PADM518:

PADM 518: Nonprofit Organizations: Management and Leadership

PADM 518: Nonprofit Organizations: Management and Leadership  (3 credits). This course is designed to review the theory and examine the practice of leadership and management in nonprofit organizations. Students will examine the mission, organizational structure, resources, and work processes in the nonprofit sector.

Overview

The nonprofit sector plays an important role in today’s society, along with the government and business sectors. In recent decades, this sector has grown in size, sophistication, impact, and influence; therefore, leading and managing a nonprofit organization is exciting and challenging at the same time. This course is designed to study the intellectual foundations and application of leadership and management in nonprofit organizations. The course will explore various functions of leadership and management specific to nonprofit organizations, such as

• fund-raising,
• volunteer management issues,
• strategic planning,
• mission and vision development,
• governance,
• contracting, and
• ethical issues as applied in social enterprises.

This course will expose you to the opportunities and challenges that leaders and managers in the nonprofit sector face. It will also give you an opportunity to apply your knowledge by critically thinking about and analyzing real-world scenarios.

It is important to note that the nonprofit sector in the United States and in other parts of the world is very diverse. It includes many different types of organizations, from neighborhood soup kitchens to high-profile hospitals and academic institutions. Therefore, we must be cautious in generalizing about the management of nonprofit organizations. We will use examples drawn from a variety of industries, including health and human services, the arts, and international development.

This course is designed to

• increase your knowledge and understanding of the fundamental concepts of leadership and management in nonprofit organizations;
• examine trends and challenges associated with leading and managing nonprofit organizations; and
• stimulate critical thinking about the application of leadership and management concepts in a changing environment.

Course Objectives

At the end of the class, you should be able to do the following things:

• Explain the nature of the nonprofit sector in the United States and in domestic and global contexts. 
• Analyze the social, political, and economic elements of the environment in which the nonprofit sector operates to understand the challenges that nonprofit leaders face.
• Think like a nonprofit manager in the day-to-day tasks of meeting mission objectives, motivating volunteers, thinking strategically, planning effectively, and developing strong board leadership.
• Identify the issues and challenges involved in the management of nonprofit organizations.
• Develop critical thinking and professional writing skills by conducting case analyses, writing memos, and developing issue briefs and then apply those skills to your professional life.
• Enhance management skills through team discussion, issue framing and analysis, and web presentations.

Required Course Materials

Most World Campus courses require that students purchase materials (e.g., textbooks, specific software, etc.). To learn about how to order materials, please see the Course Materials page. You should check LionPATH approximately 3–4 weeks before the course begins for a list of required materials.

This course requires that you access Penn State library materials specifically reserved for this course. You can access these materials by selecting Library Resources in your course navigation, or by accessing the Library E-Reserves Search and search for your instructor's last name.

Library Resources

Many of the University Libraries resources can be utilized from a distance. Through the Libraries website, you can

• access magazine, journal, and newspaper articles online using library databases;
• borrow materials and have them delivered to your doorstep—or even your desktop;
• get research help via email, chat, or phone using the Ask a Librarian service; and
• much more. 

You must have an active Penn State Access Account to take full advantage of the Libraries' resources and service.  The Off-Campus Users page has additional information about these free services.

Technical Requirements and Help

Student Education Experience Questionnaire (SEEQ)

During the semester you will receive information about completing the Student Education Experience Questionnaire (SEEQ). Your participation is an opportunity to provide anonymous feedback on your learning experience. Your feedback is important because it allows us to understand your experience in this course and make changes to improve the learning experiences of future students. Please monitor email and course communications for links and availability dates.

Course Requirements

Your performance in this course is evaluated based on

• participation in weekly group discussions,
• a current-issue presentation,
• an issue brief,
• the development of a tool kit, and
• peer evaluations.

Please note that no sample papers are provided for the assignments in this class; therefore, use your creativity and present the best answers you can—ones that you're proud of.

Requirement 1: Weekly Group Discussions (10 points, discussion group work)

This course makes heavy use of case studies as discussion tools. Discussion of the practical scenarios presented in the cases offers you the best opportunity to grasp the concepts that are presented in the lesson content. Therefore, each lesson ends with a group discussion activity. These activities primarily include case discussions, blog entries, and a video.

Beginning in Lesson 3, you will be required to contribute to analyses and discussions within your discussion group. The instructor will create these groups before the third week of the semester. Each discussion is worth one point.

You will be expected to make one initial post by 11:59 p.m. (ET) on Thursdays and reply to at least two other students' posts by 11:59 p.m. (ET) on Sundays.

