DEPARTMENT: Community Leadership and Human Services

COURSE PREFIX: NLSCOURSE NUMBER:600 CREDIT HOURS:3

  1. TITLE:The Nonprofit Sector and Civil Society
  1. COURSE DESCRIPTION AND PREREQUISITE(S): This course provides students with historical and philosophical foundations of the nonprofit sector in American society and around the globe, the roles and relationships among structural sectors of society (nonprofit, government, and business), and the competencies and functions of nonprofit sector leadership and management. Students identify and study current and emerging issues and trends impacting society and the response from the nonprofit sector, while exploring the range of career and volunteer opportunities.
  1. COURSE OBJECTIVES:

The student will be able to

  1. demonstrate knowledge of the comparative perspectives on the nonprofit sector, voluntary action, and philanthropy;
  2. develop an understanding of roles and relationships among the government, business, and nonprofit sector, and their historic, current, and projected future connections;
  3. delineate the scope and significance of the nonprofit sector and its sub-sectors; and
  4. develop a working knowledge of the history and theories of the nonprofit sector, voluntary action, and philanthropy.
  1. CONTENT OUTLINE:
  1. Scope, size, functions, and history of the nonprofit sector, philanthropy, and civil society in America;
  2. Cross-sectoral issues and subsectors;
  3. Ethical issues and major challenges;
  4. Comparative issues
  1. INSTRUCTIONAL ACTIVITIES:

As a web-based course, most of our interactions throughout the semester will be via the Internet. The web-based setting is an ideal learning environment for working professionals, as it allows a great deal of flexibility and discussion forums provide a setting for asynchronous discussions to occur over a period of time. The online format does requires higher levels of participation than a regular class-based course, as readings and online discussions replace the amount of time usually spent preparing for the class meeting(s), as well as 3-hour weekly class meeting. However, online discussion forums and asynchronous learning facilitate the building of a class community by promoting in-depth discussions on course topics, allow time for reflection and research, further learning by supporting the free exchange of ideas, and support the development of thinking and writing skills.

Notwithstanding these multiple benefits, the web-based setting is unable to fully replicate the experience of the in-person class setting with all its human and personal interactions. To facilitate the developing of an online community:

  • I require two in-person or phone meetings throughout the semester. I will be happy to meet as often as needed throughout the semester, but want to make sure to meet all of you in person at least twice. While communication technology (email, chats, Canvas, etc.) facilitates remote interactions, meeting in person or via phone helps clarifying course expectations and avoiding misunderstandings. The first meeting will be during the first week of the semester and the second meeting will take place during week 11. I will block out appointment slots on my calendar and send an invitation with a link that allows you to pick the most convenient time for you.
  • In addition to my regular office hours, I will have Canvas Chat Office Hours on Thursday from 9am to 11am. Since most of our online interactions will be asynchronous, the Canvas Chat will provide the setting for one weekly synchronous interactive opportunity.
  • In addition to the regular discussion forums, I have set up a FAQs Forum and a Student Lounge Forum. In the FAQs Forum, you will have the opportunity to ask question that are relevant to the entire class, such as clarification regrading assignments. Here I will also paste questions I receive privately. The Student Lounge Forum should provide a venue for introduction and any type of communication that is unrelated to the course material.
  1. FIELD, CLINICAL, AND/OR LABORATORY EXPERIENCES:None
  1. TEXT(S) AND RESOURCES:
  • Salamon, L.M. (2012). The State of Nonprofit America.Second Edition. Washington, DC:Brooking Institution Press.
  • Edwards, M. (2014). Civil Society. Third Edition. Malden, MA: Polity Press.
  • Additional required readings are available on Canvas.
  1. EVALUATION AND GRADING PROCEDURES:

Due date / Assignment / Percentage
Rolling deadline / Discussion Forums / 30%
Rolling deadline / Newspaper clippings / 15%
Rolling deadline / Discussion leader / 10%
March 13 / Argumentative essay I / 15%
April 17 / Argumentative essayII / 15%
May 13 / Argumentative essayIII / 15%
Grading Scale
Letter grade / Percentage points / Definition
A / 90-100% / Exceptionally high quality: master of course content at the highest level of attainment
B / 80-89% / Good quality: strong performance demonstrating a high level of attainment
C / 70-79% / Satisfactory (average) quality: A totally acceptable performance demonstrating an adequate level of attainment for a student
D / 60-69% / Poor quality, but passing: A marginal performance demonstrating a minimal passing level of attainment
E / 0-59% / Failure: almost no understanding of the course content

Late submissions are not accepted.

Assignments-

Online Discussion Forums (30%):The main part of the class discussion will take place in discussion groups of 4-7 students (depending on class size). Each discussion group will receive the same discussion questions and prompts. At least three posts are expected weekly in the discussion groups. Students should log in at the beginning of the week and react to the discussion topics and questions. These initial posts will react to issues raised by the instructor. By midweek – after reviewing all other contributions – students should react to their colleagues’ posts. These midweek postings will be reactions to other comments. Finally, by the end of the week students have to post original, concluding comments. You are therefore expected to contribute to the forum discussion with three postings every week (initial, midweek, and concluding contributions); while the first two postings should primarily react – in a constructive and interpretative manner – to the issues raised by instructor and peers, the concluding posting should be an original contribution.These postings should be substantial, interpretative, and grammatical. Please refer to the grading rubric for the Online Discussion Forums available on Canvas.

