PUBLIC AND NONPROFIT
ADMINISTRATION SELF-STUDY
May 20, 2014
Vision
We aspire to be a pre-eminent source for public service education by providing an
innovative professional curriculum with dedicated and inspired teaching, scholarship,
and service to the community.
School of Public, Nonprofit and Health Administration
College of Community and Public Service
Table of Contents
Table of Contents----------------------------------------------------------------------------------------------------------------- 1
Section I: Executive Summary ------------------------------------------------------------------------------------------------- 3
Acknowledgements----------------------------------------------------------------------------------------------------------- 4
Section II: Mission, Vision, Values -------------------------------------------------------------------------------------------- 5
Section III: Methodology-------------------------------------------------------------------------------------------------------- 6
Direct Measures of Learning ----------------------------------------------------------------------------------------------- 7
Vision Exercises ---------------------------------------------------------------------------------------------------------------- 8
Gap Analysis -------------------------------------------------------------------------------------------------------------------- 9
Senior Exit Survey ------------------------------------------------------------------------------------------------------------ 10
Internship Site Supervisor Evaluation Summary 2012-201 -------------------------------------------------------- 10
Institutional Analysis Data ------------------------------------------------------------------------------------------------- 10
Other data sources ---------------------------------------------------------------------------------------------------------- 10
Section IV: Progress on Strategic Plan ----------------------------------------------------------------------------------- 11
Program Goals ---------------------------------------------------------------------------------------------------------------- 11
Student Goals ----------------------------------------------------------------------------------------------------------------- 17
Faculty/Staff Goals ----------------------------------------------------------------------------------------------------------- 20
Student Learning Goals ----------------------------------------------------------------------------------------------------- 25
Section V: Reflection------------------------------------------------------------------------------------------------------------ 27
The program should have a greater nonprofit emphasis ---------------------------------------------------------- 27
The program should have a greater data analysis emphasis ------------------------------------------------------ 27
The program should have a stronger professional development emphasis. ---------------------------------- 28
The department should commit to better scheduling for nontraditional students ------------------------- 29
The program should add a course in Emergency Management -------------------------------------------------- 29
The department needs to establish clear benchmarks for all strategic planning and learning
assessment items. ----------------------------------------------------------------------------------------------------------- 29
Appendix A: Strategic Plan Matrix------------------------------------------------------------------------------------------- 30
Appendix B: Data Tables ------------------------------------------------------------------------------------------------------- 32
Appendix C: Senior Exit Survey ----------------------------------------------------------------------------------------------- 37
Appendix D: Rubrics ------------------------------------------------------------------------------------------------------------ 39
Rubric 2: Cultural Competency and Diversity ------------------------------------------------------------------------- 39
Public and Nonprofit Administration Self Study
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Rubric 3: Financial Resource Development & Management ------------------------------------------------------ 42
Appendix E: Duties of the Undergraduate Program and Internship Coordinator ------------------------------- 45
Appendix F: Faculty Vision Exercise ----------------------------------------------------------------------------------------- 47
Regular Faculty --------------------------------------------------------------------------------------------------------------- 47
Practitioner Faculty ---------------------------------------------------------------------------------------------------------- 49
Others --------------------------------------------------------------------------------------------------------------------------- 53
Appendix G: Summary of Faculty Vision Exercise ----------------------------------------------------------------------- 54
Appendix H: Advisory Council Vision Exercise ---------------------------------------------------------------------------- 56
Appendix I: Curriculum Survey ----------------------------------------------------------------------------------------------- 58
Appendix J: Topic Survey ------------------------------------------------------------------------------------------------------ 62
Appendix K: Gap Analysis------------------------------------------------------------------------------------------------------ 65
Appendix L: Internship Site Supervisor Evaluation Summary 2012-2013------------------------------------------ 68
Appendix M: CSCE funds awarded to SPNHA faculty, 2010-2014. -------------------------------------------------- 69
Public and Nonprofit Administration Self Study
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Section I: Executive Summary
The Public and Nonprofit Administration (PNA) major was started in the Seidman School of Business in
1972. It currently is administered by the School of Public, Nonprofit and Health Administration (SPNHA)
in the College of Community and Public Service (CCPS).
This self-study reports on the past ten years of data and current student learning measures. Some
statistical highlights include:
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The PNA major has experienced a high growth rate over the past decade. In terms of majors,
there were 184 majors in Fall 2013 compared to 80 in Fall 2004, an increase of 130%
In terms of degrees awarded, 55 majors graduated in 2012-13 compared to 23 in 2003-04, an
increase of 139%
In terms of credits generated by undergraduate PA classes, there were 3,896 credit hours
generated in 2012-13, compared to 2,073 in 2003-04, an increase of 88%.
Last year, 28.8% of PNA majors were nonwhite
Last year, 8.7% of PNA majors were nontraditional (age 30 or older)
Last year, 77.7% of PNA majors were female
Last year, 55% of undergraduate credits were generated in PA classes taught by nontenured/tenure track, part-time faculty
In evaluating progress on 27 objectives that are the part of the 2011 SPNHA strategic related to the PNA
major, the following conclusions were reached:
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Thirteen objectives were met
Five objectives were partly met
Nine objectives were not met
In evaluating 12 learning objectives that are in the categories under evaluation for the 2013-14 cycle
(“Cultural Competency and Diversity” and “Financial Resource Development & Management”).
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Seven objectives were met
Four learning objectives were not met
One learning objective was judged inconclusive
To improve the PNA program, the study recommends that the program should
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have a greater nonprofit emphasis
have a greater data analysis emphasis
have a stronger professional development emphasis.
commit to better scheduling for nontraditional students
add a course in Emergency Management
establish clear benchmarks for all strategic planning and learning assessment items.
Public and Nonprofit Administration Self Study
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Acknowledgements
This self-study is the product of the undergraduate subcommittee of the School of Public, Nonprofit and
Health Administration: Steve Borders , Davia Downey, Mark Hoffman, Diane Kimoto Bonelli, and Quincy
Williams.
The subcommittee would like to acknowledge the many others, both inside and outside the department,
who contributed in some way to this report: Sal Alaimo, Dan Balfour, Philip Batty, Dave Bee, Neal
Buckwalter, Fran Cain, Heather Carpenter, Christine Chamberlain, Janean Couch, Jennifer DeHaan, Daryl
Delabbio, Jeff Garber, Alejandra Garcia Diaz Villamil, Susan Johnson, Richard Kline, Jennifer Lattin, Sarah
Lewakowski, Allison Lugo Knapp, Jenna McKenzie, Roger Moiles, Michael Moody, Jeannie Moseler,
Sherry Moyer, Donijo Robbins, Ashley Rosener, Donna Scholten, Josef Soper, Al Vanderberg, Mary Kay
VanDriel, and Andy Wolber.
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Section II: Mission, Vision, Values
Mission
The mission of the School of Public, Nonprofit and Health Administration is to educate students for lives
of active citizenship as contributing members of their local, regional, national, and global communities,
and for professional careers in public, nonprofit and health care organizations. We are committed to
developing in undergraduate and graduate students the capacities for ethical judgment, critical thinking,
and the core competencies necessary to fulfill multiple roles as effective managers and public servants.
Vision Statement
We aspire to be a pre-eminent source for public service education by providing an innovative
professional curriculum with dedicated and inspired teaching, scholarship, and service to the
community.
We value:
Liberal education and academic excellence in learning, teaching and research, Critical thinking and
professional education, A culture of collegiality and collaboration, Diversity, civic discourse, and
democratic communities, Experiential learning, International perspectives and experiences,
Management skills, Ethical commitment, Service to the local community, Study of public/nonprofit
relationships, Diversity of ideas, Attention to technological innovations, Informed decision making.
Website:
http://www.gvsu.edu/spnha/strategic-plan-2.htm
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Section III: Methodology
This report is the product of the undergraduate subcommittee of the School of Public, Nonprofit and
Health Administration: Diane Kimoto-Bonetti, Steve Borders, Davia Downey, Mark Hoffman and Quincy
Williams.
The Public and Nonprofit Administration major’s leaning assessment goals are to build competencies in
ten areas:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Communication, Marketing & Public Relations
Cultural Competency and Diversity
Financial Resource Development & Management
Foundations & Management of the Public and Nonprofit Sectors
Governance, Leadership and Advocacy
Legal & Ethical Decision-making
Personal and Professional Development
Program Development
Human Resource Management
Future of the Public and Nonprofit Sectors
For 2013-14, the second and third areas were chosen for assessment. There were twelve learning
objectives associated with these two goals. (The numbering is kept consist with that used in WEAVE.)
Cultural Competency and Diversity:
5. Students can manage the role of culture, alternative views, and difference when advancing
mission and engaging in management practice
6. Students have self-awareness to reduce the influence of personal biases and values when
approaching and navigating encounters, dilemmas, and challenges when working with diverse
populations
7. Students can manage intercultural communication when working with diverse populations
Financial Resource Development & Management:
8. Students can manage methods and motivation for raising public funds from traditional taxing
sources
9. Students can manage methods and motivation for raising funds from traditional philanthropic
sources
10. Students can manage emerging trends and innovations in financial resource development
11. Students can manage structure and responsibilities of the financial (and development) functions
within public-serving organizations
12. Students can manage mission-driven resource development and budgeting
13. Students can manage components and procedures for various types of budgeting
14. Students can manage transparency and accountability as critical values in nonprofit organization
15. Students can manage the fundamental principles and practice of accounting and reporting.
16. Students can manage principles and standards for effective fiscal monitoring, control and
compliance
Public and Nonprofit Administration Self Study
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Rubrics for evaluating the student learning were previously defined. (See Appendix D.) The plan is for
SPNHA to adopt a student portfolio system for each of its programs. However, to date, the graduate
programs have not settled on a mechanism to implement their portfolios. While the department works
toward a consensus, in lieu of a portfolio, the undergraduate subcommittee selected student work in
several different PA classes. The instructors of these classes were asked to assess the student learning
with regard to the rubrics.
In the evaluation of the strategic plan, many items were specific to one or both of the graduate
programs. Other items, although not directly stating so, were implicitly related to graduate education.
Thus, those items will be ignored in this self-study. Appendix A presents the entire strategic plan and
highlights those items covered in this self-study.
Direct Measures of Learning
Two activities in PA 270: Public and Nonprofit Administration, two activities in PA 375: Public Budgeting
and Finance Administration, two activities from PA 495: Community Analysis and one activity in PA 307:
Local Politics and Administration were used to ascertain mastery of cultural competency and financial
resource management by PNA majors. Below is a summary of these activities.
Philanthropy Sale Pitch (PA270). Early in the semester, we ask students to do a think-pair-share activity
with their neighbor. We instruct them as follows: “For those of you interested in working for or
developing your own nonprofit organization after graduation, tell your neighbor the mission of the
organization, the target audience for service provision, and where the organization mainly operates. You
have five minutes to discuss.” Throughout the semester we return to each student’s nonprofit idea to
illustrate certain principles of developing a board for that organization, targeting potential sources of
philanthropic support, advertising strategies, etc. For example, students are prompted on their final
exam to answer the following question: “You are on an elevator and Brad Pitt steps in. You are both
traveling to the top floor of the building. As the executive director of a nonprofit that does outreach
with troubled youth, you see an opportunity to broach the subject of cultivating a relationship with him
for donations. Based on what you know about Brad Pitt (i.e., the type of motivations he has and what he
had done philanthropically in the world), how would you make a case statement to solicit this
prospective donor?” This activity is relevant to learning objectives 9 and 12.
Fiscal Health of Nonprofit Organizations (PA270). Students conduct an analysis of a nonprofit
organization they are interested in working for (as told to the class during the first weeks of the
semester) or find a similar organization in the state of Michigan that is similar to the type of organization
they would one day like to start. During this second activity, students take a class period to explore a
990, the federal tax filing document required by the U.S. Treasury to continue non-profit tax-exempt
status. This activity is relevant to learning objectives 9 and 12.
Prioritizing the Budget (PA 307). The focus of this activity is on prioritizing local government policy
spending while simultaneously balancing the budget. This in-class activity comes directly after reviewing
the major theories, methods and accounting methods used by local governments to develop spending
targets for the upcoming fiscal year. In this class students are also tested on their knowledge of theory
and methods of budgeting, but this activity is meant to uncover the political difficulties of allocating
scare resources. This activity is relevant to learning objectives 8 and 15.
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Redesigning the Budget Case Study (PA375). Students read "Redesigning the Budget Process" by
Samuel E. Tapson (chapter 17 from Managing Local Government: Cases in Decision Making by James A.
Banovetz, ICMA, 1998) and answer seven budget-related questions.
Public Finance Homework #5 (PA375). Students are asked finance questions about three scenarios. The
first scenario involves a municipality, the second a university, and the third a government-owned
enterprise.
Data Analysis Assignment (PA 495). The analysis in this assignment is based on a recent article from The
Atlantic on single female-headed households with children. From the article:
Single parents have more than tripled as a share of American households since 1960. Single
parent households exist in a different socioeconomic pool than married households. Single
mothers earn incomes that place them well below married mothers in the income ladder.
According to Pew, married mothers earned a median family income of $80,000 in 2011, almost
four times more than families led by a single mother. This is likely a consequence of the lower
educational qualifications of single mothers, as well as the fact that they are younger and more
likely to be black or Hispanic. Married mothers tend to be older and are disproportionately
white and college-educated.
Students pretend that we are a nonprofit located in Kent County and that they want to begin to better
understand some of the relationships discussed in the article. They need to conduct an analysis of the
community so that we can develop an effective intervention and to apply for funding. This activity is
relevant to learning objectives 5, 6 and 7.
Infographic (Piktochart) Assignment (PA 495). This assignment builds upon the work previously done in
PA 495. The theme is inequality in terms of income, education, opportunity and health among other
things. The assignment ask student to think about how to communicate a message – turning data into
useful information. They are asked to use Piktochart and data from: The American Community Survey,
Crime Statistics (in Grand Rapids), Health Data (vital records), Grocery Stores, Fast Food Restaurants,
Convenience Stores, Ethnic Food Stores, and Liquor Stores. The students are asked to develop some
potential questions to further their understanding of inequality in Kent County. Once they have
developed the questions, they need to answer them using the data available. After analyzing the data,
they are asked to tell the story – or the visualization of the data using Piktochart. This activity is relevant
to learning objectives 5, 6 and 7.
Vision Exercises
The objective of the vision exercises was to capture how members of the department’s faculty and
advisory council describe the ideal graduate of a public and nonprofit administration program. Members
of the faculty were asked the single question: “Describe the professional and intellectual skills, abilities,
attitudes, ethics, or approaches that should be demonstrated by a GVSU graduate with a major in public
and nonprofit administration.” Sixteen academic and practitioner faculty participated in this exercise.
Their responses, available in Appendix F, were summarized by Dr. Alaimo using Nvivo software. This
summary was presented at the March SPNHA department meeting and is available as Appendix G.
Public and Nonprofit Administration Self Study
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The members of the advisory council were asked three questions:
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In organizations similar to your own, what would you recommend as potential entry level jobs
for a student with a bachelor's degree in Public and Nonprofit Administration?
With respect to recent graduates applying for the job(s) mentioned above, what attributes and
past activities would you see as the most relevant and attractive?
If a college freshman came to you for advice about college majors, what would you suggest they
look for in a baccalaureate program?
Five of the advisory board members participated. Their responses are available in Appendix H.
Gap Analysis
The objective of the gap analysis was to compare “what we teach” to “what we think is important.” The
first step was to create a list 140 topics that potentially could be covered in a public and nonprofit
administration major. Several sources were consulted to create the list, including our own learning
objectives, those of peer programs, and curriculum guidelines from the Nonprofit Academic Centers
Council, the Network of Schools of Public Policy, Affairs, & Administration, and the Nonprofit Leadership
Alliance.
To determine “what we teach,” instructors from one section of every undergraduate PA course, plus PLS
102, filled out a curriculum survey about how they covered the 140 topics in their course. They
responded to the question “In my class, students are exposed to this topic because they …
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… read or hear about this topic.”
… write or talk about this topic.”
… are tested on this topic.”
… participate in a case study or classroom simulation involving this topic.”
… participate in a service learning projected involving this topic.”
An index score and then a rank were assigned to each of the 140 topics factoring in the following
 how active the learning was.
 how many classes were involved.
 the percent of our majors taking each relevant class.
The rank, index score and curriculum survey is found in Appendix I.
To determine “what we think is important,” six regular faculty involved in undergraduate education, two
established part-time faculty, our career services liaison, and five SPNHA advisory council members
rated each of the 140 topics on a scale of one (for most important) to five (for not important). An index
score and then a rank were assigned to each of the 140 topics. The rank, index score and individual
responses are found in Appendix I.
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Senior Exit Survey
We conducted a Senior Exit Survey of undergraduates from the 2013-14 academic year. (See Appendix
C.) This survey asked them to rate their educational experience on eight items:
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Had a faculty member encourage your ability to learn on your own?
Had a faculty member communicate ineffectively in class?
Had a faculty member came to class unprepared?
Observed faculty actively engaging students in the classroom?
Was evaluated on your ability to write clearly and effectively?
Was evaluated on your ability to speak clearly and effectively?
Received prompt feedback (written and oral) from your instructors?
Challenged academically?
There were 113 survey’s sent out and we had response from 36 students (32%).
Internship Site Supervisor Evaluation Summary 2012-201
During the 2012-13 academic year, 120 PNA majors were in internship situations. While interning
students along with their respective host supervisors develop three to four goals and learning
objectives. In addition, students complete three written reports throughout their internship experience
as well as a 360 evaluation on the host agency.
Subsequently, the host agency also completed two evaluations (mid-term and final) of each intern. 102
out of 120 (85%) intern site supervisors participate in our internship evaluation survey.
Institutional Analysis Data
Most data about the department is extracted from GVSU’s institutional analysis online application. The
data supplied by the Office of Institutional Analysis for self-study purposes was not used. This data