• Each original response to the questions for the week must be at least 80 words long and specifically reference some concept or content from the coursework for that week.
• Peer responses must be at least 50 words long and must
  • agree, expanding upon the points made;
  • offer an alternative perspective, along with your rationale for it, and/or
  • respectfully challenge the points made with counterarguments.

Evaluation: You are required to participate in the discussion forums throughout the course. The first two lessons will open the discussion to the entire class. From Lesson 3 onward, you will participate in the forums within an assigned group. Discussion forums will be graded based on your participation.

Your posts should

• demonstrate your understanding of key concepts,
• offer a divergent viewpoint or a challenge,
• show your skills in supporting your opinions, and
• be grammatically clear enough for people to understand.

There are many ways to contribute to a discussion forum. Here are some examples to get you started:

• If you think you know an answer, write it and explain why you believe that it's the best answer. Be clear about which question you're answering.
• If you're unsure about an answer, discuss possible answers and why you're unsure, along with any other thoughts you have about the question.
• If you think another student answered a question well, you can reply to their answer and explain why you agree or add to it.
• If you disagree with an answer, reply and explain why you have a different answer.
• If you think some factors haven't been considered, point them out.
• If the discussion forum's questions inspire questions of your own, invite other students to think about those questions.

Requirement 2: Current Issues (15 points)

Your presentation should be on any current issue that's related to the lesson's topic. For example, if you decide to present on the topic for Lesson 3 (board governance), you should search newspapers, magazines, and online sources (blogs, newsletters, websites, etc.) to find a story or article on an issue that is relevant to board governance. Present on this issue using Zoom and share the recording with the class.

There are two major tasks for this requirement.

Task 1: Presentation (10 points)

The presentation should include

• your name;
• a title;
• an introduction to the topic;
• your rationale for why you choose the issue;
• an explanation of the issue (background, facts, and other supporting information);
• an analysis that links the issue with concepts from the lessons and readings;
• associated suggestions, recommendations, and thoughts;
• at least two questions;
• your thoughts about those questions; and
• an invitation for others to answer them.

Please choose an interesting and thought-provoking issue.

The presentation should be no longer than 10 minutes. However many slides you use is up to you; however, your presentation should include all the items mentioned above, along with any other relevant information that makes it interesting and thoughtful.

The deadline for submission is 11:59 p.m. (ET) on the Sunday before the associated lesson begins. For example, if you're presenting on the Lesson 3 topic of board governance, you should submit your presentation at the end of Lesson 2.

Task 2: Peer Comments and Feedback (5 points)

Students are also required to provide at least one comment on a minimum of five presentations of your classmates during the entire semester.

The deadline for commenting is on Thursdays at 11:59 p.m. (ET). Note that you are required to comment on five presentations total over the course of the semester.

Requirement 3: Volunteer Development Program (A Program Proposal: 30 points + Peer Review: 5 points)

You will work individually on this assignment.

You are a program coordinator for a community organization focused on drug prevention. Your task is to design a comprehensive volunteer program that engages community members in preventing substance abuse and promoting healthy behaviors among young people. The organization is located in a high-poverty part of the city.

You are required to develop a volunteer program. You will create a detailed document  (between 3,000- 4,000 words) outlining your volunteer program.

Evaluation

Your assignment will be evaluated based on the following criteria: 

• structure and organization: The document should be professional, using subheadings and bullet points as necessary.
• clarity of language: Writing should be grammatically correct, error-free, and cohesive.
• comprehensiveness: Does your volunteer program cover all essential aspects of drug prevention for the youth?
• feasibility: Are your proposed activities realistic and achievable?
• creativity: Have you considered innovative approaches to engaging both volunteers and the youth?
• clarity and professionalism: Is your proposal well organized, clear, and professional?

You will be assigned to review one of your classmate's proposed document after the assignment is due. To complete the peer review, you must review the student's submission and add a comment in the comment sidebar.

Requirement 5: Tool Kit Development (35 points; group work)

In this assignment, you will work with your project group to develop a tool kit that local nonprofits can use. (The instructor will create the groups before the third week of the semester.)

