CUNY School of Labor and Urban Studies Committee on Academic Policy, Programs, and Research Report Detail November/December 2020

PART A: ACADEMIC MATTERS

Academic Affairs

Section AI: Special Actions:

AI.1 Application for Registration of an Advanced Certificate Program

CUNY School of Labor and Urban Studies Proposal for an Advanced Certificate in Workplace Democracy and Community Ownership

Program Title: Workplace Democracy and Community Ownership Degree Award: Advanced Certificate Program Format: Evening and Distance Education Program Code: New Effective: Fall 2021

The Advanced Certificate in Workplace Democracy and Community Ownership provides students with the skills required to build more effective democratic workplaces and equitable communities. The curriculum of the Advanced Certificate draws on a variety of academic disciplines: history, management, political science, etc. to provide students with the theoretical and practical skills necessary for effective participation in worker and community initiatives where there is shared ownership and control; from worker owned co-ops and community land trusts, to public banking and limited equity housing co-ops. The program, offered in a hybrid modality, allows students to explore the details of how distributed management and ownership may function to apply solutions to all kinds of work and community organizations. Using New York City and its environs as a classroom, students will not only learn about the history of worker-owned enterprises and various community ownership models, but they will engage with local initiatives and practitioners to develop leadership and facilitation skills to the necessary change to create equity in the workplace and in communities. At the center of the advanced certificate is articulation of the worker voice, growth of worker economic base and building worker power. In the end, the program prepares students to create, promote, and support jobs, while collaborating with workers to define a truly democratic and community-minded economy.

Application and proposal attached

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

Office of College and University Evaluation

Application for Registration of a New Certificate or Advanced Certificate Program1

Program registration is based on standards in the Regulations of the Commissioner of Education. Section 52.1 defines the curricula that must be registered. The Department registers individual curricula rather than the institution as a whole, but the registration process addresses major institutional elements. It is the chief means by which the Regents support the quality of college and university programs.

This application should NOT be used for the following types of program proposals: • General Academic Programs Leading to a Degree Award (e.g., Bachelor of Arts) • Programs Preparing Teachers, Educational Leaders, and Other School Personnel; • Programs Preparing Licensed Professions; or • Revisions to Existing Registered Programs

The application materials for those types of proposals can be found at: http://www.nysed.gov/college-university-evaluation/register-or-change-program

Doctoral programs: please contact the Office of College and University Evaluation.

Directions for submission of proposal:

1. Create a single PDF document that includes the following completed forms:

• Application for Registration of a New Certificate or Advanced Certificate Program • Application to Add the Distance Education Format to a New or Registered Programs (if applicable) • CEO (or Designee) Approval Form

2. Create a separate PDF document for any required syllabi (see Task 3 for syllabi requirements.)

3. Attach the PDF documents to an e-mail.

4. Send e-mail to [email protected]

When submitting to the mailbox, include the following elements in the subject line of the e-mail:

Institution Name, Degree Award, and Program Title

E.g., Subject: AAA College, Advanced Certificate, English Literature

1 CUNY and SUNY institutions: contact System Administration for proposal submission process. June 2014, accessible 11/27/2018 Task 1 - Institution and Program Information

Institution Information

Institution Name: School of Labor and Urban Studies

Institution Code (6 digits):

The name and code of the institution should reflect the information found on the Inventory of Registered Programs

Institution Address: 25 East 43 Street

City: New York

State/Country: New York

Zip: 10036

Regents Regions: 9

Specify campus(s) of the institution Main Campus where program is offered, if other than the main campus:

The name and code of the location(s) should reflect the information found on the Inventory of Registered Programs

N/A Specify any other additional campus(s) where the program is offered besides the ones selected above:

If any courses will be offered off N/A campus, indicate the location and number of courses and credits:

If the program will be registered jointly N/A with another institution, please provide the partner institution's name:

June 2014, accessible 11/27/2018 1 Program Information for New Programs

Program Title: Workplace Democracy and Community Ownership

Degree Award: Certificate Advanced Certificate

HEGIS code:

Number of 12 Credits*:

If the program contains multiple options or concentrations that affect the number of program credits, list the total number of program credits required for each option:

Option/Concentration Name: N/A Credits:

If program is part of a dual degree program, provide the following information:

Program Title: N/A

Degree Award: N/A

HEGIS code: N/A

Section III. Contact Information

Name of contact person Gladys Palma de Schrynemakers

Title of contact person: Chief Academic Officer

Telephone 646-313-8354

Fax: 646-313-8302

Email: [email protected]

June 2014, accessible 11/27/2018 2 Task 2 - Proposed Program Information Guidance for this task can be found by clicking here: Department Expectations: Admissions, Academic Support Services, Credit for Experience and Program Assessment and Improvement

Relevant Regulations for this task can be found by clicking here: Relevant Regulations for Task 2

1. Program type (check one)

Certificate Advanced Certificate

2. Program format Check all scheduling, format, and delivery features that apply to the proposed program. Unless otherwise specified below, it is assumed the proposed program may be completed through a full-time, day schedule. Format definitions can be found by clicking here: Format Definitions

Evening: All requirements for the award must be offered during evening study. Weekend: All requirements for the award must be offered during weekend study. Evening/Weekend: All requirements for the award must be offered during a combination of evening and weekend study. Day Addition: For programs having EVENING, WEEKEND, or EVENING/WEEKEND formats, indicates that all requirements for the award can also be completed during traditional daytime study. Not Full-Time: The program cannot be completed on a full-time basis, e.g., an associate degree that cannot be completed within two academic years. Such programs are not eligible for TAP payments to students.

5-Year baccalaureate: Indicates that because of the number of credits required, the program is approved as a 5- year program with five-year State student financial aid eligibility. 4.5 Year baccalaureate: Indicates that because of the number of credits required, the program is approved as a 4.5- year program with 4.5-year State student financial aid eligibility. Upper-Division: A program comprising the final two years of a baccalaureate program. A student cannot enter such a program as a freshman. The admission level presumes prior completion of the equivalent of two years of college study and substantial prerequisites.

Independent Study: A major portion of the requirements for the award must be offered through independent study rather than through traditional classes.

Cooperative: The program requires alternating periods of study on campus and related work experience. The pattern may extend the length of the program beyond normal time expectations. Distance Education: 50% or more of the course requirements for the award can be completed through study delivered by distance education. External: All requirements for the award must be capable of completion through examination, without formal classroom study at the institution. Accelerated: The program is offered in an accelerated curricular pattern which provides for early completion. Semester hour requirements in Commissioner’s Regulations for instruction and supplementary assignments apply. Standard Addition: For programs having Independent, Distance Education, External, OR Accelerated formats, indicates that all requirements for the award can also be completed in a standard, traditional format.

Bilingual: Instruction is given in English and in another language. By program completion, students are proficient in both languages. This is not intended to be used to identify programs in foreign language study. Language Other Than English: The program is taught in a language other than English.

Other Non-Standard Feature(s): Please provide a detailed explanation.

3. Related degree program(s)

June 2014, accessible 11/27/2018 3 Indicate the registered degree program(s) by title, award and five-digit SED code to which the credits will apply: Master of Arts in Urban Studies 35316 and Master of Arts in Labor Studies SED Code: 32234 4. Program Description and Purpose 1) Provide a brief description of the program as it will appear in the institution’s catalog. Answer: The Advanced Certificate in Workplace Democracy and Community Ownership provides students with the skills required to build more effective democratic workplaces and equitable communities. The curriculum of the Advanced Certificate draws on a variety of academic disciplines: history, management, political science, etc. to provide students with the theoretical and practical skills necessary for effective participation in worker and community initiatives where there is shared ownership and control; from worker owned co-ops and community land trusts, to public banking and limited equity housing co-ops. The program, offered in a hybrid modality, allows students to explore the details of how distributed management and ownership may function to apply solutions to all kinds of work and community organizations. Using New York City and its environs as a classroom, students will not only learn about the history of worker-owned enterprises and various community ownership models, but they will engage with local initiatives and practitioners to develop leadership and facilitation skills to the necessary change to create equity in the workplace and in communities. At the center of the advanced certificate is articulation of the worker voice, growth of worker economic base and building worker power. In the end, the program prepares students to create, promote, and support jobs, while collaborating with workers to define a truly democratic and community-minded economy.

2) List the educational and (if appropriate) career objectives of the program. Answer: Graduates will be prepared for careers in cooperative, worker and community development, as personnel who are able to make sound decisions, problem solve as well as possess leadership attributes with multiple skills and application capabilities. For specific objectives, See Attached Program Proposal 3) How does the program relate to the institution’s mission and/or master plan? Answer: The program is in complete alignment with the institutions mission with social justice and community empowerment. For more, See Attached Program Proposal 4) Describe the role of faculty in the program’s design. Answer: Faculty from the department of Urban Studies were the researchers and authors of the advanced certificate program. 5) Describe the input by external partners, if any (e.g., employers and institutions offering further education). Answer: Many external partners have informed the development of the curriculum and approach for this certificate. Research included interviewing and collaborating with educators that ranged from intentional peer educators in cooperative businesses to Mondragon University in Spain. Recently six partners came together at the virtual conference of the National Cooperative Business. For more, See Attached Program Proposal 6) What are the anticipated Year 1 through Year 5 enrollments? Answer: See Attached Proposal

5. Admissions 1) List all program admission requirements (or note if identical to the institution’s admission requirements). Answer: As with the institution’s admissions for other Advanced Certificates, the candidates for admission for this certificate must possess a bachelor's degree from an accredited college and have a GPA of 2.0 or greater.

2) Describe the process for evaluating exceptions to these requirements. Answer: SLU Program Faculty and Enrollment Management Representative will review candidate’s professional and other life experiences, review candidate references and conduct an interview. 3) How will the institution encourage enrollment by persons from groups historically underrepresented in the discipline or occupation?

June 2014, accessible 11/27/2018 4 Answer: Creation of an Enrollment Plan that includes outreach to diverse communities in New York City. The outreach will include messaging in community news outlets. Information materials and sessions through SLU extensive network of unions and community organizations. For more, See Attached Program Proposal.

6. Academic Support Services Summarize the academic support services available to help students succeed in the program. Answer: Students participating in the program would receive all the academic and student life support available to all SLU students. This includes: Writing Center, Advisement, Career Services, Counseling Services, etc. Additionally, students in program will have access to CUNY Graduate School/University Center Library. 7. Credit for Experience If this program will grant substantial credit for learning derived from experience, describe the methods of evaluating the learning and the maximum number of credits allowed. Answer: No

8. Program Assessment and Improvement Summarize the plan for periodic evaluation of the new program, including the use of data to inform program improvement. Answer: Internal assessment and evaluation will adapt the following modalities: course and written assignments will employ rubrics to reflect essential learning outcomes. The rubrics that will be utilized are the American Association of Colleges and Universities Value Rubrics. For the value rubrics included, See Attached Program Proposal

June 2014, accessible 11/27/2018 5 Task 3 - Sample Program Schedule

NOTE: The sample program schedule is used to determine program eligibility for financial aid.

Guidance for this task can be found by clicking here: Department Expectations: Curriculum (including Internships, Financial Aid Considerations, and Liberal Arts and Sciences)

Relevant regulations for this task can be found by clicking here: Relevant Regulations for Task 3

a). Complete Table 1.

b). If the program will be offered through a nontraditional schedule, provide a brief explanation of the schedule, including its impact on financial aid eligibility. Answer: N/A

c). For existing courses, enter the catalog description of the courses. Answer: N/A

d). Syllabi:

Provide syllabi for all new courses. The expected components of a syllabus are listed in Department Expectations: Curriculum.

Note: Although it is required to submit syllabi for all new courses as noted, syllabi for all courses required for the proposed program should be available upon request.

Instructions for submitting syllabi:

All required syllabi must be included in a single, separate PDF document.

June 2014, accessible 11/27/2018 6 Table 1: Certificate/Advanced Certificate Program Schedule

§ Indicate academic calendar type: X Semester Quarter Trimester Other (describe): § Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2) § Use the table to show how a typical student may progress through the program; copy/expand the table as needed. Term:1 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) URB 602: Economics Democracy: 3 X History Theory, and Practice

Term credit total: 3 Term credit total: Term:2 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) URB 613: Cooperative Management 3 X for a Changing World

Term credit total: 3 Term credit total: Term:3 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) URB 623: Operations: Finance and 3 X Law in Cooperative Enterprises

Term credit total: 3 Term credit total: Term:4 Term: Course Number & Title Credits New Prerequisite(s) Course Number & Title Credits New Prerequisite(s) URB 624: Operations 2: Finance and 3 X Law in Cooperative Enterprises

Term credit total: 3 Term credit total:

Program Totals: Credits:12 New: indicate if new course Prerequisite(s): list prerequisite(s) for the noted course June 2014, accessible 11/27/2018 7

Task 4. Faculty

Guidance for this task can be found by clicking here: Department Expectations: Faculty

Relevant regulations for this task can be found by clicking here: Relevant Regulations for Task 4

a) Complete the faculty tables that describe faculty (Table 2 and Table 3), and faculty to be hired (Table 4), as applicable. Faculty curricula vitae should be provided only by request.

b) What is the institution’s definition of “full-time” faculty? Include the number of credits expected to be taught by full-time faculty per academic term.

Answer: 6 credits per academic term.

June 2014, accessible 11/27/2018 8 Table 2: Current Faculty, Full-Time

• Provide information on faculty members who are full-time at the institution and who will be teaching each course in the major field or graduate program. *Include and identify the Program Director.

Faculty Member Name Expected Program Course Percent of Highest and Other Applicable Additional Qualifications: list and Title/Rank at Assignments Teaching Earned Degrees and Disciplines related certifications/licenses; Institution (include and Time to (include College/University) professional experience in identify Program Director) Program field, scholarly contributions, other academic affiliations. Kafui Attoh, Associate Economic Democracy; Ph.D., Geography, Syracuse Rights in Transit: Public Professor, Urban Studies History Theory and Practice University. Syracuse, NY.; M.A., Transportation and the Right Dept., CUNY School of Geography, Syracuse University, to the City in California’s East Labor and Urban Studies B.A., Geography and Spanish Bay (2019) Athens, Georgia: (minor), Macalester College. Saint University of Georgia Press Paul, MN.

Rebecca Lurie, Lecturer, Cooperative Management MA in Organizational Change Certificate in Cooperative CUNY School of Labor for a Changing World, Management, New School of Social Management, University of and Urban Studies, Urban Operations 2: Finance and Research Wisconsin Center for Studies Dept. Law in Cooperative Cooperatives Enterprises Sofya Aptekar, Associate Economic Democracy; Ph.D. Princeton University, 2010 “The Tale of Two Community Professor of Urban History Theory and Practice (Sociology); B.A. Yale University, Gardens: Green Aesthetics Studies 2001 (Sociology) versus Food Justice in the Big Apple,” Agriculture and Human Values. With Justin S. Myers Stephanie Luce; Economic Democracy; Ph.D in Sociology and M.A. in Luce, Stephanie. 2014. Labor Professor, Labor Studies History Theory and Practice Industrial Relations from the Movements: Global Department, School of University of Wisconsin at Madison; Perspectives. London, UK: Labor and Urban Studies, B.A. in economics from the Polity Press; Luce, City University of New University of California, Davis Stephanie. 2004. Fighting for York. a Living Wage. Ithaca, NY: Professor, Department of Cornell University Press. Sociology. The Graduate Pollin, Robert and Stephanie Center. City University of Luce. 1998. The Living New York. Wage: Building a Fair Chair of Labor Studies Economy. New York: The New Press.

June 2014, accessible 11/27/2018 9 Table 3: Current Faculty, Part-Time

Provide information on faculty members who are part-time at the institution and who will be teaching each course in the major field or graduate program.

Faculty Member Name and Title/Rank Program Courses which may be Taught Highest and Other Applicable Additional Qualifications: at Institution (include and identify Earned Degrees and Disciplines list related Program Director) (include College/University) certifications/licenses; professional experience in field, scholarly contributions, other academic affiliations. Michael Menser, Associate Professor; Economic Democracy; History Theory Ph.D in Philosophy, CUNY Department of Philosophy, Urban and Practice Graduate Center, NYC, B.A. in Sustainability Studies, Caribbean Philosophy, Political Science, Studies, Brooklyn College, Visiting Economics, University of professor at School of Labor and Pittsburgh (Jan. 1990) Urban Studies

June 2014, accessible 11/27/2018 10 Table 4: Faculty to be Hired

- If faculty must be hired to teach in the proposed program, specify the title/rank of each new position, the number of new positions, full-time or part-time status, a listing of the expected course assignments for each position, and the expected hiring date. - Position descriptions and/or announcements may also be submitted. - Prior to offering the assigned courses, the Department must be notified that a faculty meeting the requirements has been hired. - These proposed faculty should be reflected in Task 5, Table 4, New Resources

Full-time Faculty Title/Rank of Position # of New Minimum Qualifications Expected Course Expected Positions (including degree and Assignments Hiring Date discipline area) (mm/dd/yyyy)

Assistant Professor 1 Ph.D in Social Sciences All four courses, rotating 08/31/2023

Part-time Faculty Title/Rank of Position # of New Minimum Qualifications Expected Course Expected Positions (including degree and Assignments Hiring Date discipline area) (mm/dd/yyyy)

Lecturer 1 MBA or MS in Law field Operations 1 01/30/2022

Lecturer 1 MBA or MS in Law field Operations 2 01/30/2022

June 2014, accessible 11/27/2018 11

Task 5. Financial Resources and Instructional Facilities

Guidance for this task can be found by clicking here: Department Expectations: Financial Resources and Instructional Facilities

Relevant Regulations for this task can be found by clicking here: Relevant Regulations for Task 5

a) Summarize the instructional facilities and equipment committed to ensure the success of the program.

Answer: N/A

b) Complete the new resources table (Table 4).

Not Applicable:

Table 5: New Resources List the costs of the new resources that will be engaged specifically as a result of the new program (e.g., a new faculty position or additional library resources). New resources for a given year should be carried over to the following year(s), with adjustments for inflation, if they represent a continuing cost.

New Expenditures Year 1 Year 2 Year 3

Personnel $14,083 $23,472 $104,740

Library $5,000 $3,000 $0

Equipment $0 $0 $0

Laboratories $0 $0 $0

Supplies & Expenses $0 $0 $0 (Other Than Personal Service)

Capital Expenditures $0 $0 $0

Other $0 $0 $0

Total all $19,083 $26,472 $104,740

June 2014, accessible 11/27/2018 12

Task 6. Library Resources

Guidance for this task can be found by clicking here: Department Expectations: Library Resources

Relevant regulations for this task can be found by clicking here: Relevant Regulations for Task 6

a) Summarize the analysis of library resources for this program by the collection librarian and program faculty. Include an assessment of existing library resources and their accessibility to students. Answer: This interdisciplinary program is supported through resources in political science, history, economics, labor studies, etc. Relevant electronic databases include PAIS, Social Sciences Full Text, Business Source Complete, Legal Source, and Nexis Uni. Print and electronic books support these areas as well. The Graduate Center’s research is supplemented through robust resource sharing and collaborations with other CUNY campuses and the New York Public Library. All electronic books, journals, and databases are available to all SLU and GC students.

b) Describe the institution’s response to identified needs and its plan for library development. Answer: Information literacy instruction is embedded throughout the programs at SLU, including all new certificate programs, and relevant learning goals are addressed across the curriculum. A dedicated librarian works with these programs, meeting with students one on one for research consultations, developing and leading information literacy workshops through collaboration with faculty and the writing center, and communicating regularly with program faculty and administration about changing information needs. The library liaison to the school has an MLS from Simmons College and a second subject degree in biology. The librarian is invited to staff and faculty meetings, and communicates directly with relevant faculty members, to stay aware of and responsive to library needs for the programs.

June 2014, accessible 11/27/2018 13 Program Narrative CUNY School of Labor and Urban Studies Proposal for an Advanced Certificate in Workplace Democracy and Community Ownership October 2020

1) Program Description and Purpose

2) List the educational and (if appropriate) career objectives of the program.

Graduates will be prepared for careers in cooperative, worker and community development, as personnel who are able to make sound decisions, problem solve as well as possess leadership attributes with multiple skills and application capabilities. The specific objectives are as follows. Academic Objectives Students will: • Possess an understanding of historical context, theoretical framework and practice cooperative environments. • Be able to analyze, evaluate and apply best practices in management strategies in the areas of worker owned co-ops, consumer co-ops, community land trusts and worker directed enterprises. • Be able to synthesize financial, legal information as well as cooperative principles to write business plans to adapt or create cooperative enterprises.

Career Objectives Students will:

• Be able to leverage and apply different management models; • Effectively build consensus among diverse constituencies to formulate and implement a business plan; • Apply theoretical, financial and legal information to support or create cooperative, community or governmental agencies.

3) How does the program relate to the institution’s mission and/or master plan?

The program is in complete alignment with the institution's mission with social justice and community empowerment. The School of Labor and Urban Studies (CUNY SLU) is the 25th and newest school under the City University of New York umbrella. It offers undergraduate and graduate degree and certificate programs in Labor Studies and Urban Studies that are designed to meet the needs of working adults as well as traditional-age college students. SLU is an outgrowth of the Joseph S. Murphy Institute for Worker Education and Labor Studies, established in 1984 by CUNY in collaboration with three New York City unions, and began with 52 students. Today, the leaders of 26 labor and community organizations serve on the SLU’s advisory board. The vision for SLU derives from its core values: access to education, diversity at every level, social justice, and equality for all. Its goals are to expand higher education opportunities for workers; prepare students who aspire to careers in public service and movements for social justice; promote civic engagement; provide leadership development for union and community activists; and help workers achieve greater economic security.

4) Describe the role of faculty in the program’s design.

Faculty from the department of Urban Studies were the researchers and authors of the advanced certificate program.

5) Describe the input by external partners, if any (e.g., employers and institutions offering further education).

Many external partners have informed the development of the curriculum and approach for this certificate. Original research included interviewing and collaborating with educators that ranged from intentional peer educators in cooperative businesses to Mondragon University in Spain. In

April of 2019 many external partners for education and research in this field came together for a faculty conference at our college. Between in-person and online attendance we had over 600 people attend, 18 workshops, 14 papers shared and over 45 presenters. Each identified areas for study and teaching and many of these partners contributed concepts and content for our curriculum and coursework.

The keynote speaker was J.Phillip Thompson, Deputy Mayor for Strategic Policy Initiatives. His call was clear: we need to teach and learn about cooperative enterprises at every level of education. His office has acted as a thought partner to inspire and inform many details in what should be involved in a graduate level certificate. Key staff has been part of a working group we have formed to further inform and distribute knowledge in this area. As he states, “We have greatly appreciated the opportunity to collaborate with your school in this area of economic and community development in recent years. We have served as a thought-partner to faculty in the development of courses for this certificate and other SLU programming. The program will equip students with a theoretical understanding and applied skills in distributed management and ownership that can be used in diverse business, work, and community contexts. That it is a certificate ensures it will be accessible to public servants, business and community leaders, and workers, --professionals and recent graduates alike-- who seek systemic solutions to the most pressing social challenges of our time.” (See Appendix A.1)

Healthcare workers union, SEIU1199 engaged our school to facilitate a series of focus groups of frontline workers for their research team to establish strategy and curriculum for their members towards plans to purchase long-term care facilities. Their members at all levels, are interested in exploring how they can think about the policies and possibilities to play a stronger role in managing the businesses where they are employed. They state clearly, “Having a certificate at this level will help us build our capacity in this time of severe economic changes.” (See Appendix A.2)

New Economy Project has designed and led workshops at the Murphy Institute at the School of Labor and Urban Studies on the solidarity economy; served as guest speaker on a range of cooperative economics, racial equity and justice topics; held numerous events at the school with grassroots leaders engaged in cooperative economics work throughout New York City and State; and reviewed economic democracy curricula. (See Appendix A.3)

The Working World who funds and develops small enterprises to become profitable and effective cooperatives has collaborated on curriculum to make sure we were able to leverage what they have learned from the field. They say that this certificate is, “...what is needed to enhance the capacity of local small businesses to convert and operate as a cooperative enterprise. We also see that people in these businesses may arrive with a college education behind them and could benefit hugely with the added certification of cooperative enterprise management.” (See Appendix A.4)

NYC Network of Worker Cooperatives We have appreciated the comradeship in co-creating the learning objectives and career objectives in this proposal. We further appreciate the close relationship we have had where we have been able to help find academics for this area of study with a grounding in community engagement and respect for those who are workers and owners in these enterprises, assuring the curriculum advances their voices and their praxis. (See Appendix A.5)

Democracy At Work trains workers and owners all over the country in networks of small businesses and cooperative ecosystems. As they tell us, “we see how higher education can help to fill the gap of knowledge about cooperative businesses to strengthen the field writ large.” (See Appendix A.6)

Queens Economic Development Corporation “has been offering educational programming for small businesses for 40 years, and we know how higher education helps to fill the gap of knowledge for small business owners and entrepreneurs... We believe this new graduate level certificate would be very useful as we support businesses and business developers with strategies for equity and inclusion.” (See Appendix A.7)

Cooperative Home Care Associates is the largest unionized worker coop in the country and based in the Bronx. They state, “Having the City University of New York feature this program can be advantageous not only for our own business, but for the sector of small businesses aiming to empower workers with self management teams and cooperative ownership. We have seen over the years that mid-level management could benefit from a common set of learning goals and industry standards that give voice and philosophy to common principles and practice.” (See Appendix A.8)

Amalgamated Bank is a committed financial ally of the socially responsible movement. As they state, “We believe in the dignity of work, workers’ rights, and equitable communities.This certificate would be a wonderful addition to the CUNY School of Labor and Urban Studies, and create leaders in this field to manage socially responsible and worker- oriented organizations. In our work, we see the need for more resources to support democratic workplaces and solidarity economics, and the courses offered for this certificate would certainly create the scholarship and community needed to see this movement succeed.” (See Appendix A.9)

Recently six partners joined our faculty as we facilitated a workshop at the virtual conference of the National Cooperative Business Association in a workshop on the diversity of ways to teach and learn about cooperatives. Each of the panelists represented their perspective of what they do and as trainers, employers and educators in this field. This panel affirmed both what is available and where there are gaps and illustrated the need for more education and research at the university level. The partners represented there were Omar Freilla with Green Worker Cooperatives, Erin Hancock with St. Mary’s University, International Center for Cooperative Management, Rebecca Bauen with Democracy at Work Institute, School for Democratic Management, Stacey Sutton, PhD from University of Illinois at Chicago, Félix E. Gardón, a worker-owner with Caracol Interpreters Coop and a peer educator with the NYC Network of Worker Coops, Training Collective and Neil Gladstein, Research Director at the International Association of Machinists.

6) What are the anticipated Year 1 through Year 5 enrollments? In collaboration with the Office of Institutional Research and Assessment at SLU, and the data provided with regard to student enrollment and attrition trends, the department has identified the following Project Model: Projection Model Table 2021-2022 2022-2023 2023-2024 2024-2025 2025-2026 10 15 20 25 30

5. Admissions 1) List all program admission requirements (or note if identical to the institution’s admission requirements)

As with the institution’s admissions for other Advanced Certificates, the candidates for admission for this certificate must possess a bachelor's degree from an accredited college and have a GPA of 2.0 or greater.

2) Describe the process for evaluating exceptions to these requirements.

SLU Program Faculty and Enrollment Management Representative will review candidate’s professional and other life experiences, review candidate references and conduct an interview.

3) How will the institution encourage enrollment by persons from groups historically underrepresented in the discipline or occupation?

The Department and the School’s Office of Enrollment Management Services will target Labor and Community organizations throughout the year to recruit prospective students from New York City and the rest of the Tri-State area. The faculty will use a various approaches to attracting students to the program in collaboration with the Enrollment Management team. These strategies will include, but not be limited to, video presentations, an interactive website, brochures, information sessions, and occasions to invite prospective students to presentations where they can meet current students, and hear about their projects. Prospective students will be provided with information and literature about Advanced Certificate criteria, avenues for scholarship funding, career opportunities and meet their future instructors.

• Students will be recruited through the Office of Enrollment Management and admitted by Faculty Committee. • The faculty and program advisor will mentor students through the academic year to providence guidance and support. 6. Academic Support Services Students participating in the program would receive all the academic and student life support available to all SLU students. This includes: Writing Center, Advisement, Career Services, Counseling Services, etc. Additionally, students in the program will have access to CUNY Graduate School/University Center Library.

7. Credit for Experience (N/A)

8. Program Assessment and Improvement Internal assessment and evaluation will adapt the following modalities: course and written assignments will employ rubrics to reflect essential learning outcomes. The rubrics that will be utilized are the American Association of Colleges and Universities Value Rubrics. The Value Rubrics Include: • Written Communication https://www.aacu.org/sites/default/files/files/VALUE/WrittenCommunication.pdf • Integrative Learning https://www.aacu.org/sites/default/files/files/VALUE/IntegrativeLearning.pdf • Oral Communication https://www.aacu.org/sites/default/files/files/VALUE/OralCommunication.pdf • Teamwork https://www.aacu.org/sites/default/files/files/VALUE/Teamwork.pdf • Inquiry and Analysis https://www.aacu.org/sites/default/files/files/VALUE/InquiryAnalysis.pdf

Program-Level Assessments will be conducted with the assistance from the Office of Institutional Research and Assessment. These assessments are conducted by the School on a cyclic basis. Finally, every decade CUNY requires all programs to undertake a program evaluation that includes outside evaluators.

Curriculum Students must complete a total of 12 credits.

New Classes (See Appendix B for Syllabi) URB 602- Economic Democracy: History, Theory and Practice (Students may substitute the following for this class: LHIS 601- U.S. Labor History, PADM 611- Social and Economic Policy in the United States, URB 612 - Urban Social Problems and Community Development) * With Permission of Chair Prerequisites: None This course will have students identify and examine multiple forms of worker and community self-management throughout history. Through readings, films and case studies, students will explore different experiments in community control and worker-management as well as how such experiments have sought to help workers and communities build social and economic institutions that operate in their interests. The class will address a number of key questions: How do we define worker control, economic democracy, and community control in the US context? How do worker-controlled companies and other institutions, like credit unions and housing cooperatives function? How do social relations and other aspects of identity such race and gender interact with such institutions? What does the history of worker owned cooperatives, cooperative housing, and community ownership reveal about the possibilities and challenges facing contemporary work in this area? Where do these experiments fit within the broader political economy of cities, regions and nation-states? In addition to exploring the history of experiments in worker and community ownership, the course will introduce students to such concepts as: solidarity economy, worker-councils, consumer co-ops, community wealth building, new municipalism, energy democracy, the commons, municipal ownership, platform cooperativism, community land trusts, limited equity housing and public banking.

URB 613- Cooperative Management for a Changing World (Students may substitute the following for this class: LABR 607 – Labor and Economics, LABR 604- Labor Law, URB 651- Special Topics Course) * With Permission of Chair Prerequisites: None This course will discuss leadership and management strategies in the areas of worker owned co- ops, consumer co-ops, community land trusts and worker directed enterprises. Students will assess and analyze different governance structures, and decision making models as well as how those models work in practice – whether through consensus or representative decision making models. In addition to learning about principles of “democratic control,” and “economic participation” students will explore how these principles are practiced in real life settings. Through readings, films, guest speakers and in-class workshops, students will both learn about the strengths and weaknesses of various governance models as they will be asked to analyze the inevitable conflicts that emerge in any cooperative enterprise (and especially conflicts associated with historic power inequalities, and structures of oppression). A significant part of the class will be dedicated to analyzing case studies within cooperative enterprises; how those situations emerge, how they were addressed, and what strategies members (worker-owners, residents, and members) used to remain accountable to cooperative principles. In addition, to examining different governance structures, the course will have students summarize concepts as: organizational change models, motivation, representative decision-making, self-directed work teams, consensus decision-making, non-violent communication, co-determination, conflict resolution, accountability, and the triple-bottom line. Students will choose a place or time to research where cooperative principles have emerged and prepare a project based research paper that compares and contrasts to the practices studied through the term.

URB 623- Operations: Finance and Law in Cooperative Enterprises Prerequisites: None Given the growing field of organizations and efforts to build community-controlled forms of economic development in the United States, there is an unparalleled need for practitioners to develop the financial and legal skills necessary to support such work. This course will provide students with an understanding of operations in cooperative environments. This will include summarizing budgets, tax policy, loan structure, depreciation, state and local laws involving cooperative enterprises, and profit-sharing. Particular focus will be given to interpreting case studies dealing with conversions – whether from sole proprietorships to cooperative enterprises, or from private housing to collective housing. The course has students understand and apply concepts such as: asset turnover ratio; ESOPS, sweat equity, 1042 rollover, blanket mortgages, depreciation tables, LLC designations versus Cooperative Corp designation.

URB 624- Operations 2: Finance and Law in Cooperative Enterprises (Students may substitute the following for this class: URB 639- Fieldwork) * With Chair’s Permission Prerequisites: URB 623 This course will build on URB 623 and have students illustrate advanced operations in the development of cooperative initiatives. This will include analyzing and producing budgets, drafting governance documents, reading profit and loss statements, assessing loan applications, and ultimately revising a business plan aligned with cooperative principles that was started in URB 623.

Substitute Courses (Existing Courses) Students will complete 3 credits from the following: URB 639- Fieldwork Prerequisites: URB 625

This course augments traditional classroom-based learning with experiential learning through an internship or field project with a cooperative enterprise—whether a worker owned cooperative, a community land trust, a consumer co-op etc. The fieldwork class is guided and supervised by a mentor. Students and the course instructor will meet weekly to discuss in order to reflect analytically on the field experience and to discuss related readings.

LHIS 601- U.S. Labor History Prerequisites: None Students in this course will examine U.S. labor history from several perspectives, seeking to understand how the experience of workers and the nature of working class institutions have evolved in the context of larger historical developments. In this process, the course will try to account for patterns or growth and decline in the labor movement, paying particular attention to: industrialization and deindustrialization; patterns of migration and immigration; and the historical relationship between organized labor and other movements for social justice. Students will explore how the ideologies and structures of organized labor have been shaped by major economic, political and social forces as well as diverse cultural expressions. At every level of analysis, students will address issues of race, gender, sexual orientation, especially as these categories of social identity related to class and class formation. Assigned tests reflect a range of scholarship and differing points of view. Thus, students will become familiar with historiographical debates about topics covered in this course.

PADM 611- Social and Economic Policy in the United States. Prerequisites: None This course will explore the economic and political aspects of critical social issues, discussing a range of policies and policy alternatives that address these issues at both the national and local levels. To provide a framework for these discussion, we will examined the relationship between government, the economy, and the variety of policy approaches historically employed to address social issues. Students in the course will focus on specific urban issues such as poverty, welfare, housing, healthcare, public education; and urban crime. The course will conclude with an analysis of the public sector labor force and the future of municipal unions. While the main focus of this course is on municipal issues and policies, students will examine both federal and local policies for economic growth, seeking to understand the relationship between national and local economic policy.

URB 612 - Urban Social Problems and Community Development Prerequisites: None

“Community development” refers to strategies in which neighborhood residents come together to generate and implement solutions to shared problems, and this course will explore the theory and practice of community development. The main emphasis of the course is a broad examination of the issues that have confronted communities since the mid-20th century. First, it studies the historical development of urban communities and the structural roots of urban social problems. Second, it traces the community development movement from its historic connections to the civil rights movement and the War on Poverty to its present-day manifestations. Third, it introduces students to various community development approaches and the complex constraints residents, activists, and organizations face as they confront common challenges. Finally, this course will use New York City as its main “case,” relying on New York-focused studies to illuminate the theoretical and practical issues outlined above. This course of study will provide students with a basis for a final research paper.

LABR 604- Labor Law Prerequisite: None This course examines the statutes, procedures, and legal remedies as interpreted by the National Labor Relations Board (NLRB) and courts concerning the unionization of employees; the collec tive bargaining process; and the relationship between workers and employers and between empl oyees and their union. The course begins by examining the doctrines of labor law in the nineteen th and early twentieth centuries and continues with an exploration of the statutory bases of labor law. In subsequent sessions, case law concerning organizing and union recognition; unfair labor practices; collective bargaining; the right to strike and concerted action; arbitration; the duty of fa ir representation; and discrimination will be analyzed and discussed. Finally, the course will exa mine and evaluate various interpretations of the political/economic origins of modern labor law a nd its impact on unions and contemporary labor-management relations.

LABR 607 – Labor and Economics Prerequisites: None This class is designed to provide anyone working for a union, NGO, workers’ rights organization or for social change a solid foundation in economics: basically it is labor economics for practitioners and activists. The course offers an overview of capitalism as an economic system, focusing on the principles and logics that underlie American capitalism in particular. Students will explore the roles of production and profits; competition and concentration; technology and control and conflict in the workplace. The course is set up for students to expand their literacy regarding the main labor issues related to the economy, such as employments, wages (including minimum wage and living wage), labor market discrimination, globalization and trade. We will consider the mainstream, or neoclassical theory that explains for the economy functions, as well as examined some alternative theories.

URB 651- Special Topics Course. Prerequisites: Permission from Chair. This course will offer qualified students the opportunity to study special topics within the scope of urban studies that are not covered, or are only partially covered, in courses offered. Topics may vary from semester to semester and could include in-depth study of particular urban issues, or problems, comparative studies of urban regions; examinations of urban working-class experience; demographic research, neighborhood environmental problem, urban coalition with labor and advocacy groups; case studies of particular community or political mobilizations for urban justice. Appendices Appendix A: Letters of Support

*Please Note: Letters of support referring to the certificate as "Cooperative Economics" were written before the program name was finalized September 30, 2020

Gladys Palma de Schrynemakers, Ed.D. Associate Dean, Academic Affairs Chief Academic Officer CUNY School of Labor and Urban Studies 25 West 43rd Street New York, NY 10036

Dear Dr. Palma de Schrynemakers:

It is with great enthusiasm that I write in support of the new graduate-level certificate in Workplace Democracy and Community Ownership at the CUNY School of Labor and Urban Studies (SLU).

As Deputy Mayor for Strategic Policy Initiatives, I oversee and provide strategic direction for the Mayor’s Offices of Minority- and Women-owned Business Enterprises, Workforce Development, and Immigrant Affairs, as well as the Departments of Youth and Community Development, Small Business Services, and Consumer and Worker Protection, among other departments and initiatives. We are working across agencies, programs, and communities to develop cooperative enterprises and to catalyze collective action to address the racial wealth gap and build an economy that reflects the values and voices of all New Yorkers.

We have greatly appreciated the opportunity to collaborate with your school in this area of economic and community development in recent years. We have served as a thought-partner to faculty in the development of courses for this certificate and other SLU programming. The program will equip students with a theoretical understanding and applied skills in distributed management and ownership that can be used in diverse business, work, and community contexts. That it is a certificate ensures it will be accessible to public servants, business and community leaders, and workers-- professionals and recent graduates alike-- who seek systemic solutions to the most pressing social challenges of our time.

We congratulate your school on bringing this newly designed academic certificate to fruition. The program’s success in reaching and teaching New Yorkers is critical to our success in realizing an empowered workforce and an inclusive economy. We look forward to working with you towards that shared goal.

Sincerely,

J. Phillip Thompson

October 1, 2020

Gladys Palma de Schrynemakers, Ed.D. Associate Dean, Academic Affairs Chief Academic Officer CUNY School of Labor and Urban Studies 25 West 43rd Street New York, NY 10036

Dear Dr. Palma de Schrynemakers:

It is with great enthusiasm that 1199SEIU offers its support to the development of a new graduate level certificate in Cooperative Economies at the CUNY School of Labor and Urban Studies. We have collaborated with your school over many years and have full confidence how your school’s offerings always align with the industry trends and changes we experience in the field.

We have been involved with developing a pathway to worker ownership of long-term care facilities through a membership engagement process where the School of Labor and Urban Studies has been helpful as we jointly held focus groups. Our members at all levels, are interested in exploring how they can think about the policies and possibilities to play a stronger role in managing the businesses where they are employed. Having a certificate at this level will help us build our capacity in this time of severe economic changes. Every year our Training Upgrade and Education Fund has moved numerous members through every school at CUNY to both strengthen their earning capacity and to awaken members’ self-actualization. Our workforce being predominantly people of color and immigrants, will benefit from this ladder of advancement provided through the partnership of the City University and our union. We see much potential to further take advantage of CUNY offerings with this new certificate.

We congratulate your school on bringing this newly designed academic certificate to fruition and look forward to referring numerous members to the education it offers.

In Solidarity,

George Gresham President, 1199SEIU Healthcare Workers East

September 29, 2020

Dr. Gladys Palma de Schrynemakers Associate Dean for Academic Affairs Chief Academic Officer CUNY School of Labor and Urban Studies 25 West 43rd Street New York, NY 10036

Dear Associate Dean Schrynemakers:

New Economy Project is pleased to offer its enthusiastic support for your proposed graduate level certificate in Cooperative Economies, at the CUNY School of Labor and Urban Studies (SLU). We have been delighted to collaborate with your school in this area and see the certificate program as a natural outgrowth of this partnership.

Through our collaboration, New Economy Project has designed and led workshops at the Murphy Institute on the solidarity economy; served as guest speaker on a range of cooperative economics, racial equity and justice topics; held numerous events at the school with grassroots leaders engaged in cooperative economics work throughout New York City and State; and reviewed economic democracy curricula.

The proposed interdisciplinary coursework on cooperative enterprises will help fill a major gap in New York, supporting critical, ongoing work to effect transformative policy solutions that are rooted in cooperation, and racial and social justice. We are pleased to see that the curriculum includes financing and legal issues for co-ops. Practical learning in both areas is sorely needed to help co-op enterprises get off the ground and sustain themselves over time. We are further assured by your school’s role in developing and implementing the program, as equity and inclusion will be embedded in the coursework and classroom, and labor history and community organizing will be central to the study of cooperative economics.

Creation of a graduate level certificate in Cooperative Economics is especially timely, given the COVID-19 pandemic, economic inequality, racial justice, and climate crises we face in our City and State. We appreciate the scope and rigor that CUNY SLU will bring to the field through this program, and look forward to referring people to it. We see our organization’s work as squarely aligned with the proposed program’s stated goals, and hope you will not hesitate to contact New Economy Project if we can be helpful in any way.

Sincerely,

Sarah Ludwig Founder & Co-Director

121 W. 27th Street, Suite 804, New York, NY 10001 | neweconomynyc.org | 212-680-5100

September 29, 2020

Dr. Palma de Schrynemakers:

It is with great enthusiasm that we at The Working World support the development of a new graduate level certificate in Cooperative Economies at the CUNY School of Labor and Urban Studies. We have collaborated with your school over the past few years in this area of economic development.

We have shared curriculum from our popular education programming for small businesses and we can see how offerings in higher education can help to fill the gap of knowledge about cooperative businesses to strengthen the field writ large. We think the three aspects of cooperative enterprises that are designed in this certificate through the proposed coursework are what is needed to enhance the capacity of local small businesses to convert and operate as a cooperative enterprise. We also see that people in these businesses may arrive with a college education behind them and could benefit hugely with the added certification of cooperative enterprise management.

We congratulate your school on bringing this newly designed academic certificate to fruition and look forward to referring numerous entrepreneurs, activists and policy makers to the education it offers.

Sincerely,

Brendan Martin Executive Director

The Yard · 116 Nassau Street · Suite 513 · New York, NY 10038 · www.tww.org

Gladys Palma de Schrynemakers, Ed.D. Associate Dean, Academic Affairs Chief Academic Officer CUNY School of labor and Urban Studies 25 West 43rd Street NY, NY 10036

Dr. Palma de Schrynemakers:

It is with great enthusiasm that the NYC Network of Worker Coops supports the development of a new graduate level certificate in Cooperative Economies at the CUNY School of Labor and Urban Studies. We serve as the industry association of cooperatives in New York City and have our finger on the pulse of the needs for growth and sustainability of our members. We have been collaborating with your school for some time on what curriculum and learning standards should be incorporated into education programs for cooperatives and those interested in this field of work.

Together we piloted a popular education series for the growing sectors of cooperative entities featuring peer to peer education. We always envisioned the development of a deeper and more scholarly approach to pair with the advent of community education programs and strengthen the field, overall. We think the three aspects of cooperative enterprises that are designed in this certificate through the proposed coursework are what is needed to enhance the practice and study of cooperative economics.

We have appreciated the comradeship in co-creating the learning objectives and career objectives in this proposal. We further appreciate the close relationship we have had where we have been able to help find academics for this area of study with a grounding in community engagement and respect for those who are workers and owners in these enterprises, assuring the curriculum advances their voices and their praxis.

We congratulate your school on bringing this newly designed academic certificate to fruition and look forward to referring numerous partners to the education it offers.

Best,

Tammy Shapiro 9/30/2020

Gladys Palma de Schrynemakers, Ed.D. Associate Dean, Academic Affairs Chief Academic Officer CUNY School of labor and Urban Studies 25 West 43rd Street NY, NY 10036

Dr. Palma de Schrynemakers:

It is with great enthusiasm that we at Democracy at Work Institute support the development of a new graduate level certificate in Cooperative Economies at the CUNY School of Labor and Urban Studies. We have collaborated with your school over the past few years in this area of economic development and see a significant role your school and the City University can play in advancing this certificate at the graduate level.

Democracy at Work Institute has been delivering learning experiences to cooperatives and small businesses since our inception in partnership with the US Federation of Worker Cooperatives. We have developed cooperative development project design training program utilizing popular education that has been delivered throughout the country and we see how higher education can help to fill the gap of knowledge about cooperative businesses to strengthen the field writ large. We think the three aspects of cooperative enterprises that are designed in this certificate through the proposed coursework are critical to the success of both small businesses and companies converting to worker-ownership.

We congratulate your school on bringing this newly designed academic certificate to fruition and look forward to referring numerous partners to the education it offers.

Sincerely,

Vanessa Bransburg Senior Managing Director

1904 Franklin St., Suite 400 Oakland, CA 94612 | (415) 379-9201 | http://institute.coop

______

Queens Economic Tel 718 263 0546 www.queensny.org Development Corporation Fax 718 263 0594

120-55 Queens Boulevard, Suite 309 Kew Gardens, NY 11424

Gladys Palma de Schrynemakers, Ed.D. Associate Dean, Academic Affairs Chief Academic Officer CUNY School of labor and Urban Studies 25 West 43rd Street NY, NY 10036

Dr. Palma de Schrynemakers:

It is with great enthusiasm that the Queens Economic Development Corporation supports the development of a new graduate level certificate in Cooperative Economies at the CUNY School of Labor and Urban Studies. The QEDC has a long history of supporting entrepreneurs in our city and the advent of cooperative ownership and control has begun to intrigue our members and partners. We see this new attention to non-traditional business ownership as a model we want to support and strengthen.

The Queens Economic Development Corporation has been offering educational programming for small businesses for 40 years, and we know how higher education helps to fill the gap of knowledge for small business owners and entrepreneurs. We think the three aspects of cooperative enterprises that are designed in this certificate through the proposed coursework are what is needed to enhance the success of minority and women owned small businesses in the ecosystem of industry in New York City. We believe this new graduate level certificate would be very useful as we support businesses and business developers with strategies for equity and inclusion.

We congratulate your school on bringing this newly designed academic certificate to fruition and look forward to referring numerous partners to the education it offers.

Sincerely,

Seth Bornstein Executive Director, QEDC

Gladys Palma de Schrynemakers, Ed.D. Associate Dean, Academic Affairs Chief Academic Officer CUNY School of Labor and Urban Studies 25 West 43rd Street New York, NY 10036

October 8, 2020

Dear Dr. Palma de Schrynemakers,

It is with great enthusiasm that we support the development of a new graduate level certificate in Cooperative Economies at the CUNY School of Labor and Urban Studies.

At Amalgamated Bank, we have been committed to social justice since we were founded in 1923 by the Amalgamated Clothing Workers of America, a union of women and immigrants. For 97 years, that commitment has shaped our business model and our values. We are a committed financial ally of the socially responsible movement that is building a cleaner, greener, safer and more just planet. We believe in the dignity of work, workers’ rights, and equitable communities.

This certificate would be a wonderful addition to the CUNY School of Labor and Urban Studies, and create leaders in this field to manage socially responsible and worker- oriented organizations. In our work, we see the need for more resources to support democratic workplaces and solidarity economics, and the courses offered for this certificate would certainly create the scholarship and community needed to see this movement succeed.

We hope to be able to refer partners and interested parties to this certificate once the program is made official. Thank you for your consideration, and best of luck with the new advanced certificate.

Sincerely,

Dara Kagan First Vice President, Social Impact Banking Amalgamated Bank

Appendix B: Program Syllabi CUNY School of Labor and Urban Studies Syllabus

Program: Advanced Certificate Workplace Democracy and Community Ownership Urban Studies 602: Economic Democracy: History, Theory and Practice Field of Study: Urban Studies and Labor Studies Credits: 3 credits Prerequisites: None

Course Description This course will have students identify and examine multiple forms of worker and community self-management throughout history. Through readings, films and case studies, students will explore different experiments in community control and worker- management as well as how such experiments have sought to help workers and communities build social and economic institutions that operate in their interests. The class will address a number of key questions: How do we define worker control, economic democracy, and community control in the US context? How do worker- controlled companies and other institutions, like credit unions and housing cooperatives function? How do social relations and other aspects of identity such race and gender interact with such institutions? What does the history of worker owned cooperatives, cooperative housing, and community ownership reveal about the possibilities and challenges facing contemporary work in this area? Where do these experiments fit within the broader political economy of cities, regions and nation-states? In addition to exploring the history of experiments in worker and community ownership, the course will introduce students to such concepts as: solidarity economy, worker-councils, consumer co-ops, community wealth building, new municipalism, energy democracy, the commons, municipal ownership, platform cooperativism, community land trusts, limited equity housing and public banking.

THIS IS A HYBRID COURSE This is a hybrid course, which means approximately 50% of the class will take place face-to-face and 50% will be done on-line asynchronously through Blackboard and synchronously through Zoom. On-line course work may include but is not limited to: videos – both video lectures and other forms of video; podcasts and other audio; quizzes; assignments; and reviewing exercises.

Hybrid On-line Hybrid In-Person Traditional In-Person Class Meeting for 7.5 7.5 15 Semester Class Minutes per 1,350 1,350 2,700 semester *Approximate required 450 450 900 online activities minutes per semester Total time per semester 1,800 1,800 3,600

* This is in addition to class meetings. It may include reading text and articles, preparing for exams and reading quizzes, completing online exercises, preparing/completing assignments, etc.

URB 602: 1 of 7 Student Learning Outcomes After completion of the course, students will be able to:

1. Examine the history of the cooperative movement in the United States; 2. Interpret historical constructs of cooperative movement and apply them in current communal arenas; 3. Compare historical and present-day community and worker ownership to establish best practices for current day application; 4. Synthesize the links between unions, worker owned co-ops and municipal governments; 5. Through historical research compare and contrast cooperative initiatives in New York City and other municipalities

Required Texts: All readings will be provided via a course packet available through CUNY Blackboard

REQUIREMENTS AND ASSIGNMENTS

Course Requirements: Students are expected to attend all classes, complete all readings and written assignments and participate fully in class discussions. Each student is responsible for turning in a weekly reading response. In addition to weekly response papers, students will also be graded on class participation and take home final

Grades will be based on the following: • Weekly Response Papers 50% • Class Participation 20% • Take home final 30%

Weekly Reading Responses ...... 50% Over the course of the semester, students must submit a total five short response papers that engage the weekly readings (for the first 2 weeks, reading responses are mandatory for all students). These papers should aim at making connections across the readings, and it should put forward a modest argument about how each reading speaks to the broader theme of the week. These papers should be between 700 and 1000 words. They must include a reference page and “in-text” citations where applicable.

Assessment: Responses will be graded using the AAC&U Written Communication Rubric https://www.aacu.org/sites/default/files/files/VALUE/WrittenCommunication.pdf

Class Participation ...... 20% You must come to class ready to talk! Not only will this make for a more rewarding class, it will also matter for your grade.

Take home exam ...... 30% The final exam will consist of Take-home essay exam that will require students to integrate theory and practice.

Assessment: Responses will be graded using AAC&U Integrated Knowledge Rubric https://www.aacu.org/sites/default/files/files/VALUE/IntegrativeLearning.pdf

URB 602: 2 of 7 Course Calendar

Week 1

Introductions: Capitalism against Democracy

Readings

Anderson, Elizabeth (2017 Sept 3) How Bosses are (Literally) like Dictators Vox https://www.vox.com/the-big-idea/2017/7/17/15973478/bosses-dictators- workplace-rights-free-markets-unions

Crain, Caleb ( 2018, May 7) Is Capitalism a Threat to Democracy? New Yorker. https://www.newyorker.com/magazine/2018/05/14/is-capitalism-a-threat-to- democracy

Polyani, K (n.d late 1930s) The Fascist Virus. ms. Karl Polanyi Archive. Montreal File 19-28.

Week 2

Lecture: Worker Ownership /Control – from worker councils to ESOPS and LMCs

Readings

Azzellini, Dario (2015). Introduction. Azzellini, Dario (Ed.). An Alternative Labour History: Worker Control and Workplace Democracy. London: Zed Books, 1-22. Espinosa, Juan and Zimbalist, A (1978) Workers Participation in Chilean Industry 1970- 1973. Chapter 1: “Worker Alienation and Worker Participation in Capitalist and Socialist Countries: and Overview in Economic Democracy.” Pannekoek, A (1952 [2010]) Workers Councils. Prism Press. Chapter 1: pg 10-74 Magin, A (1986) “Worker Ownership and labor Management Cooperation: Industrial democracy in the United States” in Schoolman, M and Magin, A (eds) Reindustrializing New York Strategies, Implications, Challenges. Albany NY: SUNY press. Rachleff, P (1979 ) Working class activity and councils: 1918-1923. OPTIONAL

Week 3

Lecture: Early Producer and Consumer Co-ops

Readings

Fairbairn, Brett (1994) The Meaning of Rochdale: The Rochdale Pioneers and the Cooperative Principles

URB 602: 3 of 7

Curl, John (2009) For All the People: Uncovering the Hidden History of Cooperation, Cooperative Movements and Communalism in America. Oakland CA: PM press. Chapter 1, pg 15-47.

Gordon-Nembhard, J (2014) Collective Courage: A History of African American Cooperative Economic Though and Practice. University Park PA: The University of Pennsylvania Press. Introduction pg 1-27;

Kiellor, S (2000) Cooperative Commonwealth: Co-ops in Rural MN 1859- 1939. St Paul MN: Minnesota Historical Society Press. Introduction: pg 3-9

Week 4

Lecture: Cooperative Housing and the Urban Commons

Readings

Foster, S and Iaione, C. (2016) The City as Commons. Yale Law and Policy Review 34(2) 282- 249.

Eisenstadt, Peter (2010) Rochdale Village: Robert Moses, 6000 families and New York Cities Great Experiemnet in Integrated Housing. Cornell University Press: Ithaca NY. Introduction, 1-21; Chapter 1, pg. 21-33. Huron, Amanda (2018) Carving out the commons: Tenant Organizing and Housing Cooperatives in Washington DC. Minneapolis MN: University of Minnesota. Introduction: Gruber, Helmut (1991) Red Vienna. Oxford Uk: Oxford University Press. Chapter 1: pg 45-65.

Week 5

Lecture: Community Land Trusts ---Rural Beginnings, Urban Applications

Readings Witt, Susan and Swan, R (1996 ) “land: challenge and opportunity” in William Vitek and Wes Jackson. Rooted in the Land: essays on community and place. New Haven: Yale University press. pg 244-253

Gordon-Nembhard, J (2014) Collective Courage: A History of African American Cooperative Economic Though and Practice. University Park PA: The University of Pennsylvania Press. Chapter 8, pg 172-189.

URB 602: 4 of 7 Emmeneus Davis, John (2014) Origins and Evolution of the Community Last Trust in the United States. ms.

Defillipis, J; Williams, O; Pierce, J; Martin, D; Kruger, R and Esfahani, A (2019) On the Transformative Potential of Community Land Trusts in the United States. Antipode: a Radical Journal of Geography. 51(3) 795-817.

Week 6

Lecture: Unions and Co-ops: when workers become managers/landlords

Readings: Ji, Minsoon (2016) Revolution or Reform? Union-worker cooperative relations in the United States and Korea. Labor Studies Journal 41(4):355-376. Wright, Chris (2014) Worker Cooperatives and Revolution: History and Possibilities in the United States. Bradenton FL: BookLocker.com. Chapter 2: 17-55; Chapter 3: 71- 119 Movie: At Home in Utopia by Michel Goldman and Ellen Brodsky.

Week 7 Lecture: Yugoslavia: Experiments in self-management under socialism

Readings Comisso, Ellen Turkish (1979) Worker’s Control Under Plan and Market: Implications of Yugoslav Self-Management. Yale University press. Part I and Part II pg.9-116 Rojek, C and Wilson D (1987) Worker’s self-management in the World System: The Yugoslav Case. Organization Studies 8(4) 297-308.

Week 8

Lecture: Emelia Romagna

Readings

Schneider, N (2017, September 18) How Communist and Catholics built a commonwealth. America: The Jesuit Review

Logue, John (2005) Economics, Cooperation, and Employee Ownership: The Emelia Romana Model. ms. Restakis, John (2010) Humanizing the Economy: Co-operatives in the Age of Capital. Gabriola Island BC: New Society Publishers. Chapter 4, pg 73-87.

URB 602: 5 of 7

Week 9

Lecture: Mondragon

Whyte, William and Whyte Kathleen (1988) Making Mondragon: The Growth and Dynamics of the Worker Cooperative Complex. Ithaca NY: Cornell University Press. Part II: 23-49.

Molina, F and Miguez, A ( 2008) The Origins of Mondragon: Catholic Co-operativism and social movement in Basque Valley(1941- 59) Social History. 33(3)

Kasmir, S (1996) The Myth of Mondragon: Cooperatives, Politics and Working Class life in a Basque Town. Albany NY: SUNY Press. Introduction 1-15; Making the Myth of Mondragon: 41-63. OPTIONAL

Week 10

Lecture: New Era Windows, Chicago IL

Readings

Lydersen Kari (2009) Revolt on Goose Island: The Chicago Factory Takeover and What it says about the Economic Crisis. Brooklyn NY: Mellville Press.

Week 11

Lecture: The Cleveland Experience in Community Wealth Building

Readings

Rowe, J ; Peredo, A; Sullivan, M and Restakis (2017) Cooperative Development, Policy, and Power in a Period of Contested Neoliberalism: The Case of Evergreen Cooperative Corporation in Cleveland, Ohio Socialist Studies 12(1) Howard, T; Kuri, L and Lee Pierce (2010) The Evergreen Cooperative Initiative of Cleveland Ohio. Minneapolis MN: The Neighborhood Funders Group. Entire Doocument

Week 12

Lecture: Cooperation Jackson

Readings

Akuno, K and Nangwaya A (2017) Jackson Rising: The Struggle for Economic Democracy and Black Self Determination in Jackson Mississippi. Daraj Press. SELECTIONS

URB 602: 6 of 7

Week 13

Lecture: Back to Democracy/Participatory Budgeting

Readings Menser, M (2018) We Decide! Theories and Cases in Participatory Democracy. Philadelphia PA: Temple University Press. Chapters 2: 66-106; Chapter 6: 226-257.

Week 14 Economic Democracy and Climate Change Readings Gunderson R (2018) Work-time reduction and economic democracy as climate change mitigation strategy: or why the climate needs a renewed labor movement. Journal of Environmental Studies and Sciences. 9(1) 35-44. Menser, M (2018) We Decide! Theories and Cases in Economic Democracy. Philadelphia PA: Temple University Press. Conclusion: pg. 257-265

Week 15

Take-home Final

URB 602: 7 of 7 CUNY School of Labor and Urban Studies Syllabus

Program: Advanced Certificate in Workplace Democracy and Community Ownership Urban Studies 613: Cooperative Management for a Changing World Field of Study: Urban Studies and Labor Studies Credits: 3 credits Prerequisites: None

Course Description This course will discuss leadership and management strategies in the areas of worker owned co- ops, consumer co-ops, community land trusts and worker directed enterprises. Students will assess and analyze different governance structures, and decision-making models as well as how those models work in practice – whether through consensus or representative decision-making models. In addition to learning about principles of “democratic control,” and “economic participation” students will explore how these principles are practiced in real life settings. Through readings, films, guest speakers and in-class workshops, students will both learn about the strengths and weaknesses of various governance models as they will be asked to analyze the inevitable conflicts that emerge in any cooperative enterprise (and especially conflicts associated with historic power inequalities, and structures of oppression). A significant part of the class will be dedicated to analyzing case studies within cooperative enterprises; how those situations emerge, how they were addressed, and what strategies members (worker-owners, residents, members) used to remain accountable to cooperative principles. In addition, to examining different governance structures, the course will have students summarize concepts as: organizational change models, motivation, representative decision-making, self-directed work teams, consensus decision-making, non-violent communication, co-determination, conflict resolution, accountability, and the triple-bottom line. Students will choose a place or time to research where cooperative principles have emerged and prepare a project-based research paper that compares and contrasts to the practices studied through the term.

Student Learning Outcomes Through this course students will be able to:

1. Analyze various leadership and distributive management strategies of cooperative organizations; 2. Compare and contrast local, regional and global cooperative management practices; 3. Analyze and compare individual’s own management style to those studied practices; 4. Based on cooperative management practices, apply practices to create a model project;

Required Texts: All readings will be provided via a course packet available through CUNY Blackboard

REQUIREMENTS AND ASSIGNMENTS

Grades will be based on the following: • Class participation 30% • Reading Responses 20% • Final Report 30% • Group Work 20%

URB 613: 1 of 7

Class Participation ...... 30% Being part of the class means interacting with the content and your classmates. Your participation is valued. Throughout the course students will work in small groups, pairs, and teams, practicing the skills taught and discussed. An emphasis will be on these activities as a way to see and explore how they are incorporated into each student’s approach to cooperative behaviors

Reading Responses ...... 20% During the course of the class students must submit reading responses a total of four (4) times. The first assignment is due the second week of class. These papers should aim at making connections across the readings, and it should put forward a modest argument about how each reading speaks to the broader theme of the week. These papers should be between 400 and 900 words. They must include a reference page and “in-text” citations where applicable.

These papers should all roughly follow the same format. Below you will find an outline of what is expected -- both in terms of mechanics and in terms of content.

Mechanics: 1. Papers must be between 400 words and 900 words. 2. Papers must be typed or word-processed; double-spaced and in 12 point type. 3. Your name must appear, and pages must be numbered. 4. You must give your paper a title. 5. Any direct quotations, paraphrases, or uses of others’ ideas (from either the readings assigned or elsewhere) must be cited in APA format. 6. YOU MUST INCLUDE A REFERENCE PAGE

Content: The first paragraph (or two) should summarize the key arguments in the assigned reading. The remainder of the paper should critically analyze the reading. This means: 1. You should critically evaluate the arguments and theories presented, telling your reader what is good, what is bad, and what is missing from them. Give examples from readings to support your case. 2. You should critically evaluate the evidence or the logical form of the argument that the authors present in support of their theoretical argument. Does the evidence support the claims? How? Why not? Give examples to support your case. 3. You should provide a conclusion that indicates what is most valuable or most problematic about the arguments presented in the chapters. Give examples from readings to support your case.

You may either present your analysis as a series of separate paragraphs touching on each of these points or you may address them simultaneously. But your ultimate goal should be to present your own argument as a coherent, well-developed and logical whole.

Assessment: Written Communication https://www.aacu.org/sites/default/files/files/VALUE/WrittenCommunication.pdf

URB 613: 2 of 7 Final Cooperative Enterprise Report ...... 30% Each student will identify one project-based researched idea they want to research for implementation. By midterm they will identify one organizational document they will create, such as a governance plan, a budget, a market study, operations manual, a business model canvass, business plan, etc. By the end of the term this document will be submitted for a final grade.

Assessment: Inquiry and Analysis https://www.aacu.org/sites/default/files/files/VALUE/InquiryAnalysis.pdf

S You will be engaged in group work on a periodic basis. You will form a group in the early weeks of the class and this team together will explore activities and put into practice some of the learning objectives of different sessions. Regularly you will be asked report back to class on group discussions. This feedback and the lived experience will be evaluated for the whole group.

Assessment: Teamwork https://www.aacu.org/sites/default/files/files/VALUE/Teamwork.pdf

URB 613: 3 of 7 Course Calendar

Week 1

Intro to class protocols Overview of Economic Democracy - what it means in practice Democratic Principles to work by and apply

Readings

R. W. Hatch, “Training in Citizenship”, 1926, prologue, “Citizenship by Practicing Citizenship”, pages iii-ix

7 Principles of Cooperatives https://www.ica.coop/en/cooperatives/cooperative-identity

NY Times, 3/15/2009, “Is it Time to Retrain Business Schools?” https://www.nytimes.com/2009/03/15/business/15school.html

Week 2

Art, Craft and Science of Management Explore personal strengths and proclivities of art, craft and science thinking/doing Establish teams for collaboration

Readings

Mintzberg, “Managers, Not MBAs” introduction and ch 4

Adrienne Maree Brown, “Emergent Strategies” introduction and pages 15-18 and 41-66. Chronicle of Higher Education, 10/2016 https://www.chronicle.com/article/Curricular-Cop-Out-on-Co-ops/237995

Suggested book: Adrienne Maree Brown, “Emergent Strategies”

Week 3

Intro to Business Model Canvas Develop idea in small groups

Readings

Business Model Canvass resources https://www.bauer.uh.edu/undergraduate/documents/Business_Model_Canvas_Explain ed.pdf https://www.alexandercowan.com/business-model-canvas-templates/

URB 613: 4 of 7

Week 4

Theory of change Business Cycle and feedback loops Active listening Self-actualization through work and control

Readings

Abraham Maslow, “The Maslow Business Reader”, pg. 1-20 Epstein, Mark, “Making Sustainability Work”, chapter 1

Week 5

Measure what matters Balanced Scorecard, dashboards, proving what we set out to accomplish Business Model Canvas (con’t)

Readings

Epstein, Mark, “Making Sustainability Work”, chapter 5, 6

Week 6

Feasibility Studies Job Descriptions and Roles

Readings

Adams, Frank T., Hansen, Gary B., “Putting Democracy to Work” chapters 3, 4 Journal of Affordable Housing, Vol 24 Number 2 Baskaran ssrn, Pryia Baskaran, Introduction to Worker Cooperatives and Their Role in the Changing Economy

Week 7

Legal entities of enterprises For profit and non-profit context By-Laws and Operating Documents

Readings

An-Overview-of-Democratic-Governance.pdf Making-the-Eagle-Fly-Friday.pdf Inclusive_Procurement_Exec_Sum.pdf exec summary

URB 613: 5 of 7 policylink.org inclusive-procurement-and-contracting full report

Week 8

Understanding business finances Balance Sheets

Readings

Marc Epstein, “Making Sustainability Work”, chapters 5,6 Charles Eisenstein, “Sacred Economics” chapter 1, chapter 6 Think Outside the Boss. especially Appendix A

Week 9

Understanding trauma and intergenerational suffering and healing, at work Democratic Decision Making and Group Process

Readings

Community Resilience Reader, Danile Lerch- chapter by Stephanies Mills, “Resilience, Wisdom and Beloved Community”C T Lawrence Butler on Revolutionary Decision- Making Process

Week 10

Conflict resolution

Readings

Kraybill and Wright, The Little Book of Cool Tools for Hot Topics, chapters 2 and 6 Starhawk, “The Empowerment Manual” pages 43-75 Maslow, Hierarchy of Needs pdf

Week 11

Facilitation skills

Readings

Sam Kaner, Facilitators Guide to Participatory Decision-Making, chapters 1-3

Week 12

URB 613: 6 of 7 Self-managed work teams Dignity At Work Team Building Worker Control

Reading

Maslow, Abraham, “Maslow Business Reader”, pg. 55-75 From Worker Self-Directed Enterprise Analysis to Solidarity Economy Movement, by Boone W. Shear Bruce Richard, VP SEIU 1199 Self Directed work teams case study

Week 13

Worker evaluations Emotional Intelligence when working together

Reading

Douglas Stone, Sheila Heen, “Thanks for the Feedback”, Introduction and ch.1-4 Working with Emotional Intelligence, by Danile Goleman book review pdf

Week 14

Putting the operations to work Systems thinking

Readings

William McDonough and Micahel Braungart, “Cradle to Cradle”, chapter 3, Eco- Effectiveness

Week 15

Comparative studies - global perspectives and international case studies Explore where else in other places and times cooperativism is practiced. Read one story and share in our final class discussion

Readings

Dario Azzellini, “They Can’t Represent Us”, Introduction and chapter 1 John Restakis, “Humanizing the Economy”, any chapter

URB 613: 7 of 7 CUNY School of Labor and Urban Studies Syllabus

Program: Advanced Certificate in Workplace Democracy and Community Ownership Urban Studies 624: Operations 2: Finance and Law in Cooperative Enterprises Credits: 3 credits Prerequisites: URB 623

Course Description This course will build on URB 623 and have students illustrate advanced operations in the development of cooperative initiatives. This will include analyzing and producing budgets, drafting governance documents, reading profit and loss statements, assessing loan applications, and ultimately revising a business plan aligned with cooperative principles that was started in URB 623.

*This is in addition to class meetings. It may include reading text and articles, preparing for exams and reading quizzes, completing online exercises, preparing/completing assignments, etc.

Student Learning Outcomes After completion of the course, students will be able to:

1. Assemble a finalized business plan using cooperative principles; 2. Devise a conversion plan for a sole-proprietorship; 3. Devise a conversion plan for a limited equity housing cooperative; 4. Design a business plan for a Community Land Trust

Required Texts: Laloux Frederick (2014) Reinventing Organizations: A guide to creating organizations inspired by the next stage of human consciousness. Millis MA: Nelson Parker.

REQUIREMENTS AND ASSIGNMENTS

Course Requirements: Students are expected to attend all classes, complete all readings and written assignments and participate fully in class discussions.

URB 624: 1 of 4 Grades will be based on the following: • Class Attendance 20% • Proposal and Proposal Presentation 30% • Final Conversion/Business Plan 50%

Class Participation ...... 20% You must come to class ready to talk! Not only will this make for a more rewarding class, it will also matter for your grade.

Proposal and Proposal Presentation ...... 30% Working with the instructor and drawing on course material, students will be asked to finalize proposals for a business plan / conversion plan/ workplace democracy memo that employs cooperative principals and that advances workplace democracy and/or community ownership. Students may use their own workplaces or develop proposals based on hypothetical businesses or non-profits. Proposals may explore the conversion of a business from a sole proprietorship to worker owned coop, the conversion of a non-profit to worker directed non-profit, the development of a community land trust or the development of a limited equity housing cooperative. The proposal should be a minimum of 2000 words and will be due on the fourth class meeting. Students will present their proposal to the class. Conversion Plan/Business Plan/Workplace democracy memo ...... 50% Students will develop and submit a full business proposal/ conversion plan/ workplace democracy memo that employs cooperative principles and that advances workplace democracy or community ownership. Students will submit their full plan to the class. The plan should include detailed financial, legal, and governance components (for example, cash flow projections; type of legal entity, and or by-laws). Assessment: Integrative Learning https://www.aacu.org/sites/default/files/files/VALUE/IntegrativeLearning.pdf

URB 624: 2 of 4 Course Calendar

Week 1

Introductions:

Readings

Laloux Frederick (2014) Reinventing Organizations: A guide to creating organizations inspired by the next stage of human consciousness. Millis MA: Nelson Parker. Introductions 1-11

Week 2

Review Sample Conversion/Business/ Workplace Democracy Plans

Readings

Laloux Frederick (2014) Reinventing Organizations: A guide to creating organizations inspired by the next stage of human consciousness. Millis MA: Nelson Parker. Part I pg 11-43

Samples TBA

Week 3

Review Sample Conversion/Business/ Workplace Democracy Plans

Readings

Laloux Frederick (2014) Reinventing Organizations: A guide to creating organizations inspired by the next stage of human consciousness. Millis MA: Nelson Parker. Part II pg 53-143

Samples TBA

Week 4

Proposal Presentations

Week 5

Meet Independently with Instructor or Mentor

Week 6

URB 624: 3 of 4 Meet Independently with Instructor or Mentor

Week 7 Meet Independently with Instructor or Mentor

Week 8

In Class Check-in

Week 9

Meet Independently with Instructor or Mentor

Week 10

Meet Independently with Instructor or Mentor

Week 11

Meet Independently with Instructor or Mentor

Week 12

In Class Check-in

Week 13

Meet Independently with Instructor or Mentor

Week 14

Presentations of Full Plan

Week 15

Plans Due in Class

URB 624: 4 of 4 CUNY School of Labor and Urban Studies

Program: Advanced Certificate in Workplace Democracy and Community Ownership Urban Studies 623: Operations: Finance and Law in Cooperative Enterprises Field of Study: Urban Studies and Labor Studies Credits: 3 credits Prerequisites: None

Course Description Given the growing field of organizations and efforts to build community-controlled forms of economic development in the United States, there is an unparalleled need for practitioners to develop the financial and legal skills necessary to support such work. This course will provide students with an understanding of operations in cooperative environments. This will include summarizing budgets, tax policy, loan structure, depreciation, state and local laws involving cooperative enterprises, and profit-sharing. Particular focus will be given to interperting case studies dealing with conversions – whether from sole proprietorships to cooperative enterprises, or from private housing to collective housing. The course has students understand and apply concepts such as: asset turnover ratio; ESOPS, sweat equity, 1042 rollover, blanket mortgages, depreciation tables, LLC designations versus Cooperative Corp designation.

Student Learning Outcomes After completion of the course, students will be able to

1. Analyze and apply case law in relation to cooperative initiatives; 2. Draft a budget for a cooperative initiative; 3. Draft a blueprint for Business plan

Required Texts: Adams, F and Hansen G (1992) Putting Democracy to work: A practical guide for starting and managing worker owned business. San Francisco CA: Barret- Koehler Publishers.

Whyte, K (ed) (2011) The CLT Technical Manual. Portland OR: National Community Land Trust Network Mallin, B (n.d.) Limited Equity Cooperatives: A legal handbook. Albany NY: New York Division of Housing and Community Renewal.

Orsi, J; Lisa, W and Jacob, S (n.d.) Legal Guide to Cooperative Conversions: A Business owners guide to cooperative conversion.

REQUIREMENTS AND ASSIGNMENTS

Course Requirements: Students are expected to attend all classes, complete all readings and written assignments and participate fully in class discussions.

Grades will be based on the following: • Class Participation 20% • Midterm exam 30% • Final exam 30% • Group Presentation 20%

URB 623: 1 of 6

Class Participation ...... 20% You must come to class ready to talk! Not only will this make for a more rewarding class, it will also matter for your grade.

Midterm exam ...... 30% The midterm exam will test students on the material covered in the first half of the class. The exam will consist of multiple choice, short answer, and essay questions.

Final exam ...... 30% The Final exam will test students on material covered in the second half of the class. The exam will consist of multiple choice, short answer, and essay questions. Conversion Policy Memo/ Group Presentation: ...... 20% Working in groups, students will draft and Business Plan: the conversion of a sole- proprietorship to a worker-owned co-op; the development of community land trusts; the conversion of unionized workplace to a unionized cooperative.

Assessments: Oral Communication https://www.aacu.org/sites/default/files/files/VALUE/OralCommunication.pdf Teamwork https://www.aacu.org/sites/default/files/files/VALUE/Teamwork.pdf

URB 623: 2 of 6 Course Calendar Week 1

Introductions: What are cooperative enterprises?

Readings

Adams, F and Hansen G (1992) Putting Democracy to work: A practical guide for starting and managing worker owned business. San Francisco CA: Barret- Koehler Publishers. Introduction, 1-11;

Whyte, K (ed) (2011) The CLT Technical Manual. Portland OR: National Community Land Trust Network. Chapter 1 Origins and Evolution of Community Land Trusts. Mallin, B (n.d.) Limited Equity Cooperatives: A legal handbook. Albany NY: New York Division of Housing and Community Renewal. Chapter 1 Cooperative Basics.

Orsi, J; Lisa, W and Jacob, S (n.d.) Legal Guide to Cooperative Conversions: A Business owners guide to cooperative conversion. Introduction: 2-6.

Week 2

Lecture: Starting out: economic, political, and financial considerations

Readings

Adams, F and Hansen G (1992) Putting Democracy to work: A practical guide for starting and managing worker owned business. San Francisco CA: Barret- Koehler Publishers. Chapter 3: Making a Preliminary Assessment , 45-65; Chapter 4, Preparing a Business Plan, 6-89.

Whyte, K (ed) (2011) The CLT Technical Manual. Portland OR: National Community Land Trust Network. Chapter 2, Initial Choices; Chapter 3: Incorporation. Mallin, B (n.d.) Limited Equity Cooperatives: A legal handbook. Albany NY: New York Division of Housing and Community Renewal. Chapter 2, The Conversion process. Orsi, J; Lisa, W and Jacob, S (n.d.) Legal Guide to Cooperative Conversions: A Business owners guide to cooperative conversion. Cooperative Conversion: pg 6-7

Week 3

Lecture: Incorporation and Legal Status of Cooperatives ( LLCs, Cooperative Enterprises, C-Corps, S-Corps)

URB 623: 3 of 6 Readings

Whyte, K (ed) (2011) The CLT Technical Manual. Portland OR: National Community Land Trust Network. Chapter 3: Incorporation

Orsi, J; Lisa, W and Jacob, S (n.d.) Legal Guide to Cooperative Conversions: A Business owners guide to cooperative conversion. Oakland CA: Sustainable Law Project. Pg 7-32

Week 4

Lecture: Internal Governance /bylaws I

Readings

Adams, F and Hansen G (1992) Putting Democracy to work: A practical guide for starting and managing worker owned business. San Francisco CA: Barret- Koehler Publishers. Chapter 8: Managing Worker Democracy, pg 141-154; Chapter 9: Democracy on the workfloor, pg 155-170.

Orsi, J; Lisa, W and Jacob, S (n.d.) Legal Guide to Cooperative Conversions: A Business owners guide to cooperative conversion. Oakland CA: Sustainable Law Project. Pg 36- 48 Mallin, B (n.d.) Limited Equity Cooperatives: A legal handbook. Albany NY: New York Division of Housing and Community Renewal. Chapter 5: Operation of the Cooperative

Week 5

Lecture: Internal Governance/bylaws II

Readings Review sample bylaws legal documents: Democracy at Work template: https://institute.coop/resources/sample-worker- cooperative-bylaws CoOpLaw.org: https://www.co-oplaw.org/legal-tools/cooperative- bylaws/#Model_Articles_of_Incorporation_Bylawsfor_Worker_Cooperatives_under_C alifornia8217s_new_law

URB 623: 4 of 6 Week 6

Lecture: Balance Sheets/ Income Statements/ Cash Flow Statements

Readings: Ittelson, T (2009) Financial Statements: A step by step guide to understanding and creating financial reports. Franklin Lakes NJ: Career Press. Chapter 1: 11-15; Chapter 2: 15-43;

Week 7 Lecture: Balance Sheets/ Income Statements/ Cash Flow Statements

Readings Ittelson, T (2009) Financial Statements: A step by step guide to understanding and creating financial reports. Franklin Lakes NJ: Career Press. Chapter 3: 43-61; Chapter 4: 61-75; Chapter 5: 75-91.

Week 8

Lecture: Sales and Expense projections / Cash Flow projections

Readings

Sawyer T ( 2014) Financial Business Modeling for Business Owners and Entreprenuers: Developing excel models to raise capital, Increase cash flow, Improve operations, plan projects and make decisions. New York NY: Apress. Chapter 5: 83-105; Chapter 6: 105-127; Chapter :127-157

Week 9

MIDTERM

Week 10

Lecture: Financing Cooperatives (conversion and non-conversions)

Readings

Financing a Cooperative. Co-OpLaw.org https://www.co-oplaw.org/finances- tax/financing/

Financing a Cooperative Conversion https://www.co-oplaw.org/legal-guide-cooperative- conversions/financing-cooperative-conversion/

URB 623: 5 of 6 DAWI Investing in Worker Ownership https://institute.coop/sites/default/files/resources/DAWI%20- %20Investing%20in%20Worker%20Ownership.pdf

Week 11

Guest Lecture: Conversion Case Studies: New ERA Windows

Readings

TBD

Week 12

Guest Lecture: CLT case study: Cooper Square CLT

Readings

TBD

Week 13

Guest Lecture: Limited Equity Case Study

Readings TBD

Week 14

Group Presentations

Week 15

Take-Home Final due

URB 623: 6 of 6