Service Learning Course Designation Form
Use this form to request a Service Learning Course Designation for a new or existing course.
Proposed course title should end with the following designation: /SvcLrn
I. Service Learning Course
Dept/Program
Subject
Political Science Course Number
(e.g. SW UG 423)
PSCI 466
Course Title (e.g.
Addiction
Studies/SvcLrn)
Nonprofit Administration and Public Service/Service Learning
Short Title (max. 26 characters incl. spaces)
Number of credits
Nonprofit Adm Pub Svc/SERV
3
Instructor name Keri McWilliams
Instructor phone keri.mcwilliams@mso.umt.edu
and e-mail
II. Endorsement/Approvals
243-5159
Complete this form and obtain signatures before submitting to Faculty Senate Office.
Requestor
Requestor phone and e-mail
Program
Chair/Director
Other affected programs
Please Type/Print Name Signature
Andrea Vernon andrea.vernon@mso.umt.edu
243-5159
Ramona Grey
Date
Dean Christopher Comer
III. UM Service Learning Definition:
Service Learning is a method of teaching and learning in which students, faculty and community partners work together to enhance student learning by applying academic knowledge in a community-based setting. Student work addresses the needs of the community, as identified through collaboration with community or tribal partners, while meeting instructional objectives through faculty-structured service work and critical reflection meant to prepare students to be civically responsible members of the community. At its best, service learning enhances and deepens students’ understanding of an academic discipline by facilitating the integration of theory and practice, while providing them with experience that develops life skills and engages them in critical reflection about individual, institutional, and social ethics.

IV.Service Learning Course Criteria
The University of Montana-Missoula has established the following criteria for Service Learning courses. In order to receive the Service Learning course designation, a course must clearly exemplify all of the following criteria:

Students in the course will provide a needed service to individuals, organizations, schools, or other not-for-profit or tax-exempt entities in the community.

The service experience is directly related to the subject matter of the course.

Knowledge from the discipline informs the service experiences with which the students are to be involved.

Activities in the classroom will provide opportunities for students to actively reflect upon what they have learned through the service experience and how these experiences relate to the subject matter of the course. Reflection should be imbedded as course assignments and in-class time should be scheduled to do reflection – both should be clear on the syllabus. Reflection should incorporate discussion/assignments that help students understand the importance of meeting community needs through service and civic engagement in a democratic society.

The course offers a method to assess the learning derived from the service. Credit will be given for the learning and its relation to the course, not for the service alone.

Service interactions in the community will recognize the needs of service recipients and represent reciprocal partnerships between the campus(class) and community partner organization(s).
Community partner(s) should have the opportunity to provide advice and feedback in class on the nature and value of the service performed by the students.

Training (by the service agency) and preparation (by the course instructor) ensure that students perform service activities in a professional manner and that vulnerable populations are not harmed.

Service options ensure that no student is required to participate in a service placement that creates a religious, political, or moral conflict for the student .
 In a 3-credit service learning course, students should be required to perform a minimum of 15 hours of community service per semester (i.e. 5 hours of service per academic credit.) Service hours may include hours spent in training, preparation, and direct contact with clients.
 If the proposed course is an internship course, the syllabus should clearly indicate not only the learning objectives that are to be achieved through the service, but also the connection between this course and curriculum from other courses in the discipline. There should be a clear connection of the interrelatedness between the service learning internship and previous coursework the student has taken to prepare them for their service work.
V. Confirmation of Service Learning Course Criteria:
Explain how this course meets each of the following criteria.
Need for service:
Describe the communityidentified need and the nature of the service experience students will be involved in.
Relation to course content: Describe how the service experience is related to the subject matter of the course. How do students apply their classroom learning in the service experience?
Nonprofit organizations need student service learners to (1) provide direct services to clients, such as tutoring and mentoring, and
(2) support organizational capacity to plan and implement programs.
By volunteering 20 hours with a nonprofit organization, students in this class are exposed to several aspects of nonprofit administration thereby increasing their ability to understand theories and concepts discussed in class and in the reading materials to achieve course learning objectives. Students engage in the organization in a manner which better enables them to understand how the nonprofit is managed – attend board meetings, attend staff meetings, interview senior staff, better understand program work and its impact, etc.

Reflection:
What opportunities are provided in the classroom for students to reflect upon what they have learned through their service experience? How is service placed within the broader context of civic engagement and service to others? Reflection assignments and activities should be clearly noted as such in the syllabus.
Assessment:
What method(s) are used to assess the learning derived from the service experience?
Reciprocity: provide advice and feedback on the nature and value of the service performed?
Training:
How do community partner(s)
What training and preparation will be provided to assure that that students perform their service activities in a professional manner and that vulnerable populations are not harmed?
Reflection activities include online discussion board, in-class discussion, and a final reflection paper. The discussion board asks students to connect their service experiences to the readings and course lectures. For example, during the weeks the class covers program development, marketing, fundraising, volunteer management, and tax returns, students will reflect on their service to answer the discussion board questions.
(Please note, the course syllabus does not list specific discussion board assignments.
They are part of the weekly activities that go along with the reading assignments.)The reflection paper is led by prompts that encourage students to discuss how they perceived their service with a nonprofit and what they plan to do with the knowledge gained. Each of these activities requires continuous reflection on their service activities and the connection to course content thereby enhancing their service and reinforcing their learning. The service learning experience is rooted within the role and purpose of the nonprofit sector that is discussed early in the semester. This provides the context for citizen engagement in a democratic society.
The instructor assesses student learning through online posts, class discussions and the final reflection paper.
Site supervisors at the organizations that host students have the opportunity to provide advice, feedback and insight about the value of the service to the instructor at any time during the semester. Some of the supervisors attend class sessions and participate in panel discussions on specific topics related to nonprofit administration.
Prior to their placement, the instructor discusses the types of service experiences available to students. At the beginning of their service experience, students complete a service learning agreement outlining the specific service activities. If specific training is necessary and/or vulnerable populations are involved, it is identified in the agreement and either the instructor or service site supervisor provides the additional training and preparation. Students, supervisors, and the course instructor sign a confidentiality agreement.

Service options:
What service options exist to ensure that no student is required to participate in a service placement that creates a religious, political, or moral conflict?
Number of service hours required:
How many hours of service per semester are students required to perform? Provide detailed description of the service activities to be performed.
Students have the opportunity to choose the organization with which they serve; this allows them to avoid potential conflicts.
Students must serve a minimum of 20 hours with a nonprofit organization. Their service learning experiences directly involve them in activities related to volunteer management, alignment of mission, vision and service, program planning and implementation, fundraising, advocacy and public policy, and direct service provision.
VI. Community Partner Information:
Provide information on the organization(s) that will provide service placements for students in this course.
Name of Agency/Organization(s) Students serve at a variety of nonprofit organizations throughout the community.
Past service sites include the Flagship
Contact person name(s) program, Mountain Home Montana,
Animeals, etc.
Multiple – can be made available as needed.
Contact person(s) phone and e-mail Multiple – can be made available as needed.
VII. Syllabus:
Paste syllabus below or attach and send digital copy with form. The syllabus should clearly indicate that this is a service learning course and it should include the UM Service Learning
Definition as text within the syllabus. The syllabus should also demonstrate how the above criteria are satisfied. For assistance in preparing a service learning course syllabus, see http://www.compact.org/syllabi/ or contact Andrea Vernon, Director of the Office for Civic
Engagement: andrea.vernon@umontana.edu
.
VIII. Copies and Electronic Submission:
Submit approved original, a copy, and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu
.
Revised 8/12

Location: Davidson Honors College, Room 119
Time: Thursdays, 3:40 p.m. – 6:00 p.m.
Instructor: Keri McWilliams, MPA
Office: No office on campus (315 S. 4 th
St. E)
Email: keri.mcwilliams@mso.umt.edu
Phone: (406) 549-4336
Office Hours: After class on Thursdays, 6:00-6:30 in room 119. If this time does not work for
you, please email to schedule an appointment.
Political Science 466, Introduction to Nonprofit Administration and Public Service, is a core course in the national Nonprofit Leadership Alliance certification program and the University of
Montana undergraduate Minor in Nonprofit Administration.
The focus of Political Science 466 is the development and day-to-day management and leadership of nonprofit organizations. This is a service learning course that provides students with an in-depth experiential opportunity to engage with a nonprofit organization to help meet community needs and deepen the learning experience. Specific learning outcomes for this class include the following:
1.
Understanding the purpose and scope of the nonprofit sector in the U.S.
We will investigate the size and activities of the nonprofit sector. We will set the context for nonprofit administration through exploring the impacts of the nonprofit sector on society and considering the unique challenges and opportunities nonprofits encounter in achieving their goals.

2. Learning theories and practices for sustaining effective nonprofit
organizations.
Unlike private sector organizations concerned primarily with making profit, nonprofit organizations are focused on achieving a specific public service mission while also sustaining the mission with financially prudent strategies. Successful nonprofit organizations require substantial capability in key areas: articulating and implementing core ideology and strategy, developing strong boards of directors, recruiting and motivating talented staff and volunteers, creating plans to focus resources on relevant goals and innovative programs, winning the support of diverse stakeholders, raising funds and wisely managing fiscal and human resources.
Grades will be determined by a point system totaling 200 possible points for undergraduate students and 250 possible points for graduate students (percentages below are for undergraduate students).

Class participation (150 points/55% of grade): Class attendance and participation is important, especially given the fact class only meets fifteen times over the course of the semester. o Attendance (70 points – 5 points per class): Attendance is expected. If necessary, each student will be granted one free absence. All other absences will result in a deduction of five points. Tardiness and departing class early will factor into the attendance and class participation grade. Please notify the instructor in advance of anticipated absences, late arrivals or early departures. o Participation (80 points): Participation includes reading the course materials as assigned, participating in an online discussion about the readings, and participating in class discussions, as outlined below:
 Course materials: There are no textbooks for this course. The readings will be posted on Moodle. Other readings may be assigned throughout the course. The instructor reserves the right to change syllabus content and required readings at any time.
 Online discussion (60 points): Questions for each week’s readings (beginning with readings assigned for September 4 and ending on December 4) will be posted on Moodle weekly. Students will post answers to the questions on Moodle prior to each class. Postings after class time will be eligible for a maximum of 3 points. Each posting will be graded on the student’s ability to refer to his or her service learning and volunteer experiences with nonprofit(s) (see service learning below) and the course readings in a thoughtful manner. Postings are worth a maximum of 5 points each.
 Class participation (20 points): The course takes the approach of a “learning community.” Having common information about specific concepts through weekly reading assignments will give us a base from which to rise to a higher level of understanding through discussion. Sharing your insights, assumptions and thinking about what you have read and are learning (as well as actively listening to others) will

help to create a rewarding learning environment for all. Students are encouraged to engage guest speakers in respectful dialogue and meaningful questions.
 Service learning (60 points total/20% of grade): This is a service learning course that provides you with an in-depth experiential opportunity to engage with a nonprofit organization. Service learning at the University of Montana is a method of teaching and learning in which students, faculty and community partners work together to enhance student learning by applying academic knowledge in a community-based setting. Student work addresses the needs of the community, as identified through collaboration with community or tribal partners, while meeting instructional objectives through faculty-structured service work and critical reflection meant to prepare students to be civically responsible members of the community. At its best, service learning enhances and deepens students’ understanding of an academic discipline by facilitating the integration of theory and practice, while providing them with experience that develops life skills and engages them in critical reflection about individual, institutional, and social ethics.
In order to gain hands-on knowledge of the nonprofit sector, students will perform 20 hours of service learning / volunteering with a local nonprofit with a minimum budget of $25,000 and at least one staff member. The timeline assumes students will perform an average of 3 hours a week of service between September 18 and November 13.
o Service learning reflection: Reflection is an integral aspect of service learning classes. Through reflection, students should demonstrate key learning achieved through the service experience.
Reflecting on your service experience helps you to connect course content to your service work in ways that are meaningful and deepen both your learning and service experiences. There are several forms of reflection in this class. In addition to each of the specific assignments listed below, you will also reflect on your experience through several of the weekly Moodle discussion forum questions and during in-class discussions throughout the semester. o Service learning agreement (5 points): Due September 18 in class. o Service learning proof of completion form (5 points): Due November 20 in class. o Service learning reflection paper (50 points): Due November 20 by email to keri.mcwilliams@mso.umt.edu
. See assignment details below. o Graduate student requirement (50 points): In addition to the service learning reflection paper, each graduate student will apply his or her coursework (service learning, reading course materials, participating in the online discussion board and class discussion, and attending and participating in class) to develop a product that will benefit the nonprofit for which the student has performed service.
 Project proposal (5 points): Due October 16 by email to keri.mcwilliams@mso.umt.edu.
 Project (45 points): Due December 4 by email (or in class, if email is not practical) to keri.mcwilliams@mso.umt.edu.

Quiz (15 points/5% of grade): On one class day between September 18 th
and
October 16th, students will take a quiz. The quiz will consist of a case study and

subsequent questions. The quiz ensures students engage with course materials in a way that encourages a thorough approach to typical problems presented in the nonprofit world. The quiz also serves as preparation for the final exam. A sample case study can be found at the end of this syllabus.

Final exam (60 points/20% of grade): The final exam will be conducted during finals week. The exam will consist of 2 case studies, similar to the quiz case study of equal weight.
Service Learning Reflection Paper Details:
Reflection is an integral aspect of service learning. Through reflection, students should be able to demonstrate key learning objectives achieved through the service experience. Your reflection paper provides the opportunity to apply the readings and class teachings to your service learning experience in a meaningful way.
Please address the following questions in your paper:
 Reflect on the assumptions you brought to the course. How did your perspectives about the nonprofit sector change over the course of your service learning experience?
 Reflect on your specific learning experience: What worked? What would you change? How did you feel about the process? What advice do you have for the organization where you served?
 Reflect on how you will use what you learned in this class in your future personal, professional and/or academic endeavors.
Guidelines for the paper include the following:
 4-5 pages in length (not including the reference page)
 Double spaced, typed, 12 point font
 Include a reference page
 Include 5-7 citations from course readings throughout the paper
 Use APA, MLA or ASA or another academically recognized format of your choice (citations and references must be consistent throughout the paper)
 Use correct grammar, sentence structure and spelling
 Include meaningful application of the readings and teachings with your service learning experience
Special Note: Because the instructor is the only person who will be reviewing your service learning paper, you may refer to the organization at which you served by name for this assignment.
Due:
3:30 p.m. on Thursday, November 20, 2014 by email to keri.mcwilliams@mso.umt.edu
.
Papers turned in after the due date will receive a three point deduction for each day it is late.

All students must practice academic honesty. Academic misconduct is subject to an academic penalty by the course instructor and/or a disciplinary sanction by The University of Montana. All students need to be familiar with the Student Conduct Code which can be accessed at
http://life.umt.edu/vpsa/student_conduct.php.
Other academic policies may be found at: http://www.umt.edu/catalog/acad/acadpolicy/default.html
Plagiarism Warning
Plagiarism is the representing of another's work as one's own. It is a particularly intolerable offense in the academic community and is strictly forbidden. Students who plagiarize may fail the course and may be remanded to Academic Court for possible suspension or expulsion. (See Student Conduct
Code that follows.)
Students must always be very careful to acknowledge any kind of borrowing that is included in their work. This means not only borrowed wording but also ideas. Acknowledgment of whatever is not one's own original work is the proper and honest use of sources. Failure to acknowledge whatever is not one's own original work is plagiarism.
Students with Disabilities
The University of Montana assures equal access to instruction through collaboration between students with disabilities, instructors, and Disability Services for Students (DSS). I will work with you and DSS to provide an appropriate accommodation if you have a disability that may adversely affect your academic performance. If you think you may have a disability that could adversely affect your academic performance, and you have not already registered with DSS, please contact DSS in Lommasson 154.

PSCI 466 is a course at The University of Montana in Nonprofit Administration and Public
Service. The purpose of the course is to support the development of the nonprofit sector and its current and future leaders by educating and training students to become fluent in the skills needed for day-to-day management and leadership of nonprofit organizations. In pursuit of this goal, the course provides an introduction to the purpose and scope of the nonprofit sector in the
U.S., and gives an overview of management theory and practice for sustaining effective nonprofit organizations.
As an important component of the course, students engage in service learning with nonprofits in the community. Service learning provides an opportunity for students to connect what they learn in the classroom with the needs of the community through hands-on experience. Students learn from the community organizations they serve, and the community benefits from the service and knowledge students bring to their service organizations. Service learning reinforces students’ education, connecting them with local nonprofit organizations and their broader communities in ways that build civic awareness while providing beneficial services to the community.
During their service, students may come in contact with information that is of a sensitive nature for the nonprofits they serve. To preserve confidentiality of sensitive information while still allowing the sharing of ideas and promoting dialogue that supports student reflection, we ask students to abide by the following guidelines:
 Students will not refer to their nonprofits by name in hard copy and electronic writing assignments or discussion arenas;
 Students will not refer to their nonprofits by name in class;
 Students will not refer to their nonprofits by name to classmates; and
 Students will not discuss sensitive or private information learned through their service outside of class.
In addition, the course instructor, Keri McWilliams, is bound by personal ethics, the legal Code of Ethics, and by The University of Montana’s Conflict of Interest and Financial Disclosure
Policy and Form to hold all information derived from teaching confidential, and to not use such information for personal or professional gain. The instructor will keep all information included in student work and class discussions confidential, and will not disclose or use such information in any way other than for academic purposes. The instructor makes this guarantee to allow nonprofit organizations to make an informed decision about whether they would like to allow students to volunteer with the organization and analyze the organization for course work.
By signing below, you certify that you have read, understand, and agree to the foregoing
Confidentiality Agreement.
______________________________
Student Signature
______________________________
Nonprofit Representative Signature
_____________________________
Instructor Signature

AUG. 28
Week 1
PURPOSE AND SCOPE OF THE NONPROFIT SECTOR IN THE U.S.
CLASS ACTIVITIES

Introductions

Course overview, syllabus review, grading

Service learning 101 – finding your agency before Sept 18, confidentiality, service learning hours

Discussion o What is a nonprofit? The basics behind tax-exempt status. o Overview of the nonprofit sector in Montana and nationally o What if there were no nonprofits? o Commitment to public service in the United States o Nonprofit alliances and collaboration. o Should you start a non-profit?
SEPT. 4
Week 2
KEY COMPONENTS OF A HIGHLY FUNCTIONING NONPROFIT
READING
 Nonprofit Management Principles & Practice by Michael Worth.
Read Chapter One: Overview of the Nonprofit Sector
 Browse the MNA website’s “Principles and Practices” section, found at http://www.mtnonprofit.org/PPNE_Overview.aspx
 Read “Six Components of Organizational Capacity,” found at http://www.fieldstonealliance.org/client/articles/Article-
Components_Org_Capacity.cfm
CLASS ACTIVITIES
 Introduction to service learning by Andrea Vernon, Ph.D., Director of the Office for
Civic Engagement – Service Learning, Minor in Nonprofit Administration,
Nonprofit Leadership Alliance Certification
 Read and sign confidentiality agreement
 Class discussion/lecture on nonprofit principles, practices and capacity
 Video: The Way We Think About Charity is Dead Wrong

SEPT. 11 MISSION, VISION, VALUES, AND THE STRATEGIC PLAN:
Week 3 THE HEART OF THE NONPROFIT ORGANIZATION
READING
 Pallotta, Do You Have a Mission Statement, or are you on a Mission?
 Mittenthal, Ten Keys to Successful Planning for Nonprofit & Foundation Leaders
CLASS ACTIVITIES

Discussion on differences between mission, vision and values

Discussion on the importance of planning and linking planning to the mission, vision and values of a nonprofit organization

Brief overview of strategic planning: purpose, scope, development, implementation, monitoring

Small group activity
REMINDER: Service Learning Agreement due next week
SEPT. 18 EFFECTIVE LEADERSHIP: CREATING BOARDS THAT GOVERN
Week 4
DUE: Service learning agreement
READING
 Czarnecki,You’re a Non Profit Director, What Now?
 Masaoka and Allison, Why Boards Don’t Govern

BoardSource, How Can We Promote Diversity While Avoiding Tokenism?

Gottlieb, Board Diversity: A Bigger Issue than You Think

Harrison and Murray, The Best and Worst of Board Chairs
CLASS ACTIVITIES

Class discussion of developing and working with nonprofit boards

Overview of governance and examples of governance in action

Guest panel: local board members
SEPT. 25 EFFECTIVE LEADERSHIP: PAID AND UNPAID STAFF
Week 5
READING

Crutchfield and Grant, Inspire Evangelists and Share Leadership
 The Bridgespan Group, The Nonprofit Sector’s Leadership Deficit: White Paper

Seeking Diversity found at http://ww2.gazette.net/stories/08202010/businew173121_32536.php

Cornelius, Corvington, and Ruesga, Ready to Lead? Next Generation Leaders Speak
Out

OCT. 2
CLASS ACTIVITIES

Discussion o Leadership philosophies and styles for the nonprofit leader o Staff and volunteers: similarities and differences o Succession planning

Exploration of individual assessment of leadership styles

Guest speaker
EFFECTIVE LEADERSHIP: FISCAL MANAGEMENT
Week 6
Bring an IRS Form 990 of a 501 (c) 3 nonprofit of your choosing to class (or a laptop/tablet to access online)
READING
 Philanthropy Journal, “Financial Oversight: Making it Real,” found at http://www.philanthropyjournal.org/resources/special-reports/financeaccounting/financial-oversight-making-it-real
 MNA, “Principle: Financial Management,” found at http://www.mtnonprofit.org/content.aspx?id=2339

Authenticity Consulting, Fiduciary Responsibilities of a Nonprofit Board
OCT. 10
CLASS ACTIVITIES

Discussion and skill building for financial management, reading financial statements and budgeting

Form 990: an overview

Do nonprofits need an audit?

Guest speaker
Week 8
RISK MANAGEMENT: OVERVIEW
DUE: Graduate student project proposal
READING
 Imagine Canada & Knowledge Development Canada Volunteerism Initiative,
Developing a Risk Management Strategy: Five Steps to Risk Management in Nonprofit and Charitable Organizations
 Ho, Five Internal Controls for the Very Small Nonprofit
CLASS ACTIVITIES
 Overview of risk management – what you may not have considered
 Small group discussion o Risks related to nonprofit Boards and governance o Risks related to fiscal management o Risks related to staff and volunteers
 Class discussion of overall risk and crisis management

OCT. 16
Week 9
 Volunteer and staff management scenarios and problem solving
 Guest speakers
PROGRAM DEVELOPMENT AND EVALUATION
READING

McNamara, Overview of Non-Profit Program Planning

Bradach, Stone, and Tierney, Four Questions for Charities to Answer as they Seek to
Thrive in Hard Times

Le, Nonprofit Funding: Buying a Cake and Restricting it too
CLASS ACTIVITIES

Discussion of program planning, logic models, evaluation and outcomes measurement

Small group discussions

Guest speaker
OCT. 23
Week 10
WINNING SUPPORT OF STAKEHOLDERS: MARKETING AND
PUBLIC RELATIONS
READING
 Network for Good and Sea Change Strategies, Homer Simpson for Nonprofits
 Lagasse, How to bridge the divide between fundraising and marketing efforts
 Andresen, 7 Steps to a Great Nonprofit Marketing Campaign
CLASS ACTIVITIES

Discussion o Who are your nonprofit stakeholders? o Why do community relations matter? o Define and discuss communication strategies

Guest speaker: how effective marketing positions the nonprofit for greater success
OCT. 30
Week 11
WINNING SUPPORT OF STAKEHOLDERS: ENCOURAGING
PHILANTHROPY THROUGH STRATEGIC FUND DEVELOPMENT
READING


Zimmerman Lehman, Capital Campaigns: Ten Steps to Success
Barden, 12 Principles of Fundraising


CLASS ACTIVITIES
 Define philanthropy: how does it differ from fundraising
Overview of fund development planning
Panel and roundtables: A year in the life of a fund development professional

NOV. 6
Week 12
WINNING SUPPORT OF STAKEHOLDERS: MAKING THE CASE
READING

Davis, Writing a Successful Grant Proposal

TBD

NOV. 13
Week 13
CLASS ACTIVITIES

Discussion o General overview on making a case for the nonprofit or its programs o Vehicles by which making a case is accomplished, including case statements, cases for support, pamphlets, brochures, events and other speaking opportunities, board member ambassadorship, elevators speeches, and grants
Small Group Activity: Reviewing Cases for Support
WINNING SUPPORT OF STAKEHOLDERS: LOBBYING AND
ADVOCACY
READING

Salamon and Geller, Communique #9: Nonprofit Advocacy and Lobbying

Berry, A Needless Silence: American Nonprofits and the Right to Lobby

Alliance for Justice, Ballot Measures and Public Charities: Yes, You Can Influence
That Vote
CLASS ACTIVITIES

Discussion of restrictions on lobbying and advocacy within nonprofits

Guest speaker
NOV. 20 RISK MANAGEMENT: A CASE STUDY
Week 14
DUE: Service Learning Hours Completion Form
DUE: Service Learning Reflection Paper
NOV. 27
Week 15
READING
 Montana Attorney Generals Investigative Report of Greg Mortenson
CLASS ACTIVITIES
 CBS News, Questions over Greg Mortenson’s Stories.
HAPPY THANKSGIVING! NO CLASS

DEC. 4
Week 16
SO YOU WANT TO START A NONPROFIT?
DUE: Graduate student project
READING
 Starting a Nonprofit Toolkit
 Montana Nonprofit Association – Starting a Nonprofit
CLASS ACTIVITIES

Discussion/Lecture

Final exam review
DEC. 11 3:20-5:10 FINAL EXAM