SPEA-K 300 Statistical Techniques (3 cr



“Far and away the best prize that life offers is the chance to work hard at work worth doing.”- Theodore RooseveltPA 631 Fundraising and Volunteer AdministrationUniversity of Southern Indiana, Department of Political Science and Public AdministrationCOURSE SYLLABUSSpring 2015Class Time: T 6:00-8:45 PMInstructor: Trent Engbers, Ph.D.E-mail: taengbers@usi.edu Phone: 477-1432 (Home)Office: 3rd Floor Liberal Arts BuildingMailbox: LA 3062Classroom: LA 1003Phone: 465-1130 (Office)Office Hours: T/TH 1:30-2:30; W 5-6 I am of the tradition that office hours are an antiquated concept. My preference would be to be more widely available to you. Please feel free to reach out at any time to schedule a meeting. My goal is to be very flexible in making myself available to you. Course Description:An analysis of fundraising strategies and the management of volunteers in government agencies and nonprofit organizations. This course teaches students the theories and techniques of resource development. This includes the best practice of volunteer management. Fundraising topics will include the fundraising tradition in the U.S., principal donor types, theories of donor behavior, and the organizational, legal and ethical contexts of fundraising. Students learn basic fundraising tools, including planning, grant writing, special events, major gifts, planned giving, and capital campaigns. Students work as volunteer consultants with nonprofit partners to analyze their current fundraising strategies and materials and help them develop new ones. Course Objectives:By the end of the course, you will be able to:Follow appropriate ethical practices in fundraising.Develop tools useful in screening and placing volunteersConduct a fundraising assessmentIdentify different sources of funds and use the sources that are most useful for a given nonprofit organization.Implement and evaluate a wide range of fundraising strategiesDesign an effective fundraising plan.Required Texts/ Materials:Temple, Sieler and Aldrich (2011). Achieving Excellence in Fundraising. (3rd Ed.) San Francisco: Jossey-Bass. Association of Fundraising Professionals Code of Ethics: readings as assignedBlackboard:I encourage you to use blackboard to share and collaborate with your classmates. I will use it to post required readings not found in the textbook. I will also use the grade book function to communicate with you some but not all of your grades. Class announcements will also be distributed through blackboard. All assignments should be submitted to me in hardcopy and questions should be directed to me through phone (preferred) or e-mail. Classmates:I encourage you to take time during the first class to gather the names and phone numbers of at least two of you classmates and write them below. If you miss class, this should be your first step in catching up. Though I am happy to sit down with you and reteach the information AFTER you have received notes from a classmate. Class Policies:Cheating and plagiarism will not be tolerated. These infractions found in the Statement of Student Rights and Responsibilities. If I determine that you have violated the universities standards of academic honesty. Your name will be forwarded on to the Provosts Office and you will receive a 0 on the assignment with no opportunity to redo it. Copying without citation any portion of your work from other students work, the internet, or textbooks and the use of electronic devices for storing information to be used in a dishonest way are particularly serious offenses. This does not preclude you from working with others to discuss your projects and course material. Two common problems include:*Working together (which is encouraged) and submitting answers with identical or near identical answers (which is cheating) & Coping from the internet without citation. Laptops and Electronic Devices: In Spring 2010, The Department of Political Science and Public Administration passed a classroom ban on laptops, cell phones, and other electronic devices. All electronic devices must be turned off and stowed in your backpack or briefcase at the start of class, unless approved for a scheduled class activity. In exceptional circumstances, you may leave your cell phone set to “vibrate” during class. However, you must clear this with your instructor prior to the beginning of class. There are few things that I found more rude than ringing cell phones. If you cell phone rings during class, you will be asked to leave for the remainder of class.Late assignments will be penalized one letter grade per business day (10%) unless given PRIOR approval by the instructor for extenuating circumstances. Attendance is not required but it is difficult to do well without attending.There will be no incomplete grades except under extraordinary circumstances with the appropriate documentation, in accordance with the University of Southern Indiana Academic Handbook.Final Grades: In accordance with graduate school policy, you must earn a C or better to pass this course. If you have a disability for which you may require academic accommodations for this class, please register with Disability Resources (DR) as soon as possible. Students who have or who receive an accommodation letter from DR are encouraged to meet privately with course faculty to discuss the provisions of those accommodations as early in the semester as possible. To qualify for accommodation assistance, students must first register to use the disability resources in DR, Orr Center Rm. 095, 812-464-1961 . To help ensure that accommodations will be available when needed, students are encouraged to meet with course faculty at least 7 days prior to the actual need for the accommodation.Course Evaluations: Course evaluations are an integral part of the teaching and learning process.? At the University of Southern Indiana, course evaluations are used for many purposes.? These purposes include curriculum and assignment review, course structure changes, changes in instructional delivery as well as the university’s evaluation of, and continuous improvement efforts for, faculty and faculty development initiatives.? Please complete the course evaluations for this course with care, thought and attention toward the improvement of the class, the faculty and the university community overall.Grades posted on blackboard are not the official records of your grades, but can be used to confirm that the grade that I hand back to you matches the grade in my personal grade book. Please save all assignments in case there is a discrepancy.This syllabus is our contract and will only be changed with explicit consent of the majority of students. Assignments/ Grading:Course grades will be assigned based upon the following distribution:Class Participation+Reading Memo and Response Prompts20%Ethics Case Analysis15%Volunteer Management Assignment15%Fundraising Plan50%Reading Memos (Estimated length 1 ? -2 single space pages)Once during the semester, you will be assigned a class to write a memo and lead the course discussion. Your memo should highlight the main points of that week’s reading, but more important should integrate the readings for that week into an original argument. What do you agree with? With what do you disagree? What are the implications of the assigned readings for that week? The purpose of this memo is to prompt discussion and debate among your classmates, so the more thought provoking the better. You need to post your memo to blackboard by 5:00 PM on the Saturday before the assigned class. You will then be responsible for leading the class discussion for a portion of the class period. For whatever reason, if you must miss class on the day you are assigned to do a presentation, you must contact me 12 hours before the scheduled presentation. Failure to do so will result in a zero for the entire assignment. Reading Memo Responses(Estimated length ? page)One or two of your classmates will post a reflection on Blackboard on the Saturday before class. You should read these reflection memos and respond on blackboard with a half page response by Monday at noon. This response is an opportunity for you to agree/disagree/offer an alternative opinion. It is also an opportunity to demonstrate that you have read the readings. These responses will help guide our class discussion so should be given some thought. You will do this FIVE times over the course of the semester.Ethics Case StudyEthics assignment: Choose a partner. Each of you should write a letter to “Ask the Nonprofit Ethicist,” describing an ethical dilemma. You should then share your questions and then both of you will answer each question (the question you asked and the question that your partner asked). The format can follow the format of the columns (e.g. ), except you should give a longer answer, and you should cite the AFP code, which the columns do not do. The length should be 2-3 pages (single spaced pages) Make sure you cite the appropriate standards and guidelines from the Association of Fundraising Professionals Code of Ethical Principles and Standards. This assignment counts as 15% of your final grade. In grading this, I will be looking at four criteria:Did you come up with a real ethical dilemma – a question for which there isn’t an obvious answer?Is the answer well thought out? Did you look at the dilemma from more than one side, and consider a range of perspectives and solutions? Do you explain how one could practically carry out your solution?Did you refer to one or more rules within the AFP Code, and explain specifically how those rules applied to your question?Is the writing clear and well-organized?If you’re not sure about some aspect of this assignment, feel free to e-mail me.Volunteer Assignment: Think of an agency for which you have worked or would like to work. Choose 2 of the following volunteer management assignments to complete for this agency. Job Description: What is a pressing need that could be met by volunteers for that agency. Develop a job description for that position. This assignment includes two components. The first component is the job description itself. It should minimally include qualifications, responsibilities, working conditions, expectations about hours and length of service, training requirements, supervision, information about contact with clients and other volunteers, and contact information for questions. The second portion should include a 1 page summary of how you would use the job description. Consider how it might be used for recruitment, as a volunteer contract and with supervision and evaluation. Application: Design a volunteer application. Keep in mind that a good volunteer application serves two purposes: 1) assists with screening and 2) helps place volunteers in the appropriate volunteer role. The application should minimally include personal contact information for the applicant, but more importantly should be carefully tailored to a specific agency’s volunteer needs. Like with the job description, you should accompany your application form with a 1 page summary that explains how you will use the application. Consequently, you will need to be specific about what types of screening you will use and how the form helps achieve these and what the volunteer needs are and how the form will help place volunteers in the appropriate role. One strategy to place volunteers is to ask them where they want to go. I would encourage you to move beyond this to consider what characteristics make a person successful in each volunteer role. Volunteer Recognition: Develop a volunteer recognition and retention program. The program should pay attention to different types of volunteers (episodic, long term, service, policy, etc). Consider which strategies are most likely to appeal to which types of volunteers. Develop a minimum of 4 or 5 strategies that you will utilize. Describe the strategies in depth and be sure that you are considering recognition in its broadest possible context (e.g. for example some volunteers may not want to be publically recognized but rather receive increasing levels of responsibility). In the course of the program design, be sure to explain your rational for the choices that you have made. Evaluation: Develop an employee evaluation. This is an evaluation that you can use to evaluate an employees impact AND performance. To this end, the evaluation should be somewhat tailored to a specific type of volunteer. The best volunteer evaluations are formative (as opposed to summative), so design the evaluation in such a way that it might be used to improve performance. Think about both goals and competencies as well as volunteer satisfaction as reasonable aspects of a volunteer to be evaluated. The evaluation should be accompanied by a 1 page summary that explains how you would use the evaluation. You might think about the who, what, when, where and why of evaluation in this discussion. Fundraising PortfolioStudents (working in teams) will be required to undertake a minimum of nine of the 14 portfolio assignments listed below in collaboration with one of the many nonprofits that have expressed an interest in partnering with students in this class on the assignments. That means the executive directors and/or board presidents have agreed to (a) cooperate with you, (b) make relevant information available (see the Appendix) in a timely manner so that you can carry out the assignments (recognizing that some information may be too sensitive to share), and (c) provide feedback on the utility of the portfolio that you develop. Alternatively, the assignments may be completed for a nonprofit you already have a well-established relationship with and that agrees to collaborate with you in completing the assignments as outlined in the Appendix. Please adhere by these guidelines and do not contact other nonprofits on your own without prior approval. Complete all required assignments (#1, #2, #3), at least three (preferably all) of the high priority assignments (#4, #8, #9, #13, #14), and one or more of the optional assignments, for a total of nine assignments. You may complete more than nine assignments, in which case only the top nine will count towards the course grade. The final draft of this assignment will count toward 50% of your final grade. You will be given a chance to evaluate your group so each individual score may vary.Summary Descriptions 1. Prepare a revenues profile and a philanthropic gift profile for the organization and explain how and why they differ from comparative statistics. Required. 2. Review the organization's mission statement in terms of how well the organization's values are represented (or write such a mission statement if none is available) and identify its constituency groups. Required. 3. Revise or write a case statement for the organization's annual fund. Required. 4. Construct a gift range chart for the annual fund goal. If possible, prepare an analysis of the actual gift size distribution for the annual fund. High Priority. 5. Assess the role of the organization's board in fund development. High Priority. 6. Write a letter of inquiry to a foundation or corporation that is a valid prospective donor to the organization, making the case for support for the organization. Optional. 7. Based on #6 above, prepare a 5-10 minute presentation to the grants committee to the respective foundation or corporation, making the case for support. Optional. 8. Revise or write a direct mail letter (for purposes of donor acquisition, gift renewal or gift upgrade) asking for gifts to the organization. Optional. 9. Write a plan for how the organization can expand its donor base and attract new donors. High Priority. 10. Assess how the organization seeks to retain and develop its base of current donors - how it renews donors and asks for increased gifts; what it does to solicit major gifts and planned gifts. High Priority. 11. Develop a solicitation plan for a prospective major donor to the organization. Optional. 12. Complete a "test for readiness" for a capital campaign for the organization and an assessment of its readiness to start such a campaign (or, if the organization has completed a capital campaign within the past 15 months, prepare an analysis of the results based on the "test for readiness" elements). Optional. 13. Evaluate the organization's planned giving program in terms of effectiveness and opportunities for expansion or improvement (or design a start-up planned giving program for the organization, if no plan is in place). Optional. 14. Undertake a fundraising budget analysis to assess the efficiency and effectiveness of at least one component of the organization's fundraising effort. High Priority. 15. Develop a donor management software analysis for your organization. Optional. DateTopicGuest SpeakerReadings DueAssignments Due13-JanIntroduction to Service Learning/ Fundraising ActorsNoneAEF 24, 25, 27Review information available at Board Source: IS Panel on the Nonprofit Sector, Principles for Good Governance and Ethical Practice (pp. 13-19). Available online at: uploads/Accountability_Documents/Principles_for_Good_Governance_and_Ethical_Practice.pdf Lindahl, W. E. (2010). Principles of Fundraising: Theory and Practice. Sudbury, MA: Jones and Bartlett Publishers. Pages 191-237.20-JanIntroduction to Professional FundraisingNoneAEF Chapters 1-5TechSoup: For a comparison chart of donor databases, see Giving USA and Blackbaud Index of Charitable Giving (see overview and selected industries, available online at bb/index/blackbaud-index.aspx).27-JanEthics/Legal IssuesJean Blanton – Ziemer Stayman Weitzel & ShouldersAEF Chapters 35-36Read prior to class and bring a copy of the following articles to class:Association of Fundraising Professionals Code of Ethics, on-line at Panel on the Nonprofit Sector, Principles for Good Governance and Ethical Practice (skim the rest). Available online at: uploads/Accountability_Documents/Principles_for_Good_Governance_and_Ethical_Practice.pdf3-FebTypes of DonorsJane Michele McClure – Habitat for HumanityAEF Chapters 12-13Walker, J. I. (2012). A Fundriasing Guide for Nonprofit Board Members. Hoboken: John Wiley and Sons. Pg 241-251Lindahl, W. E. (2010). Principles of Fundraising: Theory and Practice. Sudbury, MA: Jones and Bartlett Publishers. Pages 21-45.The Center on Philathropy (2009). Understanding Donor’s Motivation. (Study the executive summary in depth and skim the rest).Leonhardt, David. 2008. “What Makes People Give?” New York Times, March 9, 2008. Slyke and Brooks, “Why Do People Give?” American Review of Public Administration 35 (3):199-222 (2005): ( Plan 1, 2, and 310-FebAnnual Fund/ Direct MailTBDAEF Chapters 6, 18-20, 22Fundraising Effectiveness Project, report, “Plugging the Leaks: Losses Now Outpacing Gains in Latest FEP Study.” Read the following page and download the full report if you are interested: Audiences/ReportsResearchDetail.cfm?ItemNumber=4559. The Center on Philanthropy at Indiana University, The American Express Charitable Gift Survey (2007): ? Blackbaud Index of Charitable Giving (see selected vehicles): Main page: bb/index/blackbaud-index.aspx).Article on vehicles: Assignment17-FebMajor Donors/ Prospect ManagementAndrea Gentry – USI FoundationAEF Chapters 7, 11, 23, 30Schervish & Havens, “The Mind of the Millionaire: Findings from a National Survey of Wealth with Responsibility.” New Directions in Philanthropic Fundraising 32 (Summer, 2001): 7-21: : “Inclination, Obligation and Association.” (Critical Issues, Ch. 8, 110-138): , T & Schaff, D (1999). The Fundraising Planner. San Fransisco: Jossey-Bass. Pg 78-91.24-FebCapital CampaignsTBDAEF Chapter 8Klein, K. 2011. Fundraising for Social Change. San Fransico: Jossey-Bass. Pg 317-339.3-MarPlanned GivingScott Wylie, Vanderburgh County Community FoundationAEF Chapter 9Rooney and Tempel: “Repeal of the Estate Tax and Its Impact on Philanthropy” Nonprofit Management & Leadership 12 (2, 2001): 193-211: Planned Giving Design Center, review descriptions of various instruments available at pgdc/technical-report (Be familiar with the different instruments and their uses.Fundraising Plan 3 Parts10-MarSpring BreakNo ClassNo Class17-MarSpecial Events FundraisingTBDAEF Chapter 21Ciconte, B.L. & Jacob, J. G. (2009). Fundraising Basics. Sudbury, MA: Jones and Bartlett: Pg 265-31524-MarAssessment DayNo ClassNo Class31-MarGrant WritingTBDFoundation Center Proposal Writing Short Course: Center Proposal Budgeting Basics: of Federal Domestic Assistance – Developing and Writing Grant Proposals: Management Trends, Types, Baranyi, E. E. (2011). Volunteerism and Charitable Giving among the Millennial Generation: How to Attract and Retain Millennials. Culp III, K., & Nolan, M. (2000). Trends Impacting Volunteer Administrators in the Next Ten Years. Journal of Volunteer Administration, 19(1), 10-19. Clary, E. G., Snyder, M., & Stukas, A. A. (1996). Volunteers' motivations: Findings from a national survey. Nonprofit and Voluntary Sector Quarterly, 25(4), 485-505. Herman, R. D., & Renz, D. O. (2000). Board practices of especially effective and less effective local nonprofit organizations. The American Review of Public Administration, 30(2), 146-160. Bussell, H., & Forbes, D. (2002). Understanding the volunteer market: The what, where, who and why of volunteering. International Journal of Nonprofit and Voluntary Sector Marketing, 7(3), 244-257.Fundraising Last 3 Parts14-AprVolunteer Management Systems and Processes and LiabilityGraff, L. (2000) “It's Never Over: Ongoing Screening of Volunteers and Paid Staff” e-Volunteerism: The Electronic Journal of the Volunteer Community. 1(1). Safrit, R. D. & Merrilll, M. (1998). “Assessing the Impact of Volunteer Programs.”The Journal of Volunteer Administration, 16(4): 5-10. Hager, M. A. (2004). Volunteer management practices and retention of volunteers. . Hobson, C. J., Rominger, A., Malec, K., Hobson, C. L., & Evans, K. (1997). Volunteer-friendliness of nonprofit agencies: Definition, conceptual model, and applications. Journal of Nonprofit & Public Sector Marketing, 4(4), 27-41. Webster, M. W., & Whitman, J. (2008). Who's lending a hand? A national survey of nonprofit volunteer screening practices. The National Center for Victims of Crime, Washington, DC (2008, April).21-AprWorkshop DayMostly Final Fundraising Plan28-AprBringing it all together - Resource ManagementDepending on the classVolunteer Management Assignment5-MayFinal PresentationsGroup PresentationsFinal Fundraising Plan ................
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