Discussion leader and moderator (10%): Students are expected to serve as discussion leader on two occasions during the semester. As a discussion leader, you will be in charge of moderating your group’s discussion during the established week, which entails developingone discussion question to be posted in the group forum on the first day of the week, posting at least one midweek comment, and write a summary of your group’s discussion at the end of the week to be shared with the entire class on the last week day. Please refer to the grading rubric for Discussion Leader and Moderator available on Canvas.

Newspaper clippings (15%):Many of the topics covered in this course are frequently discussed in the media (dailies, weeklies, and magazines). You are expected to post a total of 10 newspaper clippings throughout the semester in the appropriate Canvas Discussion Forum. Clippings from publications that serve primarily the nonprofit sector (e.g. The Chronicle of Philanthropy, The Nonprofit Times, PND News, newsletters, think-tank reports, etc.) will not gain points. The first 5 newspaper clippings must be posted in the first half of the semester (that is, by the end of week 8) and relate to topics covered in weeks 1-8. The second 5 newspaper clippings must be posted in the second half of the semester and relate topics covered in weeks 9-16. Newspaper clippings must be recent, that is, should not be older than 14 days at the time of posting.Students will post the link to the newspaper article and a short summary explaining how the article relates to a discussion topic (maximum 300 words). Simply summarizing the article is not sufficient, as summaries must demonstrate critical thinking and analysis. Please refer to the grading rubric for Newspaper Clippings available on Canvas.

Argumentative essays (each 15%, total 45%):The argumentative essays will require you to take a position in three current debates characterizing the nonprofit sector. The topic and additional resources for each essay will be distributed at the beginning of the week and you will have one week to write a short argumentative paper by drawing on course material and additional readings.An argumentative paper requires you to investigate a topic; collect and evaluate evidence (that is, sources); and establish a position on the topic in a concise manner. In an argumentative paper, it is particularly important that you: (1) address the question or issue; (2) organize your answer; (3) support your argument with evidence; (4) use examples and explain how they illustrate your point; (5) use your own words, don’t over-quote, and cite your sources; and (6) polish your paper and check grammar. (Length: 4-5pages, bibliography not included; double spaced; Times New Romans 12.)Please refer to the grading rubric for Argumentative Essays and additional instructions available on Canvas.

  1. ATTENDANCE POLICY:

Students are expected to adhere to the MSU Attendance Policy outlined in the current MSU Bulletin.

  1. ACADEMIC HONESTY POLICY:

Murray State University takes seriously its moral and educational obligation to maintain high standards of academic honesty and ethical behavior. Instructors are expected to evaluate students’ academic achievements accurately, as well as ascertain that work submitted by students is authentic and the result of their own efforts, and consistent with established academic standards. Students are obligated to respect and abide by the basic standards of personal and professional integrity.

Violations of Academic Honesty include:

Cheating - Intentionally using or attempting to use unauthorized information such as books, notes, study aids, or other electronic, online, or digital devices in any academic exercise; as well as unauthorized communication of information by any means to or from others during any academic exercise.

Fabrication and Falsification - Intentional alteration or invention of any information or citation in an academic exercise. Falsification involves changing information whereas fabrication involves inventing or counterfeiting information.

Multiple Submission - The submission of substantial portions of the same academic work, including oral reports, for credit more than once without authorization from the instructor.

Plagiarism - Intentionally or knowingly representing the words, ideas, creative work, or data of someone else as one’s own in any academic exercise, without due and proper acknowledgement.

Instructors should outline their expectations that may go beyond the scope of this policy at the beginning of each course and identify such expectations and restrictions in the course syllabus. When an instructor receives evidence, either directly or indirectly, of academic dishonesty, he or she should investigate the instance. The faculty member should then take appropriate disciplinary action.

Disciplinary action may include, but is not limited to the following:

1) Requiring the student(s) to repeat the exercise or do additional related exercise(s).

2) Lowering the grade or failing the student(s) on the particular exercise(s) involved.

3) Lowering the grade or failing the student(s) in the course.

If the disciplinary action results in the awarding of a grade of E in the course, the student(s) may not drop the course.

Faculty reserve the right to invalidate any exercise or other evaluative measures if substantial evidence exists that the integrity of the exercise has been compromised. Faculty also reserve the right to document in the course syllabi further academic honesty policy elements related to the individual disciplines.

A student may appeal the decision of the faculty member with the department chair in writing within five working days. Note: If, at any point in this process, the student alleges that actions have taken place that may be in violation of the Murray State University Non-Discrimination Statement, this process must be suspended and the matter be directed to the Office of Institutional Diversity, Equity and Access. Any appeal will be forwarded to the appropriate university committee as determined by the Provost.

  1. NON-DISCRIMINATION POLICY AND STUDENTS WITH DISABILITIES:

Policy Statement

Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or the provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact the Executive Director of Institutional Diversity, Equity and Access, 103 Wells Hall, (270) 809-3155 (voice), (270) 809-3361 (TDD).

In addition, Murray State University does not discriminate on the basis of sex in its educational programs and activities and is required by Title IX and 34 CFR part 106 not to discriminate in such a manner. The prohibition against sex discrimination specifically includes a prohibition of sexual harassment and sexual violence. This non-discrimination in education programs and activities extends to employment and admissions and to recruitment, financial aid, academic programs, student services, athletics, and housing.

For more information, contact the Title IX Coordinator and Executive Director of Institutional Diversity, Equity and Access, 103 Wells Hall, (270) 809-3155 (voice), (270) 809-3361 (TDD).

Students with Disabilities

Students requiring special assistance due to a disability should visit the Office of Student Disability Services immediately for assistance with accommodations. For more information, students should contact the Office of Student Disability Services, 423 Wells Hall, Murray, KY 42071. 270-809-2018 (voice) 270-809-5889(TDD).

  1. OTHER REQUIRED DEPARTMENTAL OR COLLEGIATE COMMITTEE INFORMATION: None.

1

Date / Topic / Reading
Introduction: Overview
Week 1 / Introduction: Overview /
  • Salamon, The State of Nonprofit America, Chapter 1 (pp. 3-86)

Part 1: The Nonprofit Sector
Week 2 / Legal Framework /
  • Anheier, H. (2014). The Nonprofit Sector. In H. Anheier, Nonprofit Organizations: Theory, management, and policy(pp. 60-80). 2nd edition. New York: Routledge.
  • Hazen, T. L. & Hazen, L. L. (2016). Punctilios and Nonprofit Corporate Governance: A Comprehensive Look at Nonprofit Directors’ Fiduciary Duties. In J. S. Ott & L. Dicke (Eds.), Understanding Nonprofit Organizations (pp. 70-81). 3rd edition. Boulder: Westview Press.
  • Millesen, J. (2002). Who “Owns” Your Nonprofit? Nonprofit Quarterly.

Week 3 / Size, Scope, and Funding Models /
  • McKeever, B. S. (2015). The Nonprofit Sector in Brief 2015. Washington: Urban Institute.
  • Foster, W.L., Kim, P., & Christiansen, B. (2009). Ten Nonprofit Funding Models. Stanford Social Innovation Review7(2), 32-39.
  • The Editors. (2011). Does My Nonprofit Need to Pay Tax? Understanding Unrelated Business Income Tax. Nonprofit Quarterly.

Week 4 / Subsectors /
  • Salamon, The State of Nonprofit America, Chapters 2-3 (pp. 89-191)

Week 5 / Subsectors /
  • Salamon, The State of Nonprofit America, Chapters 4-5 (pp. 192-265)

Week 6 / Subsectors /
  • Salamon, The State of Nonprofit America, Chapters 6-7 (pp. 266-328)

Week 7 / Subsectors /
  • Salamon, The State of Nonprofit America, Chapters 9 (pp. 362-393)
  • Salamon, The State of Nonprofit America, Chapters 19 (pp. 657-682)

Week 8 / Argumentative essay I
Part 2: Giving and Philanthropy
Week 9 / What and why /
  • Payton, R. L. & Moody, M. P. (2008). Understanding Philanthropy. Its Meaning and Mission. Bloomington: Indiana University Press. Chapter 2 (pp. 27-61).
  • Salamon, The State of Nonprofit America, Chapter 13 (pp. 495-517)
  • Colinvaux, R., Galle, B., & Steuerle, E. (2016). Evaluating the Charitable Deduction and Proposed Reforms. In J. S. Ott & L. Dicke (Eds.), Understanding Nonprofit Organizations (pp. 59-69). 3rd edition. Boulder: Westview Press.

Week 10: SPRING BREAK
Week 11 / Old Vehicles /
  • Carnegie, A. (1981 [1889). Wealth. The North American Review, 266(3), 60-64.
  • Salamon, The State of Nonprofit America, Chapters 12 (pp. 459-494)

Week 12 / New Vehicles /
  • Salamon, L. M. (2014). The Revolution on the Frontiers of Philanthropy: An Introduction. In Salamon, L. M. (ed.), New Frontiers of Philanthropy (pp. 3-87). New York: Oxford University Press.

Week 13 / Argumentative essayII
Part 3: Civil Society
Week 14 / Civic participation and advocacy /
  • Edwards,Civil Society, Chapter 1 (pp. 1-17)
  • Salamon, The State of Nonprofit America, Chapter 10 (pp. 394-422)
  • Putnam, R. D. (1995). Bowling Alone: America's Declining Social Capital.Journal of Democracy, 6(1), 65-78.

Week 15 / Civil Society /
  • Edwards, Civil Society, Chapters 2-4 (pp. 18-88)

Week 16 / Civil Society /
  • Edwards, Civil Society, Chapters 5-6 (pp. 89-132)

Finals week / Argumentative essayIII

1