Request for New Course
EASTERN MICIDGAN
UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
POLITICAL SCIENCE,
DEPARTMENT/SCHOOL:
CONTACT PERSON:
CONTACT PHONE: __
DR. CLAUDIA PETRESCU
coLLEGE:
TERM __
FALL
A. Rationale/Justification
---'C::;;A=S
_
--------------------------------------
~7~-3~1~6~O~;~7~-1~6~1~2
REQUESTED START DATE:
__
CONTACTENUUL:
2011
YEAR,
__
~C~P~ET~RE~S~C~U~@~,E~Ma~C~H~.=ED~U~ _
_
for the Course
The nonprofit sector grows every year by an average of 43,000 organizations, establishing itself as an
important employer as well as a vital service provider. Indeed, the nonprofit management
concentration/area of specialization is now the largest concentration in the MP A program. This course is
intended to address that growing need and demand by providing the historical and philosophical
foundations of the nonprofit sector, and provides the basis for subsequent courses in the MPA and MBA
programs and in the Nonprofit Management Certificate Program, including currently approved courses
in Nonprofit Leadership (PLSC 605) and Fundraising for Nonprofits (PLSC 606). Other nonprofit
courses are offered out of COB and the HHS.
The course has been offered for several semesters as a special topics seminar, and has been very
successful in attracting students (fall term enrollment in 2010 is capped, 26).
B. Course Information
1. Subject Code and Course Number: _~P""L'='S""C'='--"6""0_'_4
2. Course Title: Foundations
of the Nonprofit
'___
Sector; (short version-formal
_
title below)
Historical and Philosophical Foundations of the Nonprofit Sector in the U.S.
3.
Credit Hours:
-"-3
4. Repeatable for Credit? Yes
_
_
No
X
If"Yes",
how many total credits may be eamed?
_
5. Catalog Description (Limit to approximately 50 words.):
Provides grounding in the historical and philosophical foundations of the nonprofit sector in American society.
Using an interdisciplinary approach, this course helps students understand the evolution and purpose of the
nonprofit sector, its distinctiveness, its structure and extent, its capacities and limitations and its challenges.
Miller, New Course
Sept. 09
New Course Fonn
6. Method of Delivery (Check all that apply.)
Over time the course may be adapted for different formats.
a. Standard (Iecture/lab)--=.X-"---__
On Campus __
b. FuIly Online
-'X"'--__
Off Campus_---"-X-'-'-'(C~E~)_
-"X-"---__
c. Hybrid! Web Enhanced,-'X'-'--__
7. Grading Mode:
8. Prerequisites:
CreditINo Credit,
Normal (A-E)_...o.X"'--__
_
Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
N/A
9. Concurrent Prerequisites:
Code, Number and Title.)
Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
N/A
10. Corequisites:
Courses that MUST be taken at the same time as a student in taking this course. (List by Subject Code, Number and Title.)
N/A
11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent
course has already been taken. (List by Subject Code, Number and Title)
N/A
12. Course Restrictions:
a. Restriction by College. Is admission to a specific College Required?
College of Business
Yes,
_
No __
"-'X'--__
College of Education
Yes
_
No __
"-'X'--__
b. Restriction by MajorlProgram.
yes
WiIl only students in certain majors/programs be aIlowed to take this course?
_
"-'X'--__
No __
If"Yes", list the majors/programs
c. Restriction by Class Level
Check all those who will be allowed to take the course:
Graduate
Undergraduate
All undergraduates
Freshperson
All graduate students _ X_
Certificate
_
Sophomore
_
Masters
Junior
_
Specialist
Senior
Second Bachelor
Post-Bac. Tchr. Cert. __
Miller, New Course
Sept. '09
_
_
_
_
_
Doctoral
_
_
UG Degree Pending __
Low GP A Admit,
_
Page 2 of 14
New Course F orm
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only "Approved for Graduate Credit" undergraduate courses may be included on graduate programs of study.
Note: Only SOO-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses
d. Restriction by Permission. Will Departmental Permission be required?
Yes
X
No
(Note: Department permission requires the department to enter authorization for every student registering.)