mixed department statistics (which also supports two graduate programs) and undergraduate student
data. Thus statistics like faculty-student ratios had little meaning.
Instead, whenever possible, data was extracted for a ten year period. Data was also extracted for GVSU
as a whole, the College of Community and Public Service (CCPS) as a whole, and, for program-level
comparison, for political science and (business) management. This data is presented in Appendix B.
Other data sources
Other data sources include:
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Office of Sponsored Programs
Career Center
Center for Scholarly and Creative Excellence
SPNHA Faculty Activity Reports
Public and Nonprofit Administration Self Study
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Section IV: Progresson Strategic Plan
Program Goals
4 Maintain and monitor for excellence the Undergraduate PA program
4.1 Maintain modest growth.
Status: met, ongoing
Figure 1: PA undergraduate credits, degrees and
majors, as percent change from 2003-04
No matter how growth is measured, the
undergraduate public (& nonprofit) administration1
program experienced a high growth rate over the past
decade. (See Figure 1.) In terms of majors, there were
184 majors in Fall 2013 compared to 80 in Fall 2004,
an increase of 130%. (See Appendix B, Table 1.) In
terms of degrees awarded, 55 majors graduated in
2012-13 compared to 23 in 2003-04, an increase of
139%. (See Appendix B, Table 2.) In terms of minors
awarded (not shown), there were 21 public
administration or nonprofit administration minors in
Fall 2013 compared to 9 in Fall 2004, an increase of
133%. (See Appendix 2, Table 3.) In terms of credits
generated by undergraduate PA classes, there were
3,896 credit hours generated in 2012-13, compared to
2,073 in 2003-04, an increase of 88%. (See Appendix
B, Table 4.)
The program’s fastest growth occurred between
2003 and 2008. The number of majors dipped in
2009-10, followed by credit hours in 2010-11, and
finally degrees awarded in 2012-13. A record high
number of majors in Fall 2013 will result in an
increase in degrees awarded in 2014 and 2015.
Relative to GVSU, CCPS, and our two peer programs,
political science and management, the growth of the
Figure 2: Undergraduate credits generated as percent
public (& nonprofit) administration has been high.
change from 2003-04
(See Figure 2.) Even in the last four years, with more
uneven growth, public (& nonprofit) administration’s
13.5% increase in credits generated was greater than CCPS (up 9.2%), GVSU ( down 0.2%), and political
1
The program name was change from “public administration” to “public and nonprofit administration in 2008-09
catalog. Thus “public (&nonprofit) administration” will be used to identify the program during a time spam when
both names were in use.
Public and Nonprofit Administration Self Study
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science (down 26.5%). Only management was higher (up 30.2%). Last year, the increase in credits
generated by public (& nonprofit) administration courses was higher than all these, including
management. (See Appendix 2, Table 4.) Future fluctuation will be inevitable, but the current increase
in majors and minors, plus the unit’s increased participation in the Liberal Studies Leadership Emphasis
and General Education program suggests that further program growth will occur in the next few years.
Other factors that will influence growth include:
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Department participation in recruitment undergraduate fairs (e.g., Laker Days and the majors
fair).
The participation of popular new faculty members (i.e., Davia Downey and Neal Buckwalter) in
the undergraduate program.
The refreshing of the undergraduate curriculum to reflect the interests of the current and
potential students.
Continued fruitful cooperation with Political Science, Geography, and Liberal Studies.
____________________________________________________________________
6 Financially sustain SPNHA
6.2 Utilize university, local, state and national funding opportunities.
Status: met, ongoing
Since 2012 (the earliest year that data is accessible), $21,236 in internal CSCE funding has gone to
SPNHA faculty. (See Appendix M.) Since the last self-study, $71,000 in external funding has gone to
projects with SPNHA faculty as the Primary Investigator. (See Table 1)
Table 1: External funding for projects with SPNHA faculty as PI, 2008-2013
Source: Office of Sponsored Programs
____________________________________________________________________
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6.3 Continue to build the endowment.
Status: Not met, ongoing
The current SPNHA-related scholarships, and their current worth, are:
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School of Public and Nonprofit Administration Endowment -- $74,206
Margaret Sellers Walker Distinguished Practitioner Lecture Series -- $5,423
Endowed Student Scholarships:
o Joyce Hecht Distinguished Scholarship in Philanthropy -- $171,267
o Valerie P. Eggert Distinguished Scholarship in Philanthropy -- $42,391
o GVU Foundation Community Leadership Scholarship -- $217,364 2
o Kurt F. Kimball Scholarship Endowment -- $54,160
University Development was unable to provide historical data or donor information. Thus the status of
the objective cannot be ascertained.
____________________________________________________________________
6.4 Create collaborations to maximize resources and organizational capacity.
Status: met, ongoing
In 2013, SPNHA and Geography & Planning agreed to cooperate in building up the city planning
curriculum. Nine GPY planning courses will be cross listed with PA (GPY 309, 310, 312, 314, 316, 324,
365, 385, and 410). Cross listing all planning courses makes the planning minor and planning certificate
more accessible to PA students.
In 2013, Political Science agreed to hand stewardship of PLS 310 – “Politics and Health Policy” to SPNHA,
but continue to make it available to Political Science students through cross-listing it as both a PLS and
PA course. Previously, PLS 310 had been staffed by SPNHA faculty. SPNHA also staffed PLS 240 – “The
Holocaust” and, in the Frederik Meijer Honors College, HNR 231 – “The Holocaust.”
SPNHA has had a long-term relationship with Continuing Education through offering courses in Holland,
Muskegon and Traverse City. In 2010, SPNHA beginning offering courses in the Muskegon Leadership
Program which allows students to earn bachelor's degrees in Liberal Studies on the Muskegon
Community College campus. In 2014, SPNHA will offer courses in Grand Rapids and Holland to support
the new Accelerated Leadership Program, a new 19-month Liberal Studies degree completion program
for adults.
In addition to this cooperation with undergraduate programs, SPNHA offers graduate classes that
support the Doctorate of Nursing Practice, Masters of Public Health, Masters of Occupational Therapy
2
This scholarship is not awarded by SPNHA. The scholarship was established by the founding members of the
Grand Valley University Foundation Leadership Committee, who seek to advance new generations of business
leaders and community philanthropists by providing a scholarship to benefit students who major in any field, with
a preference for those who major in business or public and nonprofit administration.
Public and Nonprofit Administration Self Study
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and Graduate Certificate in Clinical Research Trials Management. We share a Health Economics course
with the Seidman College of Business. We use Criminal Justice courses for our MPA CJ concentration.
We support a joint Master of Social Work / MPA curriculum plan. Students in the Masters of
Communication program take our courses as electives. In the future, we will use a Seidman College of
Business course in the new Masters of Philanthropy and Nonprofit Leadership and a School of
Computing and Information Systems course in the MHA.
____________________________________________________________________
8 Create decentralized internal administrative structure designed to recognize growth and maturation of
SPNHA.
8.1 Complete and maintain SPNHA policy and procedure handbook
Status: Not met, ongoing
To date, little work on the handbook has been completed.
____________________________________________________________________
8.2 Define common roles and position descriptions for program coordinators for
all four programs
Status: met, completed
Job descriptions for the undergraduate program and internship coordinator is in Appendix E.
____________________________________________________________________
8.3 Hire program leads for each of the four programs
Status: met, completed
The undergraduate program, MHA and proposed MPNL had program directors when the strategic plan
was adopted. At that time, the Director of the SPNHA also served as MPA director. Since Fall 2012, the
MPA has had a designated graduate program director. The coordinator of the undergraduate Public and
Nonprofit Administration is currently Quincy Williams.
____________________________________________________________________
8.4 Develop and implement decision flow charts to support decisions based on
SPNHA policy, while maintaining appropriate space for administrative flexibility
Status: Not met, Not yet strarted
To date, no work on the decision flow charts have been completed.
____________________________________________________________________
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8.5 Form a Scholarship Committee to promote and review SPNHA Scholarships
Status: met, completed
The Scholarship Committee from 2012 to present has been: Heather Carpenter, Rich Jelier, Lara
Jaskiewicz, and Quincy Williams.
____________________________________________________________________
9 Improve recruitment and admissions process to better identify, attract, and admit high quality
graduate students
9.3 Form an Alumni Chapter of SPNHA
Status: met, completed
The SPNHA Alumni Chapter’s inaugural meeting was Monday, 9 September 2013. Of the 23 members
nominated to the steering committee, 20 attended. Officers were elected and bylaws were amended.
The chapter was subsequently recognized by the Grand Valley State University Alumni Association. The
Alumni Steering Committee members are:
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 Meg Mullendore (MPA 01)
Michael Breon (MHA 12)
 Jessa Dutton (BA 09, MPA 12)
Kris Drake (BS 04, MHA 07)
 Pat Nanzer (BS 99, MPA 05)
Mike Soltis (MPA 10, MHA 10)
 Kim Schmidt (MPA 00)
Courtney Lawler (MHA 10)
 Haris Alibasic (MPA 04)
Katherine Key (MPA 12)
 Lauri Parks (MPA 02)
Shaun Shira (MPA 11)
 Mick Doxey (MPA 99)
David Wilsterman (MPA 12)
 Rich Houtteman (BA 98, MPA 04)
Paul Sapp (MPA 12)
 Adriennea Wallace (MPA 08)
Renata Horvath (MPA 13)
 Janean Couch (BS 05)
Selma Tucker (BS 09, MPA 11)
 Ana Doonan (MPA 06)
George Bosnjak (MPA 06)
Megan Sall (MPA 09)
____________________________________________________________________
11 Strengthen relationships with alumni that increase their engagement with our students and programs
11.1 Increase communication and interaction with alumni through use of the
Internet and in-person activities
Status: met, ongoing
SPNHA has maintained a Facebook page for about three years, but in the last year we have made a
concerted effort to increase the visibility of the department through social media. In May 2013, we
created a Twitter feed and also created alumni groups in LinkedIn. The twitter feed has grown to 108
followers, and the Facebook page has grown to 1,079 “likes” which is up from about 700 a year ago.
(See figure 3.) The LinkedIn groups are as follows: MHA alumni, 27 members; MPA Alumni, 51 members;
Undergrad alumni, 26 members.
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The best reach we have with our Facebook audience is with
our job postings – they frequently reach 400 unique views,
and the second best reach with Facebook occurs when we
post congratulatory notes about faculty or alumni. These
often get the largest number of likes and reposts.
Figure 3: Accumulated "likes" on Facebook, as
of 4 April 2014
The Alumni Chapter kickoff event was held March 11 at
Grand Rapids Brewing Company. Fifty-two people attended.
(See figures 4 and 5.) The bill for the kickoff was split
between the Alumni Office ($1,000) and the department
($200).
Figure 4: Professor Dan Balfour addresses the alumni at the 11 March
2014 chapter kickoff.
Figure 5: SPNHA alumni board member
George Bosnjak addresses the alumni
at the 11 March 2014 chapter Kickoff.
____________________________________________________________________
11.2 Facilitate alumni volunteering for guest lectures and to serve as student
mentors
Status: not met, ongoing
No alumni mentorship or guest speaker tracking is currently done by the department.
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Student Goals
6 Financially sustain SPNHA
6.1 Recruit good students to maintain high enrollments.
Status: not met, ongoing
If the quality of students is measured by their ACT scores, public (& nonprofit) administration students
are, on average, below the GVSU student quality, but above the CCPS student quality. (See Figure 6.)
They are also below the average political science and
management student. This has been the case for the
past five years (See Appendix 2, Table 5), which is the
limit of available data. The average ACT score of PNA
majors had risen from 22.6 in 2009 to 23.0 in 2012. In
2013 it dropped back to 22.6. This corresponded with a
jump in the number of majors. The implication is that
the 19% jump in majors between Fall 2012 and Fall
2013 is the result attracting students with relatively
lower ACT scores.
Figure 6: Average ACT score for enrolled students,
Fall 2013
One way to attract better students may be to recruit
them early. The average ACT score of political science
majors is a relatively high 24.1. Fifty one percent of political science majors declare as freshman. One
anomaly of the undergraduate PNA program is that majors declare late. (see Appendix 2, Table 6.) Only
15% PNA majors declare as freshman. This is much lower than political science and the GVSU norm.
Thus PNA is more likely to attract students displaced from their original major-of-choice. These students
are less likely to have high ACT scores.
____________________________________________________________________
10 Improve relationships with students that encourage their academic and professional development.
10.3 Encourage students to participate in university-based, college-based and
community-based activities that complement our curriculum
Status: partially met, ongoing
Quincy Williams reports encouraging students to participate in the PALS program (Dr. Kathy Bailey),
SLAM (Students Leaving A Mark) and the Project (now ASK). Heather Carpenter reports requiring
students to volunteer within a nonprofit and attend a nonprofit committee or board meeting.
____________________________________________________________________
Public and Nonprofit Administration Self Study
Page 17
10.4 Support student participation in Student Scholarship Day and provide other
forums for students to present their independent study and thesis research
Status: not met, ongoing
Heather Carpenter had two undergraduate students participate in 2013 Student Scholarship Day as part
of the Mawby Fellowship.
____________________________________________________________________
13 Maintain collaborations with the Johnson Center that build the future leadership of the nonprofit and
philanthropic sector
13.2 Provide experiential opportunities for students seeking careers in nonprofit
management
Status: partially met, ongoing
Quincy Williams: His student work with Holland 3-Sixty and Africa's Child in Holland, MI. The American
Cancer Society (Grand Rapids) and the West Michigan Humane Society (Grand Rapids). In addition, he
has led students on Service-Learning trips to Joplin, MO, Tom's River, NJ, Philadelphia, PA (in
collaboration with alumni Chris Gale) and Moore, OK.
Davia Downey: PA 495 includes a SWOT Analysis of Economic Incubators with the West Michigan
Regional Planning Commission (funded in part by MSU REI) (Fall 2013); PA 270 includes Volunteer Day
with Dégagé Ministries (Winter 2013); PA 495 includes a SWOT Analysis of Economic Development
Strategies in East Lansing.
Heather Carpenter: In teaching PA360, she required students to complete a SWOT analysis for a local
nonprofit organization.
Four SPNHA students worked part-time either as a Graduate Assistant or student worker at the Johnson
Center for Philanthropy.
____________________________________________________________________
13.3 Develop connections for students and faculty with external networks
Status: not met, ongoing
We have worked with Heart of West Michigan United Way to build a database that can connect
students with nonprofits. The Johnson Center acted as liaison.
____________________________________________________________________
Public and Nonprofit Administration Self Study
Page 18
CCPS 5: Ensure inclusion across the college
Status: met, ongoing
SPNHA does not have inclusion and equity goals. However, the College of Community and Public Service
does. Therefore, the student diversity in the public (& nonprofit) administration program is important.
The SPNHA faculty is proud that our classrooms are models of diversity. Last year, 28.8% of PNA majors
were nonwhite, 8.7% were nontraditional (age 30 or
older), and 77.7% were female. Although some
fluctuation occurs from year to year, the major has been
popular with nonwhite (27%-33%), nontraditional (8%20%) and female (64%-78%) student for the past ten
years. (See Appendix 2, Table 7.)
By most measures, the PNA program is more diverse
than CCPS, GVSU and our two peer programs. (See
Figure 73: Percent of undergraduate degrees
Figure 7.) In 2013, 31% of graduating PNA majors were
awarded to nonwhite students, 2013
nonwhite, which is higher than for all CCPS (17%), all
GVSU (11%), and our peer programs of Political Science (8%) and Management (12%). This pattern has
been consistent over the whole decade, as 28% of graduating PNA majors were nonwhite, compared to
15% from CCPS, 11% from GVSU, 14% from Political
Science and 12% from Management. (See Appendix 2,
Table 8.)
In 2013, 14.5% of graduating PNA majors were
nontraditional, defined here as age 30 years or over. (See
Figure 8.) This is about the same as management (14.7)
and political science (14.0) and higher than for all CCPS
(10%) and all GVSU (7%). Over the past decade, PNA has
Figure 8: Percent of undergraduate degrees
been relatively attractive for nontraditional students.
awarded to students age 30 and over, 2013
This is because, since 2005, between 20% and 30% of PA
credits have been generated through evening courses, sometimes in Holland and Muskegon. (See
Appendix B, Table 14.) Only in the past two years has political science and management attracted these
students.
Figure 9: Percent of undergraduate degrees
awarded to females, 2013
Public and Nonprofit Administration Self Study
In 2013, 63.6% of graduating PNA majors were female.
(See Figure 9.)This is slightly lower than for all CCPS
(68%) and slightly higher than for all GVSU (60%). Both
our peer programs are majority male, with Political
Science being 30% female and management being 38%
female. This pattern has been consistent over the whole
decade, as 68% of graduating PNA majors were female,
compared to 64.5% from CCPS, 61% from GVSU, 40%
from Political Science and 12% from Management. (See
Appendix 2, Table 10.)
Page 19
Faculty/Staff Goals
1 Advance the MPA program to new levels of excellence.
1.4 Set target range of no more than 40% of courses taught by adjuncts with a
goal of 30% preferred
Status: not met, ongoing
This strategy was listed under the MPA program. However, it is included in our undergraduate self-study
because it is not the intention of the department to reduce the use of adjuncts at the graduate level by
disproportionately assigning them to undergraduate classes and thus freeing up regular faculty for
graduate teaching. We therefore apply the same target for the undergraduate program.
Since 2005-06, the use of adjuncts in the PNA
program has been high compared to CCPS, GVSU
and our peer programs. (See Figure 10.) Last
year, 55% of undergraduate credits were
generated in PA classes taught by nontenured/tenure track, part-time faculty. This is
down slightly from the previous year, but higher
than CCPS (34%), GVSU (17%), Political Science
(0%) and Management (24%). The reason for this
is the growth in the number of students was not
matched by growth in the number of regular
faculty or large increases in the class sizes. Note
Figure 10:: Percent of undergraduate credit hours
the similarity in patterns for all entities in Figure
generated by part-time instructors, annually 2003-04 to
2 (growth in students) and Figure 7 (growth in
2012-13
use of part-time faculty). The percent would not
be as high last year, had not Prof. Kimoto Bonetti required a medical leave. She teaches primarily at the
undergraduate level and was limited to three courses last year instead of her usual six.
In 2014-15, with the addition of three new faculty members and the return of Prof. Kimoto Bonetti, the
number of adjuncts needed should decline to under the desired limit.
____________________________________________________________________
Public and Nonprofit Administration Self Study
Page 20
4 Maintain and monitor for excellence the Undergraduate PA program
4.2 Monitor enrollment caps for PA 270.
Status: met, ongoing
Figure 11: Number of class sections with over 35 students,
2004-05 to 2013-14
PA270 is the introductory class for the PNA
major. It is also a General Education course in
the Foundations program. Three reasons to be
concerned about the enrollment in this class
are: (1) general education classes can be scarce
when new Grand Valley students register; (2)
the more PA270 seats are available, the more
majors will come out of the class; (3) to
accommodate demand with limited faculty
resources, the caps for PA270 are often set very
high.
Class sizes fluctuate. Excluding any offerings in
Holland or Muskegon, or summer offerings, the average PA270 class size in 2012-13 was 36. (See
Appendix 2, Table 12.). This ties for the highest previous average set in 2007-08. Despite the growth in
the program, class sizes at all levels have only modestly increased over the past decade. However, it
should be noted that for the first time, in 2012-13, five undergraduate PA classes had over 35 students,
including two sections of PA270 (See Figure 11 and Appendix 2, Table 13.)
The objective of monitoring enrollment caps for PA 270 has little meaning unless it is coupled with a
specific desired outcome. Although there seems to be no particular problem with the class size of
PA270, the next strategic plan should separate the concerns about class sizes, availability of PA270 to
gen ed students and program size.
____________________________________________________________________
5 Promote interactions among faculty and adjuncts to increase transfer of knowledge
5.1 Form Adjunct Peer Committee to review and establish clear standards on
adjunct recruitment and hiring and provide supportive materials and
opportunities for engagement
Status: Not met, Not yet strarted
The only new activity to support part-time faculty was a meeting organized by Sal Alaimo which invited
those adjuncts involved with nonprofit management-related graduate courses.
____________________________________________________________________
Public and Nonprofit Administration Self Study
Page 21
7 Enhance research and service capabilities
7.1 Provide rewards for research and scholarship through workload policy
Status: met, ongoing
All faculty recommended by the director for “exemplary performance" salary adjustment in 2013 and
2014 had published in pee-reviewed journals during the year in review.
____________________________________________________________________
7.3 Provide for acquisition of software, hardware, data, training, and books that
support research agendas
Status: partially met, ongoing
The department is challenged to afford software, hardware, data, training, and books that support
faculty research agendas. The reasons are:



Faculty can purchase software, hardware, data, training, and books from their professional
development account. However, in practice, this money is spent on expenses related to
conference presentations and none is left for these purchases.
We are told that laptops / computers will be purchased for faculty members when the hardware
becomes obsolete (three years old). This occurs in some, but not all cases. In some cases the
department must pay for replacements even when the hardware is over seven years old and
broken.
When a faculty member chooses a Macintosh, it will not work with some standard university
applications (such as on-base). Even though the Apple hardware is “supported” by Academic
Computing and purchased through the university, the special software must be purchased
separately and billed to the department.
Thus money from the department operating budget is often used to secure these items.
____________________________________________________________________
12 Enhance relationships with professional, academic, and community organizations that improve study
and practice in the public and nonprofit management fields
12.1 Serve on civic, public, and nonprofit boards
Status: met, ongoing
SPNHA full-time faculty and staff members have served on the following boards and committees, in part
of in full, from Fall 2011 to present:




Area Agency on Aging of Western Michigan advisory council
Adoption Family Support Network board (Grand Rapids)
Alpha Sigma Phi Fraternity Mid-West Alumni leadership council
Berkley Hills Church task force (Grand Rapids)
Public and Nonprofit Administration Self Study
Page 22

















Better Business Bureau Educational Foundation board (Grand Rapids)
Caregiver Resource Network – Education Subcommittee
Cub's Scouts Pack #3046 committee (chair)
Feeding America West Michigan board
Grand Rapids Community College Gerontology program advisory committee
Grand Rapids Community Foundation Encore leadership team and fellowship advisory
committee
Hand2Hand board (Hudsonville)
Heart of West Michigan United Way committee
Immanuel-St James Lutheran School advisory board (Grand Rapids)
Innocademy Charter School board (Zeeland)
Lakeshore Ethnic Diversity Alliance board (Holland)
Korean Connection board (Grand Rapids)
Mary Free Bed Hospital patient advisory council
Michigan Black Expo, Inc. advisory council
Missouri Valley College Minority Alumni Association board
Ottawa County American Red Cross Emergency Disaster Response committee
Responsible Father's Foundation committee (Grand Rapids)
____________________________________________________________________
12.2 Serve as technical and management consultants to public-private,
community-based, and university-outreach projects and partnerships
Status: partially met, ongoing
Buckwalter and Carpenter serve on GVSU Community Engagement committee
Borders developed web site for Ottawa County Food Pantry Council (http://www.ocfpc.org/)
Borders maintained community service web site, Community Health Score
(http://communityhealthscore.org/ )
Alaimo conducted four half-day workshops for Retrouvaille, Fremont Foundation and the Johnson
Center.
____________________________________________________________________
12.3 Support local, national and international organizations, conferences and
publications which study and promote ethical, effective, and democratic public
service
Status: met, ongoing
Since Fall, 2011, the following SPNHA faculty and staff activities have supported local, national and
international organizations, conferences and publications:
Public and Nonprofit Administration Self Study
Page 23




















American Review of Public Administration – Balfour is on the editorial review board
Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA) –
Carpenter served as president of Teaching Section for 2012-2013
Art & Science of Aging Conference 2012, 2013, and 2014 – Kimboko is the conference
committee chair
American Society for Public Administration (ASPA) Capital Area Chapter – Downey is a
board member
Association for Budgeting & Financial Management (ABFM) – Robbins is the secretary
Gerontological Society of America Conference ,2013 – Kimboko was a conference
reviewer
Growing Connections Food Summit, 2014–Jaskiewicz serves on conference committee
International City/County Management Association (ICMA) – SPNHA started a student
chapter
Journal of Public Affairs Education – Balfour is on the editorial review board
Journal of Public and Nonprofit Affairs - Carpenter is on the editorial review board
Midwest Public Affairs Conference, 2014 – MPA students provided social media
coverage
Michigan Nonprofit Association (MNA) Super Conference, 2013 – MPA students
provided social media coverage
Nonprofit Academic Centers Council (NACC) – Hoffman serves as representative
NASPAA – Carpenter serves on Data Committee
Pencils of Promise – Downey is a faculty adviser for a student chapter
Public Integrity – Balfour is on the editorial review board
Public Voices – Balfour is on the editorial review board
Social Science Computer Review – Hoffman is co-editor of a special issue
SPNHA Review – Balfour is editor
Standards for Excellence Institute – Carpenter serves on the National Ethics Standards
Committee
____________________________________________________________________
13 Maintain collaborations with the Johnson Center that build the future leadership of the nonprofit and
philanthropic sector
13.1 Facilitate cross participation in educational and research activities
Status: partially met, ongoing
Johnson Center staff members Tera Qualls, Allison Lugo Knapp, Alejandra Garcia Diaz Villamil, and Erica
Curry VanEe have taught courses in the PNA program. Only Tera still works for the Johnson Center.
Heather Carpenter received the Johnson Center’s Russel G. Mawby Fellowships in Philanthropic Studies
for 2012-13.
Stephen Borders worked on several Community Research Institute projects.
Public and Nonprofit Administration Self Study
Page 24
Sal Alaimo conducted several half-day workshops for the Johnson Center. He also coordinated the
Johnson Center – SPNHA brown bag lunch series.
Student Learning Goals
Cultural Competency and Diversity:
5. Students can manage the role of culture, alternative views, and difference when advancing
mission and engaging in management practice. All students were judged to have met the BASIC
standards in the rubric.
6. Students have self-awareness to reduce the influence of personal biases and values when
approaching and navigating encounters, dilemmas, and challenges when working with diverse
populations. All students were judged to have met the BASIC standards in the rubric.
7. Students can manage intercultural communication when working with diverse populations
The assignments used were judged to be inadequate to measure this learning objective. The
instructor and committee concluded that students had trouble communicating in a data
intensive and graphical format, although this may or may not have been related to an
intercultural context.
Financial Resource Development & Management:
8. Students can manage methods and motivation for raising public funds from traditional taxing
sources. All students were judged to have met the BASIC standards in the rubric.
9. Students can manage methods and motivation for raising funds from traditional philanthropic
sources. Students were judged to have fallen short of the BASIC standards in the rubric.
Learning about philanthropic sources of income is inadequate in the PNA program.
10. Students can manage emerging trends and innovations in financial resource development. All
students were judged to have met the BASIC standards in the rubric.
11. Students can manage structure and responsibilities of the financial (and development)
functions within public-serving organizations. Students were judged to have fallen short of the
BASIC standards in the rubric. Learning about development functions of nonprofit organizations
is inadequate in the PNA program.
12. Students can manage mission-driven resource development and budgeting. Students were
judged to have fallen short of the BASIC standards in the rubric. Learning about resource
development and budgeting in nonprofit organizations is inadequate in the PNA program.
13. Students can manage components and procedures for various types of budgeting. All students
were judged to have met the BASIC standards in the rubric.
14. Students can manage transparency and accountability as critical values in nonprofit
organization. Students were judged to have fallen short of the BASIC standards in the rubric.
Learning about finance related values in nonprofit organizations is inadequate in the PNA
program.
15. Students can manage the fundamental principles and practice of accounting and reporting. All
students were judged to have met the BASIC standards in the rubric.
16. Students can manage principles and standards for effective fiscal monitoring, control and
compliance. All students were judged to have met the BASIC standards in the rubric.
Public and Nonprofit Administration Self Study
Page 25
To obtain internships that is a valuable component of a student’s academic and
learning experience.
The average student intern score, as rated by their site supervisor was 97%. (See Appendix L.) The
average total was computed by using the standard average function, calculating the sum of the listed
percentages and dividing by the total number of competencies (13). The average score meets the target
score as indicated by the 2008 SPNHA Self-Study report (See Self-Study Report Pg. 9 for further
information on Internship Analysis).
PNA graduates should claim the program “contributing to their employment” at a
rate equivalent or higher than Political Science and Management graduates do.
According to the Career Services annual survey, 37% of 2011-12 PNA graduates believed their college
education contributed to their employment. This is higher than social work, criminal justice and legal
studies graduates, but falls short of the benchmarks set by political science (46%) and management
(50%).
Public and Nonprofit Administration Self Study
Page 26
Section V: Reflection
After examining all the materials collected for the self-study, the undergraduate subcommittee of
SPNHA reached the following conclusions.
The program should have a greater nonprofit emphasis
Although the program’s origins are as a public administration program (i.e. focused on government
service), the current students are primarily looking forward to careers in the nonprofit sector. The
program’s philosophy of uniting government and nonprofit under a “public service” umbrella is
appropriate. However, the professional orientation in the course work is still weighted toward
government management. The evidence for this is:



Learning objectives related to public finance are better met than those related to nonprofit
finance.
The program’s Gap Analysis rated several government management topics as highly
overemphasized, while rating five nonprofit related topics as underemphasized:
o the rationale for nonprofit and philanthropic activity (i.e., why do we need nonprofit
organizations?)
o the development, size, impact, types, roles, and significance of American philanthropic
and nonprofit organizations
o reading and interpreting nonprofit financial statements
o creating a fund development plan for a nonprofit organization or donation-supported
public organization
o federal and state laws and regulations under which nonprofits incorporate and operate”
The Senior Exit Survey found students wanted more coursework in volunteer management, and
fundraising and development.
Options to achieve a greater nonprofit emphasis include:




Develop courses In Volunteer Management, Nonprofit Finance, and Fund Development.
Modify current courses to include more nonprofit content.
Arrange for SCB’s ACC 308 – Nonprofit Accounting to be incorporated into the program.
In lieu of arranging for SCB’s ACC 308 to be incorporated (this course has a pre-requisite that
may be a challenge for students), create a unique Nonprofit Accounting and Financial
Development course of our own.
The program should have a greater data analysis emphasis
There is universal consensus that our students should become critical thinkers. One handicap for many
of our students is their poor data analytical skills. They are also poor at communicating numerical
information. In many situations, this makes them less academically successful and less valuable
employees. We believe the program should have more emphasis on data analysis and data (graphical)
presentation. The evidence for this is:

The program’s Gap Analysis rated five data analysis and presentation topics as
underemphasized:
Public and Nonprofit Administration Self Study
Page 27
o
o

interpreting and analyzing data
interpreting and creating indexes such as performance indicators, community health
indicators, and quality-of-life indicators
o Using spreadsheets in decision-making
o various methods of evaluating policies and programs
The assignments used in the capstone class were examined for insight into the student learning
related to “Cultural Competency and Diversity.” Many students, however, were unable to
effectively demonstrate competency in this area because of deficiencies in computing and
mathematical acumen. Students unable to analyze community differences with respect to basic
demographic data were also unable to effectively identify community inequalities in among
racial, income and educational attainment.
Options to achieve this include greater data analysis emphasis:



Develop a course in data analysis and decision-making, possibly creating a two course series PA
300 and PA 301 to fully expose students to the breadth of data analysis skills needed in the
workplace.
Provide an option for BA students to take data analysis without requiring more credits and
postponing graduation. Currently, only students seeking a BS take the classes, which are most
pertinent to developing quantitative analytical skills (STA215, PA300, PA449). The third of PNA
students who seek a BA get almost no training in data analysis until they reach the capstone
class.
Arrange for applicable GIS and other data analysis classes to be to be incorporated into the
program (possibly via the creation of a two course series in data analysis PA 300 and PA 301).
The program should have a stronger professional development
emphasis.
Although personal and professional development was not the area in this year’s learning assessment
cycle, there is need to be concerned. The evidence for this is:




In the Senior Exit Survey only, 67% of those surveyed felt that their PA courses were relevant to
their career goals.
In the Senior Exit Survey, students also expressed a desire to see more part-time faculty that are
currently working in the sector.
In the Career Center survey of 2011-12 graduates, only 37% of respondents with jobs felt their
college education contributed to their employment.
In the Gap Analysis, only in the “Personal and Professional Development” category did every
single topic have a negative score. That means that every topic ranked higher in the “what we
should do” survey than it did in the “what we actually do” curriculum survey. Four of the ten
topics are not covered in any PA class.
Options to improve student professional development include:




Put more resources into student organizations (e.g. ASK)
Open the MPA career-oriented workshops to undergraduate students.
Create more classroom opportunities to develop professional skills.
Employ more practitioner faculty in the undergraduate classroom.
Public and Nonprofit Administration Self Study
Page 28

Learn from HTM, the only CCPS unit that has great results in professional development and job
placement.
The department should commit to better scheduling for nontraditional
students
The PNA program has been popular with nontraditional students. While most classes are occasionally
taught in the evening, with about 30% of PA credits being generated in evening courses, some are never
taught in the evening. This creates a hardship for those students who want to complete their degree in
the evening and can almost, but not quite, do so. The evidence for this is:


The strategic plan evaluation revealed that PNA is more popular with students over age 30 than
is GVSU or CCPS as a whole. (See Appendix B, Table 9).
The Senior Exit Survey revealed that some students were frustrated that a few courses were
never offered in the evening.
The option to commit to scheduling for nontraditional students would require no new resources. The
program is now large enough that one section of each required class could be scheduled for the evening.
Thus two courses which have not been taught in the evening, PA449 and PA495, have multiple sections,
each year. One could be scheduled for an evening, or as a hybrid, online, or weekend course.
The program should add a course in Emergency Management
Emergency Management is a growing field and has been added at many universities. Special topics
courses in Emergency Management and Disaster Relief have been well received by students. The
evidence for this is:

The Senior Exit Survey found students wanted coursework in emergency management.
The option to achieve a new course in Emergency Management would require a “new course”
curriculum proposal (based on previous special topics courses) and a program change to incorporate the
new class into the program. This might also lead to the creation of a certificate.
The department needs to establish clear benchmarks for all strategic
planning and learning assessment items.
With good data now available, the department must establish clear benchmarks, which are currently
lacking.
Public and Nonprofit Administration Self Study
Page 29
Appendix A: Strategic Plan Matrix
Public and Nonprofit Administration Self Study
Page 30
SPNHA Objective
Strategies
SPNHA equipment
and software list
N/A
Time Frame
(2010-2015)
Each semester
Completed
handbook
N/A
Winter 2012
Unit Head,
faculty
Unit Head
Completed position N/A
descriptions
Winter 2012
CCPS Dean's
office, Unit
Head, faculty
8.3 Hire program leads for each of the
four programs
8.4 Develop and implement decision flow
charts to support decisions based on
SPNHA policy, while maintaining
appropriate space for administrative
flexibility
8.5 Form a Scholarship Committee to
promote and review SPNHA Scholarships
Positions filled
N/A
Fall 2012
Unit Head
CCPS
Started Fall 2011
Dean's
office, Unit
Head,
faculty
Unit Head
Not started
Completed decision N/A
flow charts
Fall 2012
Unit Head,
faculty
Unit Head,
faculty
Not started
Scholarship
Committee formed
Summer 2012
Unit Head,
faculty
Not started
9.1 Draft new unit Admissions Policy to
define common rules for admission
Common rules
N/A
published and
approved by SPNHA
Faculty
Winter 2012
Unit Head,
Scholarship
Committee
Faculty
Faculty
Started Fall 2011
9.2 Implement a clear graduate
admissions policy
9.3 Form an Alumni Chapter of SPNHA
Policy published.
N/A
Fall 2012
Faculty
Faculty
Not started
Alumni Chapter
formed
Evidence of
promotion
N/A
Fall 2013
Each semester
Unit Head,
faculty
Faculty
Unit Head,
faculty
Faculty
Not started
N/A
Student involvement N/A
in associations
Annually
Unit Head
Unit Head,
COT time
Started Fall 2011
FARs, student
N/A
involvement in
associations, papers
& posters presented
Student participation Prior year's
in Scholarship Day participation
Annually
Unit Head
Unit Head,
COT time
Started Fall 2011
Annually
Faculty
Faculty
Started Winter 2011
Alumni use of
N/A
Facebook, LinkedIn.
Alumni e-mails
Annually
Unit Head,
Faculty &
COT time
Started Fall 2009
Unit Head reports,
FARs
N/A
Annually
Unit Head,
SPNHA
Facebook and
LinkedIn
administrators,
faculty
Unit Head,
faculty
Unit Head,
faculty
Not started
FARs
Prior year's FARs
Annually
Unit Head,
faculty
Unit Head,
faculty
Ongoing
12.2 Serve as technical and management FARs
consultants to public-private, communitybased, and university-outreach projects
and partnerships
12.3 Support local, national and
FARs
international organizations, conferences
and publications which study and promote
ethical, effective, and democratic public
service
13: Maintain collaborations with 13.1 Facilitate cross participation in
FARs
the Johnson Center that build the educational and research activities
future leadership of the nonprofit
and philanthropic sector
Prior year's FARs
Annually
Unit Head,
faculty
Unit Head,
faculty
Ongoing
Prior year's FARs
Annually
Unit Head,
faculty
Unit Head,
faculty
Ongoing
Prior year's FARs
Annually
Unit Head,
faculty
Unit Head,
faculty
Ongoing
13.2 Provide experiential opportunities
FARs
for students seeking careers in nonprofit
management
13.3 Develop connections for students and FARs
faculty with external networks
Prior year's FARs
Annually
Unit Head,
faculty
Unit Head,
faculty
Ongoing
Prior year's FARs
Annually
Unit Head,
faculty
Unit Head,
faculty
Ongoing
7.3 Provide for acquisition of software,
hardware, data, training, and books that
support research agendas
8: Create decentralized internal 8.1 Complete and maintain SPNHA policy
administrative structure designed and procedure handbook
to recognize growth and
maturation of SPNHA.
8.2 Define common roles and position
descriptions for program coordinators for
all four programs
9: Improve recruitment and
admissions process to better
identify, attract, and admit high
quality graduate students
10: Improve relationships with
students that encourage their
academic and professional
development.
10.1 Promote and support the Graduate
Student Association and the Health
Professionals Graduate Student
Association
10.2 Encourage students to join
professional associations and provide
support to attend professional and
academic conferences
10.3 Encourage students to participate in
university-based, college-based and
community-based activities that
complement our curriculum
10.4 Support student participation in
Student Scholarship Day and provide
other forums for students to present their
independent study and thesis research
11: Strengthen relationships with 11.1 Increase communication and
alumni that increase their
interaction with alumni through use of the
engagement with our students and Internet and in-person activities
programs
12: Enhance relationships with
professional, academic, and
community organizations that
improve study and practice in the
public and nonprofit management
fields
11.1 Facilitate alumni volunteering for
guest lectures and to serve as student
mentors
12.1 Serve on civic, public, and nonprofit
boards
Metric
Public and Nonprofit Administration Self Study
Baseline
N/A
Responsible
Person
Unit Head
Resources
Unit Head,
COT time
Status as of
November 2011
Ongoing
Started Fall 2011
Started Fall 2011
Page 31
Appendix B: Data Tables
Table 1: Number of majors each Fall, 2004 - 2013
Table 2: Degrees awarded, by academic year, 2003-04 to 2012-13
Table 3: Minors awarded, by academic year, 2003-04 to 2012-13
Public and Nonprofit Administration Self Study
Page 32
Table 4: Credit hours generated in undergraduate classes, by academic year, 2003-04 to 2012-13
Table 5: Average ACT score for enrolled students, Fall 2009 to Fall 2013
Table 6: New undergraduate major declarations by major and classification: F2009 - W2012
Table 7: Gender, ethnicity and age of Public & Nonprofit Administration majors, Fall 2004 - Fall 2013
Public and Nonprofit Administration Self Study
Page 33
Table 8: Percent of undergraduate degrees awarded to nonwhite students, annually 2003-04 to 2012-13
Table 9: Percent of undergraduate degrees awarded to students age 30 and over, annually 2003-04 to 2012-13
Table 10: Percent of undergraduate degrees awarded to female students, annually 2003-04 to 2012-13
Table 11: Percent of undergraduate credit hours generated by part-time faculty, annually 2003-04 to 2012-13
Table 22: Average PA undergraduate class sizes, 2004-05 to 2013-14 (Allendale & Pew Campuses, Winter & Fall semesters only)
Public and Nonprofit Administration Self Study
Page 34
Table 13: Number of classes with over 35 students, 2004-05 to 2013-14
Table 14: Alternative course delivery methods, 2003-04 to 2012-13
Public and Nonprofit Administration Self Study
Page 35
Table 15: Employment of Graduates, 2011-12
Public and Nonprofit Administration Self Study
Page 36
Appendix C: Senior Exit Survey
1. While enrolled at GVSU, how frequently have you experience each of the following?
(Please check one box)
Question
Had a faculty member
encourage your ability
to learn on your own?
Had a faculty member
communicate
ineffectively in class?
Had a faculty member
came to class
unprepared?
Observed faculty
actively engaging
students in the
classroom?
Was evaluated on
your ability to write
clearly and
effectively?
Was evaluated on
your ability to speak
clearly and
effectively?
Received prompt
feedback (written and
oral) from your
instructors?
Challenged
academically?
Additional Comments:
Always
27.78%
Sometimes
63.89%
33.33%
66.67%
38.89%
Rarely
5.56%
Never
2.78%
55.56%
5.56%
30.56%
69.44%
61.11%
38.89%
40%
45.71%
14.29%
31.43%
65.71%
2.86%
50%
44.4%
5.56%
Public and Nonprofit Administration Self Study
N/A
Page 37
2. Please rate your satisfaction with the faculty and staff within your major. (Please check
only one box)
Question
Availability of classes
required?
Quality of courses?
Relevance of
coursework to
expected career?
Usefulness of texts
and course materials?
Availability of faculty?
Career
counseling/advice?
Availability of
practicum/internship
experiences?
Clarity of program
requirements?
Additional Comments:
Very Satisfied
Satisfied
Neutral
Dissatisfied
Very
Dissatisfied
19.44%
47.22%
19.44%
13.89%
16.67%
19.44%
63.89%
44.44%
16.67%
25%
2.78%
11.1%
13.89%
44.44%
16.67%
19.44%
5.56%
27.78%
11.1%
55.56%
41.67%
16.67%
41.67%
2.78%
2.78%
36.11%
44.44%
8.3%
11.11%
25%
52.78%
16.67%
5.56%
NOTE: Students were able to check multiple boxes on the last question (see question #5)
3. Please specify what area your major was in, with concentration (if applicable)
________________________________________________________________________
4. Please specify your minor (if applicable).
________________________________________________________________________
5. Upon graduation, what will you do? (Please check all that apply)
I’ve already
Apply for
Go on to higher
Volunteer,
Find an
accepted a job in positions that
education.
travel.
internship, or
my field of
reflect my
continue at my
study.
course of study.
current
internship.
19.44%
61.11%
22.22%
25%
25%
Public and Nonprofit Administration Self Study
Page 38
Appendix D: Rubrics
Rubric 2: Cultural Competency and Diversity
Students develop cultural competency in preparation for professional practice in culturally diverse
settings
Learning Topic
Basic
Practicing
KNOW
(Cognitive)
Define the dimensions of
culture to include language,
sexual orientation, gender,
age, race, ethnicity,
disability status, religious
beliefs (including atheism),
socioeconomic status,
educational attainment,
veteran status etc.
Define terminology related to
cultural competency and
diversity, including diversity,
oppression, cultural
competency, power, privilege,
discrimination, the "isms,"
underrepresentation,
marginalization, at-risk, etc.)
FEEL
(Affective)
Be aware of the impact of
the "isms" (e.g., sexism,
racism, classism, genderism
etc.) and other social
stressors on various cultures
Analyze and reconcile concepts
related to diversity and cultural
competency to building
organizational and community
capacity building
Students can manage the
role of culture, alternative
views, and difference
when advancing mission
and engaging in
management practice
APPLY
(Psychomotor)
Identify the various types of
issues arising out of the
various dimensions of
culture and diversity
Public and Nonprofit Administration Self Study
Use culturally sensitive
language in oral and written
communication; Apply
knowledge of diversity and
cultural competency, along with
affective skills to gain the trust,
respect, and legitimacy of the
organization's stakeholders
Mastery
Articulate what cultural humility,
cultural diversity and cultural
competence are and their roles
in ongoing professional
development of paid staff and
volunteers
Interpret intercultural
experience from the
perspectives of own and more
than one worldview and
demonstrates ability to act in a
supportive manner that
recognizes the feelings of
another cultural group,
especially when managing
/supervising others
Research and contribute to the
planning, implementation, and
evaluation of culturally
competent program designs;
Communicate information about
diverse stakeholder groups to
other professionals; and
Advocate and support for the
recruitment, selection, and
retention policies, procedures,
and strategies that ensure
diversity and inclusion within the
organization, sector and
profession
Page 39
Students have selfawareness to reduce the
influence of personal
biases and values when
approaching and
navigating encounters,
dilemmas, and challenges
when working with
diverse populations
KNOW
(Cognitive)
FEEL
(Affective)
APPLY
(Psychomotor)
Identify how culture and
ethnocentrism affect personal
and institutional prejudice
and forms of discrimination
Shows awareness of cultural
cues, concepts, activities, and
beliefs that are different from
your own; Shows awareness
of self-biases and how that
bias may impact various
stakeholders; Expresses
openness to most if not all
interactions with culturally
different others. Has difficulty
suspending any judgment in
her/his interactions with
culturally different others,
and is aware of own
judgment and expresses a
willingness to change
Employs self-reflection to
evaluate the impact of one's
management and leadership
style; Identifies some cultural
differences in verbal
and nonverbal
communication and is aware
that misunderstandings can
occur based on those
differences but is still unable
to negotiate a shared
understanding
Public and Nonprofit Administration Self Study
Recognizes new perspectives
about own cultural rules and
biases (e.g. not looking for
sameness; comfortable with the
complexities that new
perspectives offer.);
Demonstrates adequate
understanding of the
complexity of elements
important to members of
another culture in relation to its
history, values, politics,
communication styles,
economy, or beliefs & practices
Demonstrates an understanding
of the impact of personal values
and nonprofit values and ethics
in working with diverse
populations and awareness of
the potential for value conflicts;
Demonstrates willingness to
explore cultural elements and
aspects that influence decision
making by stakeholders
Critically examines personal
traits, attitudes and values
regarding human diversity and
evaluates their compatibility
with the values of the
organization; Recognizes and
participates in cultural
differences in verbal and
nonverbal communication and
begins to negotiate a shared
understanding based on those
differences.
Articulates insights into own
cultural rules and biases (e.g.
seeking complexity; aware of
how her/his experiences have
shaped these rules, and how to
recognize and respond to
cultural biases, resulting in a
shift in self-description)
Demonstrates a willingness to
collaborate to overcome
linguistic and literacy challenges
when working with stakeholders
and program participants;
Appreciates the influence of
institutional history and culture
on learning content, style, and
opportunities of professional
training programs
Conducts culturally
appropriate risk and asset
assessment, management, and
communication strategies with
organization stakeholders
Page 40
KNOW
(Cognitive)
Identify how language
creates cultural norms; Describe
how the power of language
(verbal and nonverbal) is used
to communicate effectively
across difference
Demonstrates adequate
understanding of the
complexity of elements
important to members of
another culture in relation to its
history, values, politics,
communication styles,
economy, or beliefs & practices
FEEL
(Affective)
Appreciate similarities and
differences of various cultures;
Shows awareness of the power
of language (verbal and
nonverbal) to be able to
communicate effectively
across difference
Utilize culturally sensitive
language (verbal and nonverbal)
to effectively communicate
across difference
Students can manage
intercultural
communication when
working with diverse
populations
Identify one's own assets and
APPLY learning needs related to
(Psychomot intercultural communication
or) and cultural competency
Public and Nonprofit Administration Self Study
Incorporates specialized
knowledge and understanding
about the history, traditions,
values, family systems, and
artistic expressions of major
stakeholder groups that
nonprofits serve; Works
effectively in a trans-disciplinary
setting / team; Demonstrates
shared decision-making
Demonstrates sophisticated
understanding of the complexity
of elements important to
members of another culture in
relation to its history, values,
politics, communication styles,
economy, or beliefs & practices
Asks complex questions
about other cultures, seeks out
and articulates answers to those
questions which reflect multiple
cultural perspectives; Initiates
and develops interactions with
culturally different others;
Suspends judgment in valuing
her/his interactions with
culturally different others.
Articulate a complex
understanding of cultural
differences in verbal and
nonverbal communication (e.g.,
demonstrates understanding of
the degree to which people use
physical contact while
communicating in different
cultures or use direct /indirect
and explicit /implicit meanings)
and is able to skillfully negotiate
a shared understanding based
on those differences
Page 41
Rubric 3: Financial Resource Development & Management
Students have practical knowledge of financial resource acquisition, budgeting, financial management,
control and transparency in public-serving organizations.
Learning Topic
Students can manage
methods and
motivation for raising
public funds from
traditional taxing
sources
Basic
KNOW
(Cognitive)
Define traditional taxing
schemes and other revenue
generators
KNOW
(Cognitive
Formulate a personal
philosophy on taxation and
scope of government
Observe and classify taxes
Estimate tax revenue / other
revenue based on known
information
Define traditional
fundraising methods and
the related donor
motivations
Analyze the effectiveness of
various fundraising strategies
in relation to appropriateness
with mission
FEEL Awareness of personal
(Affective) giving motivation
Observe and classify
APPLY fundraising methods and
(Psychomotor) motivations
Students can manage
emerging trends and
innovations in
financial resource
development
KNOW
(Cognitive)
FEEL
(Affective)
Analyze the effectiveness of
various taxing schemes and
other revenue generators
Awareness of philosophical
FEEL attitudes on local, state, and
(Affective) federal taxes and fees
APPLY and other revenue
(Psychomotor) generators
Students can manage
methods and
motivation for raising
funds from traditional
philanthropic sources
Practicing
Identify emerging trends in
fundraising, such as 63-20
financing, public service
fees, social
enterprise, fee for services,
program related
investment,
etc.
Recognize the risk and
reward associated with
innovative strategies
Participate in an innovative
APPLY fundraising practice as a
(Psychomotor) volunteer
Public and Nonprofit Administration Self Study
Formulate a personal giving
strategy
Implement a fundraising
activity based on a prescribed
plan
Critique the potential
effectiveness and barriers for
implementation of emerging
trends
Relate the potential
outcomes (risk and reward) to
a personal tolerance for risk
Adapt a prescribed emerging
fundraising method to a
specific situation
Mastery
Explain the theory behind
various taxing schemes and
other revenue generators
Demonstrate the ability to write
a recommendation for
generating revenue for a
particular government activity
Create a revenue plan that
includes multiple revenue
generating alternatives and
logical rationale for selecting
Explain the theory behind
various fundraising methods
Demonstrate the ability to write
an organizational case statement
and grant proposal to persuade
others to give
Plan a fundraising strategy that
includes multiple methods and
logical rationale for meeting a
goal
Integrate emerging and
innovative strategies with
traditional strategies as part of a
comprehensive
understanding of resource
development
Justify a risky strategy in terms of
threats to financial resources,
public image, and stakeholders
Specify a new strategy for an
existing resource development
plan based on existing
organizational capacity
Page 42
Students can manage
structure and
responsibilities of the
financial (and
development)
functions within
public-serving
organizations
KNOW
(Cognitive)
Define the role of finance as a
strategic function for
nonprofit organizations,
impacting all departments,
affecting service delivery and
stakeholder satisfaction, and
influencing ability to fulfill
mission
Awareness of interpersonal
FEEL relationships as the basis for
(Affective) development activities
Chart the finance /
APPLY development
(Psychomotor) structure in a public serving
Students can manage
mission-driven resource
development and
budgeting
KNOW List and define a range of
(Cognitive) budgeting methods
FEEL Explore a personal mission
(Affective) focus for service and giving
Review a budget in relation
APPLY to an organization's mission
(Psychomotor) and strategic goals
Students can manage
components and
procedures for various
types of budgeting
KNOW List and define a range of
(Cognitive) budgeting methods
FEEL
(Affective)
Recognize importance of
utilizing appropriate
component and procedures
for various types of budgets
APPLY
(Psychomotor) Review a budget document
Public and Nonprofit Administration Self Study
Analyze a finance plan to
determine funding structure,
diversification, and personnel
responsible
Interpret importance of
relationships to meeting
development goals
Role play an ask for a
significant amount from a
wealthy donor
Explain the impact of mission
on an organization's ability to
attract resources; discuss how
mission-orientation affects
budgeting process
Clarify a budget request based
on mission position and
development capacity
Read and interpret financial
reports based on an annual
budget
Analyze appropriate processes
for nonprofit budgeting and
differences relevant to the
sector
Seek clarification to ensure
budget components are
accurate and appropriate
procedure has been followed
Analyze financial policy
regarding process for budget
development from a case study
Attribute strategic nature of
finance/development for
public-serving organizations
by integrating relevant
literature to discuss roles and
structure of development
function
Relate development practice
to current relationship
building
through Alliance program
activities, such as networking
with alumni, partnering with
community council, and
campus outreach
Construct a comprehensive
development plan
Critique the need for mission
focus versus need for prudent
financial planning and laborintensive relationship building
Defend a budget
recommendation relating the
activity and expense to
mission adherence
Prepare a line-item budget to
respond to a set income
strategy at the program level
Distinguish the purposes and
functions of budgets in
nonprofit organizations as
planning, reporting, and
accountability tools
Provide evidence of finance as
a tool to manage behavior
Prepare a line-item budget
Page 43
Students can manage
transparency and
accountability as critical
values in nonprofit
organization
KNOW
(Cognitive)
Identify the concepts of
transparency and
accountability in the
nonprofit context
FEEL
(Affective)
Acknowledge the significance
of trust in a nonprofit
framework
Review state sunshine laws
APPLY and discuss operations that
(Psychomotor) adhere
Students can manage
the fundamental
principles and practice
of accounting and
reporting.
KNOW
(Cognitive)
Recognize the concepts of
nonprofit and public
accounting; classify the
different accounting methods
relevant to public and
nonprofit operations
Understand the responsibility
FEEL of leadership in financial
(Affective) management
Interpret a set of standards
from a case study or personal
experience as accountable
and transparent
Respond to criticism of the
sector related to scandal or
malfeasance and relate these
breaches to gaps in
accountability and
transparency
Show issues of transparency
and accountability in current
sector through media reports
Analyze a set of financial
statements to determine
current organizational
financial position
Explore a personal affinity for
financial management as a
career path
Review and discuss a full set
APPLY of GAAP standard financial
(Psychomotor) reports
Students can manage
principles and standards
for effective fiscal
monitoring, control and
compliance
KNOW
(Cognitive)
Translate the roles of
compliance and monitoring in
the grants economy; identify
contributing factors of fraud
in nonprofit operations
FEEL
(Affective)
Recognize the importance of
fiscal monitoring in the
nonprofit control and
compliance system
APPLY Review audit and financial
(Psychomotor) policies of an organization
Public and Nonprofit Administration Self Study
Prepare basic nonprofit
financial statements
Analyze a set of fiscal policies
to determine adherence to
usual compliance standards
Distinguish the unique
aspects of the nonprofit
compliance system (volunteer
board,
stakeholder accountability,
obligation to clients, etc)
Interpret audit report and
propose resolutions for any
findings
Apply concepts from a review
of the accountability literature
to
knowledge of operations in the
sector
Challenge outdated concepts of
privacy in nonprofit operations
with a sound argument of the
benefits of transparency
Prepare a document, such as
minutes from a meeting, that
complies with appropriate
transparency measures
Develop a case study with
financial implications by
applying in depth knowledge of
nonprofit accounting practices
Strengthen organizational
decision-making processes by
comparing and examining
financial statement
components
Recommend components and
design for dashboard reporting
based on an organization's
financial statements
Critique current compliance
system for benefits and
challenges (i.e. dollar chasing,
mission creep, influence of
funders vs evidence of
community needs); recommend
measures to reduce fraudulent
activity through internal control
standards
Detect gaps in a
control /compliance system
based on knowledge of smart
practices for nonprofits
Produce a charge statement for
an audit committee defining
specific tasks and role in
compliance
Page 44
Appendix E: Duties of the Undergraduate
Program and Internship Coordinator
The primary duty of the Undergraduate Program and Internship Coordinator is to maintain department
records related to Undergraduate affairs for the School of Public, Nonprofit and Health Administration
and providing primary administrative support to the Department Chair.
Undergraduate Coordinator Duties:

















Advise students as to degree requirements and provide summary of a degree progress
and outstanding requirements.
Track degree progress and process special requests.
Maintain complete records of all current major and minors from program enrollment to
graduation.
Work independently to resolve student issues in scheduling, registration, advising and
grading.
Coordinate with the College of Community and Public Service Academic Advising Center
as required.
Proactively stay abreast of university policies and procedure in relations to academic
advising.
Gather data and generate reports related to undergraduate matters including
scheduling, enrollments, syllabi, evaluations and transcripts.
Coordinate with Department Chair to determine appropriate changes to undergraduate
course schedules.
Research programs of interest to undergraduate students (e.g. study abroad,
field/internship placement opportunities).
Design and maintain department forms and informational documents.
Represent the department during recruitment events on-campus.
Serve as the primary point of contact for administrative support to the department.
Collaborates with faculty to develop new curricula and programs that align with
engagement learning outcomes for undergraduate students.
Communicates with other university offices/departments/colleges administrators to
resolve or assist with the resolution of sensitive issues.
Provide day-to-day direction and escalation for issues that require management
resolution.
Represents the school and serves on various school and university committees.
Perform duties as assigned to ensure the continuity of department operations and to
meet department needs.
Public and Nonprofit Administration Self Study
Page 45
Internship Coordinator Duties:















Serves as contact person for students, faculty, staff, and employers regarding
experiential education opportunities.
Aggressively researches and contacts local companies and organizations to build
networking and internship programs; this includes site visits.
Builds and maintains working relationships with faculty to support departmental
internships and advertise all internships.
Reviews learning contracts, log of hours, supervisors evaluation, and reflective journals
for PA 490 and PA 491 co-op and internship.
Liaison to internship programs, such as The Washington Center.
Provides individual advising to students preparing to do internship and mentor them
through the process.
Maintain standards for experiential education including updating learning contracts and
maintaining records.
Researches and keeps current in employment trends and career development practices
through participation in regional and national career organizations (NASPA, NLA and
others).
Creates and facilitates internship orientations and workshops.
Present career/internship information to classes and student organizations.
Works with faculty and staff to promote cooperative relationships that will result in
internship opportunities for students.
Builds and maintains working relationships with employers to develop job and
internship opportunities for graduates.
Maintain accurate records and data on student appointments, employer contacts, and
presentations to use in departmental reports.
Utilize on-line career management system (LakerJobs) to help students in job search and
collect placement data.
Works as a team-member to organize and publicize career fairs and other career related
events with Career Services and the Community Service Learning departments.
Public and Nonprofit Administration Self Study
Page 46
Appendix F: Faculty Vision Exercise
“Describe the professional and intellectual skills, abilities, attitudes,
ethics, or approaches that should be demonstrated by a GVSU graduate
with a major in PUBLIC & NONPROFIT ADMINISTRATION.”
Regular Faculty
Neal Buckwalter
An undergrad with a PA major should be able to think critically about policy and management issues,
recognize and value diverse approaches to problem-solving, and act ethically as stewards of the public
interest.
Steve Borders
Data Analysis




Data Visualization
Developing a Rate
Developing a Proportion
Developing a Ratio
Basic Excel Skills





Creating a graph
Selecting the appropriate graph
Pivot Tables
Excel Functions
Excel Formatting
Team Leadership (probably needs to be more experiential rather than didactic)



Organizing teams
Project Management
Process Management
Community Oriented


Better understanding of local dynamics and programs and policies
Greater engagement within West Michigan
Self Development*


Self-confidence
Educational and experiential strategy
* I'm not sure if this is appropriate for a skill or acumen in a given area, but it strikes me that we need to
emphasize students thinking more about their careers and graduate school earlier.
Public and Nonprofit Administration Self Study
Page 47
Heather Carpenter
Fundamental Awareness (basic knowledge) and Novice (limited experience) of these competencies.
Advocacy, Public Policy, and Social Change: Uses community organizing, public education, policy
research, and lobbying effectively to educate government officials, organize community support,
garner social change, and influence public policy.
Communications, Marketing, and Public Relations: Demonstrates principles and techniques that provide
transparency and accountability, while understanding and communicating specifically to various
constituents -- including internal stakeholders -- using communications, general and social
marketing, and public relations that develop financial and non-financial support for your
organization.
Financial Management and Social Entrepreneurship: Applies critical financial concepts and GAAP
practices to establish and maintain realistic budgets, internal controls, financial statements, cash
flow maintenance, audits and tax reporting. Creates and maintains sustainable business models,
impact and/or social investment strategies, hybrid organizational forms and innovative revenue
structures.
Fundraising: Demonstrates ability to develop a diversified fund development strategy that is proactive
and integrated into organization's long-term strategic plan and budget projections. Is familiar
with and able to execute several different fundraising strategies, including but not limited to
stewardship and cultivation of donors, gift processing, developing new business, event planning,
planned giving and major gifts campaigns, and grantwriting.
Grantmaking: Identify and work with prospective and existing grantees, monitor grantee progress, and
explore new grantmaking areas. Provides recommendation for funding and conducts grant
reviews. Has in depth knowledge of program area(s).
Human Resource Management and Volunteerism: Applies knowledge of employment laws and practices
for nonprofit recruitment and selection, managing volunteers, performance management,
diversity and intercultural competency, compensation and benefits, training and development,
labor relations, health and safety and managing people.
Information Management: Supports the development, maintenance and application of nonprofit
information technology planning, budgeting, staffing and training, evaluation, Selecting
hardware and software, Social media and Web site capabilities and use.
Legal and Regulatory Contexts: Understands influences of external and internal stakeholders in creating
and maintaining legal compliance, ethical and risk management practices and professional
standards in the appropriate settings.
Leadership and Governance: Appreciate the relationship between leadership and management in
establishing and attaining mission, long and short-term organizational goals. Be able to look
within oneself and team members in order to understand how personal backgrounds and
experience shape the leadership experience. Demonstrates ability to lead effectively and
manage the governing board of the organization.
Planning and Evaluation: Understands external and internal influences of program and organizational
development, as well as organizational life cycles. Creates logic models, data-based decisionmaking, program feasibility, and continuous improvement plans for effective management.
Ability to develop a theory of change and applies various methods of evaluation to
comprehensively evaluate performance measurement and program and organizational
effectiveness.
Public and Nonprofit Administration Self Study
Page 48
Dan Balfour
Knowledge of: American political system, US Constitution; basic history of public administration and policy in
American government, philanthropy, nonprofits and civil society; ethical codes for PA and
nonprofits; bureaucracy and society; human resources systems and issues (diversity, EEO,
performance appraisal, compensation, etc.); community/economic development.
Skills: basics of research methods/statistics/policy analysis, budgeting for government and/or nonprofits,
professional writing and oral communication/presentation; information technology in the workplace;
some experience in the workplace (internship)
Davia Downey
Professional Skills: grant writing, budgeting, board governance and policy, fundraising, public policy analysis,
local government organization, community participation skills, leadership and management skills.
Academic Skills: theoretical grounding in organizational development, understanding of ethical behavior, a
basic understanding of financial reporting, grants and development activities, understanding of
community and economic development, understanding of federalism and intergovernmental
relations, descriptive statistics, public speaking, policy advocacy, and communication skills
Mark Hoffman
Our majors will have the desire and ability to make a difference in their communities through their
choices in occupation and civic engagement. They will have acquired a conceptual framework for the
management of information, people, and money in an environment without a profit motive. They will
have skills in finance, budgeting, problem solving, program development, policy formation,
communication, information management, human resources, public relations, leadership, and critical
thinking that are applicable in various types of public serving organizations. They will be able to plan
their career and peruse self-directed learning.
Practitioner Faculty
Jennifer DeHaan
Students having graduated from the GVSU SPNHA with a degree in public and non-profit administration
should be able to exercise critical thinking skills, utilize academic literature to support research and
analysis of various issues, clearly communicate thoughts, ideas, and perspectives and demonstrate a
commitment to public service. As it relates specifically to the areas of public and non-profit
administration, students should have a broad understanding of the key components of the public and
non-profit structure which should include organizational structure, budgeting/accounting/funding
sources, service areas, strategic planning, performance measurement, and best practices.
Alejandra Garcia Diaz Villamil






Collaboration
Coordination
Interpersonal skills
Critical Thinking
Proactive
Adaptability
Public and Nonprofit Administration Self Study
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



Being comfortable with ambiguity
Responsible and Accountable
Growth mindset (rather than just getting grades actually wanting to learn.)
Professionalism (Students should think about college/courses as a job. With this in mind, complaints
or misunderstandings should be communicated in a professional manner like one would do at a job.)
Susan Johnson
ECONOMICS: Students should understand the principles of the economic man, theories of rational
choice and scarcity, cost-benefit analysis, power and politics and the basics of stewardship as it
pertains to both public and donor investments.
STATISTICS: Students should understand the role of statistics in quantitative research, and know the
basics of statistical software packages. They should be able to identify the strengths and
limitations of quantitative research, and know major differences between appropriate uses of
data and those that are skewed or biased. They should understand the role of the normal
distribution as a tool for evaluating data, and which statistical tests are most appropriate in
which setting or with which data.
RESEARCH METHODS: Students should be able to appropriately conduct a non-invasive basic research
project of mixed methods in a group setting with support from a basic text and an instructor.
They should be able to conduct an interview, facilitate a focus group, design and deliver a
survey, and know when to use each. They should understand the role of collecting, analyzing and
sharing the results of the analysis with audiences as a means of generating income, evaluating
programs, reporting out to funders, reporting out to the public and
justifying/abandoning/testing strategies, etc.
PROGRAM EVALUATION: Students should understand the role of program evaluation relative to public
investment, stewardship, best practices and income development (in particular grant seeking).
They should be able to develop a basic program evaluation strategy that is both formative and
summative, and connect that data with an appropriate collection, analysis and reporting
mechanism using what they have learned in statistics and research methods classes.
PUBLIC/NONPROFIT FINANCE: Students should be able to read and understand budget line items and
know the difference between budgeting strategies (actual cost, accrual). They should
understand how budgets are created and the political process interjects into the processes.
They should know the process of using historical data as a means of projection. They should
know the IRS tax-exempt identification and certification process, and what that means for nonprofits.
PLANNING: Students should be familiar with planning strategies that are longer-term (strategic planning)
and those that are part of ongoing processes (environmental scans, board members as
ambassadors and ears/eyes/boots on the ground, staff and leadership as constant ‘scanners’ and
reporters. This ties in with
COLLABORATIONS/COALITIONS/PARTNERSHIPS/COMMUNITY DEVELOPMENT: Students should see the
value and understand the processes involved in collaborative efforts. They should understand
the expanded role of decentralization, privatization, and the use of nonprofits as partners to do
formerly public agency work. I see this as something that can be integrated into community
development, as the field is quickly moving into a 4th sector of unique public/private/nonprofit
partnerships and funding streams. Several other universities are moving to integrate this into
their curricula.
Public and Nonprofit Administration Self Study
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POLICY DEVELOPMENT AND ANALYSIS: Students should understand the process of developing policy at
the local, state and national levels, and policies that are common to nonprofits. They should
clearly understand the political influence at the various levels, and their potential role in
influencing policy. They should understand the most common political groups, their
interests/platforms, and how those views influence policy. They should also understand the role
of lobbyists and their influence on policy.
MANAGEMENT: Students should understand and frame basic HR policies and their implementation
strategies, managing and developing staff, working with boards, instituting policies, creating and
implementing changes, recruiting, training and using volunteers, etc. The students should be
able to identify the differences in tasks and responsibilities of leadership/management and line
staff.
BOARDS AND GOVERNANCE: Students should understand the role of boards, the complexity of
personalities, the various governance models and how they can be used, the strengths and
weaknesses of each, the life cycle of agencies, destructive board and staff behaviors, developing
positive board-staff relationships, handing conflict, etc.
INCOME DEVELOPMENT: Students should be familiar with the various income development strategies
and in particular, seeking grant funding and expanding the strategy from an agency to a
community level request. Students also need to see grant funding as part of a portfolio of
funding that includes planned giving, special events, donor cultivation, capital campaigns, annual
campaigns, etc.
Allison Lugo Knapp




Ability to build meaningful professional relationships, network effectively, and leverage tools and
resources gained from their academic experience to build their careers.
Ability to think critically, analyze, evaluate and problem solve in a variety of real life and professional
situations.
A thorough grounding and understanding of what it means to be ethical and responsible as
individuals and professionals, particularly in a public sector career path.
An approach to their work that is collaborative, intentional, strategic, and realistic!
Jennifer Lattin





Graduates of the GVSU School of Public and Nonprofit Administration will have skills including the
ability to maintain career balance between work and family, and a readiness for graduate work
Graduates will also have the skills to demonstrate the art of fluent communication and use their
interpersonal skills to share what they have learned, goals they have, and controversial topics they
may wish to argue. Students should also carry in their basket of tools the abilities to master critical
and creative thinking. Several courses within the Public Administration Department offer plenty of
opportunities to be challenged with topics surrounding community, politics, and government.
Graduates will also possess a personal integrity and ethical standards that have been taught in the
classroom as well as out of, will be successful and complete quality standards within the community
when required to do so.
GVSU Graduates also maintain a high interest in societal and civic responsibilities which lead to
potential leadership within their communities.
GVSU Graduates will have the necessary research management skills and knowledge, as well as how
information is gathered, surveyed, voted, etc.
Public and Nonprofit Administration Self Study
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Sarah Lewakowski
•
A practical knowledge and advanced skill level in all areas of public and nonprofit administration,
whether it is financial, fund development, leadership, grant writing, voluntarism, marketing, etc.
• The ability to speak confidently in front of small and large groups of people.
• A genuine desire to help people and promote the common good without judgment.
• A personal code of ethics that is unshakeable.
• The ability and desire to stay up-to-date on current events that has to do with public and nonprofit
administration.
• An attention to detail. Being as accurate as possible. Sloppiness can detract from a brilliant idea.
• Always treat people with respect.
• Never stop learning.
• Professionalism. Knowing when to say things and when to not.
(on a side note: I have been to meetings or events where people have said incredibly unprofessional things,
that have led people to feel uncomfortable)
Andy Wolber
•
•
•
•
Familiar with contemporary and historical management thinking (e.g., Peter Drucker; different types
of planning like Mintzberg's "Strategy Safari"; different types of business models like Slywotzky's
"Profit Patterns"; and how the nonprofit sector differs from the for profit world, as so nicely
summarized by Miller's "The Looking Glass World of Nonprofit Money"; )
Proficient with contemporary tools (e.g., office suite tools, social media, databases and data analysis
tools, collaborative project management systems, time management tools and skills)
Intellectually inquisitive while also action-oriented; able to learn new skills and ideas quickly, biased
toward "getting things done". Able to analyze information deeply.
High ethical standards: able to identify and act to appropriately address potential conflicts of
interest, willing to admit an error, ability to persistently demonstrate concern for "the greater good"
-- the good of the whole (contrasted with self-interest).
Al Vanderberg







Organizational Development; Strategic Planning; Facilitation tools for bringing boards
and other groups to policy consensus; vision casting and development of vision, mission,
values, goal statements and work plans.
Application of traditional psychological model (cognitive, affective, conative) to hiring
practices and team assignment: i.e. how to get the right people on the right seats on the
bus per Collins.
Ability to constantly view the big and small pictures of where an organization is at and
how they relate.
Basic knowledge of fund accounting and how it differs from accounting in the private
sector. Basic knowledge of how the state chart of accounts works.
Knowledge of public administration theory, history and practice.
Know the differences between leadership and management and how to work with
leaders that have one or the other or both traits.
Understand how technology is applied in government and the importance of staying
abreast of technological innovation.
Public and Nonprofit Administration Self Study
Page 52













Best practice research and application.
Quality -Continuous Improvement theory and practice in the social sector.
Customer Service principles.
Creative thinking - innovation models for capturing ideas and then working them
through a process to implementation.
Communication methods to various publics and stakeholders.
Be able to define diversity and understand its importance to individuals, the
organization and the community.
Understand how to develop outcome based performance measurements and how they
relate to performance budgeting.
Learn general characteristics of different types of organizations and how they typically
work culturally (i.e. large county versus small town politics).
Ethics
Knowledge of U.S. Constitution, Michigan Constitution, city charters, and how counties
and townships are legally constituted as well. Similarities and differences between
statutes, ordinances and resolutions.
Managing relationships with citizens, special interest groups and elected officials.
Know how counties, cities, townships and villages are organized.
Effective team building and team management.
Others
Michael Moody



Understanding of the role of the nonprofit sector in solving social problems and creating social
change.
Understanding of the complex interrelationships and partnerships between the nonprofit sector and
government in a dynamic governance, policy, and service-delivery system.
Understanding of the distinctive ethical challenges of nonprofit managers, and the professional skills
necessary to meet those challenges.
Ashley Rosener
I believe a GVSU graduate with a major in Public & Nonprofit Administration should demonstrate critical
thinking and problem-solving skills, research skills, ability to collaborate, professionalism and leadership,
ability to access information using the appropriate search tools, ethical and effective communication
skills, understanding of the theory and practice of public administration, and cultural competence.
Public and Nonprofit Administration Self Study
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Appendix G: Summary of Faculty Vision
Exercise by Sal Alaimo 1/15/2014
Public and Nonprofit Administration Self Study
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Public and Nonprofit Administration Self Study
Page 55
Appendix H: Advisory Council Vision
Exercise
“In organizations similar to your own, what would you recommend as potential
entry level jobs for a student with a bachelor's degree in Public and Nonprofit
Administration?”
Mary Kay VanDriel
Data Analyst in the Quality Department, Coach/teacher for the Revenue Cycle department - Ideal if they
worked as a Registration Clerk through school, Communications/marketing Level 1 staff, The Foundation
(Philanthropic) Donor Coordinator, Finance data analyst I.
Dave Bee
Community Planner/tech, Transportation Planner/tech, GIS Technician
Daryl Delabbio
Account Clerk, Law Clerk, Housing Rehabilitation Specialist, Outreach Worker, Friend of the Court
Customer Service, Office Administrator, Human Resources Technician.
Jeff Garber
HR Associate, Network Analyst, Marketing Associate, Foundation Assistant
Richard Kline
Organization Description: Continuum of Care Retirement Community (CCRC) -Supervisory or managerial
roles in various departments including Human Resources, Sales and Marketing, Accounting,
Administrative Support, Stewardship mgt/Fundraising. With some supervisory experience these areas
could also be considered Facilities Management, Dining Services, and Resident Services
“With respect to recent graduates applying for the job(s) mentioned above, what
attributes and past activities would you see as the most relevant and attractive?”
Mary Kay VanDriel
Knowledge of healthcare; Business skills; Leadership ability; Communication and relationship skills.
Conflict Management is critical. Conduct themselves professionally.
Dave Bee
Ability to listen and follow-through on ideas. Don't always assume that the answer to a problem can be
found on the internet. Some real-life experiences are always nice…don't even have to be public adminrelated. I want somebody that doesn't want to sit in front of a computer all day. I want somebody that
can write and that has good people skills and a sense of humor (is there a class for that?).
Public and Nonprofit Administration Self Study
Page 56
Daryl Delabbio
Internships, community volunteerism, experiences that build cultural competency, work experience in a
customer-service environment.
Jeff Garber
Hard Working, Innovative, Ethical/Honest, Sincerity
“If a college freshman came to you for advice about college majors, what would
you suggest they look for in a baccalaureate program?”
Mary Kay VanDriel
Is it accredited? Who are the faculty and their credentials to teach? Number of Credits to a Bachelors,
graduation rate, cost per credit hour, employment rates, reputation of the school. What do local health
care leaders say about the program?
Dave Bee
A mix of big university experiences with small college attention. Both programs I graduated from (MSU's
Urban Planning BS, and GVSU's MPA program) included these traits. As the father of an undergrad that
just dropped out…I'd add a long-term commitment to success and not being afraid to take some time off
between high school and college to get a better understanding of what you want to do -- and to have
some real-life experiences that you don't have to pay for by the credit hour. Professors with a range of
experiences...from young to old, Michigan to international, books to OJT. Diverse students, but also a
little bit of familiar to ease the transition from home to college. I'd love a program that encouraged
students to study, work, live, and play together to create lifelong friendships and working relationships.
Daryl Delabbio
Criminal Justice, Health & Human Services, Social Work, Human Resources, Business Administration,
Public Administration.
Jeff Garber
Good Placement Program, Real internship, International Exposure
Richard Kline
I would recommend they really think hard about their interests and aptitudes and then look at what
programs most closely match those. Program flexibility with regard to electives or areas of focus may
help them discover new opportunities or gain deeper knowledge in a specific area.
Public and Nonprofit Administration Self Study
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Appendix I: Curriculum Survey
In my class, students are exposed to
this topic because they …
… read or hear
about this topic
… write or talk
about this topic
weight: 1
Subject 1: Foundations of the Public and Nonprofit Sectors
rank
1. the creation and management of political order,
compared across different eras, nations and cultures
2. The role of religion in the development of the
public and nonprofit sectors
3. The rationale for government activity (i.e., why
do we need government?)
4. The rationale for nonprofit and philanthropic
activity (i.e., why do we need nonprofit
organizations?)
5. the American Constitution, and its influence on
the contemporary forms and actions of federal, state
and local government
6. the legitimacy and role of public administration in
a democratic society
7. the development, size, impact, types, roles, and
significance of American philanthropic and nonprofit
organizations
8. federal and state laws and regulations under
which nonprofits incorporate and operate
9. the development, size, impact, types, roles, and
significance of multi-organization governance
networks
10. the nature and role of "social capital" in society
11. the meaning of “community” and desirability of
“community-building”
12. the theoretical and actual relationships among
the public, nonprofit and business sectors
13. the theoretical and actual relationships between
local government and other (local, state or federal)
governments (aka, intergovernmental relations)
Subject 2: Leadership
Subject 3: Management of Public-Serving organizations
75
4.36
102, 372, 420
102, 372
102, 372
71
4.91
270, 360
270, 360
270
1
19.47
30
9.16
2
18.02
10
270, 360
270, 360
270, 360
335, 360
102, 270, 360, 375, 102, 270, 375, 376, 102, 270, 375, 376,
376, 420, 449
449
420, 449
375
270, 360
270, 360
270, 360
360
45
7.83
270, 311, 360
270, 311, 360
270, 360
360
101
2.82
307
307
307
61
5.97 102, 311, 360, 420
102, 311, 360
102
25
9.92 311, 360, 420, 495 311, 360, 420, 495
360, 420
495
13
12.35 360, 375, 376, 420 360, 375, 376, 420
360, 375, 420
360
36
8.28 307, 375, 420, 449
122
1.54
3
16.67
21
10.35
420
360, 372
9
13.29
6.31
128
0.44
390
28
9.35
270, 360, 390
PA 360
version: Alaimo
weight: 100%
PA 375
version: Robbins
weight: 97%
PA 376
version: Soper
weight: 97%
PA 420
version: Buckwalter
weight: 100%
PA 495
version: Downey
weight: 100%
372
372
BSBSCognate:
Cognate:
PA
PA300
300
270, 390, 420
version: Johnson
weight: 62%
270, 390
270, 390
PA 449
version: Soper
weight: 76%
270, 311
270, 360, 390
270, 360, 390
270, 390
10.27 270, 311, 420, 390 270, 311, 335, 390
270, 390, 420
270, 390
8.58
311, 360, 420
311, 360, 420
360, 420
360, 390
56
114
6.35
1.98
270, 390
390
270, 390
390
270, 390
390
270, 390
390
Electives:
PA 311
version: Wolber
335 weight: 21%
PA 330
version: Borders
weight:47%
47%
weight:
11.82 270, 360, 375, 420 270, 360, 375, 420 270, 360, 375, 420
32
9.06 102, 307, 376, 449
102, 307, 449 102, 307, 390, 449
28. roles and responsibilities of nonprofit boards and
executive directors
44
7.89
270, 360, 390
29. roles and responsibilities of appointed managers,
elected officials, legislative oversight committees, civil
service commissions, and inspectors general
7
30. the essential function of strategic planning for
effective management and planning
31. connecting outcomes with different mechanisms
for governing multi-organizational networks
270, 360, 390
PA 335
version: Johnson
weight: 50%
270, 360, 390
390
13.78
102, 270, 307, 390, 102, 270, 307, 390, 102, 270, 307, 390,
420, 449
449
420
390
18
11.35
270, 360, 376, 390, 270, 360, 376, 390,
449
449
270, 360, 390
390
79
4.01
335, 449
335
335
335
94
2.95
311, 495
311, 495
311
311
52
64
6.89
5.89
270, 360, 390
270, 360, 390
270, 360, 390
270, 390
270, 390
270, 390
390
390
76
4.34
307, 449
307, 449
307
106
85
8
130
23
PA 307
version: Vanderberg
weight: 94%
420
34
16
335 PA 270
version: Downey
weight: 97%
307, 375, 420
270, 307, 360, 390, 270, 307, 360, 390, 270, 307, 360, 390,
420
420
420
270, 360, 390, 420
270, 390, 420
270, 390, 420
270, 307, 360, 390,
270, 360, 390, 420 270, 360, 390, 420
420
270, 311, 360
270, 311
270, 311
57
22
307, 449
27. freedom of information acts, open meetings, and
other sunshine laws applying to government agencies
32. using collaboration tools (e.g., Google docs, MS
Office tools, bookmark sharing) to improve
communication and productivity
33. starting a nonprofit organization
34. dissolving a nonprofit organization
35. the promise and challenges of local government
consolidation and collaboration
36. change management
37. crisis management
38. conflict resolution and consensus building
39. lean management / thinking
40. facilitating meetings and discussions
Required:
PLS 102
version: Moiles
weight: 85%
102, 270, 307, 360, 102, 270, 307, 360, 102, 270, 375, 420,
375, 376, 420, 449 375, 376, 420, 449
449
7.41
15. the roles and environments of international nongovernmental organizations (NGOs)
19. community leaders, in theory and practice
20. pastors / congregational leaders / church elders,
in theory and practice
21. leadership on governing and advisory boards, in
theory and practice
22. work team leadership, in theory and practice
23. accounting for differing cultures, backgrounds,
and experiences in team members / followers
24. gender and leadership
25. servant leadership
26. various theories that inform the structures of
organizations
372
48
2.00
18. differentiating management and leadership
weight: 2
102, 270, 307, 376,
13.01
102, 270, 307, 420 102, 270, 307, 420
420, 449
111
17. transactional vs. transformational leadership
weight: 1
… participate in a
service learning
projected involving
this topic
score
14. the roles and environments of tribal governments
16. various theories and perspectives on leadership
… participate in a
case study or
classroom
simulation
involving this topic
weight: 1
weight: 1.5
… are tested on
this topic
2.42
311, 420
3.82
307, 360
13.68 270, 372, 420, 495
0.00
10.22
270, 372, 495
Public and Nonprofit Administration Self Study
311
420
307
307
270, 372, 495 270, 372, 420, 495
270, 372, 495
270, 372, 495
PA 372
version: Downey
weight: 18%
PA 390
version: Williams
weight: 44%
335
270, 372, 495
495
372, 495
495
Page 58
weight: 1
weight: 1
… participate in a
case study or
classroom
simulation
involving this topic
weight: 1
weight: 1.5
270, 360, 420
270, 420
270, 420
7.91 270, 360, 335, 420
270, 335, 420
270, 420
Subject 4: Marketing & Public
Relations
In my class, students are exposed to
this topic because they …
41. the portrayal of public and nonprofit
organizations in popular culture
42. the various aspects of public and community
relations
43. marketing goods and services
44. ethics and external relationships
45. managing intercultural communication when
working with diverse populations
46. writing for a professional, but nonacademic,
audience
47. creating and delivering presentations
48. improving data visualization skills
49. web site content and design
50. use of social media
51. fundamental principles and practice of
accounting and reporting
52. components, procedures, and benefits of various
types of budgeting
Subject 6: Financial Resource
Development
Subject 5: Financial Resource Management
53. deciding on budget cuts
… read or hear
about this topic
rank
score
35
8.41
43
118
11
5.98
19
11.06
14
12.19
360, 420
360, 390
390
270, 311, 335, 372, 270, 311, 335, 372, 270, 311, 372, 390,
390, 495
390, 495
495
270, 311, 335, 372, 270, 311, 372, 390, 270, 311, 372, 390,
390, 495
495
495
270, 300, 311, 372, 270, 300, 311, 372, 270, 300, 311, 372,
495
495
495
311
311
311
270, 311, 372, 449
311
311
335
335, 390
300
335
335
5.16
335, 375
375
375
335
8.22
270, 330, 375
270, 375
270, 330, 375
270
12
12.51
4
17
270, 375, 376, 390,
270, 375, 390, 449 270, 375, 390, 449
449
270, 102, 307, 375, 270, 102, 375, 376,
14.23
270, 102, 375
376, 449
449
9.92 102, 270, 307, 375
270, 375
102, 270, 375
7.28
270, 390
270
270
270, 375
270, 375
270, 375
270
9.16 270, 307, 330, 375
270, 375
270, 330, 375
270
102, 270, 307, 375, 102, 270, 375, 376,
102, 270, 375, 449
376, 449
449
270, 307, 375, 376,
11.68
270, 375, 376, 449
270, 375
449
14.99
270
270
37
8.22
270, 330, 375
270, 375
270, 330, 375
270
29
9.22 270, 330, 360, 375
270, 375
270, 330, 375
270
37
8.22
270, 330, 375
270, 375
270, 330, 375
270
66
5.82
270, 375
270, 375
270, 375
46
7.82
270, 360, 375
270, 360, 375
270, 375
46
7.82
270, 335, 375
270, 335, 375
270, 375
27
9.80 102, 307, 375, 449 102, 307, 375, 449
102, 307, 375
40
7.99 307, 335, 375, 449
307, 375
307, 375
67
5.73
307, 375
307, 375
307, 375
71
4.91
270, 360
270, 360
270
49
80
84
7.37 270, 311, 335, 360
3.91
270, 335
3.85
270, 330
270, 335
270, 335
270
270, 335
270
270, 330
70
5.12 270, 311, 335, 360
270, 335
270
130
0.00
88
3.36
Public and Nonprofit Administration Self Study
270, 311, 335
335
390
37
31
weight: 2
335, 390
69
50
69. creating a fund development plan for a nonprofit
organization or donation-supported public
organization
70. grant writing
71. event planning
72. nonprofit borrowing
73. fund development beyond grant writing event
planning, and borrowing (e.g. annual gifts, major gifts,
planned gifts, endowments, business ventures)
74. using Raiser’s Edge
75. The use of the web, social media, and other new
media in fund development plans
360, 420
0.63
2.54
56. reading and interpreting public budget documents
68. bonds and other forms of government borrowing
360, 390
10.87
6
60. assessing a nonprofit organization’s financial
management system and identify areas for
improvement.
61. terminology of nonprofit finance
62. reading and interpreting nonprofit financial
statements
63. emerging trends and innovations in public and
nonprofit finance
64. the value of transparency and accountability in
finance
65. principles and standards for fiscal monitoring,
control and compliance
66. methods and motivation for raising public funds
through various taxes
67. methods and motivation for raising public funds
through nontax revenue
360, 390, 420
20
26
… participate in a
service learning
projected involving
this topic
420
125
105
55. terminology of public finance
59. outsourcing services and contract management
360, 390
390
335, 360, 390, 420,
12.64
335, 360, 390, 420
449
… are tested on
this topic
1.88
60
54. the public budgeting process
57. budgeting for capital improvements and
infrastructure maintenance
58. government fiscal crisis, municipal bankruptcy
and emergency managers
… write or talk
about this topic
335
335
335
335
270, 311, 335
Page 59
weight: 1
… participate in a
case study or
classroom
simulation
involving this topic
weight: 1
weight: 1.5
270, 420
270, 420
270, 420
300, 335, 495
300, 335, 495
300
300
300, 495
300
300
300
300, 420, 495
300, 420, 495
300
300
300
300
300
300
2.79
3.00
300
300, 311
300
300
300
300
300
300
2.00
495
495
270, 300, 375
300
In my class, students are exposed to
this topic because they …
… read or hear
about this topic
… write or talk
about this topic
Subject 9: Policy and Program Development
Subject 8: Personal and Professional
Development
Subject 7: Legal, Ethical, Sustainable, Evidence-based, and Data-driven
Decision Making
weight: 1
76. decision-making models and their application to
public-serving organizations
77. identifying and accessing various public data
sources
78. evaluating the value of various sources of
information (aka, “information literacy”)
79. preparing literature reviews
80. developing well-formulated and testable
hypotheses and research designs
81. creating and administering surveys
82. interpreting and analyzing data
83. preparing memos, executive summaries,
abstracts, briefings and reports in a clear and concise
manner
84. embracing ethical standards and codes of
conduct
85. embracing (environmental) “sustainability”
principles in decision-making
86. the impact of suggested recommendations and
decisions, including unintended consequences
87. interpreting and creating indexes such as
performance indicators, community health indicators,
and quality-of-life indicators
88. network analysis
89. cost – benefit analysis
90. projections and extrapolations
91. gathering information through focus groups
92. recognizing and responding appropriately to
external factors that impact decision making
93. using GIS and geographic visualization of data for
decision making
94. Using spreadsheets in decision-making
95. Using SPSS in decision-making
96. identify public service career opportunities
97. apply, interview and negotiate for a job with a
public-serving agency
98. plan for continuing professional development
after graduation
99. nurturing professional networking and mentoring
relationships
100. self-awareness to reduce the influence of
personal biases and values when working with diverse
populations
101. self-awareness of personal strengths and
weaknesses related to management abilities
rank
score
63
5.91
53
6.79
86
3.79
53
6.79
102
2.79
102
92
111
5
… are tested on
this topic
270, 300, 335, 360, 300, 335, 360, 375,
14.58
375, 376, 420
376, 420
123
1.00
15
11.99
74
4.80
335
300; 335
300
300, 449
335
300
300, 375, 449
78
4.22
270, 449
270, 449
449
125
0.63
311
311
311
121
110
81
1.62
2.17
3.88
311, 330
300
270, 307, 420
330
300
270
330
130
0.00
130
0.00
130
0.00
51
7.26
93
2.97
130
0.00
119
123
120
106. the public policy-making process
107. historical perspectives on public policy
108. writing a policy brief
109. conducting a needs assessment, asset
identification, and other research methodologies that
identify community need
110. facilitating brainstorming
111. the job of a project manager
112. planning a new program, including calculating
adequate allocation of resources (staffing, space,
funding, etc.) for a project
113. using time management project management
tools
114. action planning
115. benchmarking
116. various methods of evaluating policies and
programs
117. handling nonmonetary costs and benefits
118. developing policy solutions in major policy areas
103. identifying leadership opportunities in
organization and community
104. balancing a professional and personal life
105. time management
119. considering unintended consequences of new
policies and procedures
120. using project management software
270, 330, 360, 390,
330, 360, 390, 420
420
300
335
300
300
300
300
330
270, 420
420
1.85
270, 390
390
1.00
1.65
420
311, 390, 420
55
89
130
6.77
3.28
0.00
102, 376, 449
360, 449
102, 376, 449
449
102, 449
449
24
9.99
335, 300, 495
300, 335, 495
335
335, 495
91
130
3.19
0.00
311, 390, 420
390
390
390
90
3.25
335
335
335
335
125
0.63
311
311
311
130
115
0.00
1.94
307, 335
335
111
2.00
335
335
130
0.00
109
2.28
41
129
335
270, 300, 376, 420, 270, 300, 376, 420,
300, 376, 420, 449
449
449
300, 307, 335
102. joining and participation in professional
organizations and acquiring professional certifications
weight: 2
335
0.00
7.95 300, 307, 375, 449
3.49
307, 335; 300
2.79
300
130
42
87
102
… participate in a
service learning
projected involving
this topic
449
449
449
300, 376, 449
300, 376, 449
Public and Nonprofit Administration Self Study
311
335
335
7.99 300, 307, 376, 449
0.42
335, 495
311
Page 60
In my class, students are exposed to
this topic because they …
… read or hear
about this topic
… write or talk
about this topic
weight: 1
Subject 10: Human Resource Management
rank
121. knowledge concerning individual and group
behavior within organizational settings
122. practical knowledge of major sources of
workplace rules including federal law, U.S. Supreme
Court case law, state law, and labor contracts
123. personnel policy best practices in small publicserving organizations
124. analyzing the civil service design, performance,
and ongoing development
125. implementation of compensation, benefit, and
reward systems
126. identifying and documenting the activities a job
and determining the requirements needed to perform
the job (aka “job analysis”)
127. guidelines for recruiting and selecting
employees
128. aspects of volunteer management
129. mechanisms of performance evaluation and
how to make it important and useful.
130. role of career training and career development
131. succession planning
132. issues when organizations merge
133. workforce and talent planning
134. developing personal coaching skills
135. implementing flexible working hours, job
sharing, and other workplace innovations
136. issues related to women in the workplace
137. workplace bullying
138. dismissing and laying off employees
139. promoting creativity and innovation
140. use of psychological and personality tests
… participate in a
case study or
classroom
simulation
involving this topic
weight: 1
weight: 1.5
… are tested on
this topic
weight: 1
… participate in a
service learning
projected involving
this topic
weight: 2
score
33
8.82
270, 376, 420
270, 376, 420
270, 376, 420
96
2.91
376
376
376
96
2.91
376
376
376
270, 372
62
5.97
270, 372, 376
270
115
1.94
376
376
115
1.94
376
376
73
4.85
270, 376
270, 376
270
96
2.91
270
270
270
96
2.91
376
376
376
107
107
81
81
96
2.29
2.29
3.88
3.88
2.91
376, 390
376, 390
270, 376
270, 376
270, 376
390
390
376
376
390
390
270
270
270
58
6.17
270, 376, 390
376, 390
270, 376, 390
58
77
68
65
95
6.17
4.23
5.20
5.85
2.94
270, 376, 390
270, 376, 390
270, 376, 390
270, 376, 420
270, 420
376, 390
390
376, 390
376
270, 376, 390
270, 390
270, 390
270, 376
270
Required:
PLS 102 - American Government
version: Moiles
weight: 85%
PA 270 - Public and Nonprofit Administration
version: Downey
weight: 97%
PA 307 - Local Politics and Administration
version: Vanderberg
weight: 94%
PA 360 - Voluntarism and the Nonprofit Sector
version: Alaimo
weight: 100%
PA 375 - Public Budgeting and Finance Admin.
version: Robbins
weight: 97%
PA 376 - Personnel Policy and Administration
version: Soper
weight: 97%
PA 420 - Organization Theory and Dynamics
version: Buckwalter
weight: 100%
PA 495 - Community Analysis (Capstone)
version: Downey
weight: 100%
Public and Nonprofit Administration Self Study
270, 372
BS Cognate:
PA 300 - Research Methods in PA
version: Johnson
weight: 62%
PA 449 - Policy Research and Evaluation
version: Soper
weight: 76%
Electives:
PA 311 - Public Sector Information Technology
version: Wolber
weight: 21%
PA 330 - Health Care Financing
version: Borders
weight: 47%
PA 335 - Grant Writing
version: Johnson
weight: 50%
PA 372 - International and Comparative Public Admin.
version: Downey
weight: 18%
PA 390 - Leadership
version: Williams
weight: 44%
Page 61
Appendix J: Topic Survey
Regular Faculty
1. the creation and management of
political order, compared across different
eras, nations and cultures
Subject 1: Foundations of the Public and Nonprofit Sectors
2. The role of religion in the development
of the public and nonprofit sectors
3. The rationale for government activity
(i.e., why do we need government?)
4. The rationale for nonprofit and
philanthropic activity (i.e., why do we need
nonprofit organizations?)
5. the American Constitution, and its
influence on the contemporary forms and
actions of federal, state and local
government
6. the legitimacy and role of public
administration in a democratic society
7. the development, size, impact, types,
roles, and significance of American
philanthropic and nonprofit organizations
8. federal and state laws and regulations
under which nonprofits incorporate and
operate
9. the development, size, impact, types,
roles, and significance of multi-organization
governance networks
10. the nature and role of "social capital"
in society
11. the meaning of “community” and
desirability of “community-building”
12. the theoretical and actual relationships
among the public, nonprofit and business
sectors
13. the theoretical and actual relationships
between local government and other (local,
state or federal) governments (aka,
intergovernmental relations)
Subject 3: Management of Public-Serving organizations
Subject 2: Leadership
14. the roles and environments of tribal
governments
15. the roles and environments of
international non-governmental
organizations (NGOs)
16. various theories and perspectives on
leadership
17. transactional vs. transformational
leadership
18. differentiating management and
leadership
19. community leaders, in theory and
practice
20. pastors / congregational leaders /
church elders, in theory and practice
21. leadership on governing and advisory
boards, in theory and practice
22. work team leadership, in theory and
practice
23. accounting for differing cultures,
backgrounds, and experiences in team
members / followers
24. gender and leadership
25. servant leadership
26. various theories that inform the
structures of organizations
27. freedom of information acts, open
meetings, and other sunshine laws applying
to government agencies
28. roles and responsibilities of nonprofit
boards and executive directors
29. roles and responsibilities of appointed
managers, elected officials, legislative
oversight committees, civil service
commissions, and inspectors general
30. the essential function of strategic
planning for effective management and
planning
31. connecting outcomes with different
mechanisms for governing multiorganizational networks
32. using collaboration tools (e.g., Google
docs, MS Office tools, bookmark sharing) to
improve communication and productivity
33. starting a nonprofit organization
34. dissolving a nonprofit organization
35. the promise and challenges of local
government consolidation and
collaboration
36. change management
37. crisis management
38. conflict resolution and consensus
building
39. lean management / thinking
40. facilitating meetings and discussions
Career
Center
Practitioner Faculty
Advisory Board
RANK
Total
Buckwalter
Borders
Downey
Hoffman
Alaimo
Williams
Johnson
Soper
Couch
132
41
1
4
1
2
5
4
3
4
3
135
42
3
2
1
3
2
3
3
5
4
20
1
1
1
1
1
2
1
1
1
17
1
1
1
1
1
1
1
83
32
1
3
1
3
2
3
42
27
1
1
1
4
2
2
18
24
1
1
1
3
1
8
22
1
1
1
3
68
30
1
2
1
83
32
2
5
1
42
27
2
2
27
25
1
VanDriel
Delabbio
Bee
Kline
Lyman
1
2
3
5
3
3
4
4
3
2
4
1
3
2
1
2
2
1
1
2
2
1
2
1
1
2
2
2
4
2
4
2
1
2
1
3
2
2
2
3
1
1
3
1
3
2
2
2
2
2
1
1
3
1
1
2
2
2
1
3
3
1
2
3
1
2
2
3
4
2
3
1
2
1
3
2
2
2
3
3
2
1
3
1
1
1
3
1
3
2
2
3
2
1
1
3
1
2
2
1
1
3
3
2
2
2
51
28
1
1
1
3
4
2
3
1
1
3
2
2
2
2
138
44
3
2
1
3
5
3
3
4
3
4
3
3
4
3
126
40
3
2
1
5
4
1
3
3
3
4
3
3
3
2
36
26
2
1
1
3
2
2
2
1
2
2
2
2
1
3
68
30
2
3
1
4
2
2
2
2
2
1
2
3
2
2
68
30
3
2
1
4
2
1
2
2
3
1
3
2
1
3
100
35
3
3
1
2
3
2
2
3
3
2
2
3
3
3
136
43
4
3
1
2
5
2
3
4
2
4
4
3
4
2
42
27
2
2
1
2
2
2
3
1
1
4
1
3
1
2
51
28
2
1
1
2
4
2
2
2
3
1
2
2
1
3
27
93
110
25
34
36
2
2
2
2
2
3
1
1
1
2
3
5
1
4
4
1
1
1
1
3
3
3
4
4
2
2
1
1
1
1
2
2
1
2
2
3
2
4
4
3
3
3
100
35
3
3
1
3
4
1
3
1
4
2
4
2
2
2
93
34
3
2
2
3
5
1
2
1
3
3
2
1
4
2
12
23
3
3
1
3
1
1
1
1
1
2
1
1
2
2
51
28
3
3
1
3
4
1
1
1
2
3
1
1
2
2
18
24
3
1
1
4
1
1
1
1
2
1
2
2
1
3
100
35
2
2
2
4
5
2
3
2
2
1
1
2
4
3
139
83
126
46
32
40
4
2
3
4
1
5
2
1
1
2
2
3
5
2
4
2
1
1
4
3
4
4
3
3
4
2
2
3
2
3
3
3
2
4
3
3
2
4
4
3
3
2
42
5
12
27
21
23
3
1
1
1
1
1
1
3
3
3
5
4
3
1
1
1
1
2
1
1
1
1
1
1
1
2
1
1
1
1
2
2
2
2
3
1
2
2
2
3
42
68
64
27
30
29
1
1
1
1
4
1
1
3
3
2
5
5
5
1
1
2
3
2
3
1
1
3
3
2
4
1
1
1
1
2
1
2
2
1
1
3
1
3
3
3
Public and Nonprofit Administration Self Study
1
1
Page 62
Subject 4: Marketing & Public
Relations
Subject 5: Financial Resource Management
Subject 6: Financial Resource Development
Subject 7: Legal, Ethical, Sustainable, Evidence-based, and Data-driven Decision Making
41. the portrayal of public and nonprofit
organizations in popular culture
42. the various aspects of public and
community relations
43. marketing goods and services
44. ethics and external relationships
45. managing intercultural communication
when working with diverse populations
46. writing for a professional, but
nonacademic, audience
47. creating and delivering presentations
48. improving data visualization skills
49. web site content and design
50. use of social media
51. fundamental principles and practice of
accounting and reporting
52. components, procedures, and benefits
of various types of budgeting
53. deciding on budget cuts
54. the public budgeting process
55. terminology of public finance
56. reading and interpreting public budget
documents
57. budgeting for capital improvements
and infrastructure maintenance
58. government fiscal crisis, municipal
bankruptcy and emergency managers
59. outsourcing services and contract
management
60. assessing a nonprofit organization’s
financial management system and identify
areas for improvement.
61. terminology of nonprofit finance
62. reading and interpreting nonprofit
financial statements
63. emerging trends and innovations in
public and nonprofit finance
64. the value of transparency and
accountability in finance
65. principles and standards for fiscal
monitoring, control and compliance
66. methods and motivation for raising
public funds through various taxes
67. methods and motivation for raising
public funds through nontax revenue
68. bonds and other forms of government
borrowing
69. creating a fund development plan for a
nonprofit organization or donationsupported public organization
70. grant writing
71. event planning
72. nonprofit borrowing
73. fund development beyond grant writing
event planning, and borrowing (e.g. annual
gifts, major gifts, planned gifts,
endowments, business ventures)
74. using Raiser’s Edge
75. The use of the web, social media, and
other new media in fund development plans
76. decision-making models and their
application to public-serving organizations
77. identifying and accessing various public
data sources
78. evaluating the value of various sources
of information (aka, “information literacy”)
79. preparing literature reviews
80. developing well-formulated and
testable hypotheses and research designs
81. creating and administering surveys
82. interpreting and analyzing data
83. preparing memos, executive
summaries, abstracts, briefings and reports
in a clear and concise manner
84. embracing ethical standards and codes
of conduct
85. embracing (environmental)
“sustainability” principles in decisionmaking
86. the impact of suggested
recommendations and decisions, including
unintended consequences
87. interpreting and creating indexes such
as performance indicators, community
health indicators, and quality-of-life
indicators
88. network analysis
89. cost – benefit analysis
90. projections and extrapolations
91. gathering information through focus
groups
92. recognizing and responding
appropriately to external factors that
impact decision making
93. using GIS and geographic visualization
of data for decision making
94. Using spreadsheets in decision-making
95. Using SPSS in decision-making
132
41
2
5
2
4
4
1
1
5
1
2
3
4
5
2
93
114
36
34
37
26
1
2
1
3
2
2
2
2
2
3
2
3
4
3
1
1
2
1
2
3
1
3
5
2
1
3
2
3
3
3
3
3
1
2
3
1
3
1
3
3
3
3
64
29
2
2
1
2
2
1
2
3
1
3
2
2
4
2
12
18
68
140
100
23
24
30
49
35
1
1
1
4
3
1
1
1
4
1
1
1
1
2
2
1
1
2
2
2
1
3
4
5
4
1
2
2
2
2
2
3
4
5
3
2
2
1
5
4
1
1
1
5
3
2
2
3
3
3`
3
2
4
4
1
1
2
2
3
4
2
2
4
3
2
2
2
2
2
51
28
1
4
1
1
1
2
1
3
3
2
4
1
2
2
12
36
42
27
23
26
27
25
1
1
1
1
2
3
3
3
1
2
1
1
3
3
3
2
1
2
3
4
2
1
1
1
1
1
1
1
1
1
1
1
2
2
1
1
2
2
2
2
2
2
1
2
1
2
2
1
2
2
4
3
2
2
3
2
8
22
1
1
1
2
4
1
1
1
1
2
1
1
3
2
18
24
1
1
1
4
4
1
2
1
1
2
1
1
2
2
51
28
1
4
1
3
4
1
2
1
1
2
2
2
2
2
42
27
1
2
1
3
3
3
1
1
1
2
3
2
2
2
18
12
24
23
1
1
1
1
1
1
3
2
2
2
2
2
1
1
3
3
1
1
2
2
2
2
2
2
1
1
2
2
5
21
1
1
1
3
2
1
1
1
1
2
2
2
1
2
12
23
1
2
2
3
2
2
1
1
1
2
1
2
1
2
5
21
1
1
1
3
1
2
1
1
1
1
2
2
2
2
27
25
1
2
2
4
2
2
1
1
1
1
3
2
1
2
64
29
1
3
1
3
4
2
1
1
2
2
2
2
3
2
51
28
1
3
1
3
4
2
1
1
2
2
2
2
2
2
93
34
1
2
1
4
4
2
3
3
3
3
2
2
2
2
18
76
114
100
24
31
37
35
1
1
1
1
1
5
5
5
1
1
2
2
2
2
2
3
2
1
3
3
2
1
1
1
1
2
2
3
3
4
4
3
1
1
3
1
3
4
3
2
1
3
4
3
2
2
3
3
2
2
2
3
2
2
2
2
27
114
25
37
1
3
1
5
2
2
2
2
1
4
1
1
3
5
4
4
1
4
2
3?
2
2
1
2
2
2
119
38
2
4
2
2
4
2
3
4
3
3
2
3
2
2
51
28
1
2
1
3
2
2
2
1
1
2
3
3
3
2
51
28
1
1
1
3
4
2
1
3
1
2
2
2
3
2
51
132
28
41
1
1
3
5
2
1
2
4
2
2
3
3
1
2
2
4
1
2
2
2
2
5
3
3
2
5
2
2
93
68
1
34
30
17
1
2
1
5
5
1
1
1
2
3
1
2
2
3
1
2
2
1
1
1
1
4
4
1
2
1
1
3
2
1
5
3
2
2
2
1
3
2
1
1
1
36
26
1
3
1
3
2
1
2
3
2
2
1
1
2
2
3
19
1
1
2
3
1
1
1
1
1
1
1
1
3
1
93
34
2
5
2
3
2
2
1
4
1
2
2
3
3
2
51
28
1
4
1
3
2
2
1
1
2
1
2
2
4
2
18
124
51
42
24
39
28
27
2
4
2
2
3
5
5
2
2
2
2
2
2
2
3
2
2
2
1
3
2
2
1
1
1
3
1
2
2
3
1
1
1
3
3
3
1
2
1
1
2
4
2
2
2
3
2
2
1
3
2
2
1
1
2
2
126
40
4
5
2
3
2
1
2
5
3
2
3
2
4
2
76
31
2
5
2
3
1
1
3
2
3
1
2
2
2
2
119
51
100
38
28
35
3
2
3
4
1
3
2
2
1
2
2
3
2
2
3
2
1
1
3
3
3
4
4
4
2
2
2
3
2
3
3
3
5
2
4
2
2
2
2
2
Public and Nonprofit Administration Self Study
Page 63
Subject 8: Personal and Professional
Development
Subject 9: Policy and Program Development
96. identify public service career
opportunities
97. apply, interview and negotiate for a job
with a public-serving agency
98. plan for continuing professional
development after graduation
99. nurturing professional networking and
mentoring relationships
100. self-awareness to reduce the
influence of personal biases and values
when working with diverse populations
101. self-awareness of personal strengths
and weaknesses related to management
abilities
102. joining and participation in
professional organizations and acquiring
professional certifications
103. identifying leadership opportunities in
organization and community
104. balancing a professional and personal
life
105. time management
106. the public policy-making process
107. historical perspectives on public
policy
108. writing a policy brief
109. conducting a needs assessment, asset
identification, and other research
methodologies that identify community
need
110. facilitating brainstorming
111. the job of a project manager
112. planning a new program, including
calculating adequate allocation of
resources (staffing, space, funding, etc.) for
a project
113. using time management project
management tools
114. action planning
115. benchmarking
116. various methods of evaluating
policies and programs
117. handling nonmonetary costs and
benefits
118. developing policy solutions in major
policy areas
Subject 10: Human Resource Management
119. considering unintended consequences
of new policies and procedures
120. using project management software
121. knowledge concerning individual and
group behavior within organizational
settings
122. practical knowledge of major sources
of workplace rules including federal law,
U.S. Supreme Court case law, state law, and
labor contracts
123. personnel policy best practices in
small public-serving organizations
124. analyzing the civil service design,
performance, and ongoing development
125. implementation of compensation,
benefit, and reward systems
126. identifying and documenting the
activities a job and determining the
requirements needed to perform the job
(aka “job analysis”)
127. guidelines for recruiting and selecting
employees
128. aspects of volunteer management
129. mechanisms of performance
evaluation and how to make it important
and useful.
130. role of career training and career
development
131. succession planning
132. issues when organizations merge
133. workforce and talent planning
134. developing personal coaching skills
135. implementing flexible working hours,
job sharing, and other workplace
innovations
136. issues related to women in the
workplace
137. workplace bullying
138. dismissing and laying off employees
139. promoting creativity and innovation
140. use of psychological and personality
tests
68
30
2
3
1
1
3
1
2
4
1
3
3
3
1
2
83
32
3
3
1
2
3
2
2
4
1
3
2
2
2
2
76
31
3
3
1
2
2
1
3
4
1
3
1
3
2
2
36
26
2
3
1
1
1
2
3
3
1
2
1
2
2
2
36
26
2
3
1
3
1
2
1
5
1
1
1
2
1
2
27
25
2
3
1
3
1
2
1
4
1
1
1
2
1
2
76
31
3
3
1
3
3
2
3
3
1
2
1
2
2
2
68
30
3
3
1
3
2
1
3
3
1
2
2
2
2
2
93
83
34
32
2
2
3
3
5
5
3
2
2
1
2
2
4
4
4
4
1
1
2
1
1
1
2
2
1
1
2
3
8
22
1
2
1
3
2
1
1
1
2
2
2
1
1
2
83
110
32
36
2
3
3
2
1
1
3
3
3
3
2
1
2
3
2
3
2
2
2
4
4
4
2
2
2
3
2
2
91
83
100
33
32
35
3
2
3
2
4
2
2
2
3
3
3
3
2
2
2
1
2
2
1
3
2
3
1
4
2
3
3
3
1
2
4
2
3
2
3
2
3
2
2
2
2
2
91
33
3
5
3
3
2
2
1
2
3
1
2
2
2
2
119
76
42
38
31
27
2
2
2
4
3
2
3
3
3
2
3
2
2
2
2
2
1
1
3
3
2
4
4
3
3
1
1
2
1
1
4
3
2
3
2
3
2
1
1
2
2
2
18
24
2
2
2
2
1
1
1
1
1
1
3
2
3
2
83
32
3
5
2
3
2
2
2
2
1
1
2
2
3
2
27
25
1
1
1
2
3
2
2
1
1
2
2
3
2
2
8
126
22
40
1
2
2
5
1
3
2
2
3
4
2
2
1
4
1
4
1
2
1
2
1
3
2
3
2
2
2
2
18
24
1
3
2
1
2
2
2
2
1
1
2
2
1
2
27
25
1
3
1
2
4
1
2
1
1
1
2
1
3
2
51
28
2
3
1
3
4
1
1
1
2
2
2
1
3
2
136
43
3
3
1
5
4
2
3
4
2
2
5
3
4
2
114
37
3
3
1
3
3
2
3
2
4
1
3
3
4
2
126
40
3
3
2
3
3
1
3
4
4
2
3
3
4
2
76
76
31
31
2
2
3
3
2
2
3
4
2
1
1
1
3
3
2
2
4
1
1
3
2
2
1
2
3
3
2
2
64
29
2
3
2
3
1
1
3
1
3
1
2
2
3
2
119
100
110
100
100
38
35
36
35
35
2
2
2
2
2
3
3
3
3
3
2
2
1
2
2
3
5
5
4
4
2
2
3
2
3
1
1
2
2
2
4
2
3
3
3
4
4
1
3
2
4
2
2
2
4
2
2
1
1
2
4
2
4
3
2
2
3
3
2
1
3
3
4
4
3
2
2
2
2
2
124
39
3
3
2
3
3
2
3
2
4
3
3
2
4
2
114
126
110
27
37
40
36
25
3
3
2
1
3
5
3
3
2
2
2
2
3
5
5
3
2
3
3
2
2
2
2
1
3
3
3
2
4
4
2
1
4
3
5
2
1
1
1
1
2
1
2
1
2
2
1
1
4
4
3
3
2
2
2
2
119
38
4
3
2
3
3
3
3
5
3
1
3
3
2
Public and Nonprofit Administration Self Study
Page 64
Appendix K: Gap Analysis
What we What we
should do actually do
Subject 3: Management of Public-Serving
Subject 2: Leadership
organizations
Subject 1: Foundations of the Public and
Nonprofit Sectors
ranked 1 (most
important) to
140 (least
important)
001. the creation and management of political order, compared across different eras, nations and
cultures
002. The role of religion in the development of the public and nonprofit sectors
003. The rationale for government activity (i.e., why do we need government?)
004. The rationale for nonprofit and philanthropic activity (i.e., why do we need nonprofit
organizations?)
005. the American Constitution, and its influence on the contemporary forms and actions of federal,
state and local government
006. the legitimacy and role of public administration in a democratic society
007. the development, size, impact, types, roles, and significance of American philanthropic and
nonprofit organizations
008. federal and state laws and regulations under which nonprofits incorporate and operate
009.
the development, size, impact, types, roles, and significance of multi-organization governance
networks
010. the nature and role of "social capital" in society
011. the meaning of “community” and desirability of “community-building”
012. the theoretical and actual relationships among the public, nonprofit and business sectors
013. the theoretical and actual relationships between local government and other (local, state or
federal) governments (aka, intergovernmental relations)
014. the roles and environments of tribal governments
015. the roles and environments of international non-governmental organizations (NGOs)
016.
017.
018.
019.
020.
021.
022.
023.
024.
025.
various theories and perspectives on leadership
transactional vs. transformational leadership
differentiating management and leadership
community leaders, in theory and practice
pastors / congregational leaders / church elders, in theory and practice
leadership on governing and advisory boards, in theory and practice
work team leadership, in theory and practice
accounting for differing cultures, backgrounds, and experiences in team members / followers
gender and leadership
servant leadership
026. various theories that inform the structures of organizations
027. freedom of information acts, open meetings, and other sunshine laws applying to government
agencies
028. roles and responsibilities of nonprofit boards and executive directors
029. roles and responsibilities of appointed managers, elected officials, legislative oversight
committees, civil service commissions, and inspectors general
030. the essential function of strategic planning for effective management and planning
031. connecting outcomes with different mechanisms for governing multi-organizational networks
032. using collaboration tools (e.g., Google docs, MS Office tools, bookmark sharing) to improve
communication and productivity
033. starting a nonprofit organization
034. dissolving a nonprofit organization
035. the promise and challenges of local government consolidation and collaboration
036. change management
037. crisis management
038. conflict resolution and consensus building
039. lean management / thinking
040. facilitating meetings and discussions
Public and Nonprofit Administration Self Study
ranked 1
(most
emphasized)
to 140 (least
emphasized)
difference
in rank
132
135
4
75
71
1
57
64
3
1
30
-29
83
42
2
10
81
32
18
8
48
45
-30
-37
68
83
42
27
101
61
25
13
-33
22
17
14
51
138
126
36
111
122
15
27
4
36
68
68
100
136
42
51
27
93
110
100
3
21
9
57
128
28
22
34
56
114
16
33
47
59
43
8
14
29
-7
37
-4
84
93
12
32
44
61
-32
51
18
100
7
18
79
44
0
21
139
83
126
42
5
12
42
68
64
94
52
64
76
106
85
8
130
23
45
31
62
-34
-101
-73
34
-62
41
Page 65
What we What we
should do actually do
Subject 4: Marketing
& Public Relations
041.
042.
043.
044.
045.
046.
047.
048.
049.
050.
Subject 5: Financial Resource
Management
051. fundamental principles and practice of accounting and reporting
052. components, procedures, and benefits of various types of budgeting
053. deciding on budget cuts
054. the public budgeting process
055. terminology of public finance
056. reading and interpreting public budget documents
057. budgeting for capital improvements and infrastructure maintenance
058. government fiscal crisis, municipal bankruptcy and emergency managers
059. outsourcing services and contract management
060. assessing a nonprofit organization’s financial management system and identify areas for
improvement.
061. terminology of nonprofit finance
062. reading and interpreting nonprofit financial statements
063. emerging trends and innovations in public and nonprofit finance
064. the value of transparency and accountability in finance
065. principles and standards for fiscal monitoring, control and compliance
Subject 6: Financial
Resource Development
066. methods and motivation for raising public funds through various taxes
067. methods and motivation for raising public funds through nontax revenue
068. bonds and other forms of government borrowing
069. creating a fund development plan for a nonprofit organization or donation-supported public
organization
070. grant writing
071. event planning
072. nonprofit borrowing
073. fund development beyond grant writing event planning, and borrowing (e.g. annual gifts, major
gifts, planned gifts, endowments, business ventures)
074. using Raiser’s Edge
075. The use of the web, social media, and other new media in fund development plans
Subject 7: Legal, Ethical, Sustainable, Evidencebased, and Data-driven Decision Making
ranked 1 (most
important) to
140 (least
important)
the portrayal of public and nonprofit organizations in popular culture
the various aspects of public and community relations
marketing goods and services
ethics and external relationships
managing intercultural communication when working with diverse populations
writing for a professional, but nonacademic, audience
creating and delivering presentations
improving data visualization skills
web site content and design
use of social media
076. decision-making models and their application to public-serving organizations
077. identifying and accessing various public data sources
078. evaluating the value of various sources of information (aka, “information literacy”)
079. preparing literature reviews
080. developing well-formulated and testable hypotheses and research designs
081. creating and administering surveys
082. interpreting and analyzing data
083. preparing memos, executive summaries, abstracts, briefings and reports in a clear and concise
manner
084. embracing ethical standards and codes of conduct
085. embracing (environmental) “sustainability” principles in decision-making
086. the impact of suggested recommendations and decisions, including unintended consequences
087. interpreting and creating indexes such as performance indicators, community health indicators,
and quality-of-life indicators
088. network analysis
089. cost – benefit analysis
090. projections and extrapolations
091. gathering information through focus groups
092. recognizing and responding appropriately to external factors that impact decision making
093. using GIS and geographic visualization of data for decision making
094. Using spreadsheets in decision-making
095. Using SPSS in decision-making
Public and Nonprofit Administration Self Study
ranked 1
(most
emphasized)
to 140 (least
emphasized)
difference
in rank
132
93
114
36
64
12
18
68
140
100
51
12
36
42
27
8
18
51
42
35
43
118
11
60
19
14
20
125
105
69
37
12
6
26
50
31
4
17
97
50
-4
25
4
-7
4
48
15
-5
-18
-25
24
36
1
-42
-13
47
25
18
12
5
12
5
27
37
29
37
66
46
46
-19
-17
-32
-54
-41
-19
64
51
93
27
40
67
37
11
26
18
76
114
100
71
49
80
84
-53
27
34
16
27
114
119
70
130
88
-43
-16
31
51
51
51
132
93
68
1
63
53
86
53
102
102
92
-12
-2
-35
79
-9
-34
-91
36
3
93
51
111
5
123
15
-75
-2
-30
36
18
124
51
42
126
76
119
51
100
74
130
42
87
102
78
125
121
110
-56
-6
9
-45
24
-2
-6
-70
-10
Page 66
What we What we
should do actually do
Subject 8: Personal and
Professional Development
106. the public policy-making process
107. historical perspectives on public policy
108. writing a policy brief
109. conducting a needs assessment, asset identification, and other research methodologies that
identify community need
110. facilitating brainstorming
111. the job of a project manager
112. planning a new program, including calculating adequate allocation of resources (staffing, space,
funding, etc.) for a project
113. using time management project management tools
114. action planning
115. benchmarking
116. various methods of evaluating policies and programs
117. handling nonmonetary costs and benefits
118. developing policy solutions in major policy areas
119. considering unintended consequences of new policies and procedures
120. using project management software
Subject 10: Human Resource Management
096. identify public service career opportunities
097. apply, interview and negotiate for a job with a public-serving agency
098. plan for continuing professional development after graduation
099. nurturing professional networking and mentoring relationships
100. self-awareness to reduce the influence of personal biases and values when working with
diverse populations
101. self-awareness of personal strengths and weaknesses related to management abilities
102. joining and participation in professional organizations and acquiring professional
certifications
103. identifying leadership opportunities in organization and community
104. balancing a professional and personal life
105. time management
Subject 9: Policy and Program
Development
ranked 1 (most
important) to
140 (least
important)
121. knowledge concerning individual and group behavior within organizational settings
122. practical knowledge of major sources of workplace rules including federal law, U.S. Supreme
Court case law, state law, and labor contracts
123. personnel policy best practices in small public-serving organizations
124. analyzing the civil service design, performance, and ongoing development
125. implementation of compensation, benefit, and reward systems
126. identifying and documenting the activities a job and determining the requirements needed to
perform the job (aka “job analysis”)
127. guidelines for recruiting and selecting employees
128. aspects of volunteer management
129. mechanisms of performance evaluation and how to make it important and useful.
130. role of career training and career development
131. succession planning
132. issues when organizations merge
133. workforce and talent planning
134. developing personal coaching skills
135. implementing flexible working hours, job sharing, and other workplace innovations
136. issues related to women in the workplace
137. workplace bullying
138. dismissing and laying off employees
139. promoting creativity and innovation
140. use of psychological and personality tests
ranked 1
(most
emphasized)
to 140 (least
emphasized)
difference
in rank
68
83
76
36
81
130
130
130
-13
-47
-54
-94
36
27
51
93
-15
-66
76
68
93
83
130
119
123
120
-54
-51
-30
-37
8
83
110
55
89
130
-47
-6
-20
91
83
100
24
91
130
67
-8
-30
91
119
76
42
18
83
27
8
126
18
90
125
130
115
111
130
109
41
129
33
1
-6
-54
-73
-93
-47
-82
-33
-3
-15
27
51
136
114
96
96
62
115
-69
-45
74
-1
126
76
76
64
119
100
110
100
100
124
114
126
110
27
119
115
73
96
96
107
107
81
81
96
58
58
77
68
65
95
11
3
-20
-32
12
-7
29
19
4
66
56
49
42
-38
24
indicates concer of under empasisis
indicates concer of over empasisis
Public and Nonprofit Administration Self Study
Page 67
Appendix L: Internship Site Supervisor
Evaluation Summary 2012-2013
The School of Public and Nonprofit Administration offers an undergraduate internship in an effort to
enhance the education of students and provide them with experiences and skills that may improve their
employment opportunities after graduation.
During the 2012-13 academic year, the School of Public and Nonprofit Administration had 120 students
in an internship situation. While interning students along with their respective host supervisors develop
three to four goals and learning objectives. In addition, students complete three written reports
throughout their internship experience as well as a 360 evaluation on the host agency.
Subsequently, the host agency also completed two evaluation (mid-term and final) of each intern. 102
out of 120 (85%) intern site supervisors participate in our internship evaluation survey. See results
below.