Immerse yourself in one area of nonprofit management from the list provided below and produce a useful toolkit:

• Social media as a marketing tool for a nonprofit organization
• Innovative use of technology for a nonprofit organization
• Program Evaluation for a nonprofit organization

• introduction to the issue/ build the context
• applicable law (or, if none, the standards in the field)
• a literature review about subject and best practices/resources/experts, appropriately cited
• checklists/charts/helpful implementation tools/training packet/ sample sets of recommended policies/guidelines for this area of nonprofit management
• various options, pros and cons, your recommendations and rationale
• resource bibliography—both specific and general, web and book

The final product should have a professional appearance, with a front and back cover like a tool kit booklet. It should meet the following requirements:

• It should be a Word document, not a PDF.
• It should include appropriate citations and references.
• It should be double-spaced, with one-inch margins, a 12-point font, and numbered pages.
• A title page should include the subject, class name, date, and names of all team members.
• The document should include a table of contents.
• At minimum, it should be five pages (excluding appendices, the title page, and the table of contents); at maximum, 10 pages.

Requirement 5: Peer Evaluation (5 points)

You will conduct a peer evaluation for the members of your group (those you participated in discussions and tool kit development with). You will receive up to five points based on your group members' evaluations of you, and your evaluation will be used to grade each of them.

Peer evaluation is important because it gives the instructor insight into how well group members have interacted. A peer evaluation form will become available during the final week of the course; you will find it by choosing "WD Peer Evaluation" from the Course Navigation Menu. The instructor will use the mean score from your group members' assessments to assign you a point total.

Here are the four major evaluation criteria:

• the level to which you actively participated in the discussion (e.g., frequently posted and commented, kept close contact with group members)
• the level to which you exhibited a positive attitude throughout the process (e.g., provided constructive feedback, helped keep the group focused on the task)
• the level to which you were willing to be a team player (e.g., were willing to take responsibilities, respected group members' opinions, helped make decisions)
• the level to which you contributed to developing the group presentation (e.g., initiated and shared ideas/resources)

Grading Scheme

All facets of a student's performance are taken into account for grading purposes. The graded activities and number of points associated with the activities are as follows.

Your final grade will be based on the evaluation criteria established for each graded activity described in the Graded Activities table above, as well as on your scholarly performance and attainment. Based on the points you've earned for each of the graded activities, your course grade will be determined by the scales presented in the table below.

Your performance is evaluated based on your work on the assignments listed in this syllabus, and your course grade is based on the points you accumulate during the semester. Use the table above to keep a record of your progress.

Note: Your assignment grades will be reduced by 5% for each day they are late. Submit your work on time, as laid out in the Course Schedule. If there are extenuating circumstances, please let the instructor know in a timely fashion to avoid penalty.

Please refer to the University Grading Policy for Graduate Courses for additional information about University grading policies.

The author would like to thank Beth Gazley, Sherine Jayawickrama, Aviva Argote, and John Franklin Hay for some of the ideas and assignments presented in this Course Syllabus.

Late Policy

Late Assignments will not be accepted. It is your responsibility to contact the instructor prior to the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline. The instructor will determine if alternative arrangements may be made.

Blank or Erroneous Assignment Submissions
It is your responsibility to ensure that you have uploaded the correct document to each assignment prior to the assignment due date. Please check your assignment submission immediately after uploading a file in Canvas to ensure that it contains content and is the correct file. If you notice an error, such as a blank or incorrect file, you must resubmit the assignment before the assignment due date. Similarly, you are responsible for ensuring that discussion forum initial posts are not blank and that any website URL submissions (such as links to documents, video recordings, etc.) have the correct sharing settings enabled so that they can be viewed by recipients. Any blank or erroneous submissions that you have not resubmitted by the assignment due date will receive a zero for the assignment.

Student Responsibilities and Conduct

1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
3. Students are responsible for monitoring their grades.
4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
   1. Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
   2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
   1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
   2. Penn State Values.

Tutor.com

Tutor.com is a 24/7 tutoring service that provides students with assistance in coursework, test preparation, research, writing, and more for various subjects. The tutors are subject-matter experts, and each student will have personalized one-on-one sessions with them. Students can schedule their own tutoring appointments to engage in interactive sessions that include a whiteboard and chat feature. The service can be utilized on any device that has Internet access. Students are encouraged to use the service throughout the semester.

You can access this service by selecting Tutor.com from your course navigation menu. Here you fill out a questionnaire and begin your tutoring session.

• Launch Tutor.com by choosing "Tutor.com" from the Course Navigation Menu.
• Choose the subject you're studying from the drop-down menu.
• From the subject drop-down menu, choose your course.
• Ask your tutor a question in the text box. If you're working with a document, such as a rough draft of a writing assignment, upload the file here as well.
• Click Get a Tutor, and a tutor will be assigned to you within two minutes.
• You will then enter a virtual classroom with your tutor. Here, the interactive whiteboard and chat features will be available. You will be able to talk to your tutor and use these tools. File sharing will also be available, allowing you and your tutor to review a document at the same time.
• After your session, please fill out the post-session survey to offer feedback on your experience.
• For a more detailed overview of Tutor.com, please watch the Access Tutor.com at Penn State World Campus video or read the How It Works guide. If you have any questions or need additional help logging in, please contact studentsupport@tutor.com.

