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PA 591 Planning Nonprofit/Commun Servs
McDonald, Ellen


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

S2P 2013 DL

Faculty

McDonald, Ellen

Title

Associate Faculty

Degrees/Certificates

BA
Masters in International Administration

Daytime Phone

816.444.0052

Other Phone

816.213.4355

E-Mail

Ellen.McDonald@park.edu

ellen@mershonandmcdonald.com

Web Page

http://www.mershonandmcdonald.como

Semester Dates

March 18 - May 12

Class Days

TBA

Class Time

TBA

Credit Hours

2


Textbook:

Strategic Planning for Nonprofit Organizations: A Practical Guide and Workbook, 2nd Edition; Michael Allison and Jude Kaye 2003; ISBN: #9780471445814

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


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:
The facilitator’s educational philosophy is one of interactiveness based on lectures, readings, quizzes, dialogues, examinations, internet, videos, web sites and writings. The facilitator will engage each learner in what is referred to as disputatious learning to encourage the lively exploration of ideas, issues and contradictions.

  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 could 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 an understanding of and mastery of the planning process.
Class Assessment:
Examinations, quizzes, presentations, projects, papers, etc. submitted in a timely manner. 

Grading:

  • Partiticipation in 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.)
  • 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%

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:
Be nice.

Course Topic/Dates/Assignments:

  • Students are expected to spend a substantial amount of time online and offline per week including, but not limited to, threaded discussions, sending/receiving email, reading and viewing online presentations, completing online pre and post tests and assignments, and conducting research over the web.
  • 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. This is a minimum requirement.
  • 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 prior 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.

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 2012-2013 Graduate Catalog Page 21-22

Plagiarism:

Plagiarism is 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 2012-2013 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a course related question, or using any of the learning management system tools. Park University 2012-2013 Graduate Catalog Page 26

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:


Bibliography:

Bibliography

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:

This material is protected by copyright and can not be reused without author permission.

Last Updated:2/21/2013 9:34:00 AM