All Graduate courses in the political science department require permission as part of an enhanced
Yes.
13. Will the course be offered as part of the General Education Program?
_
_
advising program
No __
~X'_______
If "Yes", attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community
form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this
course is NOT approved for inclusion in the General Education program, will it still be offered?
Yes
X
No,
_
C. Relationship to Existing Courses
Within the Department:
14. Will this course be a requirement or restricted elective in any existing program(s)? Yes
X
No,
_
If "Yes", list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program
Restricted Electives in the MP A Program
Required__
Restricted Elective X_
Program
Nonprofit Management Certificate Program
Required__
Restricted Elective X_
See attachment
on page 5 of form
15. Will this course replace an existing course? Yes.
No __
_
=X'_____ __
16. (Complete only if the answer to #15 is "Yes.")
17. (Complete only if the answer #16b is "Yes.") If the replaced course is to be deleted, it is not necessary to submit a
Request for Graduate and Undergraduate
Course Deletion.
Outside the Department: The following information must be provided. Contact the Course and Program Development office for
assistance if necessary.
18. Are there similar courses offered in other University Departments?
If"Yes",
Yes
_
No __
X~__
list courses by Subject Code, Number and Title
19. If similar courses exist, do the departments in which they are offered support the proposed course?
Yes
_
No
If"Yes", attach letters of support from the affected departments.
support, if available.
Miller, New Course
Sept. '09
_
If''No'',
attach letters from the affected department explaining the lack of
Page 3 of 14
New Course Form
D. Course Requirements
20. Attach a detailed Sample Course Syllabus including:
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or student learning outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
Other pertinent information.
E. Cost Analysis
sponsoring department(s).
(Complete only ifthe course will require additional University resources. Fill in Estimated Resources for the
Attach separate estimates for other affected departments.)
Estimated Resources:
Year One
Year Three
Year Two
s
s
s
$
Equipment
s
s
s
Total
$
$
$
Faculty / Staff
SS&M
s
s
F. Action of the Department/School and College
1. Department/School
Vote of faculty:
For_ll
~O
~
?~
~~
~\_~e
Against __
O___
Abstentions
number of votes cast in each category.)
0
_
J/CZ/J-eJld-.
Department Head/School Director Signature
Date
2. College/Graduate School
A. CoUege
College Dean Signature
Date
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
G. Approval
Associate Vice-President for Academic Programming Signature
Miller, New Course
Sept. '09
Date
Page 4 of 14
New Course Form
MP A Program of Study
Required Courses (9 courses, 24 hours)
PLSC
PLSC
PLSC
PLSC
PLSC
PLSC
PLSC
PLSC
PLSC
510
515
540
610
615
630
677
678
695
Modern Public Administration
Public Personnel Administration
Public Budget Administration
Public Organization Theory
Public Budget Applications
Public BureaucracieslPolicy Formation
Analytical Methods for Public Administration
Analytical Techniques for Public Administration
Research Seminar
Electives (4 courses, 8 hours min.)
PLSC 565 Studies in State and Local Government
PLSC 587 Cooperative Education in PLS
PLSC 604 Foundations of the Nonprofit Sector
PLSC 605 LeadershiplNonprofit Management
PLSC 620 Administrative Law
PLSC 625 Local Government Management
PLSC 635 Public Policy Analysis
PLSC 640 Modern Country Government
PLSC 645 Intergovernmental Relations
PLSC 650 Urban Poverty Policy
PLSC 655 Politics of Local Planning
PLSC 660 Public Health Policy
PLSC 665 Arbitration Training
PLSC 688 Practicum in Public Affairs
PLSC 697-8-9 Independent Studies
PLSC 590-1-2 Special Topics
Other:
Concentration:
New class
(4 courses, 8 credit hours minimum)
GRADUATE CERTIFICATE
PROGRAM IN NONPROFIT MANAGEMENT
(Other changes are being proposed concurrently, adding and deleting courses)
I. Required - Choose three of the following:
ACC 646 Financial Management ofNP Organizations
LAW 603 Legal Environment ofNP Organizations
PLSC 605 Leadership and Management in NP Organs.
PLSC 604 Foundations of the Nonprofit Sector
New course
II. Choose two of the following in consultation with the program coordinator:
ACC 605 gtrategic lBformatioB & CoBtrol gystems
PLgC 540 IBtroductioB to GovernmeBt Budgeting
MGMT 570 Starting New Ventures
MGMT 509 Human Resource Management
MGMT 628 Human Resource Development
PLgC 515 Public PersoflRel AdministratioB
SWRK 694 Community Action Seminar
SWRK 662 Grant Writing & Resource Development
PLSC 606 Fundraising for Nonprofits
New course
PLSC 645 Intergovernmental Relations
SOC 678 Methods in Social Program Evaluation
PLgC 590/591/592 gpecial Topics iB Public Adm.El/2/] credits)
Miller, New Course
Sept. '09
Page 5 of14
New Course Form
Historical and Philosophical Foundations
of the Nonprofit Sector in the U.S.
PLSC 604
A. Course Description:
This course provides students with a grounding in the historical and philosophical foundations of the nonprofit sector
in American society. Using an interdisciplinary approach, this course will help students understand the evolution and
purpose of the nonprofit sector, its distinctiveness, its structure and extent, its capacities and limitations and its
challenges. The course will examine nonprofits and fundraising through the public policy lens.
B. Course Objectives:
1.
2.
3.
4.
5.
Students will gain foundational knowledge of the historical and philosophical foundations of the nonprofit sector in
American society;
Students will discover and understand the evolution of the nonprofit sector, its structure and extent, its capacities and
limitations, as well as its distinctiveness and the challenges it face in today's global marketplace;
Students will be able to identify and connect the basis for and the nature of voluntary organizations in societies past and
present, and will be able to demonstrate the evolution of these roles especially during the past half century in the U.S.;
Students will examine the extent to which the nonprofit sector can or should provide public goods to society equal in
stature with the goods and services provided by government and private enterprise;
Students will be able to identify and demonstrate the ways voluntary and nonprofit organizations profoundly affect and
enter into the process of making public policy in the U.S. today.
C. Required readings:
Ott, Steven J. 2001. The Nature ofthe Nonprofit Sector. Boulder: Westview Press
Henton, Douglas; Melville, John G. and Walesh, Kimberly A. 2003. Civic Revolutionaries: Igniting the Passion for
Change in America's Communities. San Francisco: Jossey-Bass Publishers
Hall, Peter Dobkin, 1992. Inventing the Nonprofit Sector. Baltimore: Johns Hopkins University Press
D. Procedural matters for the course:
1. Cellphones, Pagers, Text Messages It is expected that students will give every class their full attention. Students
may not under any circumstances use cell phones, pagers or text messaging devices during class. It is expected that when
students enter the classroom their communication devices will be turned off. Infractions will result in having to deposit
communications devices at the start of class into a common receptacle in the instructor's care during each class. We hope
this is unnecessary.
2. Attendance
a. Definition
Attendance has been built into lectures and discussions.
absent, must not be late to class, nor leave early.
In order to count as a "day in attendance," students must not be
b. Sign-In Sheet:
Each student is expected to sign in on the class attendance sheet, which will be available on a clipboard during the first
10 minutes of each learning session. Anyone who has not signed in within those 10 minutes will be marked as being
absent. No exceptions. No excuses. No student may sign in for another student.
c. Absences:
There are no excused absences. Structured in-class discussions of course concepts and their application require each
student's active participation in every learning session. Absences may be made up (see e. below)
Miller, New Course
Sept. '09
Page 6 of 14
New Course Form
d. Class Attendance and Participation Grading: Class attendance and participation will constitute 780 points, or
25% of the total grade. Class attendance and participation points will be compiled and evaluated twice during the
semester on the following dates: October 15, and December 10.
i. Attendance: Attendance in class rates 30 points, accumulated each
class session the student is present and has signed in on the attendance sheet. Absence from class rates a 0 for that
learning session. Being absent totally, being late for class or leaving class early all equal an absence. No
exceptions.
ii. Participation: Class participation points will be accumulated at a rate of up
to 30 points per class period, depending on the extent to which a student participates actively in Q&A, discussions
and other learning activities.
e. Make-Ups: Absences may be "made up" when the student has read an assigned article and has written a three-page
(minimum) review of the article. Full attendance and participation credit will be given (60 points) when this procedure
is used. An absence, lateness or leaving early for the class on December 8 (last class of the semester) will remain
unexcused.
3. Lectures will not be repeated
Students who miss a class must make their own arrangements to obtain notes
from other students. Please note that students are responsible for all announcements made, information presented in class,
and all handouts. Regular attendance is critical because information for which students will be held responsible will be
taken from the learning sessions as well as from the required texts listed in the assignments.
4 This Course Uses Blackboard (WebCT2) Learning Facility
Many elements of this course are posted on the
Blackboard learning facility. On this facility students will find the various Learning Modules, and, within them, all the
ingredients of the course except the lecture material presented in our class learning sessions.
e.
Students can access Blackboard at the following URL:
https:llwebct2.emich.edulwebct/logout.dowebct?insld=5122001&insName=Eastern%20Michigan%20University&glcid=UR
N:X-WEBCT-VISTA-Vl:4c6fd68b-a44c-0424-0ld9-2abb6308e2bf
Once there, a student may enter his/her university user name and password. In the area named "Course List" you will find
PLSC 592. On your "home page" will be a series of Learning Modules. Each learning module is broken up into individual
learning sessions, which correspond to the dates of our class sessions. On the menu at the left side of your screen, click on
the tab marked "Learning Modules" and this will take you to subsequent screens that reveal all the course contents for each
module. Or you can go to the tabs marked "Assignments" or "Assessments" or "Calendar" to see various component parts
of the course. More information will be coming in our first class session. Don't forget "My Grades" where you'll find your
grade as the course progresses.
5. Grading
Student grades will be based on the following point system.
Item
Units Each
Percent
Points
4 Section Assessments
13 Reading Assignments
1 Research Paper
30 Posts to Discussions
13 Class Attendance and Participation
TOTALS
Miller, New Course
Sept. '09
200
50
1
15
60
800
650
500
450
780
25%
20%
16%
14%
25%
3180
100%
Page 7 of 14
New Course
POTIn
Grades will be calculated as follows:
The number of total points a student earns divided by 3180.
For example, if a student earns 2894 points, the numerical grade is 91.0 and the letter grade is A-.
For example, If a student earns 2671, the numerical grade is 84 and the letter grade is B.
Grading Scale (all students)
93-100 = A
90-92 = A87-89 = B+
83-86
80-82
77-79
B
B= C+
=
=
73-76
70-72
67-69
D
D-
=
C
C-
63-66
60-62
=
D+
O-59 = F
=
=
=
NOTE: The Instructor reserves the right to raise any student's grade based on perception of the student's
overall know ledge and understanding of the course material.
6. Four Section Assessments
Four Section Assessments (exams) will be given during this course. These assessments
are not cumulative; but will relate to the content of the preceding section of learning experiences plus the assigned text
readings. All assessments will be posted on the Blackboard learning facility.
Assessment dates are as follows:
1. 1:00 a.m. Friday, Oct. 1
thru
11:59 p.m. Saturday, Oct 2,2010
2. 1:00 a.m. Friday, Oct. 22
thru
11:59 p.m. Saturday, Oct. 23, 2010
3. 1:00 a.m. Friday Nov. 12 thru
11:59 p.m. Saturday, Nov. 13,2010
4. 1:00 a.m. Friday, Dec. 10
thru
11:59 p.m. Saturday, Dec. 11,2010
7. Make-Ups No make-ups will be given for Section Assessments.
No exceptions will be made.
Once the exam closes it will be permanently closed.
8. Reading Assignments Reading assignments for each class are in the Syllabus and on the Blackboard learning
facility. Upon completion of each reading assignment, students will be asked to answer one or two questions about
the assignment content and submit this to Blackboard. This will be the basis of the grade for this course component.
9. Online Discussions on WebCT2 (Blackboard)
These discussions are designed to give students the
opportunity to express what they are learning about the various topics and concepts in the course, and to express
how they feel about the various topics under discussion. Each student is requested to make up to 30 discussion
posts, which will be used (as in the matrix above) to determine the student's grade. Discussion posts may be made
at any time during the course, but it would be most appropriate and relevant for students to address the discussions
that are relevant for the concepts being discussed in class at any given time.
Each post is worth 15 points. If a student makes 30 posts, he/she will accumulate 450 points towards the course
grade. Discussion posts should be written with the same style, language and care that a student would use in writing
a paper for submission.
10. Special Topics Research Papers
There will be one Special Topics Paper due on Monday, December 1,2010.
Selecting Your Topic: Before selecting a topic, please consult with the Instructor. This can be done during office hours, or
you may consult by email. The instructor's approval MUST BE SECURED before you may proceed on research for your
research paper.
These papers should be at least 20 pages in length.
This research paper will delve into the available literature on the student's chosen topic.
Miller, New Course
Sept. '09
Page 8 of 14
New Course Fonn
The paper MUST CONTAIN THE FOLLOWING FOUR ELEMENTS:
1. TITLE PAGE - bearing the student's name, the course title and number, the paper topic all in the upper righthand
corner of the cover sheet, plus the title of the paper written in the center of the cover sheet.
2. EXECUTIVE SUMMARY PAGE - must be just under the Title Page, and will be no more than one page in length,
giving a short summary of the following elements:
a. Summary of the main question the paper will resolve
b. Summary of the logical argument the paper will make - how it will progress through a series of logically
arranged steps to reach a conclusion
c. The Conclusion the paper reaches
d. The student's point of view on the outcome of the research process
3. PAGE NUMBERS - all pages MUST be numbered in the lower right hand corner
4. CONCLUSION-at
the end ofthe paper, including student's own evaluation of the material researched and an
evaluation of the outcome that the study accomplished.
5. REFERENCE PAGE - placed at the end of the paper
A paper that does not contain all four items will be immediately returned to the student and, if the deadline has been
reached, will suffer a 10% penalty in the grading process.
Further information will be given in class about the sources, subjects, and procedures involved in these papers.
the Instructor in the office during office hours for more information and resources on these papers.
Please see
Submission of Special Topics Research Papers:
These papers are to be submitted ONLY in Word 2003 format (.doc), or PDF format, and are to be attached to a
Blackboard assignment, or in an email using either the Blackboard email feature or the general emich.edu email.
11. Extra Credit
There are a variety of extra credit possibilities in this course for those who wish to obtain extra credit points to add to their
total grade score. These include, but may not necessarily be limited to, the following:
1. Read an article and submit a written report on its content and its relevance to our course of study. Students may choose
from among those posted on the WebCT in the Supplementary Articles and Resources section for the course, or may choose
another article with the Instructor's approval. Each article and report will be credited with 60 extra credit points.
2. Post to one of the themed discussions that will be ongoing throughout the course.
Each post will be credited with 15 extra credit points, but only after a student has made 30 discussion posts that count
toward his/her course grade. There is a limit of 105 extra credit points (7 posts) that can be earned in this manner.
3. Write a three-page theme paper on a topic of student's choice (with foreknowledge and approval of the Instructor).
Subjects are any of the class lecture topics. Such papers will be credited with 60 extra credit points.
12. Academic Integrity
Academic dishonesty, including all forms of cheating, falsification, and/or plagiarism, will not be tolerated in this course.
Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving
a failing grade for the entire course. In addition, you may be referred to the Office of Student Judicial Services for discipline
that can result in either a suspension or permanent dismissal. The Student Conduct Code detailed definitions of what
constitutes academic dishonesty, but if you are not sure about whether something you are doing would be considered
academic dishonesty, consult with the course instructor. You may access the relevant section ofthe Code at
http://www .emich.edui studentconduct/ academic integIitv.html.
Miller, New Course
Sept. '09
Page 9 of 14
New Course Form
E. TOPICS AND ASSIGNMENTS
MODULE #1 -- THEME: How and Why the Voluntary
Week 1. Learning Session #1 on Sept. 8:
Sector Thrives within a Democracy
Introduction to the course, plus an exploration of the size and scope of the voluntary sector, plus an introduction to the voluntary
sector: what it is and how it works.
Reading Assignment #1 as posted on Blackboard: Ott, Chapters 1,226,27,28,29
(total 60 pp)
Week 2. Module #1. Learning Session #2 on Sept. 15
Motivations and rewards for giving and volunteering and giving, plus the impacts the voluntary sector has on our society.
Reading Assignment #2 as posted on Blackboard: Ott, chapter 7 plus handouts on conscious will, oxytocin and Hall's work on
trusteeship. (total about 22 pages)
Week 3. Module #1. Learning Session #3 on Sept. 22
How the voluntary sector is structured, plus the international history of volunteerism and volunteering.
Reading Assignment #3 as posted on Blackboard: Ott, chapters 1,2,3,8, 9+handouts (total 90 pp)
Week 4. Module #1. Learning Session #4 on Sept. 30
Volunteerism and the development of the United States as a democratic nation
Reading Assignment #4 as posted on Blackboard: Hall, Introduction and Chapter 1 (total 83 pp)
MODULE ASSESSMENT #1 (Exam) on Learning Sessions #1, #2, #3 and #4 plus all reading assigned during
this period - will be posted on Blackboard (WebCT2) from 1:00 a.m. Friday Oct. 1, to 11:59 P.M. on Saturday
Oct. 2, 2010.
MODULE #2 -- THEME: What Have we Done with the Voluntary
Week 5. Module #2. Learning Session #5 on Oct. 6
Sector in the U.S.?
Defining characteristics of the independent sector, plus this history of the tax treatment on nonprofits.
Reading Assignment #5 as posted on Blackboard: Ott, chapters 10, 11, 12 and 13 (total 35 pages)
Week 6. Module #2. Learning Session #6 on Oct. 13
The work and results ofthe Filer Commission, plus a discussion of how U.S. public policy affects the voluntary sector today, and
what this means for nonprofit organizations in an over-crowded, under-funded philanthropic marketplace.
Reading Assignment #6 as posted on Blackboard: Ott, Chapters 21 and 21 (total 16 pp)
Week 7. Module #2. Learning Session #7 on Oct. 20
The strengths and weaknesses of governance boards in the independent sector, plus an examination of the history of foundations
and issues foundations raise in the sector
Reading Assignment #7 as posted on Blackboard: Ott, chapters 5 and 28 plus handout on foundation history (total 14 pp)
MODULE ASSESSMENT #2 on Learning Sessions #5, #6 and #7 plus all reading assigned during this period -will be posted on Blackboard from 1:00 a.m. Friday Oct. 22. to 11:59 P.M. on Saturday Oct. 23, 2010.
ATTENDANCE
and PARTICIPATION
Evaluation
on Weeks 1 thru 7.
MODULE #3 - THEME: What Occasions the Voluntary
Week 8. Module #3. Learning Session #8 on Oct. 27
Sector?
A discussion of "Government Failure" and "Contract Failure" as so-called "causes" or foundations ofthe nonprofit sector.
Reading Assignment #8 as posted on Blackboard: Ott, chapters 15 and 16 (total 7 pp)
Miller, New Course
Sept. '09
Page 10 of 14
New Course Form
Week 9, Module #3. Learning Session #9 on Nov. 3
Part I of Lohmann's theory of "he Commons" and its impact on the voluntary sector
Part ITof Lohmann's further enhancement of "the Commons"
Reading Assignment #9 as posted on Blackboard: Ott, chapters 17 (for Pt. I) and 14 (for Pt. IT)(total about 20 pp)
Week 10. Module #3. Learning Session #10 on Nov. 10:
A response to Lohmann: the Realm of Relating and Responding, plus a discussion of the implications of both concepts
for the voluntary sector today
Reading Assignment #10 as posted on Blackboard: handout on "The Realm of Relating and Responding"
(4 pp)
MODULE ASSESSMENT #3 on Learning Sessions #8, #9 and #10 plus all reading assigned during this period-will be posted on Blackboard from 1:00 a.m. Friday Nov. 12, to 11:59 P.M. on Saturday Nov. 13,2010
MODULE #4 - THEME: The Highest, Best Use of the Voluntary Sector Going Forward?
Week II. Module #4. Learning Session #11 on Nov 17
The voluntary sector interacts with the public sector (government), plus the voluntary section's interaction with the private sector
(business)
Reading Assignment #11 as posted on Blackboard: Ott, chapters 19,30 and 31 (total 46 pp)
Thanksgiving Holiday
Week 12. Module #4. Learning Session #12 on Dee 1
Creative tensions -- bringing together multiple strong special interests to solve community
problems by creating trust and accountability thru building webs of responsibility
Reading Assignment #12 as posted On Blackboard: Civic Revolutionaries(Henton et al), Introduction, plus chapters 1 and 2 (total
67 pp)
GRADUATES' RESEARCH PAPERS DUE in Class on December 1, 2010
Week 13. Module #4. Learning Session #13 on Dee 8
An exploration of economy and society: strengthening the vital cycle, plus a discussion of people and place: making the
"creative connection" through the use of nonprofit organizations
Reading Assignment #13 as posted on Blackboard: Henton et al, chapters 3 and 4 (total 68 pp)
MODULE ASSESSMENT #4 on Learning Sessions #11, #12 and #13 plus all reading assigned during this
period - will be posted on Blackboard from 1:00 a.m. Friday Dee 10, to 11:59 P.M. on Saturday Dee 11,2010
ATTENDANCE and PARTICIPATION
Evaluation on Weeks 8 thru 13.
Additional Resources Students Might Find Helpful and are Encouraged to Access
Nonprofit and Voluntary Sector Quarterly + The Chronicle of Philanthropy + Nonprofit Management and Leadership + Michigan
Nonprofit Association, "Links" newsletter www. mna.org + Newsnotes: Information for the Nonprofit Community in
Southeastern Michigan (newsletter published by NEW Center). www.new.org NOTE: Multiple additional resources are
posted on Blackboard under
Miller, New Course
Sept. '09
Page 11 of14
New Course Fonn
RESOURCES
Axinn, J., and Stem, M. 2001. Social Welfare: A History of American Response to Need. (5th ed.) Needham Heights,
Mass.: Allyn & Bacon.
Bielefeld, W., and Corbin, J. 1996. The Institutionalization of Nonprofit Human Service Delivery: The Role of
Political Culture, Administration, and Society. Administration and Society, 28 (3), 362-389
Blaustein, Arthur 1. 2003. Make a Difference: America's Guide to Volunteering and Community Service, San Francisco:
Jossey-Bass Publishers
Block, Stephen R. 2003. Why Nonprofits Fail: Overcoming Founder's Syndrome, Fundphobia and Other Obstacles to
Success, San Francisco: Jossey-Bass Publishers
Boris, E. T.1999. Introduction-Nonprofit organizations in a democracy: varied roles and responsibilities. In Nonprofits
and Government. Collaboration and Conflict. Edited by Boris, E. T.; Steuerle, C. E., Washington, D.C.: The
Urban Institute Press
Boris, E. T.; Steuerle, C. E., eds. 1999. Nonprofits and Government. Collaboration and Conflict. Washington, D.C.:
The Urban Institute Press
Brainard, Lori A.; Siplon Patricia D .. 2004.Toward Nonprofit Organization Reform in the Voluntary Spirit: Lessons
from the Intemet. Nonprofit and Voluntary Sector Quarterly, Sept 2004 v33 i3 p435(23)
Brody, E. 1996. Agents Without Principals: The Economic Convergence of the Nonprofit and For-profit
Organizational Forms. New York Law School Law Review, 40, 457-536
Brudney, Jeffrey L., and Teresa Kluesner Durden. 1993. Twenty Years of the Journal Nonprofit and Voluntary Sector
Quarterly: An Assessment of Past Trends and Future Directions. Nonprofit and Voluntary Sector Quarterly
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Clotfelter, C. T.; Ehrlich, T., eds. 1999. Philanthropy and the nonprofit sector in a changing America. Bloomington:
Indiana University Press
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Hammack, David C. 1995. Accountability and Nonprofit Organizations: A Historical Perspective. Nonprofit
Management and Leadership 6(2): 127-39.
Hammack, David C. 1998. Making the Nonprofit Sector in the United States. Bloomington: Indiana Univeristy Press
Haynes, K., and Mickelson, J. :WOO. Affecting Change. (4th ed.) Needham Heights, Mass.: Allyn & Bacon
Henton, Douglas; Melville, John G., Walesh, Kimberly A. 2003. Civic Revolutionaries: Igniting the Passion for
Change in America's Communities. San Francisco: Jossey-Bass Publishers
Jansson, B. 2001. The Reluctant Welfare State. (4th ed.) Pacific Grove, Calif.: Brooks/Cole
Johnson, A. K. 1998. The Revitalization of Community Practice: Characteristics, Competencies, and Curricula for
Community-Based Services. Journal of Community Practice, 5 (3), 37-62
Lipsky, M.; Smith, S. 1989-90. Nonprofit organizations, government, and the welfare state. Political Science Quarterly
104: 625-648
Onyx, Jenny, and Madi Maclean. 1996. Careers in the Third Sector. Nonprofit Management and Leadership 6(4): 33145.
Oster, S. M., ed. 1980. Nonprofit Organizations. A Government Management Tool. New York: Praeger Publishers
Ott, Steven J. 2001. The Nature of the Nonprofit Sector. Boulder: Westview Press
Powell, W. W. 1987. The Nonprofit Sector. A Research Handbook. New Haven: Yale University Press
Rainey, H. G. 1991. Understanding and managing public organizations. San Francisco: Jossey-Bass Publishers
Raymond, Susan U. 2004. The Future of Philanthropy: Economics, Ethics, and Management.
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San Francisco: Jossey-
Reisch, Michael; Sommerfeld David. 2003. Welfare reform and the future of nonprofit organizations. Nonprofit
Management and Leadership. 14(1): 19-46
Salamon, L. M. 1997. Holding the center: America's nonprofit sector at a crossroads. New York: The Nathan
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Salamon, L. M. 1999. America's Nonprofit Sector. New York: The Foundation Center
Salamon, L. M. 2002. The Resilient Sector: The State of Nonprofit America. In The State of Nonprofit America, edited
by Salamon, L. M. The Brookings Institution Press Washington D.C., p. 3-64
Salamon, L. M.; Anheier, H. K. 1996. Emerging nonprofit sector: an overview. Manchester: Manchester University
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Smith, S. R. 1999. Government Financing of Nonprofit Activity. In E. T. Boris and C. E. Steuerle (eds.), Nonprofit
Government: Collaboration and Conflict. Washington, D.C.: Urban Institute Press
and
Stevenson, D. R., et. a1. 1997. State Nonprofit Almanac 1997. Washington, D.C.: The Urban Institute Press
The Independent Sector. 2002. The New Nonprofit Almanac and Desk Reference. San Francisco: Jossey-Bass
Publishers
Trattncr,W. 1999. From Poor Law to Welfare State: A History of Social Welfare in America. (4th ed.) New York: Free
Press
Weisbrod, B. A. 1998. The Nonprofit Economy. Cambridge, Mass: Harvard University Press
Wolch, J. R. 1990. The shadow state: government and voluntary sector in transition. New York: The Foundation
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Nonprofit-Government Relations in the United States. In E. Boris and E. Steuerle (eds.), Nonprofits and
Government: Collaboration and Conflict. Washington, D.C.: Urban Institute Press
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Journal of Public Affairs Education v5 nl p 13-23
ADDITIONAL RESOURCES
Journals and periodicals:
1. Nonprofit and Voluntary Sector Quarterly
2. The Chronicle of Philanthropy
3. Nonprofit Management and Leadership
4. MNA Links. Linking Nonprofits to Resources (Newsletter publshed by the Michigan Nonprofit Association).
www. mna.org
5. Newsnotes: Information for the Nonprofit Community in Southeastern Michigan (newsletter published by
Nonprofit Enterprise at Work). www.new.org
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