Marketing – Non-Profit Organizations
UNST 421-583 / CRN 14194/ 6 credits / Spring 2014
TuTh 12:00 – 1:50 / Lincoln Hall Room 249
September 29 – December 4, 2014
Syllabus & Course Manual
Instructor: F. JoAnn Siebe, MA, PCC
Office hours:Tu and Thu by appointment only
Phone:503-608-2444 (cell)
Email: or
To meet everything and everyone through stillness instead of mental noise is the greatest gift you can offer. – Eckhart Tolle
And if you ask a thousand questions, yet do not pause to listen and reflect on what emerges in response, how will you learn? - The Dialogue Group
To be able to really listen, one should abandon or put aside all prejudices… When you are in a receptive state of mind, things can be easily understood… But unfortunately, most of us listen through a screen of resistance. We are screened with prejudices, whether religious or spiritual, psychological or scientific or with daily worries, desires and fears. And with these fears for a screen, we listen. Therefore, we listen really to our own noise, our own sound, not to what is being said. – Krishnamurti
The ability to perceive or think differently is more important than the knowledge gained.
–David Bohm
Course DescriptionIn this Capstone, students will work with our Community Partner, My Voice Music (MVM), as a marketing resource team. Students will choose marketing projects that are beneficial and satisfying to both PSU and MVM. In class students will examine literature, film and other resources that speak to different aspects of marketing for non-profit organizations. We will discuss the marketing challenges facing these organizations.
Students will expand their understanding of customer-centered marketing and the “Eight P’s” of social marketing. Participants will bring knowledge from their own field of study, integrate marketing principles, and support the MVM’s vision: To engage youth in music and performance in order to promote self-esteem, social skills and emotional expressionin areas where needs are high but funding for services is low.
Community PartnerMy Voice Music
Ian Mouser, Executive Director & founder
931 SE 6th Ave., Portland
Trent Finlay, Development Coordinator
Office: (971) 533-8953
Cell: (503) 442-1663
My Voice Music is a nonprofit organization based in Portland Oregon that engages youth in music and performance in order to promote self-esteem, social skills and emotional expression.My Voice Music (MVM) engages approximately 1,600 youth each year in music and performance in order help them to cope, heal, and thrive through music, while developing the skills necessary to create a fulfilling life for their future. Nearly 75 percent of the youth we serve are living in foster care or mental health treatment centers.
We partner with nearly 25 local human services and education organizations to reach youth through collaborative music programs. We recently moved into our own programs space and will launch program out of it in March of 2014 to provide songwriting, recording, performance and personal development opportunities for any young person looking join our programs!
By partnering with local alternative schools and other non-profit agencies we provide free music programs in areas where needs are high but funding for services is low.
All of our services are provided for free, or at a "pay what you can afford" rate, to the youth we serve. Instruments, instruction and funding are provided through the generous support of our community, volunteers and partnerships.
Goals, Objectives and OutcomesThis Capstone course is designed to engage our learning community in meaningful dialogue with MVM and within our class and small groups. In doing so, we will build relationships with our community partner and each other and develop a mutually beneficial final product of collaborative design.
The goals for this Capstone are:
1)to provide PSU Capstone students with a personally, academically, professionally and creatively meaningful learning opportunity; and
2)to further the mission of MVMto engage youth in music and performance to promote self-esteem, social skills and emotional expression in areas where needs are high but funding for services is low.
The objectives of this Capstone address both course content and the University Studies’ goals of critical thinking, communication, appreciation of diversity and social responsibility and are as follows:
1) to offer students first-hand, real-world experience creating welcoming and inclusive learning environments (communication, critical thinking, appreciation of diversity and social responsibility);
2) to enhance students’ facility and confidence with written and oral communication (communication);
3) to increase students’ abilities to think through and apply concepts to practical action, particularly as these pertain to community collaborations in general and our collaboration with MVM in particular (critical thinking);
4) to facilitate students’ building of healthy and functional relationships around both differences and likenesses experienced within the classroom community and with the community partner’s constituencies (appreciation of diversity); and
5) to encourage students’ ongoing identification with and participation in a shared community, both on a small scale (as members of a classroom learning community) and as change agents in the communities of greater Portland (social responsibility).
