SF State
Instructor:
P A 744: Nonprofits, Public Policy and Society (Units: 3) San Francisco State University
Spring 2016 Fridays, 6pm to 8:45pm Downtown Campus, 677
Kevin Hickey,Phone: 415-336-7123Email: [email protected]
Office hours Fridays, 5:15pm to 5:55pm; other times by appointment
Course Description
Nonprofit corporations and unincorporated voluntary associations play an essential role in creating and implementing public policy in the United States. Organizations in the nonprofit sector engage the public sector in a variety of ways. Nonprofits work to change laws and regulations at the local, state, and Federal levels of government. Government agencies contract and issue grants to nonprofit organizations, to help implement tax-supported policies. Research and analyses conducted and disseminated by nonprofits help public officials make better informed decisions.
In the U.S., the nonprofit sector helps mediate relations between government and the governed.In an era of widespread public skepticism and estrangement from institutions of representative democracy, private nonprofit corporations and voluntary associations facilitate collective action by citizens seeking more effective representation of their interests. As candidates and incumbents invest ever more in mass advertising and public opinion polls, instead of talking with the public, nonprofits help refine public preferences, and promote discussion between constituents and those in power. As government tries to improve its policies and programs, nonprofits offer flexible and innovative organizational resources for implementation. Tax- supported programs are strengthened by government partnerships with private nonprofit organizations, and mobilize the knowledge and resources of nonprofit governing boards, staff, and volunteers for public purposes.
This course introduces students to knowledge and ideas about the roles and functions of private nonprofit organizations in public policymaking and implementation. The course augments the conceptual tool kit of those who manage and lead nonprofits that are—or might someday become—part of the public policy process.
Course Objectives
1. Provide an introduction to the nonprofit and philanthropic sectors, with a focus on their relationships with the governmental and for-profit sectors2. Explore the evolution of the nonprofit sector in the United States, from its historical underpinnings to contemporary understandings3. Illustrate the impacts that policies have on the nonprofit and philanthropic sectors, as well as the impact nonprofit organizations and philanthropy can have on policy4. Provide a foundation for understanding ongoing issues in debates on nonprofits, policy and society, including public support, accountability, advocacy, civic engagement, service provision and implications for democratic governance5. Provide a framework students can use to develop advocacy capacity and strategy for community-based organizations improve public policy on behalf of their constituents
2
Student Learning Outcomes
1. Explain how public policy participation can serve nonprofit missions, and explain ways that nonprofits shape and implement public policy;
2. Explain a variety of forms and functions of nonprofit advocacy, including community organizing, policy research, lobbying, media relations, coalition-building, and other types of collective action for policy change;
3. Propose plans, strategies, and methods for increasing organizational capacity for effective participation in public policy;
4. Suggest leverage points for nonprofit participation in the policy process;5. Use knowledge from this course to understand and evaluate independent readings and
observations of nonprofit involvement in public policy, and demonstrate writing and oratory skills required for developing advocacy plans and ethical participation in public policy activities;
Course Organization and Approach
The course will include lectures, assigned and independent reading, field research, class discussion, case studies, small-group work, and student presentations. The instmctor will give lectures and lead discussions. Students are expected to contribute knowledge, information, and well-reasoned ideas. Student contributions may draw from independent reading, field research, prior studies, and personal experience.
Instructor Expectations
1. Bring high expectations for yourself and your instructor2. Prepare for the class with curiosity, passion and interest3. Be respectful of others and their views4. Speak up when you disagree5. Ask questions when you don’t understand6. Step up/step back7. Act in accordance honesty, integrity and excellence8. Build the respect of your peers and your instmctor9. Different levels of preparedness, including prior experience and general scholastic ability,
and various competing priorities with school and work - be accountable for doing yourwork
10. Instmctor as teacher, facilitator and coach
Required Readings
All required readings for this course including articles, course commentaries, and cases are available at course ILEARN or online at designated websites.
There is no required textbook for this course.
