College of Science and Health Professions and College of Education

Departments of Mathematics and Curriculum and Instruction

Community Partners:

Students, Families, Teachers and Administrators of Northeastern Oklahoma Elementary and Middle Schools – Public and Private Institutions

PREREQUISITES:

Successful completion (C or better) in MATH 3433.  Successful completion (C or better) OR concurrent enrollment in MATH 3443.

DESCRIPTION OF COURSE AND INTRODUCTION:

Based on the philosophy that not all learning resides within the walls of the university and framed by the P-A-R-C Model for Service Learning, this course will be divided into four sections.

Preparation Phase of Service Learning Process:  The first part of the course will consist of classroom instruction regarding best teaching practices for tutoring mathematics students in grades 1 – 8.  Students remain engaged in all components of the servicing from planning to implementation to final dissemination of ideas and findings.

Action Phase of Service Learning Process [Engagment]:  The second part of the course will consist of tutoring mathematics students in the Mathematics Clinic on the NSU-Broken Arrow campus.

Reflection Phase of Service Learning Process:  The third part of the course will be routine and on-going reflection about the service experience with teacher education candidates and the instructor.  Technology available through Blackboard services will serve as one vehicle by which the reflection process will occur.   Reflection will also be a part of the student-led, parent-teacher conference that will take place on the last night of the tutoring semester.

Celebration Phase of Service Learning Process/ Public Dissemination:  The final part of this service experience will be the celebration phase.  An end of semester reception with invited guests [students, parents, principals, pre-service teachers, and university administrators] will provide the opportunity to celebrate both teaching and academic gains in mathematics.   During the reception program, teacher candidates will individually recognize their students through the presentation of unique mathematics awards.  Through reflection, conversation, district media, social media, and written dissemination of the reciprocal service arrangement, our community and our partners remain informed about what we do.   Public dissemination is in part the rationale for such a lengthy wait list in our clinic each semester.

This course will be a hybrid course, a blend of on-site experiential based math tutoring opportunities with technology based experiences intended for diverse forms of reflection.

MAJOR GOALS FOR THE COURSE:

While both volunteerism and service learning are very worthy endeavors, they are not one in the same.  Understanding the difference between service learning and volunteerism enables us to maximize the benefit each has to offer.

Service driven by academic objectives partnered with a sense of reciprocity between the teacher candidate and community partner is what differentiates service learning from volunteerism.  This differentiation is the basis of the following major goals for the course:

1.  Reciprocity:   Both the NSU pre-service teacher and the community partner [students, families, teachers, and administrators from elementary and middle schools in northeastern Oklahoma] must benefit from the servicing experience.

• Community partners will benefit from the service through enhanced knowledge of mathematics, whether for remediation or enrichment, which will translate into academic gains in the elementary or middle school mathematics curriculum.
• NSU pre-service teachers will benefit from the service through authentic, experiential based opportunities to teach young children well in advance of the time in which they will enter the profession.   Such experiences will grow and sustain pre-service teachers’ levels of mathematics teaching efficacy beliefs which will impact the likelihood that as teachers of mathematics they will stay in the profession thereby decreasing the alarming rate of novice attrition.

2.  Academic Objectives:    The academic objective(s) linked to the preparation of NSU teacher candidates that drive this service learning experience include, but are not limited to,

• Numeration and Operation
• Geometry and Measurement
• Problem Solving
• Data Analysis and Probability
• Algebraic Thinking
• Related to Mathematics Teaching and Learning

ADDITIONAL COURSE OBJECTIVES AND OUTCOMES:

During the course, the Teacher Education Candidates will:

1.  Knowledge and Understanding:

• Administer Pre Test(s) to community partner in order to identify areas which need improvement during the tutoring sessions.
• Use knowledge and understanding from assessment data to plan for meaningful leaning opportunities unique to the student so that conceptual understanding of mathematics will be fostered.
• Blend service with learning; enjoy shared benefits and a spirit of reciprocity between the student and community partner.

2.  Intellectual Skills:

• Distinguish between appropriate and inappropriate age and grade appropriate lesson topics
• Identify connections between mathematics skill sets and service with community partner

3.  Discipline Specific Skills:

• Diagnosing strengths and weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, and percents.
• Utilize knowledge of modeling to remediate weaknesses of the young student related to whole number operations as well as to operations with integers, fractions, decimals, percents, geometry, measurement, data analysis, probability, and problem solving.

KNOWLEDGE BASE:

The Northeastern State University Teacher Education Program is based on specific philosophical assumptions about teaching, learning, and schooling that underlie all basic programs which prepare professional educators to work in public school settings. These philosophical assumptions are stated in the theme of the program. It is assumed that it is the responsibility of the profession educators to:

1. Develop thinking/learning skills in their students through the use of appropriate pedagogical strategies, emphasizing reflection.
2. Serve all students under their charge, regardless of ability, with a sense of efficacy;
3. Instill self-respect, dignity, and respect for others in their students.
4. Be sensitive to and develop the ability to capitalize on the learning strengths of individuals who reflect a diversity of cultural backgrounds, abilities, and talents.
5. Know, understand, and communicate the content of the specialty area(s) in which they are teaching.

These assumptions represent a philosophical approach to teaching and learning that is present throughout the course work and the field experiences.

CONCEPTUAL FRAMEWORK for TEACHER EDUCATION at NSU:

Preparing Professional Educators as Teaching Scholars, Educational Leaders, and Developers of Human Potential

Teaching Scholars: Teaching scholars read widely and think deeply about subject matter, teaching, and research. They reflect critically on their own beliefs and their classroom practice in order to make pedagogical improvements. Teaching scholars use appropriate communication skills. They know how to facilitate authentic learning, and they encourage P-12 students to be critical, creative thinkers with the ability to be lifelong learners.

Educational Leaders: Educational leaders serve as advocates for children/adolescents and families; they understand the political nature of teaching; and they are able to inspire and motivate others by modeling effective communication skills, professional demeanor, and professional attitudes.

Developers of Human Potential:  Educators who are developers of human potential are committed to the philosophical position that the development of human potential is their fundamental task.

INSTRUCTIONAL MATERIALS:

Laughlin, C. L., & and Kepner, H. S., Jr.  (2001).  Guidelines for the tutor of mathematics (2^nd ed.).  Reston, Virginia:  National Council of Teachers of Mathematics.

Wade, R. C. (1997).  Community service-learning:  A guide to including service in the public school curriculum.  Albany, New York:  State University of New York Press.

Tutors will have access to mathematics modeling and teaching materials located in the NSU-BA Mathematics Clinic.  Note:   These math teaching materials were made possible by a grant awarded from the Northeastern State University Center for Teaching and Learning.

INSTRUCTIONAL PROCEDURES:

The expected course outcomes will be realized through a variety of instructional procedures.  Those strategies include, but are not limited to, the following:  lecture, expository-discussion, demonstration, and collaborative group activities.  The instructor will implement appropriate multi-media technology.

PROFESSIONALISM:

An important part of this course is your demonstrated ability to grow as a professional educator. As such, you are expected to submit work that represents your own best effort. You are responsible for turning in all required assignments in a timely manner. Assignments must conform to university policies governing academic dishonesty. In addition, as a professional educator, you are constantly seen as a model for your students; therefore, it is imperative that you strive to communicate well both orally and in writing.

Because the class involves work with parents, children, and community members, professional dress is expected. This includes NOT wearing jeans, flip-flop shoes, etc…  Please discuss any questions regarding professional dress with the instructor.

STUDENT PERFORMANCE ACTIVITIES:

The performance activities described below are designed to contribute in different yet significant ways to your knowledge and experience relative to accomplishing the objectives of this course.

1.  Assessment and Tutoring Profile:   NSU Tutors will administer and analyze data from four pre-assessments.  These include:  Place Value Assessment, Fraction Concept Assessment, Math Attitude Assessment, and a brief, simple Tutor designed assessment, based on parent input of student needs that will be a part of your lesson plan for tutoring session #1.  Using data driven decisions, the Tutor will write lesson plans that are designed to address the student’s strengths and weaknesses.

2.  Lesson Plans and Reflections [Service Learning Implications]:   NSU Tutors will write an abbreviated lesson plan in advance of each tutorial session.   When the session is complete, a written reflection about each lesson will be required.   Note:   At least one lesson should incorporate a literature connection to the mathematics you will be teaching in your tutoring session.   Lesson plans should be available to submit to the professor upon request but may not be collected every week.

3.  Blackboard Discussions:   Given that this EDUC 4812 is a hybrid, blended course, NSU Tutors will be required to participate in several Blackboard Discussions related to the tutorial service process.    Focus questions for these discussions will be prompted by in-class experiences.  Blackboard will also be used to distribute course announcements and for grade reporting.   You will have one week to participate in the Blackboard Discussion.   You may respond to other students but are not required to do so.

4.   Parent Communication: NSU Tutors will be required to communicate routinely with parents and students about progress during the semester long tutorial process.   These communications will include, but not necessarily be limited to,

a.  Telephone Questionnaire Prior to Start of Tutorial Sessions

b.  Notes of encouragement/ praise/ progress during the semester.

c. Tutoring Progress Report at Semester End [which will include information about assessment, activities, and progress]

5.  Portfolio:   NSU Tutors will submit a portfolio at the end of the semester.  It should be submitted in a 3 ring binder and organized in the following manner:

a.  Tutor Profile [One Page Document]

b.  Parent Phone Questionnaire [One Page Document]

c.  Assessment Report with Analysis [Approx. 3 – 4 Page Document]

d.  Lesson Plans and Weekly Reflections

e.  Tutoring Progress Report  for Parents [Intended for Parents and/or Teachers]

f.  Student led conference materials [Make copies for your portfolio. Provide the parent and student with originals.   Include the parent response sheet from conference if it is returned to you.]

6.  Mathematics File Folder Game:   Please consider donating your file folder game to the NSU-BA Mathematics Clinic so that your work will touch other students in future semesters.

In this assignment, you will develop a mathematics file-folder game which will be used as a teaching strategy to be incorporated into a tutoring session. The game must be appropriate to the age, interest, grade level, and needs of the learner. The game’s topic must be guided by your assessments.  You must use it with your student any time between tutoring session #3 and #7 and then submit it to me by the posted due date.

The final product should include:

• On the back of the file folder game state the following about your game:

a)  Math Objective

b)  Grade Level

c)  Instructions for Play

d)  Material List

• The file folder game (laminated) and the game pieces, die, etc…
• A one-page paper with two paragraphs. The first paragraph should include why the game was chosen and how the game teaches the skill.  The second paragraph should describe how the game worked with your student. This paragraph should focus on how the student learned and his/her motivation and level of success.

STUDENT EVALUATION:

Evaluation of student performance will be based upon homework, three unit exams, and a comprehensive final exam.  Students will earn points throughout the semester, and final grades will be determined by total point accumulation. Total possible points may be accumulated in the following manner:

Mathematics File Folder Game/One Pg. Paper – 50 Points

Blackboard Discussions [4@25 Points] – 100 Points

Portfolio:

Tutor Profile – 10 Points

Parent Phone Questionnaire – 10 Points

Assessment Report/Analysis – 50 Points

Lesson Plans and Reflections [8@40 Points] – 320 Points

Tutoring Progress Report – 30  Points

Student Led Conference Materials and Parent Reflection – 30  Points

Total – 600 Points

TENTATIVE COURSE CALENDAR:

Date/Objective

Jan 11/Syllabus; Introduction to Civic Engagement [Reading Assigned]

Jan 18/Service Learning:  A Step beyond Volunteerism [Focus on Reciprocity/ Reflection/ Dissemination]

Jan 25/Assessing Student Strengths and Weaknesses [Blackboard Discussion #1 Assigned]

Feb 1/Lesson Planning/Reflection [Make Parent Contact by Feb 8]

Feb 8/ Preparing for Tutoring Sessions #1 – #2 [Tutor Profile 20 points/ Parent Phone Interview Due 20 points]  ***Start Checking Blackboard weekly for announcements and assignment information.

Feb 15/Tutoring Session #1

Feb 22/Tutoring Session #2 [At the end of session #2, start analyzing your assessment data and develop 3 semester goals to help you plan for your session on March 1^st.]

March 1/Tutoring Session #3 [I’ll stop by and look at your lesson plan #3 before/ during/ or after tutoring. Turn it in next week with your reflection on session #3.]

March 8/Tutoring Session #4; Assessment/Analysis Report Due; Lesson Plan/Reflection #3 Due by 4:30 p.m.

March 15/Spring Break – NSU Math Clinic Closed

March 22/Tutoring Session #5; Blackboard Discussion #2 Assigned; Lesson Plan/Reflection #4 Due by 4:30 p.m.

March 29/Tutoring Session #6; Lesson Plan/Reflection #5 Due by 4:30 p.m.

April 5/Tutoring Session #7; Lesson Plan/Reflection #6 Due by 4:30 p.m.

April 12/Tutoring Session #8; Tutoring Progress Report due on or before Thursday, April 14.  You may submit electronically.  This final report includes but is not limited to the analysis report you wrote at the beginning of the semester.   This report extends your first report by discussing each of your 3 semester goals and describes what you did to support these goals. This report will be given to the parent on the last night of the semester.  You may use my report which will be on BB under Course Documents as a guide and you have permission to cut/paste directly from my example as long as the information describes your student. Start preparing for student-parent conference today and consider options for public dissemination of knowledge gained from servicing.  No lesson plan/ reflection submitted today.  Submit lessons # 7-9 in final portfolio for grading.

April 19/Tutoring Session #9; Tutoring Progress Reports will be returned to you today in order that you may modify as necessary before next week’s student-parent conference.  Continue preparing for student-parent conference today.  No lesson plan/ reflection submitted today.  Submit lessons # 7-10 in final portfolio for grading.

April 26/Tutoring Session #10; Submit copies of the student conference material instead. Schedule for Session #10: 4:30 – 4:45 Tutoring/ Review Session with Student; 4:45 – 5:00 Parent-Student-Teacher Conference; 5:00 – 5:30 Service Learning Celebration and Reception.  Blackboard Discussion #3 Assigned and due by Monday, May 2nd.   Portfolios due no later than Monday, May 2^nd at 5:00 p.m.

May 3/Final Exam Week; Pick up Graded Portfolios Tuesday – Thursday,   May 3 – 5.

Northeastern State University Mathematics Clinic

Service Learning – Math Tutoring Lesson Plan

Tutor’s Name:

Student’s Name:
Tutoring Session #:

Date:

Students Current Grade Level:

OKLAHOMA PASS OBJECTIVE(S):

MATERIALS:

INSTRUCTIONAL PROCEDURES:

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

Name of Activity – Purpose

Description –

Assessment –

Assessment Notes – (make sure to leave room here for your notes)

CLOSING ACTIVITY:

Reflection: My Thoughts on Today’s Mathematics Lesson…

What did you learn about your student this week (in terms of mathematics teaching and learning)?

What did you learn about yourself (especially in terms of  mathematics teaching and learning)?

What is one mathematics teaching and learning goal for your next lesson? How will you make this happen?

Non-profit organizations are the newest and fastest growing sector in the US with the number of such organizations doubling during the last 25 years. In addition to growth in numbers, nonprofit organizations have become increasingly complex entities influencing public policy, participating in community affairs, and forging partnership with private and public organizations. With increased growth and complexity, a significant need has emerged for sophisticated managers with organizational acumen, technical skills, and an in-depth understanding of what it means to work in the nonprofit world.

Nonprofit organizations touch on every aspect of our lives and on every level of institutions. Most are in social and health services like the American Red Cross, Compass, and the American Diabetes Society. But they include hospitals, universities, museums, social clubs, and economic development agencies. Nonprofit organizations have always been an important part of the public service system. To an increasing degree, governments are providing social services through contracts with nonprofits. For example, continued resource scarcity, devolution of responsibilities by federal and state governments, and privatization have put additional pressure on the not-for-profit sector to fill in where government withdraws and to work in partnership with other organizations in the delivery of public services. Often referred to as the ?third sector,? it is composed of charitable or public benefit, advocacy, mutual benefit, and religious organizations. Of the 1.6 million organizations in the third sector, our primary focus will be on the 1.2 million 501(c)(3) public serving or benefit organizations in the arts, health, and human services, education, and the environment.

This course focuses on issues in the administration and management of nonprofit organizations including relationships between the nonprofit, public, and private sectors. It is the mission of this class to familiarize you with the work of nonprofit organizations and with the challenges faced by this sector. This mission will be achieved by combining theory with practice. We will begin by examining the size, scope, role, sub-sectors, and distinctive characteristics of the nonprofit sector. We will then briefly discuss legal requirements involved in establishing a nonprofit organization and key management trends in this sector. Then our attention will shift to examining some of the critical management tasks involved in building an organization?s capacity to achieve excellence. This can include tasks such as leadership, setting direction and establishing accountability, creating a dynamic and effective board of directors, developing and managing financial and human resources, and effective marketing and communications. This course is an applied course designed for graduate students. As an applied course, you will be required to become involved in a nonprofit organization to experience hands-on and gain knowledge of the reality of nonprofit management. Interested nonprofit organizations are asked to submit proposals outlining clearly defined projects for you to undertake. The nonprofit organizations will get benefit from your analyses and recommendations.

Regarding theory, we will cover the following topics:

• History and extent of volunteerism and philanthropy in nonprofit organizations.
• Administrative leadership, administrative organization, board selection orientation and training, board/staff relations, communication, decision making, group leadership, etc.
• Leadership issues (role of the board of directors, executive leadership, relationship between board and executive director).
• Marketing, public relations, and managing the agency?s image.
• Management of nonprofit organizations (mission and mission statement, strategic management and strategic planning, financial management, human resource management, managing staff and volunteers).
• Legal aspects, including tax implications.

Regarding the practical aspect of the class, you will be asked to work on real projectsi n a nonprofit organization. The projects will vary from one organization to another, and must be directly related to the topics covered in class. At the end of the semester, you will have to prepare an organizational analysis report about your experience with the nonprofit organization.

Course Description: This online course is designed for graduate students, especially those working in the non profit sector as well as others who are interested in management of non profit organizations. The course is designed to respond in part to the following National Association of Schools of Public Affairs Administration (NASPAA) common curriculum components:

• Budgeting and financial processes,
• Policy and program formulation, implementation, and evaluation,
• Decision-making and problem solving,
• Political and legal institutions and processes,
• Organizations and management concepts and behavior.

This course covers the fundamentals of nonprofit administration including the historical development, role in contemporary society, and economic and political dimensions of contemporary nonprofit organizations, as well administrative issues including regulation, governance, and organizational management. This course also examines similarities and differences between for-profit and nonprofit organizations, major management issues specifically associated with nonprofits, and exposes students to career opportunities to the nonprofit sector. Particular emphasis will be place upon such normative concerns as mission development, reform strategies, and ethical perspectives as they impact the nonprofit environment. (Additional emphases and/or topics may be developed during the semester in response to student interests and needs.)

Goals, Objectives, and Assessments

Overarching goals of the course: 

This course is designed to enhance students understanding of the nonprofit sector in the U.S. and to build conceptual and practical skills needed to perform effectively in positions of
management responsibility in nonprofit organizations. These skills include in creating, developing, and managing a nonprofit organization.

Learning objectives of the course:
At the completion of this course you will be able to:

• Understand philanthropy, volunteerism, and nonprofit organizations and the role of
  the nonprofit sector in our society and economy,
• Explore and discuss managerial tools, techniques, and strategies for effectively
  administering nonprofit agencies,
• Identify the moral and ethical responsibilities of nonprofit administration,
• Discuss the leadership literature and application to nonprofit administration,
• Understand different legal issues as they pertain to the nonprofit sector,
• Explore the relationships among government, business, and nonprofit organizations,
• Identify trends, challenges, and opportunities in the nonprofit sector.
• Learn how to effectively communicate both orally and in writing

Course Outline
Module 0: The Syllabus: Introduction to the course
Module 1: Understanding Nonprofit Organizations: Historical & Contemporary Perspective
Module 2: Government, Business, and Nonprofit Relations
Module 3: The Board and Nonprofit Governance
Module 4: Human Resource Management for the Nonprofit Sector
Module 5: Marketing: Images of Nonprofit Organizations
Module 6: Financial Management: Financial Statements
Module 7: Resource Development & Management
Mid-term exam
Module 8: Strategic Planning and Management
Module 9: Managing Nonprofit Performance
Module 10: Sustainability & Nonprofit Leadership
Module 11: Nonprofit Capacity Building
Module 12: Nonprofit Effectiveness and Entrepreneurship
Module 13: Putting it together: Looking ahead

Required text(s):

• Hudson, M. 2005. Managing at the leading edge: New challenges in managing nonprofit organizations. San Francisco, CA: Jossey-Bass. ISBN: 0-7879-7806-X
• Ott J. Steven (ed.). (2001). Understanding Nonprofit Organizations: Governance, Leadership, and Management, Boulder, CO: Westview Press. ISBN: 0813367875
• Wolf, Thomas. (1999). Managing A Nonprofit Organization in the Twenty-First Century. New York: Simon & Schuster. ISBN: ISBN: 0684849909
• Additional materials are on reserve at the UCF library (online).

Course Requirements and Grading Policy:

You are expected to do the readings for each module and expected to participate actively in class discussions and exercises. I will evaluate your class participation on the basis of your meaningful contributions to class discussions. It is critical to manifest a respectful attitude toward the subject and to value the diversity of opinions reflected by your web-mates. I encourage all of you to freely ask questions and to express your opinions.

You are expected to be active participants in the learning process. Each of you is expected to complete the discussion area exercises and to respond to these weekly. Please follow the directions in the module assignments regarding the content of the discussions. Points are awarded for participation, and responses will be graded for understanding of the content, creativity, and the synthesis of information. To earn points for participation, each student must participate in the discussions assigned in the modules. Each module will provide detailed instructions on the content of the postings in the discussion and provide a grading rubric. Five points may be earned in each of the other assigned Discussions from the following modules, and these points account for 40% of the course grade.

Class Participation & Discussion Contributions Total

• Introduction & Understanding Nonprofit Organizations 5 points
• Discussion on Board Development 5 points
• Discussion on Human Resources 5 points
• Discussion on Financial Management 5 points
• Discussion on Strategic Leadership 5 points
• Discussion on Nonprofit Effectiveness 5 points
• Discussion on Government and Business Relations 5 points
• Discussion on Ethics & New Challenges 5 points

Mid-term:

There is a mid-term exam which accounts for 25% of the course grade. Students must take the mid-term at scheduled time. Study questions for the mid-term will be distributed.

Service-learning (management consulting) project:

There is a term project requirement for the class accounting for 35% of your final grade. The projects will be requested by the nonprofit organization in the Central Florida region and will be distributed to you based on your interests. Each of you will prepare an organizational analysis report about your practical experience in the nonprofit organization. To apply what you have leaned you will be required to administer a self-assessment of a nonprofit organization of your choice after consulting with your professor. Details will be discussed later and an outline will be provided. You will identify a key area or issue in nonprofit management and frame a research question on it. The paper will be based on the relevant literature and information collected from a nonprofit organization. You need to get approval of the instructor on the research question and the choice of the nonprofit agency. The deadline for getting the instructor?s approval on these is 05/24/05 (as posted). The final paper is due on 04/25/06.

The paper needs to be at least 10 pages in length (double spaced) and should not exceed double spaced 15 pages in length. The report should cover the key areas of application of the topic are to be included using the text, the modules, the discussions, and outside consultants (assessment of the mission, strategic plans, and activities of a local nonprofit community organization, using the course texts as primary references for example). The objective of this paper is to provide concrete examples through which you can better understand the importance of mission to the functioning and success of nonprofit organizations and obtain direct experience in the mission-action connection. The project should also give you an excellent opportunity to network in the nonprofit world. The use of the APA format is required with a reference list.

Research Paper Evaluation:

Papers will be graded on (1) how well they describe the organization?s mission/actions, (2) the degree to which they integrate materials and concepts from the course texts and lectures, (3) the depth of the evaluation of the organization being studied, and (4) style and structure. Your paper should include an executive summary, an introduction, a literature review, the organizational analysis, a conclusion, and references, (appendices if needed).

The milestones for the production of the paper are as follows:

a. Select a nonprofit organization
b. Find news articles about the organization (in print or online)
c. Contact the organization and arrange for obtaining mission statement & strategic planning documents
d. Complete the survey instrument
e. Obtain those relevant documents
f. Identify organization activities that you will observe
g. Submit an outline of the paper
h. Submit the final service-learning management consulting project

Statement for Service-Learning: This section of PAD 6149 Nonprofit Administration is a UCF sanctioned service-learning class. Students will spend a minimum of fifteen hours over the course of the semester on a service-learning activity. This activity will address a need in our community, support our course objectives, involve a connection between the campus and the world around it, challenge students to be civically engaged, and involve structured student reflection. We will spend time reflecting on our service-learning experience through a service-learning management consulting project. While there is a 15 hour minimum for service to pass the course, your service-learning efforts will be the core of much of the learning in the course. Therefore your ?grade? for service-learning will come from the tangible class-related projects that come out of it rather than simply from completion of the
hour minimum.

Our service-learning work in this Nonprofit Administration course will involve a service-learning management consulting project report for a local nonprofit organization, public school, or government agency. This will allow students to work with a real world audience and will ensure that the significant time you put into your class project leads to meaningful results. I?ll offer some suggestions for possible organizations groups of students may choose to work with and I?ll invite you to suggest other options. I must approve all projects and each project will begin with a signed agreement among the students, the agency contact person, and me. No student is required to participate in a service placement to which he or she has religious, political, or moral objections. It?s the student?s responsibility to let me know about such objections before we finalize group assignments.

Writing ability: Successful graduate level work requires the ability to write clearly using correct grammar and spelling. Be sure to check all your written assignments and postings before submitting them as points will be taken off for improper spelling and poorly worded sentences.

Course Goals Worksheet

Community Goals:
Train future leaders, set example for community, etc.

NASPAA Goals:
Ensure excellence in education and training for public service and promote the ideal of public service.

UCF Goals:
Goal 1: Offer the best undergraduate education available in Florida.
Goal 2: Achieve international prominence in key programs of graduate study and research.
Goal 3: Provide international focus to our curricula and research programs.
Goal 4: Become more inclusive and diverse.
Goal 5: Be America’s leading partnership university.

College Goals:

1. A commitment to service;
2. Quality;
3. Involvement in the work of improving our community. Contributions toward such goals as better healthcare, more effective crime prevention, the eradication of viral diseases and the development of higher living standards for all citizens through active partnerships with corporations, government agencies and non-profit organizations.

Department Goals:

1. Provide the highest quality graduate and undergraduate education for current and prospective public service officials in public and nonprofit organizations.
2. Achieve local, state and national prominence through contemporary curriculum, innovative instruction, scholarly and applied research, and community service.
3. Develop and enhance management skills essential to public and nonprofit organizations oriented towards an evolving metropolitan environment.
4. Promote leadership through adherence to democratic principles and the highest standards of ethical conduct.

Instructor Goals:
Three pillars: collaboration, mutual respect, and engagement. In order for the common goal, respectively learning, to be reached, collaboration needs to be developed. In this collaboration, each partner needs to be actively engaged in reaching the goals.
Participative lectures: most of my classes have some level of award for participation, as I believe the best way of learning. I believe that by building an atmosphere of respect, collaboration and engagement in a classroom, a teacher not only teach, but also prepares students for life.

Course Goals:
At the completion of this course you will be able to:

1. Understand philanthropy, volunteerism, and nonprofit organizations and the role of the nonprofit sector in our society and economy,
2. Explore and discuss managerial tools, techniques, and strategies for effectively administering nonprofit agencies,
3. Identify the moral and ethical responsibilities of nonprofit administration,
4. Discuss the leadership literature and application to nonprofit administration,
5. Understand different legal issues as they pertain to the nonprofit sector,
6. Explore the relationships among government, business, and nonprofit organizations,
7. Identify trends, challenges, and opportunities in the nonprofit sector.

Student Goals:
Please list at least three:

ENJOY THE CLASS!