Class Specific Learning Objectives1) Gain an understanding of social marketing, non-profit organizations and their role in the marketplace.
2) Gain an understanding of key issues (social responsibility, confidentiality) and how these affect or are affected by how students’ live their own lives.
3) Gain an understanding of target markets and modes of communicating with diverse audiences.
4) Have the opportunity to reflect on how their own background contributes to their ability (or inability) to be effective in a work team and in designing a project on an issue with which they may have no experience.
Instructor’s ExpectationsDialogue is not just talking with one another. More than speaking, it is a special way of listening to one another – listening without resistance… it is listening from a stand of being willing to be influenced. – Sarita Chawla, Dialogue
Dialogue, or meaningful conversation, is a way of communicating with each other in a way that (a) all views are heard and respected (b) welcomes, honors and values all diverse perspectives present (c) sparks and sustains creativity (d) produces shared meaning and understanding from which different actions and solutions naturally occur.
To fully practice dialogue requires individuals to be “present,” to pay attention to what has heart and meaning, to tell the truth without blame or judgment and to be open, rather than attached, to outcomes. (Angeles Arrien, The Four-Fold Way)
I invite you to practice “being” in these ways, practice bringing your best selves to our work every day with the intention to welcome, include, experience and support each other as we co-create this course experience in our classroom.
One specific instance of these principles in action, from my perspective, is to turn off cell phones and other electronic devices during class time. This means no text messaging or checking email during class sessions. This is distracting to me and to others.
In what other ways might we commit ourselves to showing up, paying attention, telling the truth, and being open to the outcome? What do you need in order to practice your own version of this commitment?
If you miss a working class session, team meeting, or other Capstone-related event, I expect that you will get notes from class, verify assignments, check on deadlines, collect materials from class, and stay current with the project. You can do this by being in touch with me or with another classmate. If you know in advance that you will miss a class session, please make arrangements to pass on any assignments related to that session.
If you need physical or other accommodation, please see me and/or contact the Disability Resource Center (435 Smith Center, 503-725-4150 [voice] and 503-725-6505 [TDD]).
TextsSelected readings will be distributed in class. I ask that you also read for a minimum of two hours every week; what you read is up to you. I encourage you to dive into whatever interests you most regarding the issues we are exploring in class. You might read other things related to our coursework, as defined by you—news and/or journal articles, blogs, the newspaper. We will hold regular class discussions about the readings during which, among other things, we will compare and contrast the themes and insights we’re gleaning from each of our sources and hold this learning up against our lived experiences.
Because our course will evolve organically as we move through it, additional written resources—perhaps selected by you and your classmates—will be added as we go.
Requirements1—Class attendance and participation: 50 points
One-fourth of your grade will be based on the evidence of your commitment to our learning community and our community partner—namely, your attendance in and individual contributions to our class.
To that end, you will earn up to 2.5 points for each class session in which you:
- Are on time and in attendance for the entire session in the classroom;
- Show evidence of being prepared for class and work sessions;
- Contribute to class discussions and work sessions;
- Confirm that you have completed assignments on time; and
- Take on tasks as necessary to the successful and functional group effort.
2— Reflections on class readings and experiences related to community partnership: 60 points
One-fourth of your grade will be based on your creative expression of your thoughts and experiences around every aspect of work in this course in regular reflections.
Weekly reflections, worth 5 points each, are due via email each Tuesday starting the second week of class, with the final reflection completed in our last class meeting.
Additionally, you will write and present a short topic paper (10 points) and contribute to our “learning community” by sharing information from one of your outside readings.