3
Grading
Course grades will be based on:
AssignmentSession
DuePercent of
GradeNonprofit organization participation in public policy paper 3 10Public policy paper 4 15SPARC Public Policy Advocacy Self-Assessment 11 20Advocacy campaign plan and oral presentation 14 35Class engagement ongoing 20Total 100
All papers should be 12 point font, doubled-spaced with standard 1” margins. Cover sheets are not necessary, but do include your name, assignment name, and a title for the assignment on page one. Grades will be reduced for assignments submitted late. Grades will be reduced by one full letter grade (e.g., from a B+ to C+) for each week or fraction thereof past due.
Instructor
Kevin Hickey's career is built on helping marginalized youth and families achieve self- sufficiency. Working with nonprofit service agencies and public policy advocacy groups, he currently serves as Director of High School and Bridge Programs at Jewish Vocational Service, and on the Steering Committee for the Community Coalition for the Children’s Fund. Kevin holds a B.A. in Psychology from San Francisco State University and a Master of Nonprofit Administration from the University of San Francisco, where he teaches social change advocacy courses. Kevin is a proud veteran of the United States Navy.
https://www.linkedin.com/in/kevinphickey
Session 1 (1/29/16) - Course overview, and nonprofit organizations in the United States and California
Required Reading
Michael O’Neill. Nonprofit Nation: A new look at the Third America. Chapter 1. Jossey-Bass, 2002. (ILEARN)
Urban Institute Nonprofit Sector in Brief 2015http://www.urban.org/research/publication/nonprofit-sector-brief-2015-public- charities - givin g- and-volunteerin g
Causes Count: The Economic Power of California's Nonprofit Sector (2014), Part 1, pages 1 - 1 1http://www.calnonprofits.org/images/downloads/causes-count-808.pdf
4
Suggested Reading (optional)
Salamon, Lester M., Editor. The State of Nonprofit America, Washington, DC: Brookings Institution Press, 2012.
Carol Silverman. San Francisco’s Nonprofit Sector. Institute for Nonprofit Organization Management, University of San Francisco, 2009. http://www.calnonprofits.org/images/downloads/SanFrancisco.pdf
National Center of Charitable Statistics http://nccs.urban.org/statistics/index.cfm
Independent Sectorhttp://independentsector.org/our sector
Alliance for Justice http://www.afi.org/
Bolder Advocacy http://bolderadvocacv.org/
National Council of Nonprofits http://www.councilofnonprofits.org/
Session 2 (2/5/16) - Themes and ideas on nonprofits, conceptualizing advocacy and public policy, and nonprofits role in public policy
Required Reading
Peter Frumkin. On being nonprofit: a conceptual and policy primer. Chapter 1 The idea of a nonprofit and voluntary sector. Harvard University Press, 2005. Available electronically at SFSU library.
Peter Frumkin. On being nonprofit: a conceptual and policy primer. Chapter 2 Civic and political engagement. Harvard University Press, 2005. Available electronically at SFSU library.
Michael O’Neill. Nonprofit Nation: A new look at the Third America. Chapter 2. Jossey-Bass, 2002. (IFEARN)
Tsujinaka, Y., Smith, S. R., & Pekkanen, R. (2014). Nonprofits and Advocacy (Introduction). Baltimore, Maryland: Johns Hopkins University Press. Available electronically at SFSU library.
5
Suggested Reading (optional)
Herrington J Bryce. Nonprofits as Social Capital and Agents in the Public Policy Process: Toward a New Paradigm. Nonprofit and Voluntary Sector Quarterly 2006; 35; 311(ILEARN)
Session 3 (2/12/16) -Advocacy Progress Planner (an online tool for advocacy planning), and nonprofits participation in public policy
Required Reading
Familiarize yourself with the Advocacy Progress Planner http ://planning.continuouspro gres s. or g/
Advocacy Progress Planner component definitions (ILEARN)
Course Commentary: “Modeling the Policy Process.” (ILEARN)
Tsujinaka, Y., Smith, S. R., & Pekkanen, R. (2014). Nonprofits and Advocacy 0Chapters 1 and 10). Baltimore, Maryland: Johns Hopkins University Press. Available electronically at SFSU Library.
David Arons. “The Meaning and Actions of Advocacy” in Impacting Social Policy: Understanding Advocacy. The Nonprofit Quarterly, 2005. (ILEARN)
Lester M. Salamon and Stephanie Lessans Geller. “Nonprofit America: A Force for Democracy?” Listening Post Project, Communique No. 9. John Hopkins University, Center for Civil Society Studies, 2008. http://ccss.ihu.edu/wp- content/uploads/downloads/2011/09/LP Communique9 2008.pdf
Written Assignment: Nonprofit organization participation in public policy
Write a two-to-three page paper describing one nonprofit organization's participation in public policy at the federal level, linking the example to course readings. Describe the organization’s efforts to influence or implement a federal government program, law, regulation, statute, ordinance, mie, or tax- supported service. It may be based on any reliable source. For example, you might leam about that nonprofit's efforts from the newspaper, the Internet, a book, your personal experience or observations, or someone you call, visit, or interview. Submit assignment by the start of session 3. Be prepared to discuss during class.
6
Suggested Reading (optional)
Sample Advocacy Plan: Tax Aid Advocacy Plan & Logic Model (ILEARN)
Stephanie Lessans Geller and Lester M. Salamon. “Report on the Listening Post Project Roundtable on Nonprofit Advocacy and Lobbying (Washington, DC)” Listening Post Project, Communique No. 13. John Hopkins University, Center for Civil Society Studies, 2009. http://ccss.ihu.edu/research-proiects/listening- post/listening-post-publications/
Chelsea Newhouse. “Report on the Listening Post Project Roundtable on Nonprofit Advocacy and Lobbying (Chicago, IL)” Listening Post Project, Communique No. 18. John Hopkins University, Center for Civil Society Studies, 2010. http://ccss.ihu.edu/research-proiects/listening-post/listening-post- publications/
Hillary Beizer. “Building Advocacy from Within: Report on the West Coast Listening Post Project Roundtable on Nonprofit Advocacy and Lobbying. John Hopkins University, Center for Civil Society Studies, 2011. http://ccss.ihu.edu/research-proiects/listening-post/listening-post-publications/
Katia Balassiano and Susan M. Chandler. The Emerging Role of Nonprofit Associations in Advocacy and Public Policy: Trends, Issues, and Prospects Nonprofit and Voluntary Sector Quarterly 2010 39: 946. (ILEARN)
Kelly LaRoux. Nonprofits as Civic Intermediaries: The Role of Community- Based Organizations in Promoting Political Participation. Urban Affairs Review Volume 42 Number, January 2007 410-422. (ILEARN)
Session 4 (2/19/16) - Theories and strategies for effective policy change, policy papers, selection of group project teams
Required Reading
Pathways for Change: 10 Theories to Inform Advocacy and Policy Change Efforts, Center for Evaluation Innovation, October 2013http://www.evaluationinnovation.org/sites/default/files/Pathwavs%20for%20Change.pdf
Julia Coffman and Tanya Beer. The Advocacy Strategy Framework: A tool for articulating an advocacy theory of change (2014), Center for Evaluation Innovationhttp://www.evaluationinnovation.org/sites/default/files/Adocacv%20Strategv%20Framework.pdf
7
Written Assignment: Public policy paper
Write a three to four page paper on one public policy issue. Identify and describe the issue. What existing public policy is in place? What, if any, changes need to be made to public policy in this area? Which nonprofit groups are working in this policy area? Submit your assignment by the start of session 4. Be prepared to discuss during class.
Suggested Reading (optional)
Robert Draper. Inside the power of the N.R.A. New York Times. December 12, 2013 http://www.nvtimes.com/2013/12/15/magazine/inside-the-power-of-the- nra.html ?smid=tw-nvtimes& r=2&
Extreme voices: Interest groups and the misrepresentation of issue publics. http://ioumalistsresource.org/studies/politics/polarization/extreme-voices-interest- groups-misrepresentation-issue-publics?utm source=JR- email&utm medium=email&utm campaign=JR-email#sthash.cSBrrzbL.dpuf
Session 5 (2/26/16) -Nonprofit sector-wide trends and public policy issues
Required Reading
National Council of Nonprofits, 2015 public policy agenda https://www.councilofnonprofits.org/public-policv-agenda
Nine Key Trends Affecting the Charitable Sector. Independent Sector, 2015. https://www.independentsector.org/uploads/ninetrends.pdf
David LaPiana. Convergence: How Five Trends Will Reshape the Social Sector. The James Irvine Foundation, 2009.http://www.issuelab.org/resource/convergence how five trends will reshape th e social sector
Session 6 (3/4/16) -Describing and counting public policy problems
Required Reading
Course commentary “policy problems” (IFEARN)
Rourke F. O’Brian & David S. Pedulla. “Beyond the poverty line.” Stanford Social Innovation Review. Fall 2010 http://ssir.org/articles/entrv/bevond the poverty line
8
Counting the unemployed http://www.bls.gov/cps/cps htgm.htm
Suggested Reading
Eugene Bardach. A Practical Guide for Policy Analysis: The Eightfold Path to More Effective Problem Solving, 4th Edition. CQ Press College, 2011.
Stone, Deborah. Policy Paradox: The Art of Political Decision Making, W.W. Norton, 2011.
Public Policy Institute of California. The California Poverty Measure: A New Look at the Social Safety Net, October 2013 http ://www.ppic. org/main/publication. asp ?i= 1070
Session 7 (3/11/16) - Private wealth, philanthropy and public policy
Required Reading
Andrew Carnegie. The Gospel of Wealth. The New York Co., 1901. https://plav.google.com/books/reader?id=q5ALvRp61wgC&printsec=frontcover &output=reader&hl=en&p g=GBS.PA6.w.2.0.0
Gara LaMarche. Democracy and the Donor Class. Democracy, Issue #34, Fall 2014http://www.democracviournal.org/34/democracv-and-the-donor-class.php?page=all
Peter Dobkin Hall. Philanthropy & the Nonprofit Sector. Daedalus, Spring 2013. https://www.amacad.org/content/publications/pubContent. aspx?d=1049
9
Session 8 (3/18/16) - Legal framework for nonprofit engagement in public policy
Required Reading
Worry-Free Lobbying for Nonprofits: How to use the 501(h) Election to Maximize Effectiveness. Washington, D.C.: Alliance for Justice, 2011. http://www.bolderadvocacv.org/wp- content/uploads/2012/02/worry free lobbving.pdf
Comparison of 501(c)(3)s, 501(c)(4)s, and Political (527) Organizations. Alliance for Justice. http://bolderadvocacv.org/wp-content/uploads/2012/10/The- Connection p6 Chart pavwall.pdf
Election Checklist for 501(c)(3) Public Charities: Ensuring Election Year Advocacy Efforts Remain Nonpartisan. Alliance for Justice. http://bolderadvocacv.org/wp-content/uploads/2012/05/Election Checklist for 501c3 Public Charities.pdf
Janelle A. Keriin and Elizabeth J. Reid. “The Financing and Programming of Advocacy in Complex Nonprofit Structures,” Nonprofit and Voluntary Sector Quarterly 39 (2009): 802-824. (ILEARN)
SPRING BREAK - 3/25/16
Session 9 (4/1/16) - The role of nonprofits in the implementation of public policy
Required Reading
10
Beyond the Win: Pathways for Policy Implementation. Center for Evaluation Innovation, Atlas Learning Project, January 2016.http://orsimpact.com/wp-content/uploads/2016/01/BEYOND The WIN.pdf
Peter Frumkin. On being nonprofit: a conceptual and policy primer. Chapter 3 Service Delivery. Harvard University Press, 2005. Available electronically at SFSU Library.
Sarah L. Pettijohn and Elizabeth T. Boris. Contracts and Grants between Nonprofits and Government (brief). Urban Institute, December 2013. http://www.urban.org/UploadedPDF/412968-Contracts-and-Grants-between- Nonprofits-and-Govemment.pdf
Sarah L. Pettijohn, Elizabeth T. Boris, and Maura R. Farrell. National Study of Nonprofit-Govemment Contracts and Grants 2013: State Profiles (see California) http://www.urban.org/UploadedPDF/412949-National-Studv-of-Nonprofit- Govemment-Contracts-and-Grants-2013.pdf
Session 10 (4/8/16) - No class
There is no class session this date. Complete the required reading below, and conduct field interview(s) to complete written assignment due session 11
Required Reading
“Building Capacity for Public Policy” in State Policy Action Resource Center (SPARC) Tool Kit. Washington D.C: National Council of Nonprofit Associations, Fall 2004.http://www.northlandfdn.org/convening/keeleyl 110/Civic%20Engagement/Public PolicvCapacitv.pdf
Session 11 (4/15/16) - Building organizational capacity for engagement in public policy
Written Assignment: SPARC Self-Assessment tool
Complete the State Policy Action Resource Center’s Public Policy Advocacy Self-Assessment tool on one nonprofit organization (see page 5 of SPARC Tool Kit), include an additional three to four page paper identifying the organization assessed, key sources of information, and an analysis of findings. Submit your assignment by the start of session 11. Be prepared to present and discuss during class.
Suggested Readings (optional)
11
Advocacy Capacity Tool. Alliance for Justicehttp://bolderadvocacv.org/tools-for-effective-advocacv/advocacv-capacitv-tool
Session 12 (4/22/16) - To be determined based on class need, student interest, etc.
Readings TBD
Session 13 (4/29/16) - Ethical considerations in nonprofits and public policy advocacy
Required Reading
Smart and Ethical Principles and Practices for Public Interest Lobbying (report), Center for Lobbying in the Public Interesthttps://www.councilofnonprofits.org/sites/default/files/documents/SEPP ReportL INAL.pdf
Smart and Ethical Principles and Practices for Public Interest Lobbying (Benchmarking Chart), Center for Lobbying in the Public Interest https://www.councilofnonprofits.org/sites/default/files/documents/Benchmarking
Tool.pdf
Ethics in Nonprofit Organizations, by Gary M. Grobman Chapter 1 and 2http://www.socialworker.com/nonprofit/ethics
Short cases to be assigned in advance TBD
Session 14 (5/6/16) -Careers and leadership development in the nonprofit sector, group project time
Required Reading
David L. Suarez. Street Credentials and Management Backgrounds: Careers of Nonprofit Executives in an evolving sector. Nonprofit and Voluntary Sector Quarterly 2010. (ILEARN).
Arnold Chandler, M.S., et al. Generating Change: Investing in a new era of nonprofit talent and leadership. Putnam Community Investment Consulting, Inc. for Emerging Practitioners in Philanthropy, 2012.http://d3n8a8pro7vhmx.cloudfront.net/epip/legacv url/2902/EPIP GenChange fr aming paper.pdf? 1428457412
12
2015 Nonprofit Employment Practices Survey Results. nonprofitHRhttp://www.nonprofithr.com/wp-content/uploads/2015/02/2Q15-Nonprofit-Employment-Practices-Survev-Results-l.pdf
The Economic Power of California's Nonprofit Sector (2014), Part 3, pages 20 - 29. http://www.calnonprofits.org/images/downloads/causes-count-808.pdf
Session 15 (5/13/16) - Final presentations, challenges to nonprofit advocacy, course wrap- up
Required Reading
None
Oral Presentation: Advocacy Campaign Plan (Advocacy Progress Planner)
Give an oral presentation to the class (lasting 1 5 - 2 0 minutes) based on your Advocacy Campaign Plan, followed by 5 minutes of questions and discussions.
Submit any visual aids, handouts, etc provided. Bring sufficient copies of handouts for entire class.
Session 16 (5/20/16) -Final written advocacy campaign plan due
Written Assignment: Advocacy Campaign Plan (Advocacy Progress Planner)
Class will be divided into groups to develop advocacy campaign plans using Advocacy Progress Planner: http ://planning.continuouspro gres s. or g/
Advocacy campaigns will be based on public policy issues discussed in class session 4. It is highly recommended to interview appropriate sources and conduct background research on the issue, political actors, political context, and plausible strategies. While in-class time to work on this project will be provided, it is expected that groups will complete the bulk of the work outside of class time.
Written assignment includes a completed Advocacy Campaign Plan using Advocacy Progress Planner, including selection of and details on each plan element. See grading rubric for further details on assignment expectations.
Submit final written paper.
13
В. CHSS PolicySyllabi are to incorporate the Academic Senate Policy regarding finals week, the deadlines or withdrawals, late adds, CR/NC option and information related to course registration and Disability Programs and Resource Center. A sample listing of the required College policies are shown below.
Final Exam: According to Academic Senate policy F76-12 a time period is set aside at the end of each semester for a formal examination period. All classes are expected to meet during the final examination period whether an examination is given or not. The final examination schedule is published each semester in the Class Schedule. http://www.sfsu.edu/~acadres/final exams/finals 16.htm
CHSS Withdrawal Policy: The last day to drop a class is February 9, 2016 until 11:59pm. Starting February 10 - April 26, 2016, you must submit a paper withdrawal petition.Withdrawal from a class starting February 10, 2016 will be considered for serious and compelling reasons only and must have accompanying documentation. The following reasons are not considered serious and compelling·. Changing your major, poor performance, class not required for graduation/major, not attending class or more time needed for other classes. If you wish to withdraw from class due to unexpected changes in your work schedule, illness or family emergencies, documentation will be required, along with a copy of unofficial transcripts. Submit your petition within a reasonable timeframe (e.g., within 2 weeks of a change in work hours.) From April 27 - May 17. 2016. you may not withdraw from a class or the University, except only in the case of a serious documented illness or verified accident.
Withdrawals cannot be initiated electronically and must be submitted using a paper application. All electronic submissions of withdrawals will be denied automatically by the associate dean. You are only allowed to withdrawal from a maximum of 18 units and take a class no more than 2 times at SF State. Approval from the instructor and/or chair does not constitute automatic approval from the associate dean so continue attending class until a decision is made. Please refer to the following website for further information on withdrawal polices: http://chss.sfsu.edu/src
CR/NC Option: The last day to request CR/NC option is March 20. 2016 until 11:59pm. TheAssociate Dean will not approve requests for changes if you miss this deadline.
Late Add Policy: The period to add classes via permission numbers is January 27 - February 9. 2016. The period to add classes by Exception is February 10 - February 23. 2016. It is your responsibility to procure a late permission number from your instructor and add the class. Faculty cannot add you into a class. Starting February 24, 2016, a Waiver of College Regulations form must be signed by your instructor, Chair and CHSS Associate Dean to add. This will be approved only if there was an administrative error.
Check your registration through SF State Gateway: Sign up for CR/NC, drop and add classes by the appropriate deadline online through SF State Gateway. ALWAYS check your registration after making any changes and BEFORE deadlines to be sure you are registered properly for your classes. Deadlines for all registration procedures, including withdrawals and requests for credit/no credit, are listed in the class schedule and will be strictly adhered to by the instructor, the Department Chair and the Associate Dean of College of Health & Social Sciences. It is ALWAYS the student’s responsibility to ensure their schedule is correct, even if the instructor indicates they will drop you.
14
This can be viewed on the Registration Calendar at the following website: http://www.sfsu.edu/~admisrec/reg/regsched2163.html
Disability Programs and Resource Center: Students with disabilities who need reasonable accommodations are encouraged to work with the instructor and contact Disability Programs and Resource Center (DPRC). They are located in SSB 110, can be reached by telephone at 415-338- 2472 (voice/TTY) or by e-mail at [email protected] Disclosures of Sexual Violence: SF State fosters a campus free of sexual violence including sexual harassment, domestic violence, dating violence, stalking, and/or any form of sex or gender discrimination. If you disclose a personal experience as an SF State student, the course instructor is required to notify the Dean of Students. To disclose any such violence confidentially, contact:The SAFE Place - (415) 338-2208; http://www.sfsu.edu/~safe_plc/Counseling and Psychological Services Center - (415) 338-2208;http://psyservs.sfsu.edu/For more information on your rights and available resources: http://titleix.sfsu.edu
15