Dependability of student intern: 96 out of 102 (94%) of the supervisors scored a satisfactory.
Ability to work with others: 102 out of 102 (100%) of the supervisors scored a satisfactory.
Ability to take directions: 102 out of 102 (100%) of the supervisors scored a satisfactory.
Ability to work independently: 98 out of 102 (96%) of the supervisors scored a satisfactory.
Professional attitude: 96 out of 102 (94%) of the supervisors scored a satisfactory.
Decision-making skills: 100 out of 102 (98%) of the supervisors scored a satisfactory.
Problem solving skills: 92 out of 99 (93%) of the supervisors scored a satisfactory, with three
surveys receiving a “NA.”
Communication skills: 98 out of 102 (96%) of the supervisors scored a satisfactory.
Organizational skills: 96 out of 101 (95%) of the supervisors scored a satisfactory, with one
survey receiving a “NA.”
Timeliness of work: 102 out of 102 (100%) of supervisors scored a satisfactory.
Quality of work: 102 out of 102 (100%) of supervisors scored a satisfactory.
Overall success of internship: 96 out of 101 (95%) of supervisors scored a satisfactory, with one
survey receiving a “NA.”
Time management skills: 102 out of 102 (100%) of supervisors scored a satisfactory.
Conclusion
The average student intern score, as rated by their site supervisor was 97%. The average total was
computed by using the standard average function, calculating the sum of the listed percentages and
dividing by the total number of competencies (13). The average score meets the target score as
indicated by the 2008 SPNHA Self-Study report (See Self-Study Report Pg. 9 for further
information on Internship Analysis).
Public and Nonprofit Administration Self Study
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Appendix M: CSCE funds awarded to
SPNHA faculty, 2010-2014.
(Source: Jean Moseler, Center for Scholarly and Creative Excellence)
CSCE Mini-Grants
FY 2010 – None submitted
FY 2011 – None submitted
FY 2012 – None submitted
FY 2013 – $400
School of Public &
Nonprofit
Administration
Salvatore Alaimo
$400
What is Philanthropy? - a documentary
FY 2014 (to date) – None submitted
CSCE Dissemination Grants
FY 2011 – issue with our reporting system – won’t let me pull up by department for this FY
FY 2012 – $2,250
Conference Name
First Name
Last Name
ARNOVA
Association for Nonprofit and Social
Economy Research
Annual Meeting
42nd Annual Urban Affairs
Association Annual Conference
Salvatore
Alaimo
Requested/Approved
Funds
$500.00
Salvatore
Alaimo
$250.00
Davia
Downey
$500.00
Richard
Jelier
$500.00
ABFM Annual Conference
Donijo
Robbins
DeJonge
$500.00
FY 2013 – $4,750
Conference Name
American Public Health Association
Annual Conference
National Citizen Review Panel
Conference
Public Management Research
Conference
10th International Conference of
ISTR
Urban Affairs Annual Meetings
First
Name
Last Name
Requested/Approved
Funds
Stephen
Borders
$500.00
Neal
Buckwalter
$250.00
Neal
Buckwalter
$500.00
Heather
Carpenter
$750.00
Davia
Downey
$500.00
Public and Nonprofit Administration Self Study
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Agriculture, Food and Human Values
2013 Conference
Urban Affairs Association 43rd
Annual Meeting
10th International Conference
ABFM Annual Conference
Donijo
Lara
Jaskiewicz
$500.00
Richard
Jelier
$500.00
Michael
Moody
Robbins
DeJonge
$750.00
$500.00
FY 2014 - $4,000
Conference Name
75th Annual Conference
The PCMH & Shared Savings ACO
Leadership Summit
American Public Health Association
Annual Conference
National Conference on Child Abuse
and Neglect
NACC Conference
Association for Budgeting &
Financial Management
Urban Affairs Annual Meeting
APHA Annual Meeting
ASFS/AFHVS Annual Conference
First
Name
Danny
Balfour
Requested/Approved
Funds
$500.00
Stephen
Borders
$500.00
Stephen
Borders
$250.00
Neal
Buckwalter
$500.00
Heather
Carpenter
$500.00
Donijo
DeJonge
$500.00
Davia
Lara
Lara
Downey
Jaskiewicz
Jaskiewicz
$500.00
$500.00
$250.00
Last Name
Research Grant in Aid
FY 2012 -None submitted
FY 2013 - None submitted
FY 2014 - None submitted
Interdisciplinary Grants
FY 2011 -None submitted
FY 2012 -None submitted
FY 2013 - None submitted
FY 2014 - $9,836.00
Title
First
Name
Last Name
Requested/Approved
Funds
Healthy Food Access Pre-Post a
New Farmers' Market: Perceptions
vs. Reality
Lara
Jaskiewicz
$9,836.00
Public and Nonprofit Administration Self Study
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