3— Contributions to course content: 75 points
A.During this course, we will all be responsible for generating course content. This will happen casually in the course of our interactions in class, as well as through class time facilitated by you as a member of a team. During the middle of the term, you and your self-selected team will present your project status report (within the context of marketing concepts) in a 20-minute class session time around the milestones your team has completed to date. This presentation is worth 50 points.
In preparing to facilitate, you and your team will collectively decide on your goals and objectives for the presentation. Following the session, you will collectively evaluate how well your session met your goals and objectives and determine a grade for the session; in addition, you will assess your own and your teammates’ contributions to your collective efforts. More details on this will follow.
B. Each team will provide weekly status reports; 5 weekly reports are worth 25 points:
- A bulleted list of the team’s measurable accomplishments and research findings which reflects the progress you are making in your project plans
- These will be shared in class onTuesdays beginning in Week 4 to keep everyone up to date on what other teams are doing, thus providing opportunities for cross-project integration
- These reports will also be emailed to JoAnn and the SPOC for each team every Tuesday before class.
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4— Class project(s): 50 points
Each Capstone class is expected to complete a “final product,” a concrete representation of the collaborative efforts of Capstone studentswith the community partners they serve. Our Community Partner knows of this requirement and has created a list of projects that we will focus on this term. While you listen to MVM’s presentation, you might also think about where you see a need around which a collaborative effort on our part may make a difference. We will collaboratively shape our project(s) this term, self-select as many groups as necessary to successfully complete these projects, and share in evaluating the outcomes.
Note: These projects involve student-centered learning. The success or failure of projects is literally in your hands.Communication between students, our Community Partner and groups will be essential. Individuals and groups must be aware that their acceptance of job tasks and due dates means they are responsible for performing those tasks or communicating their inability to perform those tasks as soon as possible. Failure to communicate may lead others to failure. Communicate early and often!
GradingClass participation and attendance / 50 points
Contributions to course content:
Milestone presentation = 25 pts
Individual contribution to Milestone presentation = 25 pts
Weekly status reports = 25 pts / 75 points
Reflection
5 points each x 10 weeks of entries and
one topic paper (10 pts) / 60 points
Final project and deliverables
Class-wide work in support of MVM = 25 pts
Individual contribution to Final Project = 25 pts / 50 points
Total / 235 points
I’ll use the University’s published 4-point grading scale to assign a letter grade to your end-of-term point totals. You may feel free to discuss your status in the course with me; asking for and receiving feedback from classmates and me will help you remain oriented within the group. You will not receive a grade for this class until you have returned all texts and/or equipment borrowed from the instructor, the community partners, and/or the University.
ScheduleThe following schedule—and this syllabus as a whole—should be considered a living document, a work in progress. I’ve filled in some of the activities we’ll engage in this term. Other items might include exercises on nonviolent communication, information on learning styles…and what else? (We’ll also preserve some time for group work, both for preparation of the class presentations and when we’re working on the final projects.)
Legend: Green = Community Partner visits to classroom/site visit
Red = Assignment due dates
Black = Activities
Week/Day/Date / Activities / Community Partner Mtgs /Due Dates / Assignments - Due Dates1 T 9/30/14 / Introductions
Review syllabus
Timeline of course
“Warp Speed” / 1.Read: (a)Syllabus,
(b)Capstone student handbook
2. Reseach Community Partner at
3. Develop questions for MVM
1 Th 10/2/14
CLASS MEETS AT MVM / MVM Guest Speakers:
Ian Mouser and Trent Finlay Overview of MVM
Presentation of projects / 1. Read:Strategic Marketing for Non Profits
2 T 10/7/14 / 1. Discuss MVM & projects
2. Select Projects
3. Discuss:
a) Project proposal plan (P3)
b) Article: Strategic Mktg
4. Team work time for P3 / Reflection 1
1. Develop:P3: purpose, process,deliverables and specific team tasks
2. Prepare to present P3 to JoAnn
2 Th 10/9/14 / Present P3 to JoAnn
Team work time for P3 / Finalize P3
Prepare presentation to MVM
3 T 10/14/14 / Present P3 to MVM –
Ian and Trent
- MVM feedback / Reflection 2
Revise: P3 incorporating MVM input
Read:
a) 6 Essential Elements of a Successful Marketing Campaign
b) 10 Mistakes NPOs Make
3 Th 10/16/14 / 1. Discuss:
- MVM input & Revised P3
- 6 Essential Elements
- 10 Mistakes NPOs Make
- Final P3 due / Read:Stanford Social Innovation Review article – Social Entrepreneurship: The Case for Definition by Martin & Osberg
feature_martinosberg.pdf
4 T 10/21/14 / Weekly Status Rept #1
Discuss:
a) Social Entrepreneurship
b) Team Contracts / Trust / Reflection 3
4 Th10/23/14 / Discuss Milestone presentation
Team time to work on projects / Read:
a.Collaboration Ecologyand
b. Conflict Competent Leader – answer questions on page 3.
5 T 10/28/14 / Weekly Status Rept #2
Discuss:
a) Collaboration Ecology
b)Conflict Competent Leaderand your answers to Qs.
c) What’s working and what needs improvement in our processes
c) Team Contracts due / Reflection 4
Prepare Milestone presentation
5 Th10/30/14 / Project discussion
Team time for milestone prep / Finalize & practice Milestone presentation
6 T 11/4/14
Attendance is Mandatory for grade / Milestone presentations to MVM– receive feedback / Reflection 5
Upgrade P3 with MVM input
SubmitPeer Evaluation via email
6 Th 11/6/14
Attendance is Mandatory for grade / 1. As a Team, write your evaluation of your Milestone presentations.
2. Upgraded P3
7 T 11/11/14
PSU
HOLIDAY
NO CLASS / Weekly Status Rept #3 – Send email / Reflection 6
Write 1- Page Outline of a Topice.g. on Marketing, Segmentation, Social Responsibility, Youth at Risk, Community Engagement, or another relevant topic that interests you &supports your project work.
Prepare to present your topic to the class.
7 Th 11/13/14 / Presentation of topic papers (written & oral)
8 T 11/18/14 / Weekly Status Rept #4
Discuss projects
Team work time / Reflection 7
8 Th 11/20/14 / Discussion
Team work time / Prepare final presentation
9 T 11/25/14 / Formal Practice presentation to class for feedback & refinement / Reflection 8
Upgrade presentation
FINALIZE ALL SECTIONS
9 Th 11/27/14
PSU HOLIDAY
NO CLASS / HAPPY THANKSGIVING!
10 T 12/2/14 / Final project integration and assembly of deliverables. / Reflection 9
Peer evaluations of final project work
10 Th 12/4/14 / Final project presentation to MVM – MVM / Bring all previous reflections 1-9 to class to use as you write Reflection 10 in class.
Finals Week
T 6/10/14 / Class meeting if needed; if not, this moves into previous class session. Closing de-brief
Reflection 10
Course evals
There’s really only one question in life, and only one lesson. This question is whispered endlessly to us from all directions: Who are you? How are you going to find, and be, who you are? Th[is] question the whole world asks at every moment cannot help but feel the most dangerous: Who are you? Who are you, really? Beneath the trappings and traumas that clutter and characterize our lives, who are you, and what do you want to do with the so-short life you’ve been given?
—Derrick Jensen, from Walking on Water: Reading, Writing, and Revolution
The Reflection Questions:
Processing Scholarship, Practice, Experience
One tool to assist you in making meaning of your class sessions, team and community practice, and personal experience in this Capstone is the weekly reflection. You will engage with the ideas presented in our course content, explore the connections between the theoretical and the practical issues you discover through your work, and process the intersections of your personal experience with your team and community partner work.