Description
Writing For Social Entrepreneurship
DRAFT
Engl 398B
Writing for Social Entrepreneurship
Section 1601 Monday 6:30 to 9:10pm – room TBD
Section 1801 Wednesdays 6:30 to 9:10pm – room TBD
ELMS site: ______________
Instructor: Amy Kincaid
Office: Tawes 1202
Email: [email protected]
Office Hours: Mondays and Wednesdays 5:30pm to 6:30pm and by appointment
Professional Writing Program Office 301-405-3762
Course Description
Social entrepreneurs work to solve social and environmental problems using business
approaches. Professional writing in social enterprises and socially-responsible businesses
can articulate issues, persuade people to join causes, generate resources and support, train
and instruct, establish short- and long-term plans, and communicate with internal teams
and external stakeholders. You may start class with an idea you want to work on, or you
can develop a concept or group project over the course of the semester. Emphasis will be
on real world examples of professional writing by, about, and used by social
entrepreneurs.
This course helps students practice developing workplace documents for volunteer,
nonprofit, and for-profit social enterprises. Types of writing you will do in the course:
• A substantial, research-based professional writing project of your choice related to
social enterprise, e.g. a grant proposal, business plan, internal project or policy
proposal, recommendations report, manual, guidebook, policy recommendations,
sales proposal, direct mail package, fundraising campaign package, curriculum,
communications and marketing plan, issue campaign, fundraising plan, turnaround
plan, sustainability audit and plan, evaluation plan.
• Business correspondence and planning documents, such as workplace e-mail, letters,
memos, performance reviews, and handwritten thank you notes.
• A persuasive written and oral presentation with slides designed for a group of
colleagues, prospective investors, policymakers, project partners, or donors.
• Materials that demonstrate your skills as a social entrepreneur: resume, cover letter,
and professional bio.
• Self-reflections on progress and performance in your own writing (meta-cognition).
398B is a relatively new class at the University of Maryland, and it may be the first
university course ever offered on Writing for Social Entrepreneurship. The course was
designed originally by Amy Kincaid and Zahara Heckscher with the support of the
University of Maryland’s Professional Writing Program, the English Department, Center
for Social Value Creation (CSVC) and the Robert H. Smith School of Business. It
encourages students to work individually or in teams to develop change initiatives
(projects, programs, campaigns, new courses, organizations, businesses) as part of their
semester writing projects. The class features social entrepreneurs as guest speakers, and
writing assignments emphasize document types (genres) needed by startup nonprofits and
businesses. It satisfies the university’s Professional Writing requirement for
undergraduates.
My teaching style is experiential, interactive, and facilitative. The class plan, which
combines assignments, group and independent in-class activities, and guest speakers, is
designed to inspire, encourage, and prepare you to become thoughtful, sensitive, effective
leaders and team problem solvers.
Course Learning Goals
The goal of Writing for Social Entrepreneurship is to help you develop the professional
writing skills needed by social entrepreneurs and team members in nonprofit
organizations and socially-responsible businesses. You may even gain insights that will
help you develop and/or launch your own innovations for good.
Upon successful completion of this course, you will be able to:
1. Analyze workplace communications situations and produce text that responds
effectively to audience, purpose, key messages, and format.
2. Experience the writing process stages (planning, drafting, revising, and editing)
for professional writing.
3. Identify and implement the research methods appropriate for different writing
tasks, including quick information scans, individual interviews, and secondary research.
4. Explore essential concepts of professional writing including audience analysis and
accommodation, genre analysis, document design, and re-writing; and be able to apply
these concepts to writing projects needed by social or impact enterprises.
5. Demonstrate competence in Standard Written English, including grammar,
sentence and paragraph structure, coherence, and document design (including the use of
the visual) and be able to use this knowledge to revise texts.
6. Produce cogent arguments that identify arguable issues, reflect the degree of
available evidence, and take account of counter arguments.
7. Demonstrate ethical consideration of sustainability (vitality of environment,
economy, and culture) when developing solutions and effective written
communication.
8. Practice the ethics of developing solutions and effective written communication
through workplace behavior, use of sources and the conventions of citation for
documents, and an overall demonstration of stewardship and integrity.
9. Work effectively with others.
In addition to being able to discuss how professional writing may be used for strategy,
engagement, persuasion, and impact, by the end of the semester, you will be able to
describe social entrepreneurship and analyze problems and solutions through a
sustainability lens. You will have hands-on opportunities to learn to write and produce
effective documents for specific professional audiences, and develop collaboration,
networking, and verbal communication skills.
I hope also that you will gain insight into your own career direction, leadership style, and
your potential contribution to make a difference in the world. Even if you decide
ultimately not to become a social entrepreneur or work for a social enterprise, you will
learn practical professional writing and workplace skills.
Overview of Assignments and Grading
Major Graded Writing
Assignment 1
Due Class 4
Resume and Cover Letter package, which
includes drafts and peer reviews.
Required: Visit to career center or professional in
your field. Recommended: Visit to writing center
Related Supportive Writing and In-class Prompted
Writing (including peer bios)
10%
Major Graded Writing
Assignment 2
Planning Memo due
electronically prior to
conference (Class #8)
Package due at
scheduled conference
Planning and Progress Report Memo package
Recommended: Visit to writing center
Related Supportive Writing and In-class Prompted
Writing (esp. pre-writing and topic development)
15%
Individual conference
Scheduled times on a
class night, mid-way
through semester
Attend writing conference in person, bring
complete Planning Memo package in pocket
folder. Points included in Professionalism and
Participation portion of the grade.
Major Graded Writing
Assignment 3
Due on presentation
date (#9, 10, 11)
Presentation/Pitch/Pecha Kucha slides and
package (about your semester project topic).
Related Supportive Writing and In-class Writing
15%
Major Graded Writing
Assignment 4
Due Class #14 (final
class)
Final paper package.
Related Supportive Writing and In-class Writing
NB: If you meet certain requirements, you may
turn in paper early for my advance feedback in
time to incorporate them into your final revisions
and editing.
35%
Peer reviews Points are included in major assignments.
Social Enterprise and
Sustainability
Concepts
Related Supportive Writing and In-class Writing 5%
PWP reflections/self-
assessments (graded)
PWP reflections/self-assessments, beginning,
mid-, and end
5%
Professionalism and
Participation
Attendance, promptness, preparation, class
participation, content engagement, teamwork,
volunteering for tasks and taking initiative,
sensitivity and constructive contributions to
classroom dynamics, and follow through.
15%
Your professionalism and participation grade will be measured by
a) Attendance;
b) Completion of major and supplemental assignments;
c) Demonstrated engagement with course content and with peers;
d) My impression of your professionalism and participation, based on my recall of
demonstrated responsibility, sustained contribution to class discussions, and consistent
effort to improve both written and spoken work.
I dock points for irritations such as pestering about points, excuses, missing appointments
or the writing conference, and demonstration of other attitudes and/or behaviors
inappropriate for workplace. My guiding question at the end of the semester is: Based on
your performance in this course, would a senior colleague believe she could count on you
(to produce solid, honest, effective work consistently on time without hassle or drama)?
Course Schedule
I reserve the right to—and likely will—make changes or improvise on the following
schedule, topics, learning activities, supporting assignments, points possible for
individual assignments, meeting location, and guest speakers. Check ELMS/Canvas
regularly. However, I will not alter significantly anything you see here about the
requirements, due dates, or weighting of major assignments. I encourage you to use the
syllabus to sketch out your own workplan and schedule dates for the semester.
Mantra: plan your work and work your plan.
Note: I am posting documents and announcements on our class ELMS page. Check there.
Use the weekly and theme Modules to guide your study and preparation. You are
responsible for all the material in the Modules.
Schedule Due
Class Agenda Topics Plan to work on
and prepare for
next class:
Class 1
W 9/3
M 9/8
Welcome and Orientation
• What is this class?
• What is Social Entrepreneurship and Innovation?
• Sustainability = subtheme
Solving Wicked Problems
Intros and Peer Bios assignment
Assign Learning Reflection A
Assign #socent quick research and analysis
Write Learning
Reflection A
#socent research
memo
Download and
skim Terp guide.
Find a
current/old
resume or create
a brainstorm list
of items to
include
Class 2
W 9/10
M 9/15
#socent quick
research and
analysis (in
ELMS– due 24
hrs before
classtime)
Bring old
resume
Learning
Reflection A
due (on paper)
Review #socent discoveries and impressions
Professional Writing
Work/Leadership Styles (Giant Resumes)
Resumes & Cover Letters – Major Assignment 1
Career Self-Reflection and Job Search Criteria (in
class)
Writing Process
Write peer bio
Finish Career
reflection and job
search criteria.
Audience
analysis.
Draft resume
and cover letter
Schedule a visit
career center (to
review a resume
draft or cover
letter) between
now and Class 4.
Class 3
W 9/17
M 9/22
Peer bios due
(ELMS list)
Draft resume
and cover
letter due
Business Letters: format, arguments and
evidence, plain language, effective organization
Peer Review (Resumes) and Technical Editing
Researched Work Paper (intro to Semester
Project) – Major Assignment 2
Planning Work Flow
Topic Brainstorming
Assign “call to sustainability” readings
Finish resume
and cover letter.
Topic idea
worksheet
Call to susty
readings
Class 4 Resume & Reflection on susty readings Workplace email
Class 4
W 9/24
M 9/29
Resume &
Cover Letter
(packet) due
Topic idea
brainstorm due
(ELMS)
Reflection on susty readings
Document Types & Audience Analysis
Online Profiles and Workplace Emails
Topic Idea Defining and Development (topic
speed dating and opportunity for teaming up)
Workplace email assignment
Rhetorical analysis in the workplace
Guest
Workplace email
(narrowed 2
topics to
propose)
Class 5
W 10/1
M 10/6
Workplace
email due
(ELMS)
Topic Refining
Project Planning Memo – Major Assignment 3
Memos & Paragraphs
Bibliography (annotated!)
Grammar and Usage
Susty lens analysis assignment
Exploratory
research (see
section 7 of
memo)
Write susty lens
analysis
Internet research
and go to the
library.
Schedule your
interviews
Sign up for
presentation time
Sign up for
conference time
Class 6
W 10/8
M 10/13
Columbus
Day
Susty lens
analysis
Bring of an
example of the
type of
document you
are
considering for
your topic.
Document Types
Interviews (primary research)
Business Presentations – Major Assignment 4
Audience Analysis for PPTs (in class)
Exploratory
research, cont.
Start your
bibliography
Draft planning
and progress
memo
Class 7
W 10/15
M 10/20
Draft planning
memo due on
paper
Final planning
memo due via
ELMS in
advance of
meeting—Thur
by midnight.
Peer Review Planning and Progress Memo
Preparing for Planning & Progress Mtng (aka
writing conference)
Mid-Semester Check In
Final Paper Assignment Details
Creating Sustainable Communities (asset
mapping)
Guest
Draft PPT
Skim your
sources so far.
Find more.
Thank you notes
Class 8
W 10/22
M 10/27
Conferences
scheduled
5:30-9:45pm.
Bring planning
memo packet
to your
conference
Draft PPT due
Writing conferences before, during, and after
regular classtime
Learning Circles
Document Design
Peer reviews for presentations
Assign Learning Reflection B
3 to 4 before class.
12 conferences during class. Have individual and
group activities for them to do on their own.
3 to 4 after class.
Grade their planning memos (mostly a completion
grade) during conference.
Learning
Reflection B
PPT
Read your
sources.
Class 9
W 10/29
M 11/3
Learning
Reflection B
due for those
scheduled to
present next
wk
Initial Presentations
Critical Response Process
Final Assignment Details and Tips
Work with “cadavers”
Guest possible
Evaluation and Logic Models
Presenters: bring your MVPR’s response sheet to
the next class
PPT
Write Reflection
B
Have you
finished
interviews?
Readings on
consumption
Keep reading
your sources.
Class 10
W 11/5
M 11/10
Learning
Reflection B
due those
scheduled last
week
Presentations and Critical Response, cont.
Budgets/Cost-Benefit Analysis
Consumption for Sustainable Economies
(rhetorical analysis)
Develop “Preview” sections (interview writeups,
draft bibliographies, table of contents, and if
needed, evaluation/logic models)
Audience Analysis
Presenters: bring your MVPR’s response sheet to
the next class
PPT
Audience
Analysis
Draft preview
sections
Begin core
sections
Schedule visit(s)
to writing center
Class 11
W 11/12
M 11/17
Framing
sections due
on paper
(interview
writeups, draft
bibliographies,
table of
contents,
Presentations and Critical Response, cont.
Peer Review Framing Sections
Quality in Major Papers
Core Sections
Presenters: bring your MVPR’s response sheet to
the next class
Budget/Costand
other Core
sections
Go to the writing
center
Thank you notes
Class 11
W 11/12
M 11/17
Framing
sections due
on paper
(interview
writeups, draft
bibliographies,
table of
contents,
evaluation or
logic model or
budget/cost-
benefit)
Audience
Analysis due
Presentations and Critical Response, cont.
Peer Review Framing Sections
Quality in Major Papers
Core Sections
Presenters: bring your MVPR’s response sheet to
the next class
Budget/Costand
other Core
sections
Go to the writing
center
Thank you notes
Class 12
W 11/19
M 11/24
At least 2 draft
core sections
due
Optional-
professor
preview of
90% drafts
turn ins
(11/26 by
noon)
Peer Review Core Sections
Exec Summ & Cover Letters
Revising & Editing
Professional World Grading Scale
Assign Learning Reflection C
Guest
Draft exec
summaries and
cover letters
Write Learning
Reflection C
Work on any
section and on
fitting the whole
paper together.
No class
W 11/26
.
Tgiving
Recess
Thanksgiving Recess
November 27-30 (Thursday-Sunday)
Class 13
M 12/1
W 12/3
Learning
Reflection C
due on paper
Return final drafts with comments
Peer Review Full Drafts
Revising and Copyediting
Course Review & Evaluations
Guest
Finish final paper
Thank you notes
Class 14
M 12/8
W 12/10
All final papers
(folder)
Thank you
notes due
(SWA or
workplace
team)
MVPR Nominations
Recall and Evaluate Course
Closing Ceremonies & Wrap
Last Day of Classes December 12 (Friday)
Reading Day December 13 (Saturday)
Final Exams December 15-20 (Monday-
Saturday)
Pick up final papers — date/time TBD
Required Texts
1. Open source materials replace a traditional textbook for this course. As busy
professionals do, we will use a lot of information that can be found online.
2. Terp Career & Job Search Guide. Download it from the Career Center website. Hard
copies may be available from the Career Center, the Business Career Center, or the
Engineering Career Center.
3. Selected readings on sustainability, social enterprise, workplace culture,
workplace writing, and other topics.
4. Your secondary research. Your semester project will include an annotated bibliography
with at least 10 sources related directly to your project’s content and at least 2 sources
that offer guidance or provide models for the type of document you choose to write. The
assignment for the final project will give you guidance to help you chose your sources,
which in most cases should include a mix of journal articles, online documents from
reputable sources, and books. I expect you to read them. Bonus points tacked onto the
semester grade for a review of one memorable book.
Required Materials
Four pocket folders for turning in major assignments with drafts and other items.
Suggested Materials
1. Plenty of toner—or access to reliable printers with plenty of ink. Default your
printer to draft quality and use some of the money you saved on the textbook to buy an
extra toner cartridge.
2. Lots of paper (although we will do as much as we can online via ELMS).
3. An accordion folders to keep papers and working drafts throughout the semester.
4. Jump drive for backups.
5. Healthy snack for class evenings.
Course Procedures and Policies
• Volume. The department requires more than 25-pages of polished writing (at least 6,250
words) in at least five writing assignments plus revisions. You’ll be doing at least that
much writing in this course. Yay, you!
• Fresh work. I just cannot accept papers you have written for other courses to fulfill any
assignment in this course (including resume and final paper).
• Academic Integrity. I expect the people I work with to do good work and tell the truth.
Under university policy, I am obligated to refer suspected plagiarism to the Office of
Student Conduct and Honors Council, which makes the judgment. Avoid problems by
doing your own work and by giving appropriate credit. Check with me in advance if you
are uncertain.
From ARHU: The student-administered Honor Code and Honor Pledge prohibit
students from cheating on exams, plagiarizing papers, submitting the same paper
for credit in two courses without authorization, buying papers, submitting
fraudulent documents and forging signatures. On every examination, paper or
other academic exercise not specifically exempted by the instructor, students must
write by hand and sign the following pledge: I pledge on my honor that I have
not given or received any unauthorized assistance on this examination (or
assignment).
Review UMD’s honor code at http://www.studenthonorcouncil.umd.edu/code.html
• Due dates. Major assignments and due dates are listed on this syllabus. All assignments
are due at the beginning of class unless otherwise indicated. Late work will be accepted
for some assignments under some circumstances, but not for all. When accepted, late
assignments will earn points off.
• Learning accommodations. If you require accommodation, please speak to me after
class or during office hours right away so we can determine together how to proceed and
support your learning.
From ARHU: Students with disabilities: The University of Maryland is committed
to providing appropriate accommodations for students with disabilities. Students
with a documented disability should inform the instructors within the add-drop
period if academic accommodations are needed. To obtain an Accommodation
Letter prepared by Disability Support Service (DSS), a division of the University
Counseling Center, please call 301-314-7682, e-mail [email protected], or visit
the Shoemaker Building for more information.
• Computer Classroom Policies. While you will do some writing during class, you will do
most of the writing for major assignments outside the classroom. Some assignments may
be turned in electronically via ELMS, but other homework must be printed on paper. Be
sure to back up all work both in and out of the classroom. Print your papers before class.
• Food. Please do not eat during class. However, do bring yourself a snack because of the
evening timing. We’ll take breaks.
• Attendance. Professional Writing is considered a studio course and the English
department requires me to count attendance. Attendance represents a significant portion
of your Professionalism and Participation grade. Just as in a workplace, your presence
and preparation (or lack thereof) will be noticed by me and by your colleagues. We are
counting on you to be on time and to come prepared to work in class meetings.
Note: While most university classes meet two or three times a week, this class
meets only once a week. That makes 14 times plus includes a required instructor
conference. I understand needing to miss occasionally, and while you will receive
no questions asked and no grading penalty for missing one-half or one class, you
will still be responsible for material and assignments covered in class. Missing
just two classes for any reason means you’ll have missed the equivalent of
roughly two weeks of class meeting time and instruction. However, missing three
classes or more will make catching up difficult, and perhaps impossible. If you
miss too many classes—even if excused—you will be unable to make up the
work, even if you are technically eligible to do so.
Check the university’s policy for excused absences—required notes and such are your
responsibility. An excused absence does not excuse you from responsibilities for
assignments. If you are absent for any reason, it is your responsibility to find out what
you’ve missed and make it up as best as you can. I appreciate your letting me know when
you will be absent, however, that does not qualify it as excused. Most in-class group
exercise, quizzes, and writing assignments missed due to absence cannot be made up
unless you have a university-sanctioned excused absence. Please do not miss your
conference.
From AHRU: Students are expected to inform the instructor in advance of
medically necessary absences, and present a self-signed note documenting the
date of the missed class(es) and testifying to the need for the absence. This note
must include an acknowledgement that (a) the information provided is true and
correct, and (b) that the student understands that providing false information to
University officials is a violation of Part 9(h) of the Code of Student Conduct. The
university’s policies on medical and other absences can be found at:
http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540
Prolonged absence or illness preventing attendance from class requires written
documentation from the Health Center and/or health care provider verifying
dates of treatment when student was unable to meet academic responsibilities.
Absence due to religious observance will not be penalized, however, it is the
student’s responsibility to notify the instructor within the first 3 weeks of class
regarding any religious observance absence(s) for the entire semester. The
calendar of religious holidays can be found at:
http://faculty.umd.edu/teach/attend_student.html#religious
• Evaluations. From ARHU: Course evaluations are a part of the process by which the
University of Maryland seeks to improve teaching and learning. Your participation in
this official system is critical to the success of the process, and all information submitted
to CourseEvalUM is confidential. (Instructors can only view group summaries of
evaluations and cannot identify which submissions belong to which students.)
• Copyright notice. Class lectures and other materials are copyrighted and they may not
be reproduced for anything other than personal use without written permission from the
instructor.
• Diversity: I am committed to providing a classroom atmosphere that encourages the
equitable participation of all students regardless of—and inclusive of—age, disability,
ethnicity, gender, national origin, race, religion, or sexual orientation. Potential
devaluation of students in the classroom that can occur by reference to demeaning
stereotypes of any group and/or overlooking the contributions of a particular group to the
topic under discussion is inappropriate—for the classroom and for the workplace culture
we are modeling. (See Statement on Classroom Climate,
http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1541).
Course Culture and My Expectations
Enjoyment and Enthusiasm. I want this class to be a good challenge. So I encourage you
to use the class to explore projects that you find enjoyable and engaging. Part of being an
entrepreneur is following your passion, and this class is designed to give you space to
explore topics that excite and energize you.
Writing. This is a writing class and writing takes time. You will do a lot of thinking,
writing, and editing, both in and out of class. Expect to bring drafts to class, then hold
onto them for turning in later. This course is designed with a combination of short and
long-term overlapping assignments. You’ll want to get organized right away—budgeting
time and money for ink and supplies—so that you can stay on top of requirements.
Peer Review. Peer review is an important part of the curriculum in the Professional
Writing Program. In this class, grading for peer reviews are folded in to all major written
assignments and also factored into participation.
Struggle. Struggle means learning could be happening. If at some point during this
course, you are not struggling or working along a personal edge, you probably are not
learning. However, if stretch or challenge begins to feels like it may be turning into to
something that could negatively affect your work in our class, please let me know—
sooner rather than later. If necessary, we can make modest adjustments and
accommodations to help you get yourself back on track. I will consider these issues on a
case-by-case basis. I will require documentation. Your academic advisor may be a good
resource. Free and confidential services are available through the campus Counseling
Center 301-314-7651 http://www.counseling.umd.edu/Services/emergserv.htm
Professionalism, Participation, and Teamwork. My intention is to create a culture in class
that mimics a professional work environment. Unlike in English 101, your semester
project will be directed to real world readers, not just the professors. Your conduct in the
classroom should be similar to how you would behave in a work environment.
Plan to arrive on time, act respectfully in your interactions with others, act with honesty
and integrity, and show enthusiasm for your work. If you have a family emergency that
requires you to turn on the phone, let us know before class and we will accommodate
you. Mobile devices should be turned off during class. Mitigate the risk of technology
crises—email yourself backup drafts or save them on a jump drive, and don’t wait to start
working until the last minute. Computer or other technical problems will not earn
deadline extensions.
Examples of the professional behavior I am looking for:
—participation and professional attitude,
—quality feedback to peers in small groups,
—helpful, engaged, positive contributions in class,
—building onto colleagues’ comments in group discussion,
—quiet engagement in independent work,
—contributions to the course website,
—assistance with creating a more sustainable (environmentally-sensitive) classroom,
—fulfillment of class jobs and volunteering for spur-of-the-moment class jobs,
—independent use of learning support opportunities, such as office hours, writing and
career center, incorporating feedback into writing.
This course is interactive, participatory, and collaborative. It is not a lecture course.
Because of the collaborative nature of this class, participation is required. You’ll learn
from and with each other. Please come prepared to make substantive contributions to
class discussions, to participate during group workshops, and to engage fully with in-
class writing assignments.
About Your Instructor
Amy Kincaid is a senior-level consultant to nonprofits, social enterprises, and socially-
responsible companies, offering career experience in organizational development,
professional training and facilitation, and fundraising. She has secured over $67 million
for nonprofit organizations through government and foundation grants, cooperative
agreements, and major gifts. Amy has presented hundreds of times to professionals and
community leaders on fundraising, grantseeking, major gifts, strategic planning, impact
evaluation, turnarounds, and organizational development.
Just recently, she joined Institute for Conservation Leadership as Senior Associate, to
work with environmental organizations, coalitions, and foundations. For the previous 15
years, she operated ChangeMatters, which in 2011 became the country’s first Benefit
LLC, a new legal designation for service businesses committed to balancing people,
planet, and profit. Prior to starting that business, she developed the grantmaking program
for the first US-Soviet foundation, worked with non-governmental organizations in
Central and Eastern Europe, and built one of the earliest online employment listing
services, which specialized in social service and change jobs.
Having led, fumbled, and survived numerous nonprofits in transition, Amy understands
the real-life pressures in medium-sized and small social purpose organizations
undergoing startup, turnaround, and major growth.
Originally from Kansas City, Amy is a Jayhawk (just so you know). She also is an
exhibiting artist, curates artwork in a local café, is crazy about modern dance, serves on
the board of Pyramid Atlantic Art Center, and lives in the DC area with her patient
husband, two exuberant kids, and Mac the Dog. Her life away from the university is
mostly about working with her consulting clients, feeling guilty about household clutter,
keeping up with her children’s sports and music schedules, cooking with ingredients from
the CSA and local dairy, and trying to fit in some painting time or a dance class.
doc_970097712.pdf
Writing For Social Entrepreneurship
DRAFT
Engl 398B
Writing for Social Entrepreneurship
Section 1601 Monday 6:30 to 9:10pm – room TBD
Section 1801 Wednesdays 6:30 to 9:10pm – room TBD
ELMS site: ______________
Instructor: Amy Kincaid
Office: Tawes 1202
Email: [email protected]
Office Hours: Mondays and Wednesdays 5:30pm to 6:30pm and by appointment
Professional Writing Program Office 301-405-3762
Course Description
Social entrepreneurs work to solve social and environmental problems using business
approaches. Professional writing in social enterprises and socially-responsible businesses
can articulate issues, persuade people to join causes, generate resources and support, train
and instruct, establish short- and long-term plans, and communicate with internal teams
and external stakeholders. You may start class with an idea you want to work on, or you
can develop a concept or group project over the course of the semester. Emphasis will be
on real world examples of professional writing by, about, and used by social
entrepreneurs.
