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PA 591 Planning Nonprofit/Commun Servs
McDonald, Ellen


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

Hauptmann School for Public Affairs Mission Statement
The Hauptmann School of Public Affairs offers a citizen-centered, professional program of graduate study that is grounded in the liberal arts tradition.  As participants in HSPA's vibrant academic community, faculty and students consider, with the coursework, the larger issues of democracy, stewardship, and technology.  In so doing, HSPA seeks to prepare students for the courage and discernment to act for the common good in the global context.  Going beyond competence, students develop knowledge, skills, and values requisite for leadership and service in and across all sectors of society, including government, business, and nonprofit.  HSPA cultivates public affairs as a life-long passion that is fundamental to citizenship in a free society.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

Hauptmann School for Public Affairs Vision Statement
The Hauptmann School for Public Affairs will serve the common good by graduating leaders who exercise authority responsibly, make ethical decisions, act with moral courage, and advance human dignity world-wide.


Course

PA 591 Planning Nonprofit/Commun Servs

Semester

U1P 2011 DL

Faculty

McDonald, Ellen

Title

Associate Faculty

Degrees/Certificates

Masters, International Nonprofit Management
Bachelors, Political Science

Office Location

6000 Oak Street, Kansas City, MO  64113

Office Hours

Monday-Friday 9am -5pm CST

Daytime Phone

816-444-0052

Other Phone

816-213-4355 (cell)

E-Mail

Ellen.McDonald@park.edu

ellen@mershonandmcdonald.com

Web Page

http://www.mershonandmcdonald.com

Semester Dates

Monday, June 6 - Sunday, July 31, 2011

Class Days

TBA

Class Time

TBA

Credit Hours

2


Textbook:

Strategic Planning for Nonprofit Organizations, Michael Allison and Jude Kaye. 1997.  ISBN 0-471-17832-2 pbk.

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Barry, B.W. Strategic Planning Workbook for Nonprofit Organizations (Revised Edition). St. Paul, MN: Amherst H. Wilder Fndn.. 1997.

Bryson, J.M. Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement, 3rd Ed. San Francisco: Jossey-Bass. 2004.

Cooperrider, David L., Diana Whitney, Jacqueline M. Stavros. Appreciative Inquiry Handbook. Bedford Heights, OH: Lakeshore Communications, Inc. 2003.

Drucker, Peter F. The Drucker Foundation Self-Assessment Tool (Revised Edition). San Francisco: Jossey-Bass. 1999.

Stern, Gary J. The Drucker Foundation Self-Assessment Tool Process Guide (Revised Edition). San Francisco: Jossey-Bass. 1999.

Weisbord, Marvin R. Discovering Common Ground. San Francisco: Berrett-Koehler Publishers. 1992.

Whitney, David and Amanda Trosten-Bloom. The Power of Appreciative Inquiry: A Practical Guide to Positive Change. San Francisco: Berrett-Koehler Publishers. 2003.

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Course Description:
PA 591 Planning Nonprofit/Community Services: A description of community needs and problems along with a survey of methods for assessing community needs, defining the type, quantity and quality of services desired by prospective clients and funding sources, analyzing existing services and resources, and assessing external factors (e.g., legal, political, economic and social) which may affect prospects for the proposed services. Goals and objectives emerging from the planning process are viewed as the foundation for program management and accountability.

Educational Philosophy:

My professional and personal philosphy is encompasses engaged and committed interaction between students and faculty through lectures, readings, discussions and writing assignments. I expect critical review, honest assessment and high academic rigor from myself and students in order to not only challenge students but to prepare them for their careers.
 
 

  Instructor Learning Outcomes

  1. Demonstrate understanding of strategic planning as a critical tool for organizational effectiveness and accountability in nonprofit/community organizations.
  2. Demonstrate an understanding of planning language, processes, key steps, and representative planning documents.
  3. Analyze planning documents to determine their relevance and how they can be improved.
  4. Demonstrate understanding of the key factors for success (or failure) of a planning effort.
  5. Demonstrate understanding of the distinctions between and interrelationships among strategic and other common planning processes (operational, business, funding, etc.)
  6. Use a variety of tools and techniques to manage group processes in the development of a plan.
  7. Participate in a strategic planning process and produce a written document which demonstrates and understanding of and master of the planning process.
Class Assessment:
  discussion threads, weekly assignments and research paper

Grading:
 

Grading Criteria:

  • Participation in classroom/online discussions:  50% (This includes demonstrated understanding of the assigned readings and their relationship to local issues/situations.  Input that demonstrates critical thinking versus restating the materials is expected.) First posting by Tuesday midnight latest. At least 4 postings per week.
  • Completion of activities (listed in Presentation weekly), due by Sunday midnight, each week: 10%
  • Completion of quizzes by Sunday midnight, each week:  20%
  • Research project due by midnight Wednesday of Week 7:  20%

Course Grading Scale

A = 90- 100%; B = 80-89%; C = 70-79%;  D = 60-69%; F = < 60%

Late Submission of Course Materials:

Submission of Late Work:  Each week's work must be completed by the end of that week (Midnight Sunday, unless otherwise indicated).  No credit will be given for work turned in after the week, unless you have contacted the instructor beforehand and have explained any special circumstances.  Deadlines not met during the assigned week will mean your grade may be lowered one letter grade for each day late.

Classroom Rules of Conduct:
 

I expect courtesy and respect.

Course Topic/Dates/Assignments:
 

Course-Specific Policies:

  • Students are expected to spend a substantial amount of time online and offline per week including, but not limited to, readings, threaded discussions, sending or receiving email, reading and viewing online presentations and conducting research on the web.
  • All students are expected to log in to threaded discussions on at least three days per week and to make an average of two thoughtful and concise postings per visit. First posting by Tuesday midnight latest. 
  • Students are expected to complete several short writing assignments.
  • In lieu of a final exam, students will complete a research paper on a topic of your choice, to allow you to apply your studies in a meaningful way. The schedule for this paper is as follows:
    • Week 2--Expectations will be discussed and clarified
    • Week 3--Topic is to be selected
    • Week 5--Outline is due
    • Week 6--Research is conducted.
    • Week 7--Paper is due. Note requirements and penalty for late submission of work.
    • Summaries will be posted for discussion.

The paper is to be 5 -10 double-spaced pages, with appropriate footnotes and bibliography. Papers may be longer than 10 pages, with approval of the instructor.

Topics should:

    • be of special interest to you,
    • include information from, and build on the material we have covered in the course
    • include conclusions based on your knowledge, experience, insight and professional judgment

Some possible topics include:

    • A visit to a local nonprofit/community service organization (other than your own) and/or an interview with a key staff person to learn about the organization's strategic planning. Compare what you observe with class learnings and draw conclusions.
    • A critique of the planning process used in your nonprofit organization.
    • Reading of relevant books and/or journal articles (perhaps focusing on a different planning model). Compare with class learnings and draw conclusions.
  • All written materials will be assessed on both content and composition (including style and format). Students will use a standard style guide from among the following:
  • Turabian, Kate. A Manual for Writers of Term Papers, Theses, and Dissertations. 6th Edition (preferred). University of Chicago Press, 1997.
  • Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 6th Edition. New Your: The Modern Language Association of America, 2003. (Web Site: www.mla.org)
  • American Psychological Association. Publication Manual of the American Psychological Association. 5th Edition. Washington, DC: American Psychological Association, 2001. (Web Site: www.apastyle.org)

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2010-2011 Graduate Catalog Page 20

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2010-2011 Graduate Catalog Page 20


Attendance Policy:

Instructors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2010-2011 Graduate Catalog Page 24

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Additional Information:
Ellen McDonald has worked in the philanthropic sector for more than twenty years. Currently, she is a consultant at Mershon & McDonald, LLC working to build capacity in the nonprofit sector in management, training and teaching, strategic planning, board development, executive leadership development, and marketing and communications. She is a certified instructor for Temple University's Coming of Age initiative and guest instructor at Grinnell College's Wilson Program in Enterprise and Leadership. Ellen is keenly interested in the development of leadership skills in the next generation and strengthening the outcomes of nonprofits.


Attachments:
Nonprofit CompassBibliography:

Barry, B.W. Strategic Planning Workbook for Nonprofit Organizations (Revised Edition). St. Paul, MN: Amherst H. Wilder Fndn.. 1997.

Bryson, J.M. Strategic Planning for Public and Nonprofit Organizations: A Guide to Strengthening and Sustaining Organizational Achievement, 3rd Ed. San Francisco: Jossey-Bass. 2004.

Cooperrider, David L., Diana Whitney, Jacqueline M. Stavros. Appreciative Inquiry Handbook. Bedford Heights, OH: Lakeshore Communications, Inc. 2003.

Drucker, Peter F. The Drucker Foundation Self-Assessment Tool (Revised Edition). San Francisco: Jossey-Bass. 1999.

Stern, Gary J. The Drucker Foundation Self-Assessment Tool Process Guide (Revised Edition). San Francisco: Jossey-Bass. 1999.

Weisbord, Marvin R. Discovering Common Ground. San Francisco: Berrett-Koehler Publishers. 1992.

Whitney, David and Amanda Trosten-Bloom. The Power of Appreciative Inquiry: A Practical Guide to Positive Change. San Francisco: Berrett-Koehler Publishers. 2003.

Copyright:

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Last Updated:5/16/2011 11:54:21 AM