Graduate School of Public Affairs

Graduate School of Public Affairs University of Colorado at Denver PAD 5110/7110 SEMINAR IN NONPROFIT MANAGEMENT

Dr. J. A. Wade-Berg Office: 1380 Lawrence Street, 5th floor Phone: 720.256.4869 Office Hours: By appointment E-mail: [email protected] Class: Online - Ecollege

COURSE DESCRIPTION The management of nonprofit organizations has become an increasingly important field of study given the importance and role of nonprofit organizations within our society. This course primarily examines the American nonprofit sector and its administrative functions. The course is designed as the introductory seminar within the Graduate School of Public Affairs’ nonprofit concentration and will provide students with a general overview of management practices that are specific to nonprofit organizations. Specifically, this course will examine the scope, dimensions, and roles of nonprofit organizations, particularly those designated by the IRS as 501(c)3, in order to understand their distinctive characteristics and functions in society.

We will begin our journey by examining the historical importance of nonprofit organizations and the significant role that nonprofit organizations play within society. Next, we will examine the legal and financial structures of these organizational types in an effort to discover their distinctive nature. Last, we will spend the rest of our time together exploring various organizational dimensions, both contextual and structural, of nonprofit organizations. Through our exploration, we will uncover related management techniques and issues that occur within these organizational types and offer possible solutions or techniques to overcome them.

Please note, while this course includes a glimpse of topics such as organizational design, organizational behavior, organizational development, organizational change, and/or theories related to leadership, motivation, groups/teams, conflict management and power, we do not cover these topics in depth because you are given the opportunity to explore such areas in the core course -- PAD 5002/7002: Organization Management and Change. Lastly, there may be topics presented over the course of the semester that further spark your interest. It is highly suggested that you enroll in designated electives to explore the subject matter in-depth. THE SYLLABUS The syllabus acts a contract between you and me. You should use this document as your first guide/reference for questions related to this course. Please read it carefully, prior to the start of this course. It contains a great deal of information, especially since this is an online course and I will not be able to meet with you face to face. You are asked to sign the contract at the end of this document as testament to your understanding of the content herein and send it back via the eCollege dropbox. Please note, if for any reason that you do not agree with the information and requirements discussed within this document and are unable to sign this contract then you will be asked to withdraw from the course.

1 COURSE GOALS I teach this course so you can:

 Understand the organizational structure of a nonprofit organization  Have a broad understanding of the discipline of nonprofit management  Understand key terminology and concepts/theories associated with nonprofit management  Bridge nonprofit practice with theoretical concepts  Think about what your career and/or professional goals are as they relate to the nonprofit sector  Think critically  Write effectively  Produce a written report and supplemental presentation document  Gain a basic understanding of nongovernmental organizations in other countries

REQUIRED TEXTS

Herman, Robert D. & Associates (Recent Edition). The Jossey-Bass Handbook of Nonprofit Leadership and Management. San Francisco, California: Jossey- Bass, Inc. ISBN: 155426514.

Smith, Bucklin, & Associates, Inc. (Recent Edition). The Complete Guide to Nonprofit Management. New York: John Wiley and Sons. ISBN: 047138068

: eReserve Readings accessed through the Auraria Library eReserve Center. (http://www.library.cudenver.edu Click Course Reserve found under the Do It Column) – password for this site will be provided on the announcement board of the course)

2 Recommended Texts

Firstenberg, Paul (1996). Twenty First Century Nonprofits. Foundation Center ISBN: 0879546727

Salamon, Lester (1999). America’s Nonprofit Sector The Foundation Center ISBN: 0879548010

For those students who need additional help with paper formatting and structure, I suggest you order the Publication Manual of the American Psychological Association 5th Edition. ISBN 1-55798-791-2.

Note: For nonprofit concentration majors: These texts will aide your studies during your entire coursework within the nonprofit concentration. They are meant to act as supplemental resource references to basic management questions that you may have over the course of your studies.

STATEMENT OF INTELLECTUAL DEVELOPMENT The content of this course will require the use of basic cognitive thinking (e.g., recall and memory), convergent thinking (e.g., analysis using basic facts and knowledge), divergent thinking (e.g., use of opinion and prediction with support of the facts), and evaluative thinking (e.g., cost-benefit analysis and value judgments). To become a well-rounded student, you will need to apply all modes of thinking throughout the course.

Note: You should learn basic facts, terminology, concepts/theories, and apply this information when analyzing problems associated with management. You will have the ability to display such thinking (i.e., cognitive and convergent) during class discussions. Additionally, higher modes of thinking (i.e., divergent and evaluative) can be demonstrated on the case study paper and research project. Your grade will reflect your ability to display all levels of thinking.

3 EXPECTATIONS

Class Format This course is taught completely on-line. An on-line course is where you will receive course instruction completely via the Internet. The platform that I use to facilitate this process is eCollege. eCollege allows for the integration of various technologies in order to create an environment of learning.

All CU Online faculty members are approved by the department and usually teach on-campus courses as well. Many of the instructors are experts who are working in the field in which they teach and bring vast knowledge and resources from their industry to their online teaching. Summer courses are taught during a 10-week span of time. Although the weeks may be shorter, students are still expected to spend the same number of hours “in class” as they would if the class met for 16 weeks. The workload in this class is the equivalent to a 16-week course.

About eCollege: eCollege provides all of the necessary technology and services in an integrated approach to power the profitable growth of online distance programs. The company focuses on supporting the success of its customers by teaming with institutions to generate high student satisfaction, strong program retention and enrollment growth. As the only eLearning outsource provider focused on developing full programs, eCollege supports some of the largest and fastest growing online degree, certificate and professional development programs in the country. Please note that eCollege provides technical support 24-7 to students. eCollege Help Desk (24 hrs. 7 days a week): If you have technical questions or problems specific to eCollege please contact the help desk via: Phone: 303-873-0005 e-mail: [email protected] eCollege Classroom: Although we do not formally meet in the classroom (i.e., Live Classroom) every week, you are expected to log in each week to keep up with weekly assignments and lectures. I will release each week of instruction by Saturday – 12:01 am (or by Friday at Midnight). All assignments will be due at that time as well.

Every two weeks you will find a scheduled live chat room discussion in an effort to create opportunities for real time interaction. While not mandatory, it will allow you an additional opportunity to ask questions about the course content. These meetings will occur on Wednesday evenings from 6:00 pm to 7:00 pm Mountain Standard Time.

This is a learning environment. I hope to spell everything right and I hope that the links are all working. Please e-mail me if you find an error~ because we are all human and this is a lot of typing!!!

Groups/Teams This course utilizes groups and teams as a method of teaching you how to work in groups within a virtual world and how to work with each other as colleagues.

Please remember, I am here to help organize your learning process regarding the subject matter of organizational management. The reading load for this course is considered moderate to heavy. I expect you to complete the assigned readings each week.

4 POLICIES AND PROCEDURES

Academic Honesty Academic honesty and integrity are vital elements of a dynamic academic institution. The responsibility for ethical conduct rests with each individual member of the academic community--students, faculty, and staff. CU-Denver has an ongoing commitment to maintain and encourage academic integrity. Therefore, the University has created a set of standards of academic honesty and procedures governing violations of these principles. Copies of the Academic Honor Code document may be obtained at the University Library, from the GSPA office, from the Student Services office, or from the Vice Chancellor's office.

Forms of Academic Dishonesty

1. Plagiarism--use of distinctive ideas or words belonging to another person, without adequately acknowledging that persons contribution.

2. Cheating-intentionally possessing, communicating, using, or attempting to use materials unauthorized by the instructor, information, notes, study aids, or other devices, in any academic exercise.

3. Fabrication and Falsification-intentional and unauthorized alteration or invention of any information or citation in an academic exercise.

4. Multiple Submission-submissions of substantial portions of either written or oral academic work that has previously earned credit, when such submission is made without instructor authorization.

5. Misuse of Academic Materials-intentionally or knowingly destroying, stealing, or making inaccessible, library or other academic resource material.

6. Complicity in Academic Dishonesty-intentionally or knowingly contributing to the academic dishonesty of another.

These examples of academic dishonesty shall not be construed to be comprehensive, and infractions will be dealt with on an individual basis according to university policies and procedures. It is the obligation of each student to assist in the enforcement of academic standards. – Please see attached policy governing academic honesty.

Enforcement: This policy is strictly enforced. Please note, I reserve the right to randomly select any paper and/or assignment that is turned in for a grade for plagiarism review. Plagiarism review consists of running your paper/assignment through various search engines and databases at my disposal in order to check for “borrowed” or “bought” information. If you are found in violation of academic dishonesty, then you will be subject to the enforcement policies and procedures, as outlined by GSPA, pertaining to academic dishonesty. Punitive actions may range from resubmission of the assignment to receipt of 0 for the assignment to review by the academic disciplinary committee. Please know that the GSPA faculty, me included, takes academic dishonesty very seriously. If you feel compelled or pushed to commit an infraction or are unsure of an assignment please seek immediate help from me or the Associate Dean of GSPA, Dr. deLeon.

5 Instructional Needs Office of Disabilities: The University of Colorado at Denver (UCD) welcomes and supports a diverse student body. The Disability Services Office (DSO) is the designated office that maintains disability-related documents, determines eligibility for academic accommodations, determines reasonable accommodations and develops plans for the provision of such accommodations for students attending UCD. The DSO will provide accommodations as mandated under the ADA and Section 504 of the Rehabilitation Act. If you have special instructional needs because of a disability, please visit the DSO office first and obtain the necessary documentation and instructions for the instructor. Next, make an appointment to see me no later then the second week of class so we can discuss and arrange proper accommodations to facilitate your educational processes and maximize your learning utilities.

The DSO office is located on the Auraria Campus in the Arts Building, Suite 177. Phone: (303) 556-8387 TTY: (303) 556-8484 FAX: (303) 556-2074

Mental Health and Counseling Issues: We all are subject to or experience the stresses of life. As your Instructor, I am not licensed to handle these issues. However, we offer services on campus that are not only available to you, but are completely confidential. The CU-Denver Student and Community Counseling Center is a resource available to you. If you are interested in counseling services, you may call the Center at 303-556-4372 or drop in at the North Classroom Building, Room 4036 to schedule an intake appointment. They are open Monday through Thursday from 10:00 a.m. to 8:00 p.m.

The CU-Denver Student and Community Counseling Center (hereafter referred to as "the Center") is part of the professional training program in the Division of Counseling Psychology and Counselor Education. We, at the Center, in complying with our belief that students' successes are dependent on their emergence as whole human beings, dedicate ourselves to delivering the best possible help and guidance to ensure their well-being. We act in partnership with the mission of this university to ensure student's optimal educational experiences in order to establish themselves as contributing individuals responding to "the challenges of an urban environment.”

Inclimate Weather Policy Being that it is summer, we can anticipate that some of our areas may experience hurricanes, tornadoes, forest fires and other natural disasters. If for any reason you find that one of these phenomena are prohibiting your access to the Internet, please contact me immediately at (720) 256-4869 or Dawn Savage or Antoinette Sandoval in the GSPA office at (303) 556-5970 and advise one of us of your situation.

6 Students Called to Military Duty If you are called into active duty, it is your responsibility to notify your student coordinator and me as soon as possible in writing prior to leaving for your tour of duty.

Internet & E-mail Policy All students enrolled in this course are required to maintain a working email address during the class. All notices pertaining to the class will be given out via E-mail. You will need a working Internet connection to access eCollege and should be registered via CUOnline. Access to eCollege may be gained via the Internet at www.cuonline.edu.

CU Denver's Computing, Information and Network Services (CINS) welcomes you the University and invites you to use our services. This invitation is for everyone, whether you are new to campus or returning. CINS is here to assist you. They are committed to providing you with access to our computing and networking facilities and helping you utilize those facilities effectively. The location of the CINS Main Office is 1380 Lawrence St., Suite 1350. Our hours are Monday - Friday from 8am - 5pm.

For those of you with access to the campus, the public laboratories are located in North Classroom Rooms 1206, 1208, 2206 and St. Cajetan's. Each lab contains terminals, printers and personal computers, including IBM PC clones and Macintosh computers. These systems are available for use by all currently enrolled CU-Denver students upon presentation of a valid CU-Denver Student I.D. card. For further information about any of these facilities, please contact CINS Academic Services at 556-4307.

GSPA also offers a state-of-the-art computer lab for graduate student use. The lab is located in the GSPA office (1380 Lawrence Street Center, Suite 500 Denver CO 80217). Should you need assistance or information pertaining to lab hours, please contact Rob Drouillard at [email protected].

The university’s email policy is located at http://www.cudenver.edu/Resources/CINS/PoliciesGuidelines/Emailpolicy.htm

Note for AOL 8.0 & 9.0 Users: Currently the eCollege system sends emails to your email address on behalf of the sender (ex. your instructor, school administration, etc.). Many email service providers identify this as spamming and, consequently, blacklist or block known companies that send bulk email. eCollege has been added to the White list for AOL, which means that while emails sent from eCollege follow a similar process to spamming, eCollege emails will not be blocked, but will be sent to your Bulk Sender category in your AOL email inbox.

It is highly recommended that you check your Bulk email category regularly before deleting any messages as important emails from your instructor or your institution's administration could be in there. If you do find an email from your instructor in the bulk email folder or category it is recommended you add that email address to your address book or buddy list in AOL so emails from that individual are sent to your inbox and not the bulk email folder or category.

If you have further questions on this you can refer to the "Help" option in your AOL software for further details.

Note for Hotmail and Yahoo Users: Hotmail and Yahoo tend to have restrictions on the size of files that are sent via e-mail. It is highly suggested that you keep your mailbox empty during the course or use a different email address just in case attachments are sent via email.

7 Writing Policy: Students are expected to demonstrate writing proficiency. At minimum, papers should follow the following guidelines.  Set paper size for 8.5 by 11 sheets of white paper.  Use proper citation and grammatical styles.  Number each page (with the exception of page one and the cover sheet)  Include a cover sheet that identifies the topic of the paper, your name, date, and etc.  Spell Check  Proofread for awkward sentence styles and construction  Use Double space sentence format  Use Single space format for block quotes  Use 1 inch top/bottom and left/right margins  Use 12 inch font /pitch  Write out the word percent  Write out numbers one through ten and use the actual number for 11 or higher.  Use Times Roman Font  Do not write in first person or personal person (unless otherwise instructed)  All submitted work will be typed using Microsoft Word or Excel or PowerPoint or WordPerfect.

It is highly suggested that students use a standard writing format such as my personal favorite is APA format. For frequently asked questions pertaining to APA writing, please visit http://www.apastyle.org/previoustips.html

The Writing Center Students needing assistance with writing skills should refer to the Campus Writing Center. The purpose of the Center is to support those members of the university community who are endeavoring to become strong, independent writers. The Center is located in the Central Classroom, Room 206. Phone: 303- 556-4845. A map can be found by clicking: http://www.thunder1.cudenver.edu/writing/map/htm

Summer Hours are Monday thru Thursday from 9:00 am to 3:00 pm.

Grades of Incomplete The grade of incomplete (IF) is given at the discretion of the Instructor and reserved for those students facing extreme circumstances. To become eligible for an incomplete, you must have a course average of B (a minimum of 84 points) or better plus a valid reason approved by the instructor. Please note: all assignments up to the final assignment must be completed by the student to be eligible for consideration. Students applying for an incomplete must complete a memorandum of understanding that specifies the completion date of the final assignment. Students who receive an incomplete, but fail to complete the final assignment by the specified date will automatically have their incomplete failure (IF) grade turn into a grade of F. Questions and Concerns There is a specially designed button on the Course Home called MY OFFICE. This area is open to students to drop questions and/or concerns they may have. Please note that your question may be someone else’s question in the course; therefore, I highly suggest that you post in this area or review this area first. Questions or concerns of a personal nature may be sent directly via email to me at [email protected].

Please be aware that I do not live on my email system. While I frequently check my email and the course 8 shell throughout the semester, sometimes it can take me up to 48 hours before I can respond, especially if your question is sent over the weekend it may take up to 72 hours. Please be patient on the return of emails. If I fail to answer your email in 48 hours, please resend it or call me at 720.256.4869.

Remember, there are many roads to take when trying to contact me. I suggest the following routes:  Start out by posting to eCollege in the My Office area.  When necessary, yield and send direct emails, especially those of a personal nature  When all else fails, pull over to the side of the road and call me

REQUIRED ASSIGNMENTS: Case Study: A number of cases that present various management and/or ethical dilemmas will be utilized as examples of typical management dilemmas. You are required to read all the cases, however, you are required to select one case for the semester for a grade. The cases are designed to provide you with issues, problems, and choices faced by professionals in the field. The papers will require you to come up with solutions and propose actions using the information provided in the case. A high quality case analysis requires you to answer to the following question: “What would you do if you faced the circumstances described in the case?”

The case paper should include at minimum:  An introduction that introduces the paper and incorporates a thesis statement  A brief synopsis of the case (i.e., overview of the case) – limited to 2 paragraphs  A well thought out analysis of how you, the student, would handle the identified problems.  Your analysis should demonstrate your ability to apply appropriate class concepts to the situation and offer a clear, concise, and compelling justification for your position.  Your paper should incorporate the course literature, at minimum (outside sources are welcomed).  Recommendations should examine both the pros and cons (advantages and disadvantages)  Total paper page limit is 7 pages or less, double-spaced not including bibliography or other attachments.

Remember, there are no “right” answers to problems presented and no “correct” ways of thinking about or analyzing the situation. Your paper is graded on the aforementioned criteria. Specific details regarding the papers will be discussed as the semester progresses.

Please note the following:

 You are required to select your case by Saturday – June 2, 2007. (Please select a first and second choice – cases are assigned on a first come – first request filled basis)

 All cases are due by Midnight (MST) on the required date of submission.

You must choose from one of the following cases:

 East Coast Orchestra’s Board of Directors (Due June 23, 2007): This case highlights the complex behavioral dynamics of a struggling nonprofit board of directors and will stimulate your thoughts about effective governance in nonprofit organizations. The story of the East Coast Orchestra (ECO) is a classic one in the nonprofit world. It chronicles the growing pains of a small, "homegrown" organization making the transition to a large, more sophisticated professional enterprise. Control of the organization's resources and mission is clearly slipping 9 away from its board; the orchestra's future hangs in the balance. This short, four page, case is accompanied by a report written by a consultant hired to examine how the ECO board functions and how it relates to the rest of the organization.

 Greenhill Community Center (Due July 7, 2007): This three part case presents dilemmas and escalating crises facing the new executive director of a small, multipurpose nonprofit organization. Greenhill Community Center was in transition between its founder and a new executive director, Leslie, who had a very different style, professional background and approach to management. The cases present a good overview of general management responsibilities of an executive director of a small nonprofit but also the particular challenges of taking charge after a popular founder/executive director leaves. The (A) case describes how the board hired Leslie specifically to take Greenhill from a "family-run" organization to more of a "business." During her first year, staff resist many of her early moves, and she confronts tough fundraising and program problems, including allegations of child abuse in Greenhill's day care program. The (A) case ends in a crisis involving staff, board and Leslie. The (B) case describes how this crisis escalates, ending in a standoff between the board and staff. You will be given the (C) case upon completion of your own analysis of how Leslie could have handled things differently. (Note: The (C) case contains Leslie's reflections on how she could have done things differently during her first year).

 Managing a NGO (Due July 14, 2007): This is a case about conflicting visions of an organization’s purpose. Terakoya Support is a Japanese NGO that supports language courses taught in Myanmar. ‘Managing a NGO’ can draw out how differing types of commitment to an organization drive operational issues.

 The Theater Budget (Due July 21, 2007): This case focuses attention on the fundamental question, "What is the purpose of a budget?" The case recounts a conflict in a voluntary, nonprofit theater organization that is having difficulty paying its bills. The Board of Directors is split evenly between two groups. The "accountants" want to use the budget as a planning and management tool to put the organization’s financial affairs in order. The "artists" view the budget as a threat to creativity and achieving the organization’s mission. They see financial management as a concern more appropriate to businesses seeking profit than to their organization. Much of the conflict is rooted in different levels of interest in, and knowledge of the details of, budgeting. There is disagreement, however, about the proper relationship between an organization’s mission and its budgeting practices that transcends the clash over definitions and details.

Participation To foster a learning environment on eCollege, you are expected to actively engage throughout the course. Online courses are different from regular courses because you will set your own schedule against the requirements of the course. As the Instructor, I will try to set some deadlines to make sure that everyone is participating.

If you experience a professional or personal emergency that will hinder your ability to meet a course deadline please let me know via E-mail immediately. Unavoidable and/or excusable absences (with proof) include, court subpoenas, required professional travel, and deaths in the immediate family, major personal obligations and serious accidents. Absences to attend athletic events, concerts, regular board meetings, to fix home appliances, or to be with significant others during stressful times will not be excused. Obligations taken on in advance of the course, such as reserve military training or parental obligations are not necessarily excusable. For the overwhelming majority of our students, this policy can be regarded as irrelevant and virtually comical, because it will not apply to them.

Participation is gained two ways: (1) through active participation in threaded discussions as measured by 10 me and (2) completion of exercises.

Threaded Discussions: During the first week of the course, you will be placed into a threaded discussion group. You will remain in this group for the entire semester. Your group must engage in two threaded discussions. A question will be posed to the entire group and you will be given a week to post your response. Your group must decide which two weeks you would like for me to grade your threaded discussion.

Group Responsibilities in the Thread o Choose the week your group will engage in a threaded discussion – remember you must engage in two threaded discussions o Choose a group leader who will lead the discussions o Designate a person to post a summary post of the group’s final answer by Saturday, Midnight (MST) of the week that it is posted – please label this post – summary or final post.

Individual Responsibility in the Thread o To actively participate by making sure that you have at least posted at minimum - twice. First post by Monday and then make sure to check the post again by Wednesday. (of course you may post more if needed) o Do not just post simplistic comments like – “I agree” or “Yes” – make sure that your posts add meaning to the conversation o Check the previous posts to avoid repetition

There are a total of six (6) threaded discussions this semester. They will occur during weeks 2, 3, 4, 5, 6, and 7 of the course. Remember your group must engage in a minimum of 2 to achieve your participation scores.

Exercises: Each week, you will be given access to an exercise that will help you to practice a skill that is associated with a topic or an exercise that will allow you the opportunity to reflect upon that topic. You are required to submit two (2) exercises for grading. You may do more exercises for your learning, but the first two exercises you turn in will be graded.

Self-Directed Project: To provide a focus for integrating knowledge and practical skills, you are required to work on a self directed project on a management issue that may face a nonprofit organization during our ten weeks together. At the end of the semester, you will submit a written paper and PowerPoint presentation of your report. This is the major assignment for the class and will involve background research on the topic areas (I have provided web links and supplemental information to begin your thinking about a topic). Your report will consist of the identification of a research question, adoption of an appropriate methodology to solve the research question, data collection, data analysis, and dissemination of findings. Dates to Remember: 1. Create your project prospectus – due by June 2, 2007 (by 12:00 midnight or before) 2. Final Projects - due by August 4, 2007 (by midnight or before) You will have to identify a nonprofit organization to work with and have it approved along with your topic by the specified date. When submitting for approval, please provide the following information:  Name of Nonprofit Organization 11  President/CEO contact information  Address of Nonprofit Organization  Website Address (if applicable)  Project prospectus: o Problem being addressed o Methodology for solving that problem Here are some ideas to consider – feel free to pitch your own idea too! o Strategic Planning – Create a strategic plan for a nonprofit organization o Marketing – Create a marketing plan/proposal for a nonprofit organization o Grant writing – Develop a grant for a nonprofit organization o Board of Directors Orientation and Manual – Develop a Board of Directors’ Orientation Process and Accompanying Manual o Volunteer Manual: Create a Volunteer Manual for a Nonprofit Organization o Nonprofit First Document Creation: Develop the necessary first documents for nonprofit setup: Mission Statement, Goals, Objectives, Bylaws, Articles of Incorporation and Preliminary Budget. (and 1023 form if desirable). o Leadership Assessment: Evaluate the leadership style of a current CEO of a Nonprofit Organization o Disaster Management Plan: Assess the level of preparedness of a local nonprofit organization and write a disaster management plan for that organization. o Workload Assessment: Assess the workload of a nonprofit organization to develop recommendations on organizational design and redistribution of tasks (recommended for students who have already taken PAD 5002) o Mini-Cultural Assessment Design: Assess the cultural environment of a nonprofit organization (recommended for students who have already taken PAD 5002) o Special Event Design: Design a special event for a nonprofit organization. Notes: o Because this is an academic project, citations and references are expected in order to document the sources of information. o If geographically able, the instructor will consider projects pitched by teams of two. o Lastly, students are HIGHLY encouraged to schedule frequent meetings with the Professor (via the chat room) to discuss the project.

12 Grading

Grading Criteria Assignments are graded according to three functional areas: content, analysis, and presentation. .

 Content (30 percent): The material being presented including: o The incorporation of a thesis statement at the end of your introduction. o The incorporation of the literature o Definitions of theories and terminology and utilization of data

 Analysis (50 percent): The manner in which the content is applied and/or explained. o Ability to justify your position o Ability to weigh the advantages (pros) and disadvantages (cons) of a choice or recommendation. o Usefulness of examples.

 Presentation (10 percent): Grammatical/writing style.

ACADEMIC HONESTY STATEMENT At the end of all written assignments (i.e., exercises, case study, team paper and self directed project), you are required to write and sign (your typed name will serve as your electronic signature) the following statement:

I HAVE NEITHER GIVEN NOR RECEIVED ANY HELP OUTSIDE OF WHAT IS PRESCRIBED BY THE INSTRUCTOR ON THIS ASSIGNMENT. THE WORK THAT IS SUBMITTED ADHERES TO THE ACADEMIC CODE.

Point Distribution Case Study 100 points

Participation 100 points Exercises (2) 25/25 points Threaded Discussions (2 discussions) 25/25 points

Self-Directed Project 200 points Project 100 points PowerPoint 100 points

Total: 400 points

100 - Point Scale

A+ = 97-100 points A = 94-96 points A- = 90-93 points B+ = 87-89 points B = 84-86 points B- = 80-83 points C+ = 77-79 points C = 74-76 points C- = 70-73 points D = 66-69 points F = 65 points or below

PAD 7110 IS VIEWED AS THE DOCTORAL LEVEL VERSION OF THIS COURSE. IF YOU ARE ENROLLED IN PAD 7110, PLEASE E-MAIL ME TO GET THE SUPPLEMENTAL HANDOUT THAT EXPLAINS THE COURSE ASSIGNMENTS AND READINGS FOR PAD 7110. 13 Course Schedule:

Date Assignment(s) Due May 29, 2007 Class Begins Week 1: May 29, 2007 June 2 – Case Study Selection Due June 2 – Project Prospectus Due Week 2: June 4, 2007 Week 3: June 11, 2007 Week 4: June 18, 2007 June 23 – East Coast Orchestra Case Study Due Week 5: June 25, 2007 Week 6: July 2, 2007 July 7 – Greenhill Community Center Case Study Due July 4, 2007 No Class Week 7: July 9, 2007 July 14 – Managing a NGO Case Study Due Week 8: July 16, 2007 July 21 – Theater Budget Case Study Due Week 9: July 23, 2007 Week 10: July 30, 2007 August 4, 2007 Final Project Due Last Day of Classes August 13, 2007 Final Grades Posted

Course Topics

UNDERSTANDING YOUR WORK ENVIRONMENT Week 1: Introductions and Class Expectations Historical Importance of the Nonprofit Sector  History of Philanthropy in the United States  The Importance of Nonprofit Organizations in the United States

Readings:  Block, S.R. (1990). “A History of the Discipline” in The Nonprofit Organization: Essential Readings edited by D.L. Gies, J.S. Ott, & J.M Shafritz (eds). Fort Worth, TX: Harcourt Brace. pp 46- 63. (eReserve)  Hall, Peter Dobkin. “Historical Perspectives on Nonprofit Organizations” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey- Bass.  Anheier, Helmut and Nuno Themudo. “The Internationalization of the Nonprofit Sector” in The Jossey-Bass Handbook of Nonprofit Leadership and Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

Week 2: Understanding the Uniqueness of the Nonprofit Sector  Tax Structure  Types of Nonprofit Organizations  Size and Scope  Mission Readings:  Smith, Bucklin, & Associates, Inc. The Complete Guide to Nonprofit Management. Chapter 14  Silk, Thomas. “The Legal Framework of the Nonprofit Sector in the United States.” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass. 14  Bryce, H. (2000). Financial & Strategic Management for Nonprofit Organizations: A Comprehensive Reference to Legal, Financial, Management, and Operational Rules and Guidelines for Nonprofits. San Francisco, CA: Jossey-Bass. pp 3-64 (eReserve)  Van Til, Jon. “Nonprofit Organizations and Social Institutions” in in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

Supplemental Reading:  Anthony, Robert & David Young “Characteristics of Nonprofit Organizations” in The Nonprofit Organization: Essential Readings edited by D.L. Gies, J.S. Ott, & J.M Shafritz (eds). Fort Worth, TX: Harcourt Brace. pp 216-235. (eReserve)

EXECUTIVE LEADERSHIP

Week 3: The Chief Executive Readings :  Smith, Bucklin, & Associates, Inc. The Complete Guide to Nonprofit Management. Chapter 2  Axelrod, Nancy. “Board Leadership and Board Development” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.  Herman, Robert and Dick Heimovics. “Executive Leadership” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.  Murray, Vic and Bill Tassie. “Evaluating the Effectiveness of Nonprofit Organizations” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

MANAGING PEOPLE Week 4: Human Resource Management  Smith, Bucklin, & Associates, Inc. The Complete Guide to Nonprofit Management. Chapter 7, 13 & 15  Watson, Mary and Rikki Abzug. “Finding the Ones You Want, Keeping the Ones You Find: Recruitment and Retention in Nonprofit Organizations” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.  Day, Nancy. “Total Rewards Programs in Nonprofit Organizations” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

Assignments  East Coast Orchestra Case Study due – June 23, 2007

Week 5: Volunteer Management  Macduff, Nancy. “Principles of Training for Volunteers and Employees” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey- Bass.  McCurley, Stephen. “Keeping the Community Involved: Recruiting and Retaining Volunteers” in The Jossey- Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.  Brudney, Jeffrey. “Designing and Managing Volunteer Programs” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

MANAGING RESOURCES Week 6: Nonprofit Finance, Sources of Funding & Fund-raising Activities  Government Funding  Foundation Funding  Federated Funding 15  Personal Donations  Bequeaths  Social Entrepreneurship & Earned Revenue Sources

Readings:  Smith, Bucklin, & Associates, Inc. The Complete Guide to Nonprofit Management. Chapter 5 & 12  Seltzer, Michael (1987). Securing Your Organization’s Future: A Complete Guide to Fundraising Strategies. Chapter 6 (eReserve)  Fogal, Robert. “Designing and Managing the Fundraising Program” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.  Massarsky, Cynthia W. “Enterprise Strategies for Generating Revenue” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey- Bass.

Supplemental Reading:  Anthony, Robert and David Young. “Accounting and Financial Management” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey- Bass.

Assignments:  Greenhill Community Center Case Study Due – July 7

ORGANIZATIONAL MANAGEMENT Week 7: Ethics

Readings:  Rubin, Hank Dimensions of Institutional Ethics: A Framework for Interpreting the Ethical Context of the Nonprofit Sector in The Nonprofit Organization: Essential Readings edited by D.L. Gies, J.S. Ott, & J.M Shafritz (eds). Fort Worth, TX: Harcourt Brace. pp 211-216 (eReserve)  Jeavons, Thomas. “Ethical Nonprofit Management.” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

Assignments:  Managing a NGO Case Study Due – July 14, 2007

Week 8: Strategic Management

Readings:  Smith, Bucklin, & Associates, Inc. The Complete Guide to Nonprofit Management. Chapter 1  Bryson, John. “The Strategy Change Cycle: An Effective Strategic Planning Approach for Nonprofit Organizations” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

Assignments:  Theater Budget Case Study Due – July 21, 2007

Week 9: Marketing and Technology

Readings:  Smith, Bucklin, & Associates, Inc. The Complete Guide to Nonprofit Management. Chapter 3, 8, 11  Moyer, Mel and Brenda Gainer. “Marketing for Nonprofit Managers” in The Jossey-Bass Handbook of 16 Nonprofit Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.

Week 10: The Future of the Nonprofit Sector and Your Organization

Readings:  Perlmutter, Felice et. al. “Managing Organizational Transformations” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey- Bass. pp. 227-247  Herman, Melanie. “Risk Management” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey-Bass.  Herman, Robert D. “Conclusion: The Future of Nonprofit Management” in The Jossey-Bass Handbook of Nonprofit Leadership & Management edited by Robert D. Herman & Associates. San Francisco, CA: Jossey- Bass. END OF TERM AUGUST 4, 2007

17 Supplemental Sources

Austin, David M. (1988). The Political Economy of Human Services Programs. Greenwich Connecticut: JAI Press, Inc. Bryce, H. (2000). Financial & Strategic Management for Nonprofit Organizations: A Comprehensive Reference to Legal, Financial, Management, and Operational Rules and Guidelines for Nonprofits. San Francisco, CA: Jossey-Bass.

Hammack, David C. Making the Nonprofit Sector in the United States: A Reader (Bloomington, IN: Indiana University Press, 1998, paperback edition 2000)

Lohmann, Roger A. (1992). The Commons. New Perspectives on Nonprofit Organizations and Voluntary Action. San Francisco: Jossey Bass.

O’Neill, Michael, Nonprofit Nation: A New Look at the Third America (San Francisco: Jossey-Bass, 2002)

Ott, J. Steven (Ed) (2001). Understanding Nonprofit Organizations: Governance, Leadership and Management. Westview Press.

Ott, J. Steven (Ed) (2001). The Nature of the Nonprofit Sector. Westview Press.

Pound, E., Cohen, G., & Loeb, P. (1995). “Tax Exempt! Many Nonprofits Look and Act Like Normal Companies – Running Businesses, Making Money. So Why Aren’t They Paying Uncle Sam?” in US News & World Report. October 2: 36-39, 42-46, 51.

Powell, W.W. (Ed.)1987. The Nonprofit Sector. A Research Handbook. New Haven: Yale University Press.

Putman, Robert D. “Bowling Alone: America’s Declining Social Capital” in the Journal of Democracy, Vol. 6, No. 1 (January, 1995), pp. 65-78

New, Cheryl Carter and James Aaron Quick (2003). How to Write a Grant Proposal. New Jersey: John Wiley and Sons, Inc.

Salamon, Lester M., Helmut K. Anheier, and Associates (1999). “Comparative Overview,” pp. 3-40 in Global Civil Society: Dimensions of the Nonprofit Sector. (Baltimore, MD.: The Johns Hopkins Center for Civil Society Studies.

Seltzer, Michael (1987). Securing Your Organization’s Future: A Complete Guide to Fundraising Strategies. The Foundation Center.

Smith, David Horton (1997) “The Rest of the Nonprofit Sector” in Nonprofit and Voluntary Sector Quarterly 26, pp. 114-131

The Grantwriter’s Start-Up Kit: The Beginner’s Guide to Grant Proposals. Successful Images Inc. Jossey-Bass 2000

Van Slyke, David. “The Mythology of Privatization in Contracting for Social Services.” Public Administration Review 63, no. 3 (May/June 2003): p 296. JOURNALS & PERIODICALS

Voluntas: Located at Regis University, and University of Colorado at Boulder

Harvard Business Review on Nonprofits. Harvard Business School Press.

The Chronicle of Philanthropy: There is an online version of this publication. Also located at Denver Public Library, Regis University, University of Denver, University of Northern Colorado, University of Colorado at Boulder, and University of Colorado at Colorado Springs.

Nonprofit Management & Leadership: Located at Regis University and University of Colorado at Colorado Springs

The Nonprofit Times: Located at Regis University, University of Colorado at Colorado Springs, and University of Colorado at Boulder.

Nonprofit Management Strategies: Located at Regis University

Academy of Management Review-Auraria Library HD28 .A23a Periodicals Location LIB. HAS BOUND: v. 5 (1980)-v. 9 (1984). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: October 2002 v.27 no.4 HD28 .A23a Periodicals Fiche Location LIB. HAS v. 10 (1985)- v. 26 (2001). Latest Received: 2001 v.26 no.1/4 HD28 .A23a Periodicals Film Location LIB. HAS v. 1 (1976)-v. 4 (1979).

Public Administration Review – Auraria Library JK1 .P85 Location Periodicals LIB. HAS BOUND: v. 31 (1971)-v. 33 (1973); v. 35 (1975)-v. 44 (1984). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: November 2003 - December 2003 v.62 no.6 JK1 .P85 Location Periodicals Fiche LIB. HAS v. 45 (1985)-v. 62 (2002). Latest Received: September-December 2002 v.62 no.5/6 JK1 .P85 Location Periodicals Film LIB. HAS v. 1 (1940)-v. 41 (1981).

International Journal of Public Management – Auraria Library JA1.A1 I5 Location Periodicals LIB. HAS BOUND: v. 11 (1988)-v. 18 (1996); v. 19, nos. 1-4, 6-12 (1996); v. 20 (1997)-v. 24 (2001). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: 2002 v.25 no.11

Journal of Public Administration Research and Theory – Auraria Library JA1 .J62 Location Periodicals LIB. HAS BOUND: v. 2 (1992)-v. 10 (2000). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: October 2002 v.12 no.4

Nonprofit and Voluntary Sector Quarterly – Auraria Library HV1 .J63 Location Periodicals LIB. HAS BOUND: v. 25 (1996)-v. 28 (1999). Pac Note CURRENT ISSUES IN PERIODICALS Latest Received: June 2001 30:2

WEBSITES: Association for Research on Nonprofit Organizations and Voluntary Action The Center for Excellence in Nonprofits Independent Sector The Internet Nonprofit Center American Society of Public Administration http://www.aspanet.org/ Colorado Association of Nonprofit Organizations The Foundation Center Guidestar – Philanthropic Research National Charities Information Bureau National Center for Nonprofit Boards Philanthropy News Online http://pnnonline.org International Society for Third-Sector Research http://www.jhu.edu/~istr/ Internal Revenue Service http://www.irs.gov Association of Fundraising Professionals http://www.nsfre.org Council on Foundations http://www.cof.org

CHANGES IN ASSIGNMENTS, DATES, POLICIES

I reserve the right to make changes in this syllabus, but only for good reason and with adequate notice.

University of Colorado at Denver Graduate School of Public Affairs

Campus Box 142 P.O. Box 173364 Denver, Colorado 80217-3364 Location: 1380 Lawrence Street  Suite 500 Phone: (303) 556-5970 Fax: (303) 556-5971

Fall, 2003 ACADEMIC ETHICS AT G.S.P.A. - A Faculty Council Advisory -

Under University of Colorado and UCD campus rules, each school and college is responsible for encouraging its students to abide by the campus Academic Honor Code and to bring disciplinary action against students who are found to have violated it. Although Honor Code violations are relatively rare in GSPA degree programs, they do occur. Therefore, the purpose of this handout to briefly explain the two most common forms of academic dishonesty that have occurred on occasion at GSPA, and then to provide advice on how to avoid committing them, whether accidentally or intentionally.

Cheating on Examinations. This can be a particular problem in the administering of open-book, take-home examinations. Unless the course professor tells you otherwise, the general rule is that once the examination has been distributed, students should not communicate with anyone but the course professor regarding how to answer any of the questions on the examination. To ask anyone else for help in answering a question is a form of academic dishonesty. Moreover, any student who is asked by another for help in answering an exam question has an affirmative ethical duty to inform the course professor that another student has improperly asked for assistance.

Faculty who give take-home examinations have an obligation to make sure students clearly understand the terms and conditions under which the exam is being given, including what information sources students may and may not use in answering questions. The best way for students to avoid this form of academic dishonesty is to make sure they clearly understand the rules under which the exam is being given before taking it home. After the exam has been taken home, if a fellow student starts to ask another student for some form of help in taking the exam, it is the duty of the student being asked to remind the one asking the question that such communication is not allowed; and that the student asking the question should be communicating with the faculty member instead.

Plagiarism. This term is generally defined as incorporating words or ideas from an outside information source into one's written work without acknowledging the original source of the words or ideas; that is, creating the impression that the words and ideas are the student's own rather than those of the source from which they have been taken. Under American law, if plagiarized work is published for profit, it is considered a form of intellectual theft, and usually results in a lawsuit for money damages. In American academic institutions, plagiarism is also considered to be the stealing of ideas, although the remedy is disciplinary action by the school or college rather than a lawsuit. The best way to avoid committing plagiarism is to carefully note the citation to all sources of outside information that are being used in the preparation of a research paper, and then to use these citations to carefully reference all of these outside sources whenever a direct quotation or the well-defined substance of a concept or principle from that information source is being incorporated into a student research paper. The exact method by which this should be done depends on the referencing style that is being used in writing the paper.

All three of the referencing and formatting systems (for sources other than legal materials) approved by the GSPA Faculty Council -- the MLA Stylesheet, the APA Stylesheet, and the Chicago Manual of Style -- instruct the user on how to clearly indicate when outside material is being incorporated into a research paper. In using direct quotations, for instance, the approach is generally to put quotation marks (") around short quotes (of no more than two or three sentences); and to indent larger quotes an additional half-inch or so within the existing margins of the paper. Consult the style sheet you are using for more details.

GSPA Responses to Incidents of Academic Dishonesty. In the event that a faculty member discovers an incident of academic dishonesty such as cheating or plagiarism, a variety of disciplinary actions is possible, ranging from instructing the student to re-do the assignment, to points off or a failing grade on the assignment, to a failing grade for the course. If it is the student's first offense, a confidential record of the incident will be maintained by the school, which will be destroyed if the student either withdraws from the school or successfully completes his or her degree program. If the student commits a second such offense, this constitutes grounds for possible dismissal from the school for disciplinary reasons.

Again, the purpose of this handout is to help students avoid getting into this sort of trouble in the first place, whether by accident or on purpose. If there is anything in this handout that you do not understand or for which you would appreciate a more complete explanation, be sure to consult with your course professor in the preparation of your work. MEMORANDUM OF UNDERSTANDING

I understand that this syllabus acts as a contract of understanding between the professor and me. I have read this contract and understand what is required of me during the duration of this course. I agree to abide by the content herein. By affixing/typing my name to this form and sending it from my email account, I understand will serve as my official signature.

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Please copy and email this Memorandum of Understanding to the Instructor by June 2, 2007. [email protected]