J. L., & Morreale, S. P. (1999). Service learning in Communication: A natural partnership.
• In D. Droge & B. O. Murphy (Eds.), Voices of strong democracy: Concepts and models for service learning in Communication Studies (pp. ix-xiv). Washington, D.C.: American Association for Higher Education

Course Requirements

• Exams: There will be four exams this semester- three during class time and a final exam. The exams will require analysis, recall, and application of the concepts we have studied both in class and in your reading. The texts, class discussions, supplemental readings, activities, and lectures will all be covered on the exams. (30%)
• Service Learning Project- Journal: see assignment at the end of the syllabus (30%)
• Class Presentation: You will present your learning from the service learning project in the last two weeks of the semester (5%)
• Homework: There will be homework assignment/exercises to complete (15%)
• Class Participation: Attendance at all class meetings is expected. The discussions, lecture material and class exercises are an integral part of learning the course material. (20%)

Service Learning Project

Consistent with the mission of Jesuit education, students should have an opportunity to learn to service others. Service learning provides students an opportunity to use the learning from their own coursework to enhance the lives of others. “Service learning presents each act of learning as a resolution of the dialectic between the individual and society. Each successful resolution enhances both the perspective of the individual and the fabric of society by strengthening the link between the two” (Applegate & Morreale, 1999, p. x). The service learning activity will be worth 30% of your final grade. The requirements are completion 1 ½ hours per week over a 10-week period beginning the week of January 29 continuing to the end of the week of April 2.

Service Learning
Specifically, students enrolled in Interpersonal Communication will have the opportunity to spend the semester working with a population or group that is significantly different from their own background. Through these interactions, you will have the opportunity to develop the awareness, knowledge, and skills needed to be effective participants in a changing society. During this project you will work toward building and sustaining relationships with students from local schools (or through a community after school program), and to teach and to reduce stereotypes and prejudices. As a community partner, John Carroll University students will go to Caledonia Elementary School, St. Thomas Aquinas Elementary School, or the Intergenerational School (preferred sites) once a week for one and one half hours over a ten-week period to tutor the children in the We the People Project. Transportation is provided. You must follow these guidelines:
Students must register with the Center for Community Service;

• The service must be completed at one service site for the entire semester
• You must visit the site one a week for ten weeks; you must be at the site for ~1 ½ hours each visit;
• The service must involve direct interaction with children enrolled in grades K-6;
• You must keep a service-learning journal that includes a complete a description of your responsibilities, a reporting of your activities while at the service site, and a description of how your service has enriched your understanding of communication, diversity, racism and fighting intolerance in today’s world.

Journal Entry Guidelines for service learning
Your journal must include the following information:

A. Use assignment one; Watch the Color of Fear and use the questions provided to guide your response

B. Weekly entries include the following information:

1. Describe briefly how your time was spent (one paragraph maximum)
2. Indicate what you learned from examining how you reacted. This is an important step because it indicates the result of your reflection-in-action; it records awareness and sensitivity. This is the critical analysis that moves learning beyond a description of the event/exercise or material. To accomplish this, you will have to attempt to step back form the situation and review what you saw or experienced, what you felt and recognized. You should integrate materials discussed in class to examine the theories and how they fit with what we have learned about interpersonal communication and cultural diversity. You will also be expected to question what you know or what you use believe. Discuss reactions to that particular day’s responsibilities. Your reactions can suggest issues to explore or think about. How did this relate to class readings?

Final Group Presentation
You individually or with classmates who volunteered or researched the same or similar service centers will have 30 minutes to present to the rest of the class. Every person must participate in this presentation. Your group presentation must be clear, concise and connected. In other words, each individual group member will present his/her own work, but these presentations must be integrated in a way that the class can see the connection in all of your work. Your presentation should include the following material:

1. What was your main goal/research question/hypothesis? In other words, what did you expect to find through service learning observations or research?
2. What did you find? (NOTE: remember…you don’t have a lot of time for this presentation so you should briefly outline your findings; however, also keep in mind that this is the only place that you will be able to report your actual findings so you should do a good job!)
3. Connect your results to the literature. How did what you observed “fit” with what you expected to find? Why do you think you found what you did? NOTE: this is the only place you will be able to integrate what you found with what you expected to find (i.e., Part II)…keep this in mind!! Your grade will reflect your ability to connect this information in a clear, concise, and meaningful manner!
4. The “overall” group presentation should be connected and should provide information to the class about interpersonal communication and diversity.

This class is a survey of pre-Columbian civilization and the impact of the Encounter with Europe, modern-socio-historical, cultural and political events which shape present-day Latin America. This semester the course will focus on cultural resistance to colonization and other forms of social injustice in Latin America. Participants will study a diversity of textual forms generated to resist oppression (poetry, songs, murals, films, tapestries). Topics for class discussion are the ownership of culture by the marginalized, cultural products as tools for empowerment; the way diverse socio-political contexts trigger different cultural responses, and political participation and involvement in human rights organizations in the U.S.A. as factors that impact both context and cultural products.
Service learning is an important component of this particular class, and it will take place at the Lennox Senior center. Students will share with people of the tercera edad, their knowledge of testimonial texts from Latin America. Students and participants will discuss political circumstances that generated those texts and they will help empower the residents to write their own testimonios. Loyola Marymount leaners will also discuss the origin and political context surrounding the making of Chilean arpilleras (cloth tapestries that tell a story of resistance to the dictatorship), and they will work with participants as they manufacture their own arpilleras.

Service Learning Outcomes

1) To be able to place within their socio-political, historical, and geographical contexts a variety of cultural products generated in Latin America as responses to political repression and economic oppression.
2) To be able to identify cultural products both in the Chican@/Latin@ community of Los Angeles and in Latin America.
3) To improve their analytical, and critical skills in order to understand the role those products play as instruments for resistance and community empowerment.
4) To improve Spanish language listening comprehension skills.
5) To improve Spanish language speaking (production) skills.
6) To improve Spanish language writing and reading skills.

Instructor’s Teaching Philosophy

Professor Partnoy adheres to the teaching premises outlined by Paulo Freire in his book Pedagogia del oprimido, which states that the educator and the disciple constantly switch roles in the learning process. In that sense, the classroom is not a place where the teacher tells the student the correct answers to all questions, and the student in turn repeats those answers back to the teacher when prompted to do so. While some of the original ideas and methods devised by Freire had to be adapted to our reality as a U.S. university, this class seeks to develop critical consciousness and social responsibility.

Required Books:
Daly Heyck, D.L. and Gonzalez Pagani, M.V. Tradicion y cambio. Lecturas sobre la cultura latinoamericana contemporanea.
Other readings:
Galeano, Masetti, Guevara (hand outs)
Documentaries:
Mi In: Dia Sereno
Threads of Hope
Las palabras que sobran
Senorita Extraviada
Las Madres: The Mothers of Plaza de Mayo

Class Participation: Students will be evaluated on their preparedness and input during group and class discussion. The instructor will provide a set of questions to guide them in their reading and discussion of the texts. It is to the benefit of the student to bring the homework in writing in a timely manner. This will ensure more effective class participation.

Homework: Written homework is obligatory and due as assigned. This may include activities taken from the textbooks and/or worksheets. If the assignment is not a worksheet, it must be written on lined paper using double spacing, and have your name, date and the assignment written in the top right-hand corner. Late assignments are accepted but do not count toward the grade.

Midterm: It will be conducted in class and it will consist of one essay question, text identifications, and word/concepts definitions.

Service Learning/Internship Project: Community service (20 hours) 5 times during the semester students will be at the community center during class time. In those opportunities, the group will depart for the service location during convo hour. While working, class participants will do field research on the use of cultural expressions (songs, paintings, poems, testimonios) to resist oppression to be empowered as a community. In addition to the 10 hours that the class spends at the Lennox Senior Center, the student should work ten extra hours either at the location, individually with a participant, or at other locations, on a project to empower the elderly, and that helps further the work of the Lennox Senior Center.

Empower Project/Proyecto de accion social will be a project to empower the community. It must have a written component. Good examples are works that can be used for outreach, fund rising, and empowerment of a particular senior citizen participating.

Journal/Diario: The student will keep a journal in Spanish recording their experiences. Specific guidelines for the journal and the empowerment project will be provided by the instructor.

Oral presentation: The presentation of the results of the student service learning/internship projects will last 10 minutes, it should be delivered in formal Spanish, but not read from a paper or a power point projection.

Reflection paper/Ensayo reflexivo: To be written as a final exam, this typed 6-8 page essay will examine how the different class components have shaped the student’s vision of the cultures of resistance in Latin America and the USA Chicano/Latino Community.

Based on the themes of critical reading, logical thinking, effective communication, and service learning, this colloquium will explore social and health issues in public school and community settings. The goal of participation in this colloquium is to assist first-year students in becoming engaged in the intellectual life of the university and to be involved in service learning projects held in after school programs, in school classrooms, and community settings. This course will help connect students to the community to promote better social and health education in the community, help students see their role in service now and in the future, and provide real life experience in the community. The course will utilize the Community Service Center at ECSU and the Area Health Education Centers (AHEC) Collegiate Health Service Corps for community service learning sites.

Required Texts

• Stevens, C. (2008). Service Learning for Health, Physical Education, and Recreation. A Step-by –Step Guide. Champaign, IL: Human Kinetics. Additional readings and required course materials will be available on WebCT.
• Required Materials: Access to WebCT
  You will be required to have an active account. Many of the teaching materials and information necessary for this course will be on WebCT. The majority of your assignments will be “turned in” on WebCT. It is important you are very familiar with Vista so that assignments are turned in correctly and on time. Late assignments will not be accepted. Once the due date passes,

Course Outline and objectives

Class discussions, reflective journals, class activities, assigned readings, media (movies), and service learning projects will explore the theme of health and social issues in our schools and communities. The student will develop an awareness of health and social issues, participate in critical reading and logical thinking about these issues, receive mentoring from professionals in the health and social service field, develop their own philosophy of service in their future, and effective communication. This course will have a service learning component at its core. This course will include Issues of violence, physical activity, HIV/AIDS, suicide, mental health, substance abuse including alcohol, tobacco, and other drugs, and sexuality.

As a result of participation in this colloquium, the student will be able to answer the following essential questions for LAP 130 Service Learning in Social and Health Issues in Public Schools and Community Education:

• What has been the evolution of social and health beliefs and practices?
• What are the essential tenets of social and health education philosophies and do you feel they are relevant to underserved populations?
• What is your own philosophy of social and health education?
• What is the difference between the theories/ model of implantation (planning model) and change process (behavior) theories and how is this relevant as we plan and implement social and health education in different community settings?
• What is the distinction between a primary, a secondary, a tertiary and a popular press health education literature source and why is this important in health education pedagogy?
• How do you critique the validity of the information obtained from a health internet source?
• What are some the reasons for the social and health disparities found among undeserved populations across the U.S.?
• What are the ethical dilemmas and considerations in a multicultural context when teaching social and health education?
• What do you feel are the major responsibilities of an educator teaching underserved populations?
• Reflect on your possible future in careers and/or service in settings that serve undeserved populations.
• Reflect on the experience of participation in the serving learning projects.
• Reflect on the curriculum including understanding underserved populations, social and health disparities, ethics and confidentiality, social and health promotion and health literacy.