Course Schedule

Note: All due dates reflect North American eastern time (ET).

The schedule below outlines the topics we will be covering in this course, along with the associated time frames and assignments. Note that assignments are due based on North American eastern time (ET). This ensures that all students have the same deadlines regardless of where they live.

• Course Length: 16 weeks

Note: If you are planning to graduate this semester, please communicate your intent to graduate to your instructor. This will alert your instructor to the need to submit your final grade in time to meet the published graduation deadlines. For more information about graduation policies and deadlines, please refer to Graduation at the Chaiken Center for Student Success.

Academic Integrity

According to Penn State policy G-9: Academic Integrity (for undergraduate courses) and policy GCAC-805 Academic Integrity (for graduate courses), an academic integrity violation is “an intentional, unintentional, or attempted violation of course or assessment policies to gain an academic advantage or to advantage or disadvantage another student academically.” Unless your instructor tells you otherwise, you must complete all course work entirely on your own, using only sources that have been permitted by your instructor, and you may not assist other students with papers, quizzes, exams, or other assessments. If your instructor allows you to use ideas, images, or word phrases created by another person (e.g., from Course Hero or Chegg) or by generative technology, such as ChatGPT, you must identify their source. You may not submit false or fabricated information, use the same academic work for credit in multiple courses, or share instructional content. Students with questions about academic integrity should ask their instructor before submitting work.

Students facing allegations of academic misconduct may not drop/withdraw from the affected course unless they are cleared of wrongdoing (see G-9: Academic Integrity or GCAC-805 Academic Integrity as appropriate). Attempted drops will be prevented or reversed, and students will be expected to complete course work and meet course deadlines. Students who are found responsible for academic integrity violations face academic outcomes, which can be severe, and put themselves at jeopardy for other outcomes which may include ineligibility for Dean’s List, pass/fail elections, and grade forgiveness. Students may also face consequences from their home/major program and/or The Schreyer Honors College.

How Academic Integrity Violations Are Handled
World Campus students are expected to act with civility and personal integrity; respect other students' dignity, rights, and property; and help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for oneself and others, as well as a civil community.

In cases where academic integrity is questioned, procedures allow a student to accept or contest/appeal the allegation. If a student chooses to contest/appeal the allegation, the case will then be managed by the respective school, college or campus Academic Integrity Committee. Review procedures may vary by college, campus, or school, but all follow the aforementioned policies.

All academic integrity violations are referred to the Office of Student Accountability and Conflict Response, which may assign an educational intervention and/or apply a Formal Warning, Conduct Probation, Suspension, or Expulsion.

Information about Penn State's academic integrity policy is included in the information that students receive upon enrolling in a course. To obtain that information in advance of enrolling in a course, please contact us by going to the Contacts & Help page.

Diversity, Equity, Inclusion, and Belonging

Equity at Penn State

The Pennsylvania State University is committed to and accountable for advancing diversity, equity, inclusion, and belonging in all its forms. Educational Equity's vision is a Penn State community that is an inclusive and welcoming environment for all.

Fostering Diversity, Equity, Inclusion, and Belonging

Diversity, equity, inclusion, and belonging (DEIB) is a foundational element of Penn State’s academic, research, and land-grant missions. Creating an environment that welcomes community members from all identities, backgrounds, and walks of life while providing equitable opportunities for all Penn Staters to thrive as their authentic selves is central to President Bendapudi’s vision for the University.

Diversity Statements

All courses in the MPA program strive to be inclusive communities, learning from the many perspectives that come from different backgrounds and beliefs. Our goal as a learning community is to be respectful to all—all students' learning needs should be addressed, and the diversity that students bring to the learning community should be viewed as a resource, strength, and benefit.

University Policies

Late Policy

Late Assignments will not be accepted. It is your responsibility to contact the instructor prior to the due date of an assignment if you are aware of extenuating circumstances that will impact your ability to meet a deadline. The instructor will determine if alternative arrangements may be made.

