1 COURSE SYLLABUS Please read the following course syllabus carefully, especially the course dates, times and location. If you have any questions, please do not hesitate to communicate with the IDEAL Program office, your academic advisor, or the instructor. The IDEAL degree-completion program is designed with the adult learner in mind. Adult learners approach learning with specific goals, want to be able to directly apply new learning to their work and personal lives, and tend to learn best when the coursework is problem-centered so that they are actively engaged in the learning process. In addition, adults bring rich and varied experience to the classroom, which becomes a valuable learning resource for other students. The IDEAL Program assumes joint responsibility in the learning process. The activities and assignments in the courses build on the shared experience of all learners in each class. This is why each student s preparation, participation and interaction in class activities and discussions are critical to the success of each course. The accelerated format of each course requires a significant amount your time outside the course to prepare for and complete the course assignments. This varies between students and courses; however, students typically spend ninetwelve hours per week on course material. To participate in the IDEAL Program, it is expected that you will do the following: 1. Participate in and complete the online orientation prior to your first online course. 2. Obtain the required course materials prior to the course start date. 3. Login and participate in your course a minimum of three times per week. 4. Complete all assignments to the best of your ability. 5. Participate in the class discussions and demonstrate respect and consideration to the instructor and other students when they express themselves in discussion. 6. If you have any technical difficulties, you must contact the Office of Distance Education immediately at If you cannot perform these six expectations, it is recommended that you drop the course. We look forward to your academic success in each course and the ultimate completion of your degree.
2 ORLD 342-DL2 INTRODUCTION TO NON-PROFIT MANAGEMENT Fall 2015 Online October 19 December 12, 2015 Dr. Charles Phillips Please feel free to contact me ( is the best way to reach me) with any questions regarding the syllabus or at anytime during the course if you are having difficulties with the coursework or with any other questions or concerns. I am usually able to respond within 24 hours. Required Texts: Drucker, Peter F. Managing the Non-Profit Organization Principles and Practices New York, NY: HarperCollins Publishers, ISBN ISBN Stern, Gary J. The Drucker Foundation Self-Assessment Tool: Process Guide. San Francisco: CA:.Jossey-Bass, ISBN X Heyman, Darian Rodriguez, ED. Nonprofit Management 101: A Complete and Practical Guide for Leaders and Professionals. San Francisco: CA:.Jossey-Bass, Course Description: This course serves as an introduction to the non-profit organization and management. Discussions will center around mission, leadership, marketing, community relations, fund development, staff supervision and professional development. This course is to prepare students for effective social action in their communities and responsible leadership in the nonprofit sector. The course examines leadership for nonprofit organizations emphasizing the dimensions of social responsibility including legal, ethical obligations. Students will be encouraged to thoughtfully and critically analyze their own leadership capacity, goals and commitments. Upon completion of this course students should be able to apply the core values and key practices covered in the texts to practical responsibilities in leadership of a nonprofit organization. PRIMARY LEARNING OBJECTIVES: 1. Increased understanding of the role of a non-profit organization in the community.
3 2. Increased comprehension of the skills and competencies required to successfully manage or to work professionally in a non-profit organization. 3. Increased knowledge of the collaborative nature of the non-profit organization. 4. The ability to apply this information and these concepts in your future as a manager, leader or professional in a nonprofit organization. 5. Develop presentation skills suitable for communicating to an online community through the development of a class presentation using the Panopto platform on Canvas. 6. Complete an organizational assessment of the foundational performance indicators of high performing nonprofit organizations based on collaboration with a nonprofit organization using the Drucker Self Assessment Tool. Format of the Course The format for this course includes online discussions both written and oral, practical written assignments to apply the information and concepts, and a community based learning site at a local nonprofit organization upon which students will base their assignments throughout the course. Students are strongly recommended to identify an appropriate nonprofit organization before the start of the course. Course Assignments: Discussion board (40%) The discussion board is one of the primary learning tools for this course. The discussion board is an intellectual exercise to encourage students to critically examine their own personal viewpoints, thought, reflections, and feelings generated by the readings. These reactions may include personal insights, identified biases, and value conflicts. There will be two online discussions each week (one discussion with text entries and the other with Voicethread for a more interactive environment to express your best and most current thoughts). Refer to the Rubric Evaluation below for the standards used for evaluation of reflection journal entries. Online Class Presentation (15%) Students will choose one chapter that is not a required reading in the required reading texts to present a concise and informative presentation using Pantopia. The presentation should add on to the discussion covered in the readings and the discussion board. Refer to the Rubric Evaluation below for the standards used for evaluation of presentations. Final Project (25%) Each student will be required to utilize the Drucker Self-Assessment Tool to conduct an assessment of the effectiveness of a non-profit agency which functions as a community based learning site for the course. Students will submit a 7-8 page paper (not including title page and bibliography) to the professor.
4 Final Reflection Paper (20%) This a two-part reflection paper to document and reflect on the learning experience during the entire course. The focus of the first part of this 5-7-page paper is to demonstrate how the primary course learning objectives were fulfilled through the assignments. Provide specific and detailed evidence to demonstrate the acquisition of knowledge (definitions, descriptions, etc.), comprehension (inferences, summaries); and application (proposing changes, personal experiences, etc.) of the material. Students that use indirect quotes from the readings to detail the main learning outcomes generally receive an evaluation of A for this assignment. The explicit learning objectives for the Introduction to Nonprofit Management course are: 1. Increased understanding of the role of a non-profit organization in the community. 2. Increased comprehension of the skills and competencies required to successfully manage or to work professionally in a non-profit organization. 3. Increased knowledge of the collaborative nature of the non-profit organization. 4. The ability to apply this information and these concepts in your future as a manager, leader or professional in a nonprofit organization. 5. Develop presentation skills suitable for communicating to an online community through the development of a class presentation using the Panopto platform on Canvas. 6. Complete an organizational assessment of the foundational performance indicators of high performing nonprofit organizations based on collaboration with a nonprofit organization using the Drucker Self Assessment Tool. The focus of the second part of this assignment is an overall reflection and celebration of what the course has been for you. Use the following questions to help you complete the paper: 1. What meant the most to you? 2. What challenged you, stretched your mind? 3. What aspect touched you emotionally? 4. What elements will have a lasting impact? 5. Will you be more inclined to volunteer or work for a nonprofit agency in the future as a result of your experience in this course? If you answered yes, in what capacity? 6. Are you more self aware of your capacity and potential to lead or work within a nonprofit organization? How? 7. How has your perspective on managing or working in a nonprofit agency developed through your learning experience during this course? Express any emotions, insights or comments that are present as we conclude the class.
5 Instructor s biography Charles T. Phillips, Ph.D serves in senior leadership roles for several global non-profit organizations that drive development of individuals and communities through the shared experience of voluntary service. He is also a university professor whose courses build leadership skills in community-based service learning methods and non-profit management. As president of the international organization Service For Peace (SFP), Charles leads strategic development of programs that bring diverse groups of volunteers together as a catalyst to open opportunities in low-income and under-resourced communities. Under Dr. Phillips leadership, SFP has become the largest recipient of funding from the Corporation for National and Community Service (CNCS). The grant helps galvanize volunteers in more than 15 states in the U.S. around the federal Martin Luther King, Jr. holiday. Service for Peace brings thousands of people together to improve literacy, help small businesses, strengthen community groups and much more during a Martin Luther King Day of Service and an ensuing period called The 40 Days of Peace. Efforts in recent years have focused on helping U.S. veterans and their families, who are much more likely than other groups to become homeless. In 2015 SFP was awarded funding by CNCS to expand the September 11 Day of Service and Remembrance across the U.S.. Dr. Phillips other accomplishments include initiating a Martin Luther King Jr. Service Learning Imitative in 2004 at the University of Bridgeport, where he teaches. He has also conducted trainings on cross cultural management for nonprofit leaders at the Points of Light Foundation, the National Conference on Volunteering and Service and the National Service Learning Conference. Outside the U.S. Dr. Phillips has been leading the strategic development of international service learning programs to foster an increased understanding and appreciation of other cultures and build a culture of peace in over 22 countries around the world including geopolitical hot spots such as North Korea, Nepal, Israel and the Palestinian territories, and Mindanao in the Philippines. Dr. Phillips has volunteered extensively around the world. In 1995/96, he organized humanitarian aid for Chechnyan refugees in the Russian autonomous republic of Ingushetia. He also assisted in the reconstruction of Bosnia and Croatia after the Serbian invasion, and registered non-government organizations in Russia and the Ukraine to promote volunteerism. Dr. Phillips has lectured in more than 25 countries on the role of service in fostering a just and civil society, the role of advocacy in social reform, and volunteer management. He is fluent in Russian and has presented in the former Soviet Union, China, Mongolia, Indonesia, the Philippines and India.
6 Education Certificate in Business Excellence Columbia Business School, Manhattan, NY (2013) Senior Leaders Program for Nonprofit Professionals Columbia Business School Executive Education, Manhattan, NY (2013) Nonprofit Management Executive Certificate Georgetown University, Washington, DC (2008). Capstone project to develop 4-year strategic plan for Service For Peace. Doctor of Philosophy, Sociology Moscow State University, Moscow, Russia ( ) Expectations: 1. Discussion and questions are encouraged. A free flow of ideas is essential to a college education. No student should hesitate to express him/herself for fear of being wrong, etc. All ideas are valuable, and all contributions are welcome. 2. Respect is an essential element of academic discussion and interaction: between students and between instructor and students. Prejudice, resentment and other hostilities are not a part of academic behavior. Disagreements will be mediated with the help of the instructor. Agreeing to disagree is an acceptable academic resolution. 3. Class attendance is expected and absences will affect your final grade. Leaving the class early will also be noted and could affect your final grade. If for some reason? legitimate or not - you miss a deadline, or are continuously absent from class but intend to continue, please notify the instructor as soon as possible. Students absent for whatever reason are responsible for all material, including announcements that they missed. 4. Anyone caught cheating on a test/assignment will receive a grade of zero for that assignment. Anyone guilty of plagiarism will receive a zero on that assignment. Plagiarism is copying someone else s writing and claiming that it is your own. This includes ANY AND ALL material from the Internet, papers of other students, material from the text or any other book. 5. Late papers or assignments will be docked 10% per diem.
7 Course Topics: SCHEDULE (subject to agreed upon changes during the course) Date Topics and Assignments Required Reading Week 1 The Big Picture Heyman, Chapters 1,2 The Mission Comes First: Your Role as a Leader Drucker, Part 1 Week 2 Managing Organizations and People Heyman, Chapter 5 From Mission to Performance Drucker, Part 2, 3 Managing for Performance Week 3 Nonprofit Law and Finance Heyman, Chapters 7, 11 and 13 Drucker s SAT Drucker, Self-Assessment Tool Week 4 Nonprofit Technology and IT Heyman, Chapters 16 Student Presentations Nonprofit Technology and IT Heyman, Chapters 14, 15, and 17 Week 5 Fundraising Heyman, Chapters Student Presentations Fundraising Heyman, Chapters Week 6 Marketing and Communications Heyman, Chapters Student Presentations Marketing and Communication Final Project due Heyman, Chapters Week 7 Boards and Volunteers Heyman, Chapter 30, 32, 33 Week 8 Volunteer Engagement and Management Final Paper due Heyman, Closing Thoughts, Afterword Drucker, Part 4 Research and Reflection Evaluation RUBRIC Evaluating reflection journals is as challenging as evaluating course work performed in the traditional class setting. Other than for an easily quantifiable quiz, it is difficult to offer simple and objective evaluation criteria. What follows is a rubric that has proven to be a useful guide in evaluating your reflection and research papers. The instructor will be using the following grading scale: 1. Discussion entries and reflective papers which meet the demands of the assignment will be graded with a B+ or B. These assignments will include at least the following: Each entry is posted and/or paper is received on time (a hard copy is brought to class each week).
8 Opinions, comments, and observations are offered in depth (avoid brief comments in telegraphic style; no "how r u, gr8" for how are you, great"). This does not mean that everything you write should be longggggg. Journal entries and reflection assertions on your research must relate clearly and directly to the readings (including "direct quotes" from the assigned readings to support your position). Your journal entries and research papers must indicate an understanding of the issues. Generally, your reflection journal should seek to further the discussion on key issues. 2. Journal entries and reflective papers which go beyond the demands of the assignment will be graded with an A or A-. These assignments will include all of the requirements for a B or B+ above. In addition, A or A- entries and papers will: Show deeper analytical or inferential thinking, demonstrating insightful understandings. Offer comments that are particularly perceptive, while they are also supported with direct quotes from the readings. Provide strong, precise, and thoughtfully selected support for assertions. Synthesize and evaluate experiences related to course topics and/or issues of importance as described in our course objectives. Propose changes and relate material to person experience demonstrating an ability to apply the material to propose solutions and/or advocate for unheard voices related to social inequities and justice issues. Pose good questions (i.e., questions that further discussion and reflection). Link to topics/issues from earlier readings [from this course and/or other courses] and current readings/web resources. 3. Journal entries and reflective papers which do not meet the demands of the assignment will be graded with a B- C+, C, or D. Although it is NOT expected that these types of assignments will be created, it is likely that they would: Arrive late or contain insufficient details, or Not be clear or understandable, or Not use direct quotes from the assigned readings or not relate to these readings or other Internet resources in an appropriate and/or thoughtful way [or misrepresent them], or Contain only detailed description of local experiences with no evidence of reflection or synthesis, or Contain only opinion, with no descriptive details or supporting quotes from theory or research. Please note that it is important to check your work for spelling and grammatical correctness.
9 (Revised and adapted from J. Hauer by C. Phillips 3/7/04) Overall Evaluation Percentage-wise, each assignment will count as announced in the syllabus (e.g., 25% of the final grade). Each assignment, including the quiz, will be given a numerical grade (see below). At the end of the course, a letter grade will be given based on the total points for all the assignments. GRADE QUALITY POINTS NUMERICAL VALUE A Excellent/Distinction A- Intermediate Grade B+ Intermediate Grade B Above Average B- Intermediate Grade C+ Intermediate Grade C Average/Minimal C- Intermediate Grade D+ Intermediate Grade D Minimal Pass/Below Average D- Intermediate Grade F Failure.00 Below 60 ACADEMIC POLICIES Attendance Policy
10 Course attendance via online participation is an integral part of the online academic experience; therefore, students are expected to be participative in all course activities and discussions. If an absence is unavoidable, the student should communicate with the instructor. Arrangements should be made at that time for submission of any missed assignments. IMPORTANT: An absence (lack of participation) in any week of the course, will drop the final grade by one letter grade (for example if a student earns a grade of B in the course, the final grade would be a C ). An absence of two or more weeks will be cause for a failing grade. Drop Procedures To drop a course, you must complete and submit a Schedule Change Request Form. The form can be accessed at the IDEAL Course Schedule webpage: Please print and complete the form and fax the form to the IDEAL Office: Prior to dropping a course, the student should contact their IDEAL Academic Advisor to understand the implications to financial aid and/or degree plan progress. Please review the drop fees and tuition refunds at the Academic Calendar; accessed at the IDEAL Course Schedule webpage (same link above). Academic Dishonesty The IDEAL program prohibits all forms of academic dishonesty. Academic dishonesty is normally defined as, but not limited to, the following two categories: Cheating Using inappropriate sources of information in an assignment or on a test. The following are examples of cheating taken from real student experiences: Case #1: A student is enrolled in an introductory psychology course. He has co-workers who have taken the same course. As the end of the course approaches, he wonders how he will find the time to get the research paper finished, and asks one of his co-workers for help. His co-worker hands him a research paper that he submitted in a similar course. The student makes minor modifications to the paper, and submits it under his own name. Case #2: A student enrolled in a humanities course is unsure about how to structure an essay. She is doing research on the World Wide Web, and comes across an essay written by a student from another university. Using her computer mouse, she copies and pastes the essay into her word processor. She goes to great lengths to re-word the paper in her own style, but essentially leaves the content and organization the same. Plagiarism Intentional as well as unintentional failure to acknowledge sources as well as the use of commercially available so-called research papers without full recognition
11 of the source. Presenting as one s own, the ideas, words, or products of another. The following are examples of plagiarism taken from real student experiences: Case #3: A student is conducting research for a Civil War research paper. He has reviewed work on the Internet. Finding helpful information, he has summarized his findings without citing his sources. He believes that minor paraphrasing is all that is necessary. Case #4: A student is writing a paper that requires her to address specific topics and problems in the assigned course textbook. She takes the information directly from the textbook with slight modification, without giving any citation. She thinks that since it is the course textbook, she doesn t have to use quotations or citations. Academic dishonesty applies to all courses, assignments or exams completed by students and submitted as their own original work, whether in person or by electronic means. The University does not tolerate cheating in any form. It is a serious breach of conduct with serious consequences. Instructors have the right to determine the appropriate penalty for academic dishonesty in their own courses; generally, however, such acts will result in a failing grade for the assignment and/or the course. The penalty for subsequent acts of academic dishonesty may include expulsion. More information on how to recognize plagiarism can be found at this site: Ethics Statement of Confidentiality An integral component of an IDEAL course is student and faculty expression of personal experiences for the purpose of facilitating coursework. Students enrolled in the program are expected to honor confidentiality as it pertains to student disclosure. Shared information, comments, or opinions expressed by another student or the faculty member during the course of classroom discussion should never be used in a manner which is intended to humiliate, embarrass, harass, damage, or otherwise injure other students in their personal, public, or business lives. In addition, confidentiality must be upheld by not disclosing any information that would identify any particular individual. ACADEMIC RESOURCE CENTER The Academic Resource Center is available for IDEAL students seeking help in their studies. The Center is staffed by writing professionals and peer tutors. More information can be found at: The Center is located on the 5 th Floor of the Wahlstrom Library. Make an appointment or walk-in: Telephone: Online Tutoring is available at: To use this free service you must have a UBNet account. Obtaining a UBNet Account Every registered student should obtain a UBNet Account. The account allows you to access MyUB; the portal for grades, library services, Canvas online learning system. Also, the account allows you access to computers in the Library and computer labs, and
12 provides an account in which the University sends out information. Go to: - Click on New UBNet Account and follow the instructions. address is the official the University uses to send information to you. You can have your bridgeport.edu forwarded to any other private account you use. Following the activation of your UBNet account (takes 24 hours), login at: and click on forwards at the top of the page. Follow the directions to forward messages to your other account. Learning Management System (LMS) - Canvas For all courses that use Canvas, you can access Canvas through the portal by using the myub link. Faculty post class documents on Canvas e.g. syllabus, power points, discussion questions, case studies, current event articles, papers, reports etc. (save some trees). All students have access, and can download and copy the documents. Canvas Tutorial For Students: For assistance contact the UB Help Desk at or Accessing Your Grades & Schedule Online The WebAdvisor online information system allows students to search for available classes, check grades, view semester class schedule and verify your personal profile. Grades are generally posted 2-3 weeks following the end of a course. To access WebAdvisor, login in to MyUB and follow the WebAdvisor menu on the right. If you are carrying a financial balance, access to WebAdvisor will be restricted. Using the Library Access to the Digital Library is through MyUB. On the MyUB home, in the central column, click on myeureka Digital Library. Research tools available: Search for books held at the library. Search the online databases for your academic field; business, counseling, human services, psychology, etc. Send questions to the Reference Librarian for assistance in research topics and searching strategy. Using Computers Open access computer labs are available at three locations: Bridgeport 1 st floor of the Wahlstrom library. Check library hours of operation at: Stamford Room D; Check open hours at: Waterbury Computer Lab; Check open hours at:
13 Course Cancellations Any emergency necessitating the canceling of courses will be announced by the University through the Emergency Notification Telephone Line, (203) Please call this number for information on course cancellations. Also, information will be posted under Latest News on the UB home page, ( Canceled classes will be made up either the week following the end of the course or in consultation between the instructor and the students as to day and time availability. Course cancellations are also announced on television and radio stations. IMPORTANT CONTACT INFORMATION Office Telephone Bridgeport Campus Security (203) Bursar (203) Cashier (203) Financial Aid (203) Registrar (203) Emergency Notification Phone (203) IDEAL Office (203) CAMPUS CONTACT INFORMATION Campus Address Telephone Bridgeport 126 Park Avenue Bridgeport, CT (203) Stamford 5 Riverbend Drive Stamford, CT (203) Waterbury 84 Progress Lane Waterbury, CT (203) Directions to IDEAL Campus locations To fill out your financial aid report to the Federal Government, please go online to The school code for the University of Bridgeport is Federal Student Aid Information:
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1 General Psychology PSY 1010-52H CRN 26527 Spring 2015 Instructor & Contact Information Colin Metzger, M.S. Phone: 435.256.7869 Email: email@example.com Lecture: Thursdays 6:00 pm to 8:30 pm, Dixie State
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e: Criminal Justice Department Fall 2011 Criminal Justice 1115 (02): Introduction to the Criminal Justice System INSTRUCTOR CONTACT Ms. Cathy Huth firstname.lastname@example.org or 604-323-5363 (only during office
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EFRT 305 Human Development and Learning Required Textbooks: Slavin, Robert E., (2010). Educational psychology: Theory and practice. 9 th Ed. ISBN: 9780137034352 EMSP Registration: This course has a field
Page 1 of 12 ADMINISTRATIVE MENU HOME LOG IN Course Syllabus for PSYC 2319 Section 009 Social Psychology 2011 Spring Standard Semester Note to Students: Syllabi are the most recent available at the time
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