Students will complete 25 service learning hours in a health education or social service environment and complete lesson plans and reflections for these sessions.

Methods of student performance assessment and evaluation

1. Attendance and participation: Eastern’s Student Handbook states “Every student is encouraged to attend every class lecture and lab section in each course according to the attendance policy of the instructor of the course. This policy does not prohibit any instructor from evaluating students based on class participation, seminar discussion, laboratory work, field experience, or the like that takes place during regularly scheduled class sessions. If these areas for evaluation involve activities that make class attendance essential, the student may be penalized for failure to perform satisfactorily in the required activities”. The attendance policy for this course is as follows: You are expected to attend every class and to actively engage in every class and show up for your education. You are allowed two skips for whatever reason including sickness, jury duty, participation in athletic team events, leaving early for spring break. Your skips are to be used at your discretion and it is advised to use them wisely. There are no excused absences. You use your skips for the instances you cannot come to class. You will also be asked to meet with the instructor on an appointment basis. This will be also be considered attendance and participation. In addition, Eastern’s Student Handbook states that any student who is unable to the attend class, take an exam, or participate in secular activities, etc. due to religious beliefs should not be penalized. In this circumstance, an equivalent opportunity to make up any work due should be provided by the faculty member upon notification by the student that the religious observance rule applies. Please contact the instructor immediately after the first class if this applies to you. (Prepared by Assistant Dean of Education)
As this is a discussion and participation intensive course and not lecture based, attendance by all students is essential. Check the WebCT calendar for any class cancelations. Weekly questions will be posted and students will be required to prepare through assigned readings, website investigation, observations, interviewing to fully participate in class discussions. There will be times I will ask you to meet with me one on one by appointment. This appointment will count toward attendance and participation as well. The class will be conducted in a discussion format in which theoretical content will be combined with experiential learning. Your participation will be essential. This format requires you to be prepared for class by reading the class material prior to class. If you leave early or arrive late, you will not be given attendance points. If you must leave early you need to let the instructor know before class There will be no make-up assignments for work missed due to absence There will be times that you will be scheduled to meet with the instructor for a progress update. This will count as attendance points as well You will be scheduled for your community service learning projects during or close to class meeting time. You are expected to arrive on time and stay for the entire learning session. If you are unable to do this, it is asked you make other arrangements.

Out-of-Class Requirements (attendance at Arts and Lectures events, University Hour events, field trips, other)
This course will be designed to emphasis flexibility in terms of class meeting times etc. Students will be expected to attend numerous out of class time events related to health both on campus and in the community. Please see the calendar section of WebCT for university events, arts and lectures events, student center events to attend.

2. Team Poster Presentation Teams of students will research and present information on a three section standing poster board format concerning specific health education issue for a marginalized population (separate rubric will be posted on WebCT). Selected posters will be presented at the ECSU Excellence expo.

3. Review of the Literature Report-3 documents report format and 3 attachments of the articles submitted WebCT (6 attachments)
You will be asked to find three peer reviewed research studies on health education topics of your choice and to provide a summary of the 3 original studies. Please do not use a Google or generic database but a study that is found through scholarly databases and peer review. A study will have a participant, methods, analysis, and results. If you are not sure, please allow enough time for the instructor to approve your study. Use the ECSU library staff for help in your search. Each student will find three scholarly/peer reviewed studies and write a one page, double spaced, typed summary of the study that should answer the following questions (submit on line via VISTA assignment section only): Your review must be from a peer reviewed scholarly journal. Please make sure your study is no more than eight years old.

Please include the following: 1. Include the authors (s), title of study, name of publication, and date of publication in your opening introduction sentence. 2. Include 3-5 major discussion points of the study’s results related to applying this information to health literacy in the classroom 3. Discuss what interested you in selecting the study and how it might apply to your future health education classroom. Please also attach a PDF. or html copy of the study article. No study article-no points! We will discuss these studies in class as each person will briefly present to the class the information they found. You will find these studies in the Databases of the School Library. Do not use generic databases to find your study. Use the library staff to help you. If you have any doubt if your study is peer reviewed, please ask your instructor. Please make sure your study is no more than eight years old.

4. Tests Two tests will be given during the semester. The tests will include information that comes from class lecture (with specific reference to text readings), and activities.

5. Community Based Social and Health Education Observations (two) You will be given numerous opportunities to observe social and health education throughout the campus, local, and state community. Examples are high school health education classes, recovery meetings, campus health fairs. You will be required to provide documentation that you did attend these programs/events. You will be asked to reflect on your observations of how these programs address the specific health education needs of the population observed. Rubric to be provided 6. Community service learning sessions-25 hours After in class training, students will be assigned partners and select community service learning sites. Preparation, implementation, evaluation and reflection of lesson plans will be included in the evaluation.

I. Contents of Syllabus
a. Contract
b. Required textbook
c. Course description
d. Course objectives
e. Course evaluation/assessment methods
f. Calendar of Events
g. Rules and comments for the course/classroom
h. Instructor’s expectations, perspective and rationale

II. Syllabus as contract
It is your responsibility to read this syllabus carefully. It is your contract for completing the course. Changes to this contract by the instructor may occur to facilitate opportunities for further study in specific areas and/or the course overall. If you have any questions regarding the syllabus items, you are tasked to ask the instructor in class, in her office at office hours or during a negotiated time.

III. Textbook required for the course
Wood, J.T. (2007).(5th Ed.). Interpersonal Communication: Everyday Encounters. Belmont, CA: Thomson Wadsworth.

IV. Course Description
This is a service-learning course with a course project that will involve creating and delivering individual workshops for a particular population group from a not-for-profit organization. The project itself is outlined further in this syllabus. The purpose of this course is to acquaint the student with the field of interpersonal communication through an understanding of the fundamentals, an initiation of interpersonal communication theories and a view to the span of interpersonal communication research. Upon completion of this course, the student should have developed an understanding of the complexity of interpersonal relationship communication. Benefits of this course are that the student may gain a glimpse into the constantly changing flow of communication between people, not static but varying throughout relationship development. Further, the student will find that the exchange process of interpersonal communication influences the outcomes of relationships.
This class will specifically focus on ways that interpersonal communication helps the student to understand the variables involved in relationships, the way they perceive, talk, and listen to others, the rules followed, and common errors in daily communication exchanges. As a group, we will talk about communication with friends, family, and significant others and the impact and influence of culture, conflict, and power that confounds those relationships. This course will devote a considerable amount of time on cultural diversity issues and workplace communication.
Throughout the course, the guiding principle of all our interactions will be that we can all learn to improve our communication strategies with others by a growing awareness of others’ personal preferences and needs.

V. Course objectives and assessment methods
A. Students should be able to define the general terms and concepts of interpersonal communication. Assessed by four reflection papers, two examinations and two workshops.
B. Students should be able to express the concepts of interpersonal communication. Assessed by four reflection papers, two interviews with service-learning participants, two examinations and two workshops.
C. Students should be able to apply the principles and theories of interpersonal communication. Assessed by four reflection papers, two interviews with service-learning participants, two examinations and two workshops.
D. Students should be able to develop, apply and discuss critical thinking techniques in interpersonal communication situations and settings. Assessed progressively in four reflection papers, two essay examinations, two peer and self evaluation reports and two workshops.

VI. Assessments and Evaluations
A. Graded items
1. Interviews (2 @ 50 each) 100
2. Workshop outline #1 50
3. Workshop #1 100
4. Peer Evaluation on Workshop #1 50
5. Self Evaluation on Workshop #1 50
6. Reflection papers (4@50 pts) 200
7. Workshop outline #2 50
8. Workshop #2 100
9. Examinations (2@100 pts) 200
10. Participation and Attendance 100
Total 1000
B. Grading scale
1000-910 A 889-810 B 789-710 C 689-610 D
909-900 A- 809-800 B- 709-700 C- below 610 F
899-890 B+ 799-790 C+ 699-690 D+

VII. Calendar of events

Date Topic Evaluation
Aug 26 Introductions, discussion of course syllabus & questionnaire
Explanation of service learning project
Discussion of reflection paper (content and form)
Discussions on course direction, worldviews and value systems

Assignment:
Read Chapter 1

Aug 28 Discussion of Service-Learning Project and Chapter 1
Special Speaker from Service learning community partner
Discussion question: What is interpersonal communication?

Assignment:
Read Chapter 2

Sept 2 Discussion of Ch 2
Discussion question: How is self created and presented?
Discussion on service learning project

Assignment:
Read supplement chapter by Duck and McMahan
Prepare Reflection paper #1

Sept 4 Discussion of supplemental chapter Reflection paper #1 due Discussion question: What is my reflection of self?

Assignment:
Read Chapter 3

Sept 7 Discussion of Ch 3
Discussion question: How do I perceive others, myself?

Assignment:
Read Chapter 4

Sept 11 Discussion on Chapter 4
Discussion question: What is 9-11 for Americans, for others?

Assignment:
Review Chapter 5

Sept 16 Discussion of Chapter 5
Discussion question: What is your best, worst nonverbal
communication used by yourself, used by others?

Assignment:
Read Chapter 6

Sept 18 Discussion on Chapter 6
Discussion question: What is your listening score?

Assignment:
Prepare questions about Exam #1

Sept 23 Discuss Chapter 6 and Exam #1

Assignment:
Prepare for Exam #1 covering Ch 1-6, activities, discussions,
handouts, films and examples

Sept 25 Exam #1

Assignment:
Prepare interview questions for service-learning participants

Sept 30 Discussion on Service Project Workshops and Use of Interviews
Discussion and Activity with Interview questions—come prepared!

Oct 2 Interview Day with Service Learning community partner participants

Assignment:
Prepare Workshop #1 using Chapters 1-6 and interviews
Prepare Reflection Paper #2 on interviews (to be shared with
community partner management team)

Oct 7 & 9 No class: Dr. Crume at conference

Oct 14 Workshops #1 (4 team presenters) Reflection Paper #2 due

Oct 16 Workshops #1 (4 team presenters)

Oct 21 Workshops #1 (4 team presenters)

Assignment:
Prepare Peer Evaluations and Self Evaluations
Prepare Reflection Paper #3 on workshop experience (to be shared
with service learning community partner management team)

Read Chapter 7

Oct 23 Discussion of Ch 7 Reflection Paper #3 due
Discussion question: What is emotional intelligence?

Assignment:
Read Chapter 8

Oct 28 Discussion of Chapter 8
Discussion question: What do you do to achieve a desired
communication climate?
Assignment:
Read Chapter 9

Oct 30 Discussion of Chapter 9
Discussion question: What is your conflict style in a current
relationship?

Assignment:
Read Chapter 10

Nov 4 National, State and County Elections—VOTE TODAY
Discuss Chapter 10
Discussion question: What’s/ who’s a friend?

Assignment:
Read Chapter 11

Nov 6 Discussion of Chapter 11
Discussion question: What are different types of romantic
relationships and why?

Assignment:
Read Chapter 12

Nov 11 Discussion of Chapter 12
Discussion question: What is the bond/cement of family
relationships?

Assignment:
Prepare interview questions for service-learning participants

Nov 13 Discuss Workshops #2 using Chapters 7-12 (Service learning
community partner management attending)
Discussion and activity with interview questions—come prepared!

Assignment:
Revise interview questions for service-learning participants

Nov 18 Interview Day with Service Learning community partner participants
Nov 20 Discussion on Workshop #2

Assignment:
Prepare for Workshops #2 using Chapters 7-12

Nov 25 Workshop #2 (4 team presenters)

Nov 27 No class: Thanksgiving

Dec 2 Workshop #2 (4 team presenters)

Dec 4 Workshop #2 (4 team presenters)

Assignment:
Prepare for Exam #2 covering Chapters 7-12 with workshop
information, interview experiences and lectures

Dec 9/11 Exam #2 covering Chapters 7-12, workshops, interviews, lectures
Student Evaluations

Exploring techniques and strategies used for designing, implementing, and managing health promotion intervention. Trainings are provided in specifying change of objectives, assessing determinants, selecting methods and strategies, pre-testing program materials, specifying adoption and implementation plans, evaluation indicators, etc. Problem-based and community-based learning are emphasized and practiced throughout the learning process.

Course Learning Objectives

At the end of the course, students will be able to:

1. Use empirical literature, theory of behavior and social change, and new data (when needed) to inform and analyze health determination in developing health interventions.
2. Apply a step-by-step approach for planning and developing a sound health promotion intervention program using the Intervention Mapping (IM) framework.
3. Compare and contrast delivery strategies and educational mechanisms in health promotion.
4. Identify resources and effective HP methods and strategies for special population groups.
5. Design and pretest program materials developed with relevant community partners.
6. Developing skills for establishing partnerships with community organizations to address health needs of the community.
7. Adapt approaches to develop sound health promotion intervention programs that take into account cultural issues relevant to the target group or community.
8. Use theory and evidence to critique existing health promotions programs.
9. Present health promotions and health education programs to a variety of audiences utilizing a variety of resources and strategies.
10. Apply problem based learning (PBL) inquiry process to chair and facilitate meeting discussions.

These course learning objectives ties to the core competencies outlined for health promotion and behavior track of the MPH program:

1. Use theory of behavior and social change to inform the planning and evaluation of health intervention (Theory).
2. Apply evidence-based approaches to identify effective individual, community, and policy level health promotion programs (Health Behavioral Promotion Programs).
3. Design and implement effective individual, community, and policy level health promotion programs (Health Behavioral Promotion Programs).
4. Develop and adapt approaches to health promotion issues that take into account cultural differences (Cultural Competency).

Textbooks and Other Required Course Material

Required Textbook:
Bartholomew, Parcel, Kok, and Gottlieb (2006). Health Promotion Planning: An Intervention Mapping Approach. 2nd Ed. San Francisco, CA: Jossey-Bass, 2006.

Additional Resource:
Bensley, R. & Brookins-Fisher, J. (Eds). (2003). Community Health Education Methods- A Practical Guide. (2nd Ed). Boston, MA: Jones and Bartlett Publishers, Inc.

Internet Resources:
Health, United States, 2007 – with Chartbook on Trends in the Health of Americans
http://www.cdc.gov/nchs/hus.htm

Making Health Communication Programs Work
http://www.cancer.gov/pinkbook

Community Toolbox
http://ctb.ku.edu

Theory at a Glance: A Guide for Public Health Promotion Practice
http://www.cancer.gov/theory/pdf

Clear and Simple: Developing Effective Materials for Low Literate Readers
www.cancer.gov/cancerinformation/clearandsimple

Instruction details on specific assignments will be given in class. Each pair of students will lead the discussion of an assigned article which addresses a particular area or process of program intervention development and/or implementation related issues. Students will work in small groups (3-4 students per group) with community partner(s) on their IM service-learning program development projects throughout the semester.

Chair a meeting (group discussion) & take a meeting minute
Group management and leadership skills are essential for health professionals in the process of resource development and program implementation. In this class, each team of students will have an opportunity to organize and chair a meeting (group discussion). With guidance and facilitation from the instructor, you set the agenda, you organize the room, you establish the problem to be solved or issue to be discussed, and you lead discussion. Take advantage of this opportunity to discuss issues in the process of IM service-learning program development! Specific guidelines related to setting agenda, meeting facilitation, time allocation, and meeting minute preparation, etc. will be handed out by the instructor as well as discussed in class. Grading will be based on agenda, facilitation of the activities, proper use of meeting management techniques, creativity, and time management (e.g. time allocation for agenda items).

Intervention Mapping (IM) SL Program Development Paper
Guidelines on preparing the (written) IM program paper will be handed out in class. A brief description on the process of developing and pre-testing program material is described below. Additional details will be discussed in class.

Developing and pre-testing program material
You will work with community partners to develop & pilot prototype of your intervention materials. You will have opportunities to pretest your material and obtain peer feedbacks in class. You will also seek feedbacks from your community partner(s) and/or a mall sample of your target group during the process.

Step(0) Gather sufficient evidence and information from literature, theory, and inputs from your target group and community partners (stakeholders).

Step(1) You may select any part of the program component and develop a prototype of your program material. These can be role model stories, health education newsletters, creative video clips, web pages for the program, story boards, a coordinated health promotion event, or user training sessions, etc. Instructions, suggestions and background material for the activities can be found in the course textbook, supplemental readings, the Community Toolbox, and other (Internet) resources. You are responsible for getting yourself familiar with these or other relevant resources. The application must be original and created by the students for the purpose of this class.

The goal is to develop a theory-based intervention program which can be readily used or adopted by potential adopters or implementers. The IM process should be applied in the producing of your program material. Specify in each program material how it addresses the intended (1) change of objectives, (2) underpinning theoretical methods and parameters, and (3) strategies appropriate with the target group culture and setting.

Step (2) Prepare your own pretest evaluation form and make necessary copies for classmates to assess your program material and/or strategies. Gather inputs from both your peers and community partners on the program materials you developed. You may also choose to pilot test a small scale of any or all components of your designed program and test implementation feasibility or identify potential barriers. The evaluation form may need to be modified for different audiences or purposes.

Turn in (1) your original and revised program material, (2) completed evaluation forms from your classmates, and (3) completed evaluation forms from stakeholders and/or small group of your target population. Grading will be based on appropriateness of literacy demand, pretest evaluation form(s), and a description on how the feedback from (2) & (3) were addressed with your final IM written paper.

(IM Service-Learning Project Oral Presentation) Each team will present their IM service-learning project at the end of the semester. You are encouraged to share photos, stories, brochures, handouts, program materials, pretest results, reflections, or other artifacts that provide participants with a better idea of your project and potential benefits it may have for your community stakeholders and target group. A variety of visual aids are required. Grading will be based on content, IM processes applied, organization of materials of the SL project, presentation style, creativity, time management, etc. Use of multimedia technology or presentation is encouraged. Please submit related document files of your presentation via WebCT before class.

Welcome to Public Engagement and Higher Education! This course is designed to introduce students to the study and practice of public engagement in higher education.

During this nine-week session, students and instructors will consider the civic roles of postsecondary education institutions both past and present. Special attention will be paid to contemporary philosophies and practices of engagement, and how engagement is expressed in various institutional contexts. This course is designed for both practitioners and scholars who seek to deepen their understandings about the ways in which institutions might become more productively involved with communities they serve. Upon completion of this course, students will be able to:

• Understand and discuss higher education\’s role in society and how this role has evolved over time
• Articulate various philosophies and theoretical frameworks that guide engagement research and practice, and how these conceptual pieces inform the development of engagement programs Identify and apply best practices of engaged teaching and learning, scholarship, and
• service, and relate these practices to unique institutional missions and contexts.
• Develop strategies for supporting engagement on their own campuses
• Consider future directions for research on engagement

Readings
All course readings are available through e-reserves at the University of Minnesota Libraries via password access. A password and link to the course website will be distributed in an email.

Course Outline

1/21 Higher education and society: Historical and contemporary perspectives

• Personal introductions
• Introduction to the course (goals, learning contract, assignments)
• Foundational concepts and historical perspectives of higher education
• Changing and evolving purposes of higher education
• Class Activity: What is the purpose of higher education? (Affinity exercise)

Required readings:

• Dyer, T. G., (1999). Retrospect and prospect: Understanding the American outreach university. Journal of Public Service and Outreach. 4, (1), 52-64.
• Hoevelver, J. D., (1997). The university and the social gospel: Intellectual origins of the Wisconsin
• Idea, In, The history of higher education: second edition, ASHE reader series. Goodchild L.
• F. & Wechsler, H. S. (eds). Needham Heights: Simon & Schuster.
• Roper, C. D. & Hirth, M. A. (2005). A history of change in the third mission of higher education:
• The evolution of one-way service to interactive engagement. Journal of Higher Education Outreach and Engagement, 10(3) 3-21.
• Bringle Chapter 1, “Colleges and Universities as Citizens: Issues and Perspectives” (Robert G. Bringle, Richard Games, and Edward A. Malloy)

In class handouts for analysis:

• Lucas: Morrill Act (1862), Truman Commission: Higher Education for American Democracy (1947),
• Vannevar Bush Report, Science: the Endless Frontier (1945), Boyer: Scholarship Reconsidered (1990).

Recommended reading:

• Kellogg Commission, (February, 1999). Returning to our roots: The engaged institution., https://www.nasulgc.org/NetCommunity/Document.Doc?id=183

1/28 What is engagement, and should we be doing it?

• Presentation: Contemporary understandings of engagement (democracy, service
• learning, engaged scholarship, technology transfer, etc.)
• Large group discussion of readings
• Class Activity: Engagement Challenges and Pitfalls (Role Play)

Required readings:

• Checkoway, B. (2001). Renewing the civic mission of the American research university Journal of Higher Education, 72, 2 p. 126-147.
• Fish, S. (2004). Why we built the ivory tower. Opinion section, New York Times., http://query.nytimes.com/gst/fullpage.html/res=9E02E2DD113FF932A15756C0A9629C8B63&sec=&spon=&pagewanted=2
• Sowell, T. (December 3, 2008). Freedom and the left. Pioneer Press. Saint Paul, MN., http://townhall.com/columnists/ThomasSowell/2008/12/02/freedom_and_the_left?page=1
• Wingspread Declaration (1999). Renewing the civic mission of American higher education. Racine,, WI. http://www.compact.org/initiatives/research_universities/Wingspread_Declaration.pdf
• Bringle Chapter 2, “Ernest L. Boyer: Colleges and Universities as Citizens” (Charles E. Glassick)
• Bringle Chapter 3, “Promoting Leadership, Service, and Democracy: What Higher Education Can Do” (Alexander W. Astin)

Recommended reading:

• Cherwitz, R.A. and Hartelius, E.J. (2007). Making a ―great ̳engaged‘ university‖ requires rhetoric.
• In Burke, J.C. (Ed.). Fixing the Fragmented University. Boston: Anker Publishing Company, 265-288.

2/4 Mission and context in developing a campus engagement agenda, Conducting an institutional audit for community engagement

Approaches to engagement by mission and context. How do institutions find a place in the system?
Class activity: Engagement audit. (Small group activity)

Required readings:

• Bringle, Chapter 4, ―From Murky to Meaningful: The Role of Mission in Institutional Change (Barbara A. Holland)
• Cameron, K. S., (1984). Organizational adaptation and higher education. Journal of Higher Education, 55, (2), 122-144.
• Holland, B. A. (2005). Institutional differences in pursuing the public good. In A. J. Kezar, T. C.
• Chambers, & J. C. Brukhardt (Eds.), Higher education for the public good: Emerging voices from a national movement (pp.235-259). San Francisco: Jossey-Bass
• Morphew, C.C. & Hartley, M. (2006). Mission statements: a thematic analysis of rhetoric across institutional type. Journal of Higher Education, 77(3), 456-471.

Audit tools:

• Bringle Chapter 9, “Effective Assessment: A Signal of Quality Citizenship” (Barbara L. Cambridge)
• Committee on Institutional Cooperation (2005). Resource Guide and Recommendations for Defining and Benchmarking Engagement. Champaign, IL: CIC Committee on Engagement. http://www.research2.ecu.edu/Documents/Carnegie/Engagement%20Scholarship.pdf
• Campus Compact (2008). Indicators of Engagement Project. http://www.compact.org/indicators/ (community colleges and minority serving institutions)
• Clearinghouse for the Scholarship of Engagement, http://www.scholarshipofengagement.org/
• Campus Compact (2003). The engaged department toolkit. (library reserve—Wilson library) CD supplement available via class Moodle site.
• Holland, B.A. (1997). Analyzing institutional commitment to service: A model of key organizational factors. Michigan Journal of Community Service Learning, 4, 30-41.

Handouts for in-class analysis:

• Erlich, T., (2000). Chapters 11, 12, 13, and 16 in, Civic Responsibility and Higher Education. Phoenix, AZ: Oryx Press
• Engagement audit training guide (2009). Course instructors

2/11 Engaged teaching and learning and engaged service

• Connecting engagement with teaching and learning initiatives
• Engagement as a service and outreach initiative.
• Pedagogies of Engagement: Service learning, internships, field studies, study abroad
• Students, faculty, community, institutional issues (challenges)

Class Activity: Engagement audit planning (Audit Teams)

Required readings:

• Battistoni, R. (2002). Civic engagement across the curriculum, Providence, RI: Campus Compact. Brown University, 13-29.
• Bringle Chapter 6, “Pedagogy and Engagement” (Edward Zlotkowski)
• Butin, D. W, (2006). The limits of service learning in higher education. The Review of Higher Education 29(4), 473-498.
• Enos, S. L., & Troppe, M. L., (1996). Service-learning in the curriculum. In, Jacoby, B. & Associates, Service-Learning in Higher Education, San Francisco: Jossey-Bass.
• Moely, B., Furco, A., and Reed, J. (2008). Charity and Social Change: The Impact of Individual Preferences on Service-Learning. Michigan Journal of Community Service-Learning, 15(1), 37-48.

Recommended reading:

• Byron, W. (2000). A religious-based college and university perspective. In Ehrlich,T. (Eds.). Civic responsibility and higher education. American Council on Education. Phoenix, AZ: Onyx Press, 279-294.
• Smith, J. (Oct. 22, 2007). Land-grant experts explain how Cornell’s historically state mission has now gone global. Chronicle Online. http://www.news.cornell.edu/stories/Oct07/save.world.js.html

2/18 Engaged research and scholarship

• Engaged research and scholarship. Best practices, challenges, techniques to develop an engaged research agenda
• National review board, support structures
• Implications for faculty work and development

Class Activity: Guest speakers

Readings:

• Peters, S., & Lehman, K., (2005). Organizing for public scholarship in southeast Minnesota. In Peters, S. J., Jordan, N. R., Adamek, M. Alter, T. R., Engaging Campus and Community. Dayton, OH: Kettering Foundation
• Stanton, T. K. (2007) New times demand new scholarship. Research universities and civic engagement: Opportunities and challenges. Los Angeles: UCLA. Online available from www.compact.org/resources/research_universities/
• Bringle Chapter 8, “Habits of Living: Engaging the Campus as Citizen One Scholar at a Time” (William M. Plater)
• McDowell, G.R. (2002). What‘s the difference between extension and engagement? In, The extension system: A vision for the 21st century. Extension Committee on Organization and Policy (ECOP), National Association for State Universities and Land Grant Colleges. http://dasnr2.dasnr.okstate.edu/documents/whatsTheDifferenceExtEng.pdf
• Upper Midwest Campus Compact (2006). Civic Engagement in Graduate Education: Preparing the Next Generation of Engaged Scholars Wingspread Conference Report. http://www.mncampuscompact.org/vertical/Sites/%7BE34AF879-F177-472C-9EB0-D811F247058B%7D/uploads/%7B337246CB-D206-477C-ACC6-1A80274FDC0A%7D.PDF
• Peruse this website: Clearinghouse for the Scholarship of Engagement, http://www.scholarshipofengagement.org/

Recommended Reading:

• Feldman, A.M. (2007). Engaged scholarship at the university. A Great Cities Institute Working
• Paper. Chicago: University of Illinois at Chicago.

2/25 Institutionalizing engagement

Defining institutionalization

• Dimensions of institutionalization
• Building infrastructure to support the engaged campus

Class Activity: Institutionalization discussion, and audit planning

Readings:

• Furco, A., Miller, R., and Fross, S., (in press). Issues in assessing and benchmarking institutional engagement. In Sandmann. L. R. & Thorton, C. & Jaeger, A. (Eds.), Forthcoming issue of New Directions for Higher Education, San Francisco: Jossey-Bass.
• Bringle Chapter 5, “Strategies for Building the Infrastructure That Supports the Engaged Campus” (Mary L. Walshok)
• Bringle Chapter 7, “Organizational Structures for Community Engagement” (Sharon Singleton, Deborah Hirsch, and Catherine Burack)
• Weerts, D. J. (2007). Toward an engagement model of institutional advancement at public colleges and universities. International Journal of Educational Advancement 7(2), 79-103.

3/4 Leading the engaged campus

• Leadership issues and engagement
• Building organizational culture to support engagement

Class Activity: Leadership perspectives: Andy Furco
Leadership entry plan

• Bloomfield V., (2005). Public scholarship: An administrator‘s view. In Peters, S. J., Jordan, N. R., Adamek, M. Alter, T. R., Engaging Campus and Community. Dayton, OH: Kettering
• Foundation
• Furco, A. and Holland, B. (2004). Institutionalizing service-learning in higher education: Issues and strategies for chief academic officers. In Langseth, M. and Plater, W.M. (Eds.). Public work
• and the academy: An academic administrator’s guide to civic engagement and service-learning. San Francisco: Jossey Bass
• Weerts, D. J. & Sandmann, L. R. (in press). Community engagement and boundary spanning roles at public research universities. Journal of Higher Education
• Zimpher, N.L. (2006). Institutionalizing engagement: What can presidents do? In Percy, S.L,
• Zimpher, N.L, Brukardt, M.J. (Eds.), Creating a new kind of university. Institutionalizing Community-University Engagement. 223- 241

Handout;

• Jentz, B & Murphy, J.,  Starting confused: How leaders start when they don‘t know where to start. Phi Delta Kappan (June 2005). http://www.pdkintl.org/kappan/k_v86/k0506jen.htm

3/11 Public engagement, public policy, and the future of higher education

Engagement and public policy

• Class Activity: Guest Speaker

Readings:

• Brukardt, M.J., Holland, B.A., and Zimpher, N.L. (2006). The path ahead: What‘s next for university engagement. In Percy, S.L, Zimpher, N.L, Brukardt, M.J. (Eds.), Creating a new kind of university. Institutionalizing Community-University Engagement. 242-260.
• Davies, G. K. (2006). Setting a public agenda for higher education in the states. National Collaborative for Higher Education Policy. http://www.highereducation.org/reports/public_agenda/public_agenda.pdf
• Lane, J. (2008). Sustaining a public agenda for higher education: A case study of the North Dakota Higher Education Roundtable. Western Interstate Commission for Higher Education:
• Boulder, CO
• Kentucky Council on Postsecondary Education (2005). Five questions, one mission: Better lives for Kentucky’s people.  http://www.cpec.ca.gov/CompleteReports/ExternalDocuments%5CKentucky_Public_Agend a_20051004.pdf

3/18 Spring Break (No class)

3/25 No class this week—prepare for class presentations

4/1 Class presentations

Audit presentations—30 minutes per group followed by discussion
Course evaluations

Assignments

Student participation and attendance (32 points, 4 points per 8 sessions)

Engagement audit (report: 30 points, presentation: 18 points)

The class will be divided into four groups with members assuming roles as reviewers for the Carnegie Classification for Community Engagement. Each review team will conduct an audit of a Twin Cities area institution to provide analysis, critique, and recommendations about campus community engagement efforts. Campuses selected for audit will represent various institutional types (i.e. liberal arts college, research university, community college, regional/comprehensive university). As a team, the group will examine evidence about the institution‘s commitment to engagement by analyzing documents (web based, hard copy reports), interviewing leaders, and
(where possible) observation/site visits. If possible, students are encouraged to attend a meeting or other campus event that may inform their analysis (e.g., engagement council meeting, community engagement event, etc.)

Audit teams are required to select an engagement assessment tool to guide their analysis. A packet containing these tools will be provided, along with an audit training manual, on session three (February 4th). Throughout the course, students will have in-class opportunities to consult with classmates and instructors about the progress of their audit, and pose questions, insights, and recommendations pertaining to the project. Consultants rarely have a clear understanding of the scope of a project and often must discuss the project scope, time allowed for the project, and other
expectations. This process of clarification will occur throughout the course.

Report (30 points)

Audit teams will construct a report that is user friendly and likely to be read by clients (e.g, host institution, Carnegie review team). The report should be brief, informative, well organized, and provide concrete recommendations for the host institution. A specific format is not required, however, all reports should provide 1) an executive summary, and 2) an appendix indicating data sources used. All reports should reference course readings and literature where appropriate and provide a rationale for why they selected the particular assessment tool used in the audit. Visuals and supplemental reading materials may be included to add to the quality of the report. Reports will be evaluated by the depth and breadth of data collection (extent to which multiple sources are used to conduct the audit) quality of analysis, appropriate use of an assessment tool to conduct the audit, utility of recommendations for the host institution, and overall quality and organization of the report.
The report is due April 15th, two weeks after the final course meeting.

Presentation (18 points)

On the last day of class, April 1, audit teams will present their findings to their classmates and the instructors. Each team will have 30 minutes to present their consulting reports and another 20 minutes for audience feedback and discussion. Please let the instructors know if AV equipment will be required for the presentation so that such equipment can be arranged in advance. Evaluation of the presentation will be based on its organization, clarity of expression, use of resources and materials, engagement of classmates in dialogue and the quality of the material presented.
Choose 1 from 3 options (20 points):
We recognize that students may have specific goals for the course– using public engagement themes to develop a research agenda, incorporating engagement into practices for particular college, department or unit, etc. Thus, we offer the following 3 options for an individual project:

Literature review

Students selecting this assignment will conduct a comprehensive review of literature on a particular area related to public engagement and higher education. For example, students may choose to review works on the impact of service learning on students and faculty, or how institutions develop reciprocal relationships with communities they serve (best practices, theories, etc). As part of their review, students will offer perspectives on important questions that remain unanswered in the literature. Students selecting this assignment should first consult with instructors on the topic. Literature reviews will be evaluated on the significance of the subject area, depth and breadth of the review, and critique of future directions for research in the field. This assignment is strongly recommended for students who are in the idea forming stage of their thesis or doctoral dissertation. That is, this review of literature may be used to inform future research paper/dissertation proposals that align with themes of public engagement.

Research proposal/prospectus

Students selecting the assignment will develop a research proposal/prospectus related to public engagement and higher education. Proposals should discuss a particular problem/gap in the literature and provide a rationale for study in that area. Subsequently, research questions should be framed to address this problem, and literature should be introduced to inform the inquiry (above assignment on literature review requires more comprehensive analysis). Furthermore, the student will propose a conceptual framework that helps to guide the study. Finally, methods and sources of data will be proposed to address the research questions. Students selecting this assignment should first consult with instructors to approve the project idea and solicit feedback to strengthen proposal. Research proposals will be evaluated on the significance of subject area, alignment of research questions, literature, and
conceptual framework, and proposal of data and methods to answer the questions. This
assignment is strongly recommended for students who have concrete ideas about an area to study in the domain of public engagement and higher education.

Professional engagement plan

This assignment is for the practitioner seeking to incorporate concepts of public engagement in a particular unit where they work (e.g., college, department, etc.) or within their own professional practice (e.g., student affairs administrator, alumni relations officer, research administrator, etc.). Specifically, students will use course materials, readings, and exercises to develop their own plan for advancing engagement within their sphere of influence. For example, a student affairs administrator may consider how the principles of engagement apply to residence hall programming, providing proposals for community engagement in this context. Guiding questions may include, ―What might engagement look like as aligned with student development programming? What are the roles of the housing director, hall directors, and residence life staff in facilitating engagement? What are the challenges and opportunities of incorporating engagement in this context? What concrete strategies could leaders incorporate to facilitate this action?‖ Professional engagement plans will be
evaluated based on the comprehensiveness of the plan, attention to course literature,
discussions, and exercises in developing the plan, and overall organization and cohesiveness of the plan.

Own proposed project

Students may elect to develop an alternative project in consultation with the instructors.
Note: This project must be an individual project and not a group project.

Optional Assignment: Students can earn up to five (5) additional points by completing an optional
5-10 page (double-spaced) critical analysis of two or more supplemental readings as they pertain to issues discussed in class and reviewed in the main course readings. A critical analysis involves identifying the strengths and weaknesses of authors‘ arguments, comparing the selected literature for similar and differences in perspective, and offering personal insights into how the authors‘ arguments/ideas might be reframed. Points are awarded based on the appropriateness of the argument or discussion, the depth of the analysis, and the quality of the written presentation. To
receive credit for the critical analysis, it must be submitted by [DATE].

1. Introduce you to the U.S. nonprofit sector encouraging you to explore the differences and similarities between managing in the for profit and nonprofit sectors; explores distinctive characteristics of the nonprofit sector;
2. Introduce you to concepts, best practices, opportunities, and challenges of managing and leading nonprofit organizations;
3. Provide frameworks and tools that will help you be more effective participants, managers and/or leaders in this arena, and
4. Provide an opportunity for you to learn first hand the challenges and rewards of philanthropy.

Course Methodology:

The course will be taught using a variety of lectures, discussions, case study assignments, guest speakers and in-class exercises. As a group, students will simulate the experience of starting a private foundation and granting funds up to $15,000 to a qualifying nonprofit organization. A final paper and in-class presentation is required in addition to other written and oral assignments. This course is organized around three modules.

Module I provides an introduction to the sector, exploring key issues in the sector and how the nonprofit sector is different from the for profit sector.

Module II consists of a philanthropy “bootcamp” where students become familiar with the tools required to conduct effective philanthropy. Topics are focused on accountability and success in nonprofit organizations including mission, financial accountability, governance, and outcomes measurement.

Module III delves more deeply into nonprofit management strategy including fundraising, budgeting, resource allocation, program management, leadership, and social entrepreneurship.

Course Schedule and Readings:

Required Course Packet of Materials and Readings: Available at the Copy Center (first floor of the SMG building)
Additional Readings: Distributed in class

Class #1: January 16: Overview of the Nonprofit Sector – Introduction

• Course Overview and Introductions
• Size and Scope of the Nonprofit Sector
• Review of Philanthropy Capstone Project
• Review January 23rd assignment

Please come to class prepared to discuss the following questions:

1. What type of experience have you had (if any) with a nonprofit organization? What were the positive and negative aspects of that experience?
2. What nonprofit organization do you admire and why?
3. What specific knowledge or tools do you hope to take away from this course? How could it be helpful to you after you leave Boston University?

Please write up to two pages answering these questions. This assignment is:

Due Friday, January 18th by 5:00pm in the SMGtools Assignments Tab

Introductory Readings (in course packet):

• Read: Bornstein, David, How to Change the World “The Fixed Determination of Indomitable Will”, Chapter 4
• Read: A Primer on Nonprofit Organizations; Gita Gulati-Partee

Class #2: January 23: Overview of the Nonprofit Sector – Size and Scope

• Size and Scope of the Nonprofit Sector (continued)
• Legal classification of nonprofits including foundations; tax exempt status
• Funding nonprofit organizations
• Brainstorm and Discussion of MG455 Donor Advised Fund Guidelines
• Issues/problems to address
• Eligible grantees
• Outreach

Homework:

• Read: America’s Nonprofit Sector: A Primer; Lester Salamon
• Read: The Looking Glass World of Nonprofit Money: Managing in For-Profits’ Shadow Universe; Clara Miller http://www.nonprofitquarterly.org/section/704.html
• Skim: The US NP Sector 2001 (National Council of NP Associations)

DUE: Issue Essay: Submit a 1-2 page essay identifying the issue or organization that you would fund if the decision was yours alone. Why is this issue or organization important to you or to society? How will addressing this issue make a difference in the world? What difference will your funding make? Be prepared to be called upon to share your decision with the class.

Class #3: January 28: Philanthropy Bootcamp – What is Effective Philanthropy?

• What is effective philanthropy? Is it possible to do a bad job giving away money?
• Assignment of Topic/Issue Teams
• Brainstorm and Discussion of MG455 Donor Advised Fund Guidelines
• Review February 4th assignment

Homework:

• Review the Charity Navigator website. Make sure to check out “6 Questions to ask a Charity Before Donating”: http://www.charitynavigator.org/
• Complete two Foundation Center tutorials: Foundations and Their Role in Philanthropy AND the Foundations Today tutorial. These tutorials are available with free on line registration at: http://foundationcenter.org/grantmakers/basics.html

Class #4: January 30: Philanthropy Bootcamp—Starting a Foundation

• What issues do you need to consider when starting a new foundation?
• What lessons from the Charity Navigator website are relevant to our work?
• In class team time to work on Feb 4 presentations
• Discuss criteria for Donor Advised Fund

Homework:

• Prepare for February 4th presentations

Class #5: February 4: Philanthropy Bootcamp—The Funder’s Dilemma

• Team topic/issue presentations

Homework:

• Teams will prepare a 7 minute presentation on their issue or topic
• See assignment details under the Assignments tab of SMGtools course website

Class #6: February 6: Philanthropy Bootcamp – The Funder’s Dilemma (continued)

• Continue discussion of topic/issue presentations
• Determine guidelines and criteria for BU Donor Advised Fund

Class #7: February 11: Managing in Nonprofit Organizations – The Mission is the Reason

• What role does the mission play in a nonprofit organization?
• What is “mission drift”?
• What’s the difference between a mission and a vision?
• Draft mission statement for BU Donor Advised Fund

Homework:

• Read: How to Develop a Mission Statement by Peter Drucker: In hard copy or at: http://www.pfdf.org/leaderbooks/sat/mission.html
• Read: Brinkerhoff, Mission Based Management, Chapter 4, The Mission is the Reason

Class #8: February 13: Managing in Nonprofit Organizations – Managing Well

• What are the key characteristics of a well-functioning nonprofit organization?
• What key characteristics are important to the MG455 Donor Advised Fund?
• How will you make sure that the organizations you fund are well managed?
• Discuss/refine criteria for funding projects
• Continue discussion/action on how to do outreach to eligible nonprofit organizations (if necessary)

Special Guest: Peter Brinckerhoff
Homework:

• Read: Brinckerhoff, Ch. 3, What Works: The Characteristics of a Successful Not-for-Profit
• Review Mission Based Management website and Peter Brinckerhoff’s bio at: http://www.missionbased.com/

Class #9: February 19: Managing in Nonprofit Organizations – Key Challenges

• Is managing in the nonprofit sector any different from managing in the for-profit sector?
• What are the key differentiators if any?
• What challenges does Fr. Costello face and what should he do to begin to address them?
• Donor Advised Fund site visit/grant evaluation teams announced

Homework:

• Read: It’s All about Passion, Master
• Read: What Businesses Can Learn from Nonprofit Organizations, Drucker
• Prepare Case: Father Costello
• Please review case questions posted on SMGtools

Class #10: February 20: Managing in Nonprofit Organizations – What is Success?

• How are nonprofit organizations measured?
• How do you know if an organization is having an impact?
• What methods do nonprofits use to measure impact?
• Discuss and determine criteria; review evaluation process for grantees

Homework:

• Read: United Way Introduction and Overview of Outcomes Measurement at: http://national.unitedway.org/outcomes/resources/What/OM_What.cfm
• Read: “Improving the Work We Do for the Benefit of Our Constituents and Communities: Considering the United Way Model,” by Judy Freiwirth and Elena Letona hard copy or at: http://www.nonprofitquarterly.org/section/189.html

DUE February 22: All identified grantees should receive an electronic invitation to apply for funding from the Donor Advised Fund by this date; see SMG tools for draft letter. Note: you can begin scheduling site visits of organizations you anticipate you will want to visit. These visits often take up to two weeks to schedule so be sure to begin the process of scheduling prior to spring break.

Class #11: February 25: Nonprofit Management – The Budget

• Role of the budget process in the nonprofit organization
• Review budget assignment

Homework:

• Read: Securing Your Organization’s Future, Seltzer, “Developing Budgets” pages 65-82.
• Prepare Case: The Theater Budget
• Case questions posted on smgtools site

Class #12: February 27: Nonprofit Management: Governance

• What are the roles and responsibilities of the nonprofit board of directors?
• What are the legal responsibilities of a nonprofit board member?
• What role should the Executive Director play in regards to the Board of Directors?

Homework:

• Read: All excerpts from the Box Project (in case packet)
• Read: The Complete Guide to Nonprofit Management, Chapter Two, “Working Together: Maximizing Board and Staff Effectiveness,” Smith, et. al.

Class #13: March 3: Nonprofit Management – The Budget (continued)

• Budget exercise in-class review
• Donor Advised Fund Activities

Due: Budget exercise assignment

Class #14: March 5: Nonprofit Management: The Balance Sheet

• How does the balance sheet of a nonprofit differ from that of a for profit organization?
• How do you measure financial health in a nonprofit organization?

Homework:

• Read: “Know Your Ratios? Everyone Else Does” by Jennifer A. Lammers, Nonprofit Quarterly, Spring 2003
• Read: Brinkerhoff, Mission Based Management, Chapter 10, Financial Empowerment
• Prepare Case: Identify the Nonprofit, HBS
• Case questions available on smgtools

No class on March 10th and 12th…enjoy spring break!

Class #15: March 17: Donor Advised Fund—Round One: Application Review and Site Visit Protocol

• In class review of status of applications (number, amount of requests, etc.)
• Review site visit protocol
• Conducting an effective site visit, what to look for, etc.

Homework: Begin to review applications as they arrive. Confirm or schedule site visits.

Class #16: March 19: Donor Advised Fund – Team Time

• There will be no formal class held on this date
• Teams should use this time to continue to review applications, confirm or schedule site visits or make site visits if already scheduled

Homework: Review grant applications in teams and/or individually; continue scheduling and attending site visits

Class #17: March 24: Nonprofit Management: Fundraising and Philanthropy

• What lessons from “Programming on a Blank Slate: A Case on Grantmaking in Rural Poverty” can be applied to our challenge?

Homework:

• Prepare Case: Programming on a Blank Slate: A Case on Grantmaking in Rural Poverty (case previously distributed in class)
• Case questions posted on SMG tools

Class #18: March 26: Nonprofit Management – Fundraising and Philanthropy

• What are the various sources of support for a nonprofit organization?
• What are the advantages and disadvantages of each source?
• Status report on team visits; team time

Homework:

• Read: “The Many Sources of Funding,” Securing Your Organization’s Future, Chapter 6
• Continue site visits

Class #19: March 31: Nonprofit Management: Fundraising and Philanthropy

• How much say should donors have in how their funds are used?

Homework:

• Prepare Case: Philanthropy and the Central Park Children’s Zoo
• Questions posted on smgtools site
• Continue site visits and team meetings

Class #20: April 2: Social Entrepreneurship: The Next Generation of Enterprises

• What is social entrepreneurship?
• What differentiates a social entrepreneur from traditional entrepreneurs?
• What’s the difference between social entrepreneurship and nonprofit organizations?
• Excerpts from New Heroes video

Homework:

• Continue site visits and team meetings
• Read: The Meaning of Social Entrepreneurship available on line at: http://www.fuqua.duke.edu/centers/case/documents/dees_SE.pdf

DUE: Site visits must be concluded by Friday, April 4th

Class #21: April 7: Social Entrepreneurship: Starting a New Venture

• How to start a nonprofit organization or social enterprise
• Common challenges in start up organizations

Homework:

• Skim: BoardSource, Starting a Nonprofit Corporation (in case packet)
• Skim: Starting a Nonprofit at: http://hurwitassociates.com/l_start_forming.html
• Optional: Starting a Nonprofit at: http://nonprofit.about.com
• Prepare Case: NFTE (distributed in class on April 2)

Class #22: April 9: Donor Advised Fund: Review Presentation Guidelines and Team Time

• In class team time to discuss funding process and recommendations
• Class discussion of site visits and deliberations

Class #23: April 14: Site Visit Presentations

• Each team will present their site visit resultsAssignment details posted on SMGtools

Due: Site Visit Presentations

Class #24: April 16: Site Visit Presentations

• Each team will present their site visit results
• Assignment details posted on SMGtools

Due: Site Visit Presentations

No class on Monday, April 21st due to Patriot’s Day Holiday!

Class #25: April 23: Funding Deliberations and Voting

• Final deliberations including run off voting

Class #26: April 28: Next Generation Nonprofits: Future Trends

• Trends in philanthropy and nonprofit management
• Strategy frameworks for successful nonprofit organizations

Homework: TBA

Class #27: April 30: Course Wrap-up and Evaluations; Grant Awards Ceremony

Due: Final Paper

Class Attendance, Preparation and Participation (25%): You are expected to attend class regularly and on time. If for any reason you must miss a class, please email me in advance. You may earn partial participation credit for one absence by submitting, before the missed class, a 1-2 page case analysis for the case of the day or reflections on the reading of the day. A second absence may result in a reduction of your final grade, with a third missed class guaranteeing a lower grade. If you miss a class, you are responsible for obtaining information regarding any class issues discussed that day and for making arrangements to get any handouts that were distributed.

You are expected to come to class ready to participate in an active discussion, having read the readings, thought about their relevance to the case(s), and prepared the assigned study questions. On days when speakers have provided background materials, you also should have reviewed that material and thought about questions or issues you would like them to address.

Because the case method relies on both preparation and presentation of an analysis, your performance will be rated, in part, on the quality of your contributions to the case discussions. Since the grading of class contribution frequently is a confusing topic, let me describe the criteria in detail.

I will evaluate your contributions to the case discussions as follows:

A/A- Contributes in a significant and regular way to case discussions, regularly (a) undertaking key analyses from information in the case, (b) applying chapter concepts to the case analysis, (c) moving the discussion ahead, and/or (d) making comments that bridge discussion points in the case, thereby integrating the discussion and helping to make it more coherent.

B+/B/B- Makes comments that regularly point out important case facts, but is not particularly analytical and/or misses the application of chapter concepts to the case. This grade category also includes people who do A/A- analyses of some cases but do not contribute in a similar fashion to the discussion of other cases.

C+/C/C- Makes comments that restate case facts but that are not particularly pertinent to the discussion, or that slow the class down by virtue of their peripheral or non-existent relationship to the subject under discussion These comments also may reflect a lack of understanding of how the chapter concepts apply to the case situation. This grade category also includes people who do B+/B/B- analyses of some cases but do not contribute in a similar fashion to the discussion of other cases.

D Makes only a few comments during the entire semester

Failing No classroom contributions.

GENERAL EDUCATION PROGRAM (GEP) ETHICS CATEGORY/COURSE OBJECTIVES & GOALS:
Successful completion of this course fulfills the General Education Program Ethics category. The course addresses the category programmatic goals and supports the GEP through the following course objectives and goals:

• Stimulating a culture of civic engagement, renewal, and advancement of the public good through curricular learning, teaching, and scholarship, and by developing an understanding of moral theories of western civilization.
• Preparing students for active citizenship and democratic participation by learning how moral theories affect our thinking about public life.
• Building the capacity of SSU to establish, maintain, and strengthen community partnerships.
• Providing students an opportunity for reflection on the nature of community involvement and the related contemporary societal, moral, and ethical issues.

REQUIRED CLASS TEXT AND MATERIALS:

• Marianne Larned. Stone Soup for the World: Life-changing Stories of Everyday Heroes. New York: Three Rivers, 1998. ISBN: 0-609-80969-5.
• Supplemental notes and materials for ROCI4485, as assigned.
• An e-journal for reflection. The journal will be due for instructor review every three (3) weeks, for a total of five (5) reviews for each student during the course.
• Community Involvement Covenant Form (copy attached) on-file with the instructor.

COURSE REFERENCE:
Laurent A. Parks Daloz, et al. Common Fire-Leading Lives of Commitment in a Complex World. Boston: Beacon, 1996. ISBN: 0-8070-2005-2.

INTERNET COMMUNITY INVOLVEMENT RESOURCES:

• Ohio Campus Compact http://www.ohiocampuscompact.org/
• ServeOhio – The Ohio Community Service Council. http://www.serveohio.org/
• The Civic Mind http://www.civicmind.com/index.html
• What is Service Learning? http://www.mssa.sailorsite.net/define.html

WRITING REFERENCE:
William Strunk, Jr. and E.B. White. The Elements of Style (paperback, numerous editions)

COMMUNITY INVOLVEMENT COMPONENT:
This course has an out-of-class component of engagement in the community. Engagement in the community is a response to a call into the community to help and assist others in need. Students will be advised of community needs where there might be a call for them to respond, or they can elect to seek their own call in the community. An objective in responding to a call is that a servant relationship exists between the responder of the call and the recipient (the individual or group being served), and not to serve in the abstract, at a distance.

Students currently enrolled in an SSU course requiring an internship, engaged with agencies or programs that provide services to community in any professional or non-ROCI capacity, or who are doing service through a religious, social, fraternal, organization cannot use these placements to fulfill the community involvement component of this course.

The thirty (30) hours of community service can be varied during the term. No more than eight (8) hours can be spent in activities such as blood drives, Operation Christmas Child, SSU Thanksgiving Dinner, Tour of Lofts, and similar functions where there is no direct and personal interaction with an individual being served.

An ROCI485S Reflections on Community Involvement Community Involvement Covenant Form must be on-file with the instructor as part of the student’s documentation for each community involvement affiliation.

The student’s community service component must be documented in a journal that records dates, times, locations, and the nature of the engagement. At the conclusion of each engagement, the student is expected to reflect on the experience, to discern patterns of lives that have been positively or otherwise affected by the engagement, and potential short-term/long-term outcomes.

The journal will be due for instructor review twice during the semester and at the end of the course for a total of three (3) reviews for each student during the course (REV:01/13/09).

The journal will be personal between you and me, and not shared with anyone without your express permission.

MIDTERM REFLECTION:
There will be an in-class mid-term reflection essay.

END-OF-TERM REFLECTION:
There will be an in-class end-of-term reflection essay.

ASSIGNMENTS AND OUT-OF-CLASS WRITING COMPONENT:
All written work (journals and in-class writing excepted) must be word-processed, spell-checked, and proofread. Please do not submit handwritten work. It will be returned un-read and un-graded. Assignments are due on the due date. Emailed assignments will be accepted if their time and date stamp are either prior to or on the due date. Emailed assignments should be in MS Office Word format so they can be opened and read. Email documents prepared in formats other than MS Office Word format should be sent either as .txt or .pdf files so they can be opened. Students are encouraged to responsibly read, critique, and revise their work as follows before it is submitted:

• Look at the content of the work with the intention to improve the choice of language, originality, organization, completeness, and coherence.
• Examine the work by editing it for style.
• Correct the work by looking for mechanical errors.
• Correct the work by looking for technical errors.
• Improve the work by applying new skills, understandings, and competencies.

My evaluation of written work will be by content, ideas, conceptualization, and synthesis. Mechanics and grammar, clarity and content, and conciseness will also be considered. Grades will be reduced for poor quality including sloppy workmanship, incomplete sentences, unintelligible answers, inattention to details, and not following instructions.

Students are recommended to retain a copy of all written work submitted.

Assignments rejected because of poor quality or those that are determined to be electronic copies will be returned to the student with a grade of zero (0). Generally, assignments will be read and returned within one-week.

HELPFUL ADVICE:

• Maintain a healthy balance in your life.
• Set a manageable schedule and stick with it.
• Do not procrastinate.
• Look for connections or applications of class materials and discussions that relate to other areas of your life.
• Find at least one thing this term that you can use in life and/or work.
• Do not miss this class unless absolutely necessary.

GENERAL COURSE OUTLINE:

• Topic 1: Introduction. Community Involvement Opportunities.
• Topic 2: Writing a reflective journal.
• Topic 3: Asking yourself, “Who am I?”
• Topic 4: Our Circle of Care: What faiths and philosophers say about community, ethics, and “Who is my neighbor?”
• Topic 5: People who made a difference. Communities, intentional or otherwise; people in community; activists (Jacob Riis, Dorothy Day, Gandhi, Rev. M. L. King, Jr.)
• Topic 6: Sweatshops and tenements.
• Topic 7: Making it by faking it: the loss of truth.
• Topic 8: More ethics (Aristotle, Aquinas, Hobbes, Kant) and some important words for the 21st Century.

This course is a senior seminar on human rights. Students will be introduced to the theory and practice of human rights through the examination of human rights documents, key theoretical readings in the field and special guest lectures by human rights activists. A major component of this course will involve community-based learning (CBL). Students, with the help of our community partner, PIRC (Pennsylvania Immigrant Resource Center), will be required to work on a real asylum, Withholding of Removal, or Convention Against Torture (CAT) case. Students will work in teams of two.

In the first week of the semester, students will be introduced to their asylum/withholding of removal or CAT case, which will focus on either a detainee at York County Prison, or an asylum seeker who is being represented by a local law firm. PIRC attorneys will help train students on how to put together an immigration court-ready document for their detainee. Each team will need to travel to York County Prison or Washington D.C. as the case may be, on their own to interview their detainee and gather evidence for their case.

Course Objectives:

At the end of this course, students will be able to:

1. Identify and explain the legal basis for asylum, withholding of removal and Convention Against Torture claims
2. Interpret and summarize an asylum seekers story of persecution and determine whether he/she qualifies for relief of removal
3. Demonstrate active listening skills when interviewing asylum seekers
4. Locate and critically evaluate evidence from various sources (international newspaper articles, human rights reports, U.S. State Department reports) that is relevant to the asylum seeker’s story of persecution
5. Produce a well-written reflection journal that collects their thoughts and links their field experience with the theoretical
6. Assess the strength of a relief claim by producing a legal memorandum that synthesizes the strengths and weakness of a case
7. Collaborate successfully with other team members to produce a court-ready document
8. Demonstrate their competence in asylum law in a mock court trial

Required Texts:

Bohmer, Carol and Amy Shuman (2007) Rejecting Refugees: Political Asylum in the 21st Century. (London and New York: Routledge).

Dicklitch, Susan, PIRC, et al., (2008) Helping Asylum Seekers: A “How To” Guide for Student Activists. Gov425: Human Rights/Human Wrongs (Franklin & Marshall College) (to be distributed on the 1st day of class)

Germain, Regina (2005) AILA’s Asylum Primer: A Practical Guide to U.S. Asylum Law and Procedure (4th Edition) (Washington, D.C.: AILA).

Kassinja, Fassiya (1998) Do They Hear You When You Cry? (New York: Random Books)

Pennsylvania Immigration Resource Center (PIRC) Guidebook

Other assigned readings available on Gov425 edisk

Course Requirements

Asylum Project (60%)
Affidavit/Narrative………………………………….. 10%
Case Evidence……………………………………….. 25%
Legal Memo…………………………………………… 15%
Asylum Mock Court………………………………… 10%
Participation & Blogging…………………………….. 20%
Reflection Journal……………………………………. 20%

Asylum/Withholding of Removal/CAT Project (60% total):

Students will work in teams of two (2). Each team will be required to work on one asylum/withholding of removal or CAT case (based on availability) with PIRC, a BIA accredited non-profit, organization based in York, PA. Students will be required to interview detainees at York County Prison (YCP) to help complete the I-589 form (United States Department of Homeland Security) application form for asylum/withholding or removal and CAT, in addition to helping write the detainee’s affidavit.

Students will work in teams of two (2). Each team will be required to work on one asylum/withholding of removal or CAT case (based on availability) with PIRC, a BIA accredited non-profit, organization based in York, PA. Students will be required to interview detainees at York County Prison (YCP) to help complete the I-589 form (United States Department of Homeland Security) application form for asylum/withholding or removal and CAT, in addition to helping write the detainee’s affidavit.

Affidavit (10%)
This will require several trips for interviews with the detainee to get his/her story. A good affidavit will tell the detainee’s story with plenty of detail. Description and detail are crucial to a strong affidavit – therefore several visits to the YCP will be necessary.

Case Evidence (25%)
Each team must also engage in country condition research and in case law research to gather evidence to support the detainee’s application for relief. This will require evidence gathering from multiple sources, including foreign newspaper articles, notarized affidavits from witnesses, Amnesty International publications, Human Rights Watch publications, the Department of State Country Reports on Human Rights Practices, Immigration Case Law, etc. These sources must be properly documented, as they will be presented in Immigration Court (see Gov425 student manual).

Legal Memo (15%)
In addition to the evidence and legal table of contents, each team will also be required to write a legal memo on their case, based on the evidence presented and their detainee’s affidavit. Sample legal memos will be available in the Gov425 student manual, as well as on the Gov425 edisk.

The final product should consist of a well-polished, professional, document that presents the strengths and weaknesses of the detainee’s case and relevant case evidence to support it. These documents will be due fifteen (15) days before the detainee’s merit’s hearing (dates will vary according to cases). If the hearing occurs after classes are over, all the material will be due as indicated on the syllabus.

Three copies must be submitted by each team — (one for the professor, one for PIRC, and one for the Immigration Court). Submission dates for evidence packets and briefs for this class are absolute and non-negotiable (just as they are for Immigration Court). Properly filled out Certificates of Service must accompany all submissions.

Material MUST be hand delivered to Professor Dicklitch AND to PIRC ON or BEFORE the due date or it will not be accepted. This will, of course, result in a failing grade for the students involved.

NB: Students will be reimbursed for photocopy costs associated with submitting the 3 copies of case evidence.

Mock Court (10%):
Each student will be assigned a role in the Mock court that will be held on April 22nd. Professor Dicklitch in consultation with PIRC will select the immigration case to focus on. Mock Court will be video-taped.

Reflection Journal (20%)
Students are required to keep a HR-HW journal documenting their activities as well as their perceptions, experiences and concerns regarding their experience with community-based learning and asylum. Each student’s journal should also reflect on the broader issues of asylum in America, and human rights in general. Students will be given a weekly question to reflect upon. These questions should be integrated into the students’ weekly reflections. Reflection journals entries will be due weekly (submitted via the drop box of the Gov425 e-disk folder). No one else will be able to read the reflection journals except for Professor Dicklitch. Professor Dicklitch reserves the right to read reflection journals on a weekly basis if appropriate. In addition to a reflection journal, students will be required to keep a weekly time log of the amount of time they have spent outside of class working on their asylum project. They are required to submit an electronic copy of this time log into the Gov425 E-disk as well as a hard copy at the end of the semester. A final grade will only be assigned at the end of the semester when a complete, bound, hardcopy of the reflection journal and a separate time log are submitted on the last day of class.

Some suggestions on how to keep a great journal, from Mark Cooper, Coordinator, The VAC, “Reflection: Getting Learning Out of Serving”:

• Journals should be snapshots filled with sights, sounds, smells, concerns, insights, doubts, fears, and critical questions about issues, people, and most importantly, about yourself
• Honesty is the most important ingredient to successful journals
• A journal is not a work log of tasks, events, times and dates
• Write freely. Grammar/spelling should not be stressed in your writing until the final draft
• Write an entry after each class/interaction with asylum seeker. If you can’t write a full entry, jot down random thoughts, images, etc. which you can come back to a day or two later and expand into a colorful verbal picture

Participation & Blogs (20%)
Because this is a seminar course, active participation is essential. This means that you must read the assigned readings before class to allow for rich discussion and debate. Unannounced quizzes on the reading material may be held periodically at the instructor’s discretion. Students will be allowed one excused or non-excused absence. Any absences thereafter will result in a 5% grade point drop in your final grade.

In addition to active class participation, students are also expected to participate on the class blog: http://humanrights4all.blogspot.com/ This will include frequent blog postings (each student will be made a blog member so that they can submit a blog entry onto the blog site, independent of the professor). Your overall participation grade will be dependent upon your active in-class participation as well as active blog participation. Students will be required to contribute regularly to the blog HRs4All? Each student will be assigned to post at least one blog each week. Students who have posted blogs or comments should be prepared to discuss them in class, and other classmates are required to check the blog frequently to ensure they know what is being discussed on the blog. The blog will act as a virtual discussion board, which will be open to all students enrolled in Gov425 as well as anyone else in the blogsphere. Students will be required to print out their blog postings as well as comments and hand in the entire semester’s worth of blogging on the last day of class.

What is a blog?
For an excellent overview of what a blog is, see: http://codex.wordpress.org/Introduction_to_Blogging. For some “how to” tips on blogging, see: (http://help.blogger.com/bin/topic.py?topic=8912)

Policies and Procedures:

As a student in HR-HW, you have a unique responsibility in this class: not only are you serving as a representative of F&M to the wider community, but you have another human being depending on your conscientious work.

Students are responsible for reading and compiling with the F&M Vehicle Safety policy. This policy is available on the F&M website as well as the Gov425 e-disk.

Confidentiality
Because of the serious nature of the cases we are working on, students must adhere to an oath of confidentiality. Enrolment in this course constitutes adherence to confidentiality requirements. Details of asylum cases can be discussed in class, between partners, the instructor and the class assistant, as well as PIRC staff, but must not be discussed with other members of the college community or wider community. Students will be required to sign a confidentiality agreement with PIRC.

Students accept responsibility for following all policies and procedures set forth by the Pennsylvania Department of Corrections for inmate visitation and by Franklin & Marshall College. Students accept responsibility for reporting any situation in which they are threatened, feel at risk, or are endangered in any way to the proper authorities.

Academic Integrity
Academic integrity will be strictly enforced. Enrolment in this course constitutes acknowledgement by the student of his/her awareness of all definitions, rules, and procedures relating to academic integrity. Students are responsible for ensuring that they review the College’s policies on academic integrity.

NOTE: Read this syllabus like you would read any contract: it specifies what can be expected from the course and the obligations of each student taking Gov425: Human Rights-Human Wrongs. I expect students to be aware of all information contained below. My expectations may be different from other professors you have had. I will make every effort to adhere to all aspects of the syllabus, and I will give ample warning when changes are made. I will announce all changes in class, so failure to attend class could be especially costly.

We teach students the study of the strategic and ethical uses of communication
to build relationships and community.

Course Overview

Community is one of the oldest forms of human association that challenges our ability to balance individual responsibility and collective interest. In the 21st century, many people long for community but find instead an absence of social fulfillment. Community comes to look less like a possibility, and more like an unreachable dream.

In this seminar, we apply communication theory and research to observe how one community, Greensboro, maintains its identity as a site of civil rights struggle and triumph. We examine the history of community formation, and the impact of race, economics, social class, media, and collective memory on its present day status. Greensboro’s history is best understood within a broader context of the Southern narratives surrounding other events involving race, law and order, community, and collective memory. Specifically, our research foci will be on:

• The Greensboro Truth and Reconciliation Commission, the first of its kind in the United States. We examine the report issued in spring 2005 investigating the events of November 3, 1979 when KKK and Nazis opened fire on a Communist Worker Party-sponsored march on the east side of Greensboro.
• A look at the Orangeburg Massacre of 1968, the Wilmington Revolution of 1898, the Tulsa Race Riot of 1921, and the Elaine Race Massacres of 1919.

Among other questions, we will ask, what hope exists for community amidst spiritual, cultural, and ethnic diversity? How do communicative practices sustain communal life? What are the ways in which our community is constructed through the lens of civil rights?

This elective course is designed for junior and senior communication majors who have successfully completed most if not all of the core requirements for the major.

Service-Learning

You will be engaged in community service work that focuses on needs assessment, program evaluation, research, policy development, grant writing or advocacy. Most, if not all of you, will have already completed a service-learning course where interaction or direct action with a community partner was the focus of your effort. In this course, we will be exploring more advanced forms of service-learning to develop your leadership potential in community work. You should plan on spending 30- 40 hours in community activities. You will need to record these hours AND receive a letter from your community partner detailing how your work contributed to the accomplishment of their organizational goals.

Course Objectives

1. Identify ethical and social responsibilities of community involvement in an intercultural society.
2. Examine the strategic uses of communication by varying special interest and governmental groups to build relationships and community.
3. Assess the agendas of various community stakeholder groups in advancing civil rights in Greensboro through an analysis of their communication practices.
4. Appraise how dialogue, ethics, and justice intersect in the constitution of community.

Required Books

Arnett, R. C. (1986). Communication and community. Southern Illinois University.
Chafe, W. H. (1980). Civilities and civil rights. New York: Oxford University.
Greensboro Truth and Reconciliation Commission Final Report (2006).

The books we read provide an historical and more current perspective of civil rights in the Greensboro community, focusing on the events leading up to and following February 1, 1960 and November 3, 1979. Additional readings detail events in other Southern cities involving civil rights, race relations and dominant/alternative narratives.

Required Readings on Blackboard

Bass, J. (2003). Documenting the Orangeburg Massacre. Nieman Reports, 57: 8-11.
Goble, D. (2001). Final report of the Oklahoma commission to study the Tulsa Race Riot of
1921. Retrieved from www.tulsareparations.org on July 17, 2006.
Feldman, M.S., Skoldberg, K., Brown, R.N. & Horner, D. (2004). Making sense of stories: A
rhetorical approach to narrative analysis. Journal of Public Administration Research
and Theory, 14: 147-170.
Hossfeld, L.H. (2005). Narrative, political unconscious and racial violence in Wilmington, North
Carolina, pp. ix-xv. New York: Rutledge.
Stockley, G. & Whayne, J.M. (2002). Federal troops and the Elaine Massacres: A colloquy. The
Arkansas Historical Quarterly, 61: 272-283.
Waller, S. (2005). A City of Two Tales, pp. 1-12.

Web Sites You Should View

www.sitinmovement.org, www.sitins.com, www.greensborotrc.org, www.gtcrp.org

www.news-record.org (for blogs and archives)
www.tulsareparations.org
www.ah.dcr.state.nc.us/1898-wrrc/report/report.htm

Course Requirements & Grading

Weekly Participation in Discussions, Field Trips, etc. 100 points
Community Meetings & Responses (2) 100 points
Reflection Papers (2) 100 points
Mid Term 200 points
Final Project 500 points
Total Possible 1,000 points
Grading Scale

A=900-1000; B=800-899; C=700-799; D=600-699; F=below 600 (plus and minus are in thirds of these categories).

Weekly Participation

Part of your grade will reflect the degree to which you contribute consistently, actively, and substantively during class. Thoughtful questions and respectful commentary on another’s perspective are encouraged to demonstrate excellent participation. We will be taking field trips and hosting many guest speakers during this course that require your attendance. Obviously, you cannot “make up” these experiences. Attendance Policy: You will be allowed three excused (I am notified in advance) absences only. Four or more absences will result in a lower class grade. For instance, the highest possible grade you can achieve with 4 absences is a B (assuming all your completed assignments are A quality). At five absences, the highest possible grade you can achieve is a C. Each additional absence will lower your final grade another full letter. You get the idea, better to be in class than absent.

Community Meetings

While the basis of our instruction will be in the classroom, we are examining practical, current community issues. In order to gain a sense of how people in the community are discussing matters related to civil rights, you will need to attend two meetings outside the classroom focusing on communication and civil rights. I will provide notice of some meetings, and you may find others. After you have attended, write a 3-4 page paper examining the communicative aspects of the meeting, drawing from and citing information from our texts.

Reflection Papers

Periodically, during the semester you will be asked to document your experiences and learning at your service site. Each of these papers will be structured in three parts: observations, analysis of episodes/examples (linking to course readings) and reflections/reactions. These papers are typically 3-4 pages in length.

Mid Term Exam

This will be an examination of your knowledge of facts surrounding history and current day practices concerning civil rights, and the communicative issues embedded therein. You will need to understand the concepts and theories in our readings, as well as the chronology and impact of events in our community\’s history.

Final Project

Your work in the community will be tied directly to the course readings, moving you to address with accuracy, depth, and breadth the various modes of civic engagement at your site, the goals of the project(s), the means by which people collaborate, and the constraints and opportunities of programs aimed at addressing community issues. You will learn from the inside out how to talk about communication, community, and civil rights, along with related topics (education, economic development, etc.), with confidence. To demonstrate your learning, you’ll prepare for grading the following: Service project plan and timeline; project notebook; oral presentation; evidence of completion of service hours and assessment letter by community partner.

Course Calendar

Week 1 Introduction to community as a social and political construction of
8/14 & 8/16 communication; review of the syllabus; inviting community into the classroom.
Read: Civilities and Civil Rights, Part I
View: Video on Greensboro Truth and Reconciliation Commission

Week 2 The historical context
8/21 & 8/23
Read: Civilities and Civil Rights, Part II
Walking Tour of Greensboro

Week 3 Dialogue and conflict
8/28 & 8/30
Read: Greensboro Truth and Reconciliation Commission Executive Summary
(available online at greensborotrc.org).
Guest Speakers: Community activists

Week 4 Community as interpersonal accomplishment and social demand.
9/6 Read:Communication and Community, Part I & II

Week 5 Survivor Stories (narratives) and Guiding Principles for Truth and Reconciliation
9/11 & 9/13
Read: Waller & Feldman et. al—on Blackboard
Read: Final Report, pp. 454-461.
Service Project Teams Finalized
Guest Speakers: November 3rd survivors

Week 6 Other communities and their conflicts
9/18 & 9/20
Read: Hossfeld, Bass, Goble, Stockley & Whayne—on Blackboard

Week 7 Greensboro Truth and Reconciliation Commission
9/25 & 9/27
Read: Final Report, pp. 9-36 and pp. 394-423.
Guest Speakers: Truth Commissioners

Week 8 Midterm & Service Project Plan and Timeline Due
10/2 & 10/4

Week 9 Fall Break & Dialogue
10/11 Communication antidote to community conflict
Read: Communication and Community, Part III
Due: First community meeting analysis

Week 10 Racial and Economic Divides
10/16 & 10/18
Read: Final Report, Chapters 1-3, pp. 38-105

Week 11 What Led us to November 3rd?
10/23 & 10/25
Read: Final Report, Chapters 4-7, pp.107-210
Due: Service project reflections #1.

Week 12 Institutions of Power Respond
10/30 & 11/1
Read: Final Report, Chapters 8-10, pp. 212-256.

Week 13 Legal protection for civil rights, media portrayal and public opinion
11/6 & 11/8
Read: Final Report, Chapters 10-12, pp. 258-368.
Guest Speaker: Lewis Pitts, civil trial attorney

Week 14 Greensboro today: Embracing processes for reconciliation
11/13
Read: Final Report, Chapter 13, pp. 370-392.
Due: Service project reflections #2.
Guest Panel: Truth Commissioners and/or Staff

Week 15 The Promise of Community Dialogue
11/20
Read: Final Report, pp. 463-480.
Due: Second community meeting analysis

Week 16 More on Dialogue
11/27 & 11/29
Read: A Call to Dialogue booklet by Carol Steger
Dialogue Workshop

Week 17 Course Wrap Up & Evaluation
12/4
Read: To be determined.

FINAL EXAM Period Monday, December 11, 3:30 – 6:30 p.m.