This course helps students practice developing workplace documents for volunteer,
nonprofit, and for-profit social enterprises. Types of writing you will do in the course:
• A substantial, research-based professional writing project of your choice related to
social enterprise, e.g. a grant proposal, business plan, internal project or policy
proposal, recommendations report, manual, guidebook, policy recommendations,
sales proposal, direct mail package, fundraising campaign package, curriculum,
communications and marketing plan, issue campaign, fundraising plan, turnaround
plan, sustainability audit and plan, evaluation plan.
• Business correspondence and planning documents, such as workplace e-mail, letters,
memos, performance reviews, and handwritten thank you notes.
• A persuasive written and oral presentation with slides designed for a group of
colleagues, prospective investors, policymakers, project partners, or donors.
• Materials that demonstrate your skills as a social entrepreneur: resume, cover letter,
and professional bio.
• Self-reflections on progress and performance in your own writing (meta-cognition).
398B is a relatively new class at the University of Maryland, and it may be the first
university course ever offered on Writing for Social Entrepreneurship. The course was
designed originally by Amy Kincaid and Zahara Heckscher with the support of the
University of Maryland’s Professional Writing Program, the English Department, Center
for Social Value Creation (CSVC) and the Robert H. Smith School of Business. It
encourages students to work individually or in teams to develop change initiatives
(projects, programs, campaigns, new courses, organizations, businesses) as part of their
semester writing projects. The class features social entrepreneurs as guest speakers, and
writing assignments emphasize document types (genres) needed by startup nonprofits and
businesses. It satisfies the university’s Professional Writing requirement for
undergraduates.
My teaching style is experiential, interactive, and facilitative. The class plan, which
combines assignments, group and independent in-class activities, and guest speakers, is
designed to inspire, encourage, and prepare you to become thoughtful, sensitive, effective
leaders and team problem solvers.
Course Learning Goals
The goal of Writing for Social Entrepreneurship is to help you develop the professional
writing skills needed by social entrepreneurs and team members in nonprofit
organizations and socially-responsible businesses. You may even gain insights that will
help you develop and/or launch your own innovations for good.
Upon successful completion of this course, you will be able to:
1. Analyze workplace communications situations and produce text that responds
effectively to audience, purpose, key messages, and format.
2. Experience the writing process stages (planning, drafting, revising, and editing)
for professional writing.
3. Identify and implement the research methods appropriate for different writing
tasks, including quick information scans, individual interviews, and secondary research.
4. Explore essential concepts of professional writing including audience analysis and
accommodation, genre analysis, document design, and re-writing; and be able to apply
these concepts to writing projects needed by social or impact enterprises.
5. Demonstrate competence in Standard Written English, including grammar,
sentence and paragraph structure, coherence, and document design (including the use of
the visual) and be able to use this knowledge to revise texts.
6. Produce cogent arguments that identify arguable issues, reflect the degree of
available evidence, and take account of counter arguments.
7. Demonstrate ethical consideration of sustainability (vitality of environment,
economy, and culture) when developing solutions and effective written
communication.
8. Practice the ethics of developing solutions and effective written communication
through workplace behavior, use of sources and the conventions of citation for
documents, and an overall demonstration of stewardship and integrity.
9. Work effectively with others.
In addition to being able to discuss how professional writing may be used for strategy,
engagement, persuasion, and impact, by the end of the semester, you will be able to
describe social entrepreneurship and analyze problems and solutions through a
sustainability lens. You will have hands-on opportunities to learn to write and produce
effective documents for specific professional audiences, and develop collaboration,
networking, and verbal communication skills.
I hope also that you will gain insight into your own career direction, leadership style, and
your potential contribution to make a difference in the world. Even if you decide
ultimately not to become a social entrepreneur or work for a social enterprise, you will
learn practical professional writing and workplace skills.
Overview of Assignments and Grading
Major Graded Writing
Assignment 1
Due Class 4
Resume and Cover Letter package, which
includes drafts and peer reviews.
Required: Visit to career center or professional in
your field. Recommended: Visit to writing center
Related Supportive Writing and In-class Prompted
Writing (including peer bios)
10%
Major Graded Writing
Assignment 2
Planning Memo due
electronically prior to
conference (Class #8)
Package due at
scheduled conference
Planning and Progress Report Memo package
Recommended: Visit to writing center
Related Supportive Writing and In-class Prompted
Writing (esp. pre-writing and topic development)
15%
Individual conference
Scheduled times on a
class night, mid-way
through semester
Attend writing conference in person, bring
complete Planning Memo package in pocket
folder. Points included in Professionalism and
Participation portion of the grade.
Major Graded Writing
Assignment 3
Due on presentation
date (#9, 10, 11)
Presentation/Pitch/Pecha Kucha slides and
package (about your semester project topic).
Related Supportive Writing and In-class Writing
15%
Major Graded Writing
Assignment 4
Due Class #14 (final
class)
Final paper package.
Related Supportive Writing and In-class Writing
NB: If you meet certain requirements, you may
turn in paper early for my advance feedback in
time to incorporate them into your final revisions
and editing.
35%
Peer reviews Points are included in major assignments.
Social Enterprise and
Sustainability
Concepts
Related Supportive Writing and In-class Writing 5%
PWP reflections/self-
assessments (graded)
PWP reflections/self-assessments, beginning,
mid-, and end
5%
Professionalism and
Participation
Attendance, promptness, preparation, class
participation, content engagement, teamwork,
volunteering for tasks and taking initiative,
sensitivity and constructive contributions to
classroom dynamics, and follow through.
15%
Your professionalism and participation grade will be measured by
a) Attendance;
b) Completion of major and supplemental assignments;
c) Demonstrated engagement with course content and with peers;
d) My impression of your professionalism and participation, based on my recall of
demonstrated responsibility, sustained contribution to class discussions, and consistent
effort to improve both written and spoken work.
I dock points for irritations such as pestering about points, excuses, missing appointments
or the writing conference, and demonstration of other attitudes and/or behaviors
inappropriate for workplace. My guiding question at the end of the semester is: Based on
your performance in this course, would a senior colleague believe she could count on you
(to produce solid, honest, effective work consistently on time without hassle or drama)?
Course Schedule
I reserve the right to—and likely will—make changes or improvise on the following
schedule, topics, learning activities, supporting assignments, points possible for
individual assignments, meeting location, and guest speakers. Check ELMS/Canvas
regularly. However, I will not alter significantly anything you see here about the
requirements, due dates, or weighting of major assignments. I encourage you to use the
syllabus to sketch out your own workplan and schedule dates for the semester.
Mantra: plan your work and work your plan.
Note: I am posting documents and announcements on our class ELMS page. Check there.
Use the weekly and theme Modules to guide your study and preparation. You are
responsible for all the material in the Modules.
Schedule Due
Class Agenda Topics Plan to work on
and prepare for
next class:
Class 1
W 9/3
M 9/8
Welcome and Orientation
• What is this class?
• What is Social Entrepreneurship and Innovation?
• Sustainability = subtheme
Solving Wicked Problems
Intros and Peer Bios assignment
Assign Learning Reflection A
Assign #socent quick research and analysis
Write Learning
Reflection A
#socent research
memo
Download and
skim Terp guide.
Find a
current/old
resume or create
a brainstorm list
of items to
include
Class 2
W 9/10
M 9/15
#socent quick
research and
analysis (in
ELMS– due 24
hrs before
classtime)
Bring old
resume
Learning
Reflection A
due (on paper)
Review #socent discoveries and impressions
Professional Writing
Work/Leadership Styles (Giant Resumes)
Resumes & Cover Letters – Major Assignment 1
Career Self-Reflection and Job Search Criteria (in
class)
Writing Process
Write peer bio
Finish Career
reflection and job
search criteria.
Audience
analysis.
Draft resume
and cover letter
Schedule a visit
career center (to
review a resume
draft or cover
letter) between
now and Class 4.
Class 3
W 9/17
M 9/22
Peer bios due
(ELMS list)
Draft resume
and cover
letter due
Business Letters: format, arguments and
evidence, plain language, effective organization
Peer Review (Resumes) and Technical Editing
Researched Work Paper (intro to Semester
Project) – Major Assignment 2
Planning Work Flow
Topic Brainstorming
Assign “call to sustainability” readings
Finish resume
and cover letter.
Topic idea
worksheet
Call to susty
readings
Class 4 Resume & Reflection on susty readings Workplace email
Class 4
W 9/24
M 9/29
Resume &
Cover Letter
(packet) due
Topic idea
brainstorm due
(ELMS)
Reflection on susty readings
Document Types & Audience Analysis
Online Profiles and Workplace Emails
Topic Idea Defining and Development (topic
speed dating and opportunity for teaming up)
Workplace email assignment
Rhetorical analysis in the workplace
Guest
Workplace email
(narrowed 2
topics to
propose)
Class 5
W 10/1
M 10/6
Workplace
email due
(ELMS)
Topic Refining
Project Planning Memo – Major Assignment 3
Memos & Paragraphs
Bibliography (annotated!)
Grammar and Usage
Susty lens analysis assignment
Exploratory
research (see
section 7 of
memo)
Write susty lens
analysis
Internet research
and go to the
library.
Schedule your
interviews
Sign up for
presentation time
Sign up for
conference time
Class 6
W 10/8
M 10/13
Columbus
Day
Susty lens
analysis
Bring of an
example of the
type of
document you
are
considering for
your topic.
Document Types
Interviews (primary research)
Business Presentations – Major Assignment 4
Audience Analysis for PPTs (in class)
Exploratory
research, cont.
Start your
bibliography
Draft planning
and progress
memo
Class 7
W 10/15
M 10/20
Draft planning
memo due on
paper
Final planning
memo due via
ELMS in
advance of
meeting—Thur
by midnight.
Peer Review Planning and Progress Memo
Preparing for Planning & Progress Mtng (aka
writing conference)
Mid-Semester Check In
Final Paper Assignment Details
Creating Sustainable Communities (asset
mapping)
Guest
Draft PPT
Skim your
sources so far.
Find more.
Thank you notes
Class 8
W 10/22
M 10/27
Conferences
scheduled
5:30-9:45pm.
Bring planning
memo packet
to your
conference
Draft PPT due
Writing conferences before, during, and after
regular classtime
Learning Circles
Document Design
Peer reviews for presentations
Assign Learning Reflection B
3 to 4 before class.
12 conferences during class. Have individual and
group activities for them to do on their own.
3 to 4 after class.
Grade their planning memos (mostly a completion
grade) during conference.
Learning
Reflection B
PPT
Read your
sources.
Class 9
W 10/29
M 11/3
Learning
Reflection B
due for those
scheduled to
present next
wk
Initial Presentations
Critical Response Process
Final Assignment Details and Tips
Work with “cadavers”
Guest possible
Evaluation and Logic Models
Presenters: bring your MVPR’s response sheet to
the next class
PPT
Write Reflection
B
Have you
finished
interviews?
Readings on
consumption
Keep reading
your sources.
Class 10
W 11/5
M 11/10
Learning
Reflection B
due those
scheduled last
week
Presentations and Critical Response, cont.
Budgets/Cost-Benefit Analysis
Consumption for Sustainable Economies
(rhetorical analysis)
Develop “Preview” sections (interview writeups,
draft bibliographies, table of contents, and if
needed, evaluation/logic models)
Audience Analysis
Presenters: bring your MVPR’s response sheet to
the next class
PPT
Audience
Analysis
Draft preview
sections
Begin core
sections
Schedule visit(s)
to writing center
Class 11
W 11/12
M 11/17
Framing
sections due
on paper
(interview
writeups, draft
bibliographies,
table of
contents,
Presentations and Critical Response, cont.
Peer Review Framing Sections
Quality in Major Papers
Core Sections
Presenters: bring your MVPR’s response sheet to
the next class
Budget/Costand
other Core
sections
Go to the writing
center
Thank you notes
Class 11
W 11/12
M 11/17
Framing
sections due
on paper
(interview
writeups, draft
bibliographies,
table of
contents,
evaluation or
logic model or
budget/cost-
benefit)
Audience
Analysis due
Presentations and Critical Response, cont.
Peer Review Framing Sections
Quality in Major Papers
Core Sections
Presenters: bring your MVPR’s response sheet to
the next class
Budget/Costand
other Core
sections
Go to the writing
center
Thank you notes
Class 12
W 11/19
M 11/24
At least 2 draft
core sections
due
Optional-
professor
preview of
90% drafts
turn ins
(11/26 by
noon)
Peer Review Core Sections
Exec Summ & Cover Letters
Revising & Editing
Professional World Grading Scale
Assign Learning Reflection C
Guest
Draft exec
summaries and
cover letters
Write Learning
Reflection C
Work on any
section and on
fitting the whole
paper together.
No class
W 11/26
.
Tgiving
Recess
Thanksgiving Recess
November 27-30 (Thursday-Sunday)
Class 13
M 12/1
W 12/3
Learning
Reflection C
due on paper
Return final drafts with comments
Peer Review Full Drafts
Revising and Copyediting
Course Review & Evaluations
Guest
Finish final paper
Thank you notes
Class 14
M 12/8
W 12/10
All final papers
(folder)
Thank you
notes due
(SWA or
workplace
team)
MVPR Nominations
Recall and Evaluate Course
Closing Ceremonies & Wrap
Last Day of Classes December 12 (Friday)
Reading Day December 13 (Saturday)
Final Exams December 15-20 (Monday-
Saturday)
Pick up final papers — date/time TBD
Required Texts
1. Open source materials replace a traditional textbook for this course. As busy
professionals do, we will use a lot of information that can be found online.
2. Terp Career & Job Search Guide. Download it from the Career Center website. Hard
copies may be available from the Career Center, the Business Career Center, or the
Engineering Career Center.
3. Selected readings on sustainability, social enterprise, workplace culture,
workplace writing, and other topics.
4. Your secondary research. Your semester project will include an annotated bibliography
with at least 10 sources related directly to your project’s content and at least 2 sources
that offer guidance or provide models for the type of document you choose to write. The
assignment for the final project will give you guidance to help you chose your sources,
which in most cases should include a mix of journal articles, online documents from
reputable sources, and books. I expect you to read them. Bonus points tacked onto the
semester grade for a review of one memorable book.
Required Materials
Four pocket folders for turning in major assignments with drafts and other items.
Suggested Materials
1. Plenty of toner—or access to reliable printers with plenty of ink. Default your
printer to draft quality and use some of the money you saved on the textbook to buy an
extra toner cartridge.
2. Lots of paper (although we will do as much as we can online via ELMS).
3. An accordion folders to keep papers and working drafts throughout the semester.
4. Jump drive for backups.
5. Healthy snack for class evenings.
Course Procedures and Policies
• Volume. The department requires more than 25-pages of polished writing (at least 6,250
words) in at least five writing assignments plus revisions. You’ll be doing at least that
much writing in this course. Yay, you!
• Fresh work. I just cannot accept papers you have written for other courses to fulfill any
assignment in this course (including resume and final paper).
• Academic Integrity. I expect the people I work with to do good work and tell the truth.
Under university policy, I am obligated to refer suspected plagiarism to the Office of
Student Conduct and Honors Council, which makes the judgment. Avoid problems by
doing your own work and by giving appropriate credit. Check with me in advance if you
are uncertain.
From ARHU: The student-administered Honor Code and Honor Pledge prohibit
students from cheating on exams, plagiarizing papers, submitting the same paper
for credit in two courses without authorization, buying papers, submitting
fraudulent documents and forging signatures. On every examination, paper or
other academic exercise not specifically exempted by the instructor, students must
write by hand and sign the following pledge: I pledge on my honor that I have
not given or received any unauthorