DOCSLIB.ORG

COURSE DESCRIPTIONS Junior State of America Summer School at Stanford University Palo Alto, California July 8 – 29, 2018

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
COURSE DESCRIPTIONS Junior State of America Summer School at Stanford University Palo Alto, California July 8 – 29, 2018 COURSE DESCRIPTIONS Junior State of America Summer School at Stanford University Palo Alto, California July 8 – 29, 2018 Table of Contents Advanced Placement/Honors U.S. Government & Politics 3 Advanced Placement/Honors Macroeconomics 4 Honors International Relations 5 Honors Speech And Political Communication 6 Debate Workshop 7 Speakers Program 8 Administration 9 Faculty 10 Resident Assistant Staff 11 The Junior State Of America and The Junior State of America Foundation 12 2018 JSA Summer School at Stanford | 2 COURSE DESCRIPTION ADVANCED PLACEMENT/HONORS U.S. GOVERNMENT & POLITICS This course is a college-level introduction to the dynamics of the American political system. It is designed to fulfill state educational requirements and to prepare students for the Advanced Placement examination in U.S. Government and Politics. This course has been authorized by ​ the College Board to use the “AP” designation for the 2018-2019 school year. Through lectures, college texts, scholarly articles, national journals, selected chapters from outstanding works in political science, case studies, and small group discussions, students learn the basic operating principles of the United States government as well as several theoretical and analytic models for understanding the process of American politics at the state and national levels. Course activities prepare students for the College Board AP exam in U.S. Government and Politics with writing exercises similar focused on AP-style questions. In accordance with the ​ AP course guidelines, specific topics include: - Constitutional Underpinnings - Public Policy - Political Beliefs and Behaviors - Civil Rights and Civil Liberties - Political Parties and Interest Groups - Institutions of National Government Throughout the course, students learn the historical origins and foundations of the United States political system. They practice critically analyzing the roles democracy, political thought, civil liberties, and the Constitution play in the American political system and political institutions. Students use case studies to examine the structure and function of Congress, the Presidency, the courts, mass media, interest groups, political parties, the federal bureaucracy, and the part each of these institutions plays in the policymaking process. After completing this course, students have the tools to analyze American economic and political systems, interpret data relating to U.S. governmental affairs, and will be able to explain the roots of patterns within the political processes. Summer School students in this course take two examinations and write an 8-12-page analytical paper of university caliber demonstrating their understanding of American government. The term paper involves original research and extensive use of the Stanford University Library. Faculty closely supervises all student research. Classroom material is augmented by a robust speakers program where students attend lectures from premier speakers in their fields. The course is offered for high school credit and is equivalent to a one-semester Advanced Placement course in U.S. Government & Politics. For students from high schools that do not offer Advanced Placement courses, this class also duplicates an Honors U.S. Government course. Classes are held six days a week. Students accumulate 85 classroom hours in the program. The assigned college-level textbook for the course is: Ginsberg, B., Lowi, T. J., Weir, M., Tolbert, C. J., & Spitzer, R. J. (2017). We the People: An th ​ Introduction to American Politics (11 ​ ed.). New York, NY: W.W. Norton and Co. ​ ​ ​ ​ 2018 JSA Summer School at Stanford | 3 In addition, students are assigned readings from a collection of scholarly articles, national journals, monographs and selected chapters from works in political science. COURSE DESCRIPTION ADVANCED PLACEMENT/HONORS MACROECONOMICS This course is comparable to a one-semester university economics course, covering major economic theories and public policy analysis. It is designed to fulfill state educational requirements and to prepare students for the Advanced Placement Examination in Macroeconomics. This course has been authorized by the College Board to use the “AP” ​ designation for the 2018-2019 school year. Intended for students with little to no background in economics, the first part of the course covers general definitions, concepts, tools and methodological issues required for the analysis of societal and economic activities. After this introduction, macroeconomic theories are studied in depth and the course explores the application of economic models to selected fields. Through a highly participative course, students examine decision making by individuals, groups and organizations, with emphasis on how those decisions are made in a market economy. They review economic strategies and how voluntary exchanges between demanders and suppliers are seen as the foundation of the market system. Aspects of both fiscal and monetary policy are explored. The role of government is emphasized with discussion of economic performance measures, market failure and business cycles (swings in the economy's output rate, unemployment rate, foreign trade and inflation rate). Particular attention is focused on the macroeconomic impact of the U.S. Treasury and Federal Reserve System. Summer School students take two essay examinations and complete an 8-12-page analytic paper of university caliber demonstrating a thorough understanding of economic policy generation. The paper involves independent research and extensive use of the Stanford University Library. The Economics faculty closely supervises all student research. The class is offered for high school credit and is equivalent to a one-semester Advanced Placement or Honors Macroeconomics course. Students accumulate 85 classroom hours in the program. Classes are held six days a week. The assigned college-level textbook for the course is: Colander, D. (2018). Macroeconomics (10th ed.). Columbus, OH: McGraw-Hill. ​ ​ In addition, students are assigned selected articles and case studies from current issues of economic journals, magazines, and newspapers. 2018 JSA Summer School at Stanford | 4 COURSE DESCRIPTION HONORS INTERNATIONAL RELATIONS This is an introductory college-level course designed to give students the tools to analyze key conceptual issues in international relations. Students will learn about the key issues and actors in international relations. They will analyze the origins and evolution of the international system and the role of the state, the nation, international organizations, ethnic groups, and other non-state actors in global affairs. Through the use of case studies of specific international situations, students explore various themes in international relations including globalization and political economy, the use of force, state formation and failure, international institutions, diplomacy, and the structure of global civil society. They also analyze the dynamics of state relations and discuss why different historical experiences produce different outcomes. After completing this course, students will be able to think critically and conceptually about issues that affect U.S. interests in the short- and long-run. After completing this course, students will be able to use the conceptual frameworks they learned to analyze the relations between states. Having been exposed to many differing perspectives on world affairs, students will have a well-rounded exposure to the intricacies of international politics. Honors International Relations students take two examinations, give a presentation, and write an 8-12-page analytical paper of university caliber demonstrating a thorough understanding of international relations. The examinations are a combination multiple choice and written answer questions. Supervised by the International Relations faculty, the term paper involves original research and extensive use of the Stanford University Library. While the course is equivalent to a one-semester high school Honors International Relations course or an Honors Social Studies Elective, it is taught at a college level. Classes are held six days a week. Students accumulate a total of 85 classroom hours in the program. In addition to other supplemental readings, the assigned college-level textbook for the course is: Mingst, K. A., & Arreguin-Toft, I. M. (2016). Essentials of International Relations (7th ed.). New ​ ​ York, NY: W.W. Norton & Company. 2018 JSA Summer School at Stanford | 5 COURSE DESCRIPTION HONORS SPEECH AND POLITICAL COMMUNICATION In three intensive weeks of instruction, Junior State of America Summer School students are exposed to the fundamental elements of speech communication through a university-level course emphasizing the practical use of communication theory through public speaking. Fundamentals of persuasion and argumentation are taught with emphasis on standards of logic and proof. In addition to perfecting speech delivery, Speech Communication students study the role of media in influencing the public, critical thinking, and audience analysis as part of their speech assignments. In this course, students learn how all forms of media (TV, radio, newspapers, Internet) influence the political process and the public's perception of reality. Students will evaluate media sources and learn to think critically about news coverage. This course is built around lecture, group discussions, readings, and in-class speech and presentation practice. Students give both prepared and
Load more

Recommended publications
  • JSA Handbook Table of Contents FUNDAMENTAL 1
    Junior State of America JSA Handbook Table of Contents FUNDAMENTAL 1. The Junior Statesmen of America shall remain non-profi t, non-secret, PRINCIPLES OF non-partisan, and non-sectarian. THE JUNIOR 2. It shall be the avowed policy of the Junior Statesmen of America to STATE oppose racial discrimination or prejudice, class hatred, religious intoler- OF AMERICA ance, and social inequality. (Adopted In 1935) 3. The objectives of the Junior Statesmen of America shall be to educate American youth as voters, statesmen, and loyal citizens of the United States of America, and to raise their moral standards in order to pre- serve, perpetuate, and develop American democracy. 4. The Junior Statesmen of America shall never be controlled by or allied with any political party, nor shall it affi liate with any group supporting doctrines subversive to American democratic principles. 5. Subject to the preceding paragraph, active membership in the Junior Statesmen of America shall be open to all qualifi ed persons of high school age, regardless of race, color, creed, or sex. 6. The conduct of the members of the Junior Statesmen of America shall, at all meetings and social gatherings, conform to the rules and Fundamental Principles page 3 regulations of students’ schools and to all governmental laws and regula- tions relating thereto. Introduction page 5 7. All local, state, and national constitutions shall incorporate these Organization and Activities page 6 Fundamental Principles. The Chapter page 6 “Government should not be a mystery to anyone. Young people should study it so that when they reach voting age they will have The State page 12 the knowledge to vote intelligently and the spirit to prod elected offi cials into action.” —Professor Ernest Andrew Rogers The Region page 14 National Activities page 15 Debate, The Junior State of America is recognized nationwide as the preeminent History page 16 Leadership, experiential political education program.
    [Show full text]
  • Driving Civic Engagement
    driving civic engagement AN NAA FOUNDATION RESEARCH STUDY Newspapers Play a Role in Encouraging Young People to Get Involved With Their Communities “I don’t think it is that teens are disinterested in politics or don’t want to know about it, but the two-party system is just not set up for our generation. Our generation is a much more independent generation.” ~ TRICIA FAULKNER ~ Young People Are Turned off by Politics? Not These Teens Tricia Faulkner joined the staff of The She disagrees with those who say “We are the next generation,” she Voice, the teen section of The State young people are turned off by politics. adds. “If we sit around and talk about it Journal-Register in Springfield, Ill., when “I don’t think it is that teens are and don’t do anything, we are as much to she was 14 years old and a high school disinterested in politics or don’t want to blame as anyone else. We need to take a freshman. She was interested in writing know about it, but the two-party system proactive role. I am registering to vote as when she applied for the staff, but not in is just not set up for our generation,” she soon as I am 18. Most of my friends are newspapers. says. “Our generation is a much more registering to vote. They want to vote and As soon as Faulkner started working independent generation. A couple of take part in things.” for The Voice, however, she started read- people in our JSA chapter say they are Rachel Molenda, 18, a 2007 graduate ing both the teen section and the rest of anarchists, and two are libertarians.
    [Show full text]
  • The Junior Statement
    Junior State of America presents a special seasonal edition of its o!cial newsletter... !"#$%&'()*$+!,!#-#'! .('!#*$/01/213$#4(!()' IN THIS ISSUE... JSA in China JSA Fall State Third Parties Filibuster Reform The DREAM Act JSA Winter Congress FOR MORE INFORMATION ABOUT JSA VISIT: WWW.JSA.ORG Reforming the AP System Contact Editor-in-Chief, Anthony Kayruz, at [email protected] if interested in Debate of the Month submitting pieces for publication November/December/January Junior State of America 1 #4(!)*2('25"(#67+$4#+8 Dear Reader, I would like to cordially welcome you to the Winter TABLE OF CONTENTS installment of the 2012-2013 The Junior Statement. The Junior Statement is a magazine that is sent to Access is Power......................4-5 tax paid JSA members and teacher advisers across the nation and is publicly available for viewing online Death Toll in Syria Rises............6 through the national JSA website. Its contents con- sist of student-written submissions that range from Chapter Con/One-Day..............7 reports about JSA events, conventions, and chapters to general opinion articles about divisive issues. The Issues Are What Matters....8 The Junior Statement aims to increase political, cul- Reforming the AP System.........9 tural, and social awareness in an e"ort to promote civic engagement and social justice in America’s JSA Averts Fiscal Cli"..............10 youth. The Winter Edition includes articles that re- spond to the past election between President Barack JSA Summer School.................11 Obama and Governor Mitt Romney, essays about MIddle East relations, and reports that recapture The DREAM Act.................12-13 important JSA moments from the past two months.
    [Show full text]
  • The 2020 Vice Presidential Debate
    The 2020 Vice Presidential Debate THE COMMISSION ON PRESIDENTIAL DEBATES The University of Utah Salt Lake City, Utah THE VICE PRESIDENTIAL DEBATE Senator Kamala Harris Vice President Mike Pence The University of Utah Salt Lake City, Utah October 7, 2020 THE COMMISSION ON PRESIDENTIAL DEBATES THE COMMISSION ON PRESIDENTIAL DEBATES The Commission on Presidential Debates (CPD) was established in 1987 after two formal studies recommended the creation of a permanent, independent general election debate sponsor. Its primary purpose is to sponsor and produce debates for the United States presidential and vice presidential candidates and to undertake research and educational activities relating to the debates. The organization, which is a nonprofit, nonpartisan, 501(c)(3) corporation, has sponsored all of the presidential debates since 1988. Co-Chairs Frank J. Fahrenkopf, Jr. Dorothy S. Ridings Kenneth Wollack Honorary Co-Chairs Gerald R. Ford* Jimmy Carter Ronald Reagan* George W. Bush Barack Obama Co-Chair Emeritus Paul G. Kirk, Jr. Board of Directors John C. Danforth Antonia Hernandez Charles Gibson Reverend John I. Jenkins John Griffen Newton N. Minow Yvonne Hao Richard D. Parsons Jane Harman Olympia Snowe Executive Director Janet H. Brown Chief of Staff Robin Goldman * Deceased THE COMMISSION ON PRESIDENTIAL DEBATES National Sponsors The following national sponsors have generously contributed to the 2020 presidential debates: Anheuser-Busch Companies Judy and Peter Blum Kovler Foundation Crowell & Moring LLP United Airlines, Inc. Pentagram State and Federal Communications, Inc. The Commission on Presidential Debates owes special thanks to: Susan Page Washington Bureau chief, USA Today Dr. Frank Newport Senior Scientist, Gallup National Press Club United States Secret Service Federal Bureau of Investigation Department of Homeland Security The Clemson University Media Forensics Hub THE UNIVERSITY OF UTAH The University of Utah is the state’s flagship research institution of higher education and health care.
    [Show full text]
  • The San Diego County Public Defender Youth Council in Partnership with the San Diego Public Library Presents
    The San Diego County Public Defender Youth Council in partnership with the San Diego Public Library Presents 25 Most Remarkable Teens in San Diego Welcome Misty Jones, Director San Diego Public Library City Of San Diego Opening Remarks Randy Mize, Public Defender San Diego County Order of Presentation 25 Most Remarkable Teens San Diego County Public Defender in San Diego Youth Council RECIPIENT READER Endiya Griffin Jennifer Antunez Matthew Campos Gabriella Guarino Julia Sarnoff Espinosa Kevin Ayvar Soyon Kim Devonne Williams Miguel Aldrete Marci Guerrero Habon Hassan Jennifer Echeverria Emily Hada Aaditya Timalsina Antonyio Powell Eva Schultz Syria Myers Yesenia Bonilla Hannah Lopez-Powers Brian Quintero Angelo Salazar Anette Govea Kieler Muller Anthony Solorzano John Finkelman Josie Crittenden Karolyn Curtis Sharon De La Vega Melissa Deorsola Eugene Coronel Cindy Maldonado Gabby Ortega Sidney Adame Javier Tamayo Santiago Lopez Kiari Bunch Enrique Gonzalez Natalie Gunn Crystal Sung Nicholas Roberge Emily Pilkington Maris Grado Azareel Canizales Melena Taylor Phonisha Pruitt Billy Campos Tha Dah Say Becca Turner Payton Smith Nina Salameh Closing Remarks Supervisor Nathan Fletcher Council President Pro Tem District 4 Barbara Bry San Diego County District 1 Board of Supervisors San Diego City Council Supervisor Kriston Gasper Councilmember District 3 Monica Montgomery San Diego County District 4 Board of Supervisors San Diego City Council Youth Activism ENDIYA GRIFFIN San Diego Metropolitan High School Endiya Griffin is a 16 year old junior at San Diego Metropolitan High School. She is passionate about working with underserved communities to promote wellness and social justice. Endiya believes that art and self-expression can be instrumental in bringing about social change.
    [Show full text]
  • Los Gatos-Saratoga Joint Union High School District
    Los Gatos-Saratoga Joint Union High School District SARATOGA HIGH SCHOOL 20300 Herriman Avenue Saratoga, CA 95070-4999 (408) 867-3411 Fax (408) 867-3577 www.saratogahigh.org CEEB# 053343 Paul Robinson, Principal (ext. 204) Guidance Counselors: Assistant Principals: Eileen Allen (ext. 255) Kerry Mohnike (ext. 208) Alinna Satake (ext. 262) Brian Safine (ext. 209) Frances Saiki (ext. 202) Brian Thompson (ext. 210) Monique Young(ext. 206) School Profile 2016-2017 A Distinguished California School Nationally Recognized for Excellence THE SCHOOL Saratoga High School, with an enrollment of approximately 1300, is located in an upper middle class professional community in Silicon Valley. Over 98% of our graduates enroll in college. The California Department of Education and the Western Association of Schools and Colleges (WASC) jointly accredit the school. Their reports consistently commend key aspects of Saratoga High School: the curriculum for its academic rigor, the students for their active involvement in the school and community, and the staff members for dedication to their work and to their students. Thirty percent of our current senior class is either semifinalists or commended students in the National Merit Scholarship Program. THE CURRICULUM HONORS AND ADVANCED PLACEMENT COURSES: Saratoga High School’s curriculum is an academically challenging, college preparatory program. The college pre- Saratoga High School defines a “most rigorous” paratory designation (P) no longer appears at the end of the curriculum to be the completion of 8 AP and/or course title. It is now listed to the left of the course ID. Honors courses over the course of 4 years. Graduation requirements: Students must complete a minimum of 220 semester units that include the following Honors Courses: Algebra 2, Art 4, Band 4 & 5, Chemistry, Chinese 4, Chinese 5, Drama 4, English 11, requirements: French 4, Journalism 4, Orchestra 4 & 5, Spanish 4, English 40 semester units Trigonometry/PreCalculus.
    [Show full text]
  • 138001119.Pdf
    Dear Spring State Delegate, On behalf of the Northern California Junior State of America, we would like to welcome you to Spring State 2013. This convention has always been notorious for its energy and fast-­‐paced excitement. In the coming days, you will have the opportunity to debate and have open discussions on a number of important issues to help shape your own stances. While deciding the theme for this convention, the focus turned to the unbelievable amount of tumult in the United States and around the world. Though it has always been apparent that history is made each day, we wanted to turn our eyes to the future. Spring State, “The Future of Freedom: Rights, Revolution, and Renewal”, presents an opportunity to decide how the choices that are made today will shape the future of the world. With tensions between the US and North Korea ablaze, fighting in Syria continuing, and acts of terror again in the forefront of American’s minds, we stand with the unique chance to decide how we will respond to these trying times. As Theodore Roosevelt said, “In any moment of decision, the best thing you can do is the right thing, the next best thing is the wrong thing, and the worst thing you can do is nothing.” This weekend presents you with the time to decide what the ‘right’ thing to do is and we hope that you will venture outside of the walls of this convention and act upon your decision; be the people. In addition to the debates and stimulating activities, this convention also presents you with the opportunity to elect the officialsill who w run your state next year.
    [Show full text]
  • STATE CIVIC EDUCATION TOOLKIT December 2017
    STATE CIVIC EDUCATION TOOLKIT December 2017 LEAD AUTHORS Elizabeth Whitehouse Paul J. Baumann Jan Brennan The Council of State National Center for Learning National Center for Learning Governments and Civic Engagement and Civic Engagement CIVIC EDUCATION LEADERSHIP TEAM MEMBERS Barbara Cegavske Ms. Jan Brennan Mrs. Karen Peterson Secretary of State, Nevada National Center for Learning Education Policy Specialist, and Civic Engagement Office of the Utah Governor Ms. Tammy Waller Director, K-12 Social Studies Senator Tod Bowman The Honorable James Dillard and World Languages Iowa State Senate Member, Virginia State Arizona Department of Education Board of Education Senator Jimmy Higdon Ms. Deborah Genzer Senate Majority Whip, Mr. Robert Paulson Lead Staff, Chief Justice's Kentucky State Senate General Counsel, West Virginia Civic Learning Initiative Department of Administration Judicial Council of California The Honorable Pamila Brown Maryland Judiciary Representative Elgie Sims Representative Brian Prince Illinois House of Representatives Georgia House of Representatives Ms. Abby Kiesa Director of Impact, CIRCLE Representative Sondra Erickson Representative Jeff Thompson Chair, Minnesota House Idaho House of Representatives Representative Marvin Abney Education Committee Deputy Majority Leader, Rhode Dr. Shawn Healy Island General Assembly Senator Howard Stephenson Director, Democracy Program Utah State Senate McCormick Foundation Ms. Janis Kyser Director, Tennessee Center for Dr. Paul Baumann Civic Learning and Engagement Director, National Center for Learning and Civic Engagement ACKNOWLEDGEMENTS Kelley Arnold Courtney Daniel John Mountjoy Katherine Barrett Richard Greene Gladys Parks Abbey Bowe Shawntaye Hopkins Theresa Carroll Lisa McKinney Founded in 1933, The Council of State Governments is Education Commission of the States serves as a partner to our nation’s only organization serving all three branches state policymakers by providing personalized support and of state government.
    [Show full text]
  • Julian E. Zelizer
    Julian E. Zelizer Julian E. Zelizer Department of History and Woodrow Wilson School Princeton University 136 Dickinson Hall Princeton, NJ 08544-1174 Phone: 609-258-8846 Cell Phone: 609-751-4147 Department FAX: 609-258-5326 Faculty Appointments Professor of History and Public Affairs, Princeton University, 2007-Present. Faculty Associate, Center for the Study for the Study of Democratic Politics, 2007-Present. Professor of History, Boston University, 2004-2007. Faculty Associate, Center for American Political Studies, Harvard University, 2004-2007. Associate Professor, Department of Public Administration and Policy, State University of New York at Albany, 2002-2004. Joint appointment with the Department of Political Science. Affiliated Faculty, Center of Policy Research, State University of New York at Albany, 2002- 2004. Associate Professor, Department of History, State University of New York at Albany, 1999- 2002. Joint Appointment with Department of Public Administration and Policy, 1999-2002. Assistant Professor, Department of History, State University of New York at Albany, 1996- 1999. Education Ph.D., Department of History, The Johns Hopkins University, 1996. M.A., with four Distinctions, Department of History, The Johns Hopkins University, 1993. B.A., Summa Cum Laude with Highest Honors in History, Brandeis University, 1991. Editorial Positions Co-Editor, Politics and Society in Twentieth Century America book series, Princeton University Press, 2002-Present. Editorial Board, The Journal of Policy History, 2002-Present. Books Jimmy Carter (New York: Times Books, Forthcoming, Fall 2010). 2 Conservatives in Power: The Reagan Years, 1981-1989 (Boston: Bedford, Forthcoming, Fall 2010). Arsenal of Democracy: The Politics of National Security--From World War II to the War on Terrorism (New York: Basic Books, 2010).
    [Show full text]
  • Six Proven Practices for Effective Civic Learning
    Guidebook: Six Proven Practices for Effective Civic Learning LISA GUILFOILE NCLCE BRADY DELANDER National Center for Learning and Civic Engagement JANUARY 2014 Table of Contents Introduction 3 Proven Practice #1 7 Proven Practice #2 10 Proven Practice #3 12 Proven Practice #4 16 Proven Practice #5 19 Proven Practice #6 21 Conclusion 25 ECS Resources 26 Organizations 27 Endnotes 33 NCLCE National Center for Learning and Civic Engagement © 2014 by the Education Commission of the States (ECS). All rights reserved. ECS is the only nationwide, unbiased, interstate compact devoted to education. Funding and support for this paper was generously provided by State Farm. Guidebook: Six Proven Practices for Effective Civic Learning PAGE 2 Introduction ivic education in this country has been diluted over the In 2011, after considerable research in civic education confirmed years, pushed to the back burner in deference to more these practices as effective, the Campaign for the Civic Mission of Cintense accountability systems in subject areas like math, Schools (CMS) followed with the Guardian of Democracy,3 which science, and English language arts. In 2003, in an effort to help included the “Six Proven Practices for Effective Civic Learning.” reinvigorate civic education, the Carnegie Corporation of New Throughout this paper we reference the description of civic York and the Center for Information and Research on Civic learning developed by CMS: Learning and Engagement (CIRCLE) convened a diverse and dedicated group of civic thinkers to brainstorm strategies for “The necessary elements of effective civic education what this “revitalization” might look like.1 The group developed include classroom instruction in civics & government, a set of six “promising practices” for effective civic learning history, economics, law and geography; service designed to help teachers create civic curricula with robust, learning linked to classroom learning; experiential relevant learning experiences for students.
    [Show full text]
  • Spring 2021 Dornsife Toolkit “Doing Good: How
    MDA 300X – SPRING 2021 DORNSIFE TOOLKIT “DOING GOOD: HOW TO START AND RUN A SUCCESSFUL NONPROFIT ORGANIZATION” Instructor: Kambiz “Kamy” Akhavan Office: SOS B15 Office Hours: Fridays 9am – 10am Contact info: [email protected] Course Description This course will lead students through the complex process of setting up a nonprofit for long- term success. We will learn about the pros and cons of various nonprofit structures, how to create legally required bylaws, dealing with the IRS and state regulatory agencies, hiring, building your board, marketing, partnerships, measuring impact, and of course fundraising - from events to grants to program-based revenue. The course will be highly interactive (debates, storytelling, discussion), practical, and even fun. It will also feature prominent nonprofit leaders as guests. Instructor Bio Kambiz "Kamy” Akhavan serves as Executive Director of the USC Center for the Political Future whose mission is to inspire and train future generations of civic leaders in practical politics and civil discourse. Prior to that role, Kamy was CEO of ProCon.org, the nation's leading source of nonpartisan research on controversial topics. Kamy has decades of experience in creating and delivering educational content on important issues to more than 300 million people, including students at more than 12,000 schools in all 50 states and 100 countries. He has been published and interviewed in textbooks, magazines, television, radio, newspapers, and websites including Reuters, Associated Press, Fox News, ABC, Washington Post, NPR, CNN, and CBS. Kamy is an accomplished veteran in management, leadership, research, politics, marketing, media affairs, web development, SEO, and startups. He is a professional speaker on bridging divides, unconscious bias, civic engagement, current events, and how to depolarize workplaces, communities, and the nation.
    [Show full text]
  • Youth Summer Opportunities Something for Everyone!
    Youth Summer Opportunities Something for Everyone! IN STATE Wright State University Pre-College Programs http://www.wright.edu/academics/precollege Programs are available for all K-12 through the above program link. Grades 10-12: Computer Technology Institute, Forensic Science Institute, Leadership Institute, Social Psychology Institute, Journalism Institute. The above are RESIDENTIAL CAMPS offered throughout the summer. Participants live for one week in campus residence halls and are supervised by a trained residential staff, on-duty 24 hours a day. 937- 775-3135. $525- $550 Women in Engineering at Wright State University March / June Russ Engineering Center These special days are designed specifically for female high school students. You will learn what engineering is all about and how it relates to your interests, complete hands-on engineering projects, and meet engineers and professors to see what they do with their degrees. Students will also be able to find out more about the College's engineering and computer science programs. In addition the day will include tours of the Russ Engineering Center labs and the WSU campus. Ann Wright at (937) 775-5001 or [email protected] Miami University Summer Enrichment Program A two week program of challenging academic opportunities. http://www.miamioh.edu/admission/high-school/summer-scholars/ Women in Engineering Summer Camp University of Dayton Explore engineering on your own terms with other girls your age from across the country. Get a taste of college life, and make new friends along
    [Show full text]