Blank or Erroneous Assignment Submissions
It is your responsibility to ensure that you have uploaded the correct document to each assignment prior to the assignment due date. Please check your assignment submission immediately after uploading a file in Canvas to ensure that it contains content and is the correct file. If you notice an error, such as a blank or incorrect file, you must resubmit the assignment before the assignment due date. Similarly, you are responsible for ensuring that discussion forum initial posts are not blank and that any website URL submissions (such as links to documents, video recordings, etc.) have the correct sharing settings enabled so that they can be viewed by recipients. Any blank or erroneous submissions that you have not resubmitted by the assignment due date will receive a zero for the assignment.

Student Success and Support Resources

The Chaiken Center for Student Success at Penn State World Campus guides you to the right resources and support you need–when you need them–along your academic journey. You can connect with peers and support teams to find direction, information, and networking opportunities. On the website, you'll find information and resources on many aspects of being a World Campus student:

• Finances—tuition, scholarships, and financial aid
• Inclusion and Wellness—diversity and inclusion, mental health services, disability accommodations, care and advocacy
• Enrollment and Registration—course planning, adding and dropping courses, and much more
• Course Work and Success—academic advising, tutoring, and other services
• Involvement and Opportunities—career resources, student organizations, internships, service, study abroad, and more

Following are some key resources.

Student Disability Services

Penn State welcomes students with disabilities into the University’s educational programs. Every Penn State campus has an office for students with disabilities, including World Campus. The Disabilities and Accommodations section of the Chaiken Center for Student Success website provides World Campus students with information regarding how to request accommodations, documentation guidelines and eligibility, and appeals and complaints. For additional information, please visit the University's Student Disability Resources website.

In order to receive consideration for reasonable accommodations, you must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with an accommodation letter. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. You must follow this process for every semester that you request accommodations.

Counseling and Psychological Services

If you have a crisis or safety concern, mental health services are available to you as a Penn State student. Crisis and emergency contacts are available, no matter where you are located:

• Anywhere in the United States: Call the Penn State Crisis Line at 1-877-229-6400 or text LIONS to 741741. You can also contact your local crisis services or hospital for emergencies.
• Outside the United States: Please contact emergency services in your current location. You can also use the International Crisis and Emergency Services listings.
• At University Park: Assistance is available at Counseling & Psychological Services (CAPS) locations on campus.
• At a Penn State branch campus: You can search for counseling information at your campus.

Military Student Information

Veterans and currently serving military personnel and/or dependents with unique circumstances (e.g., upcoming deployments, drill/duty requirements, VA appointments, etc.) are welcome and encouraged to communicate these, in advance if possible, to the instructor in the case that special arrangements need to be made.

Additional Policies

• Privacy Notice:

  In order to protect your privacy, course access is limited to those individuals who have direct responsibility for the quality of your educational experience. In addition to the instructor, a teaching assistant or college administrator may be provided access in order to ensure optimal faculty availability and access. World Campus technical staff may also be given access in order to resolve technical support issues.

• Student Responsibilities and Conduct:
  
  
  1. Students are responsible for online course content, taking notes, obtaining other materials provided by the instructor, taking tests (if applicable), and completing assignments as scheduled by the instructor.  As a general rule, students should plan on logging into the course at least three times per week and spending at least three hours per course credit per week on the course, e.g., if the course is three credits, the student should plan on spending at least 9-12 hours per week on the course, just as they would in a residence course.
  2. Students are responsible for keeping track of changes in the course syllabus made by the instructor throughout the semester.
  3. Students are responsible for monitoring their grades.
  4. Students must contact their instructor (and teammates when working on any collaborative learning assignments) as soon as possible if they anticipate missing long periods of online time due to events such as chronic illnesses, death in the family, business travel, or other appropriate events. The instructor will determine the minimal log on time and participation required in order to meet course responsibilities. In the event of other unforeseen conflicts, the instructor and student will arrive at a solution together.
     1. Instructors may require students to provide documentation with the class absence form or other written notification for events such as illness, family emergency, or a business-sanctioned activity.
     2. Conflicts with dates on which examinations or assignments are scheduled must be discussed with the instructor or TA prior to the date of the examination or assignment.
  5. Students are responsible for following appropriate netiquette (network etiquette) when communicating with their instructor and classmates. For reference, see the Academic Success Kit.
  6. Behaviors that disrupt other students’ learning are not acceptable and will be addressed by the instructor.
  7. For severe and chronic problems with student disruptive behavior, the following will be applied for resolution:
     1. Senate Committee on Student Life policy on managing classroom disruptions: Office of Student Accountability and Conflict Response.
     2. Penn State Values.
• Report Bias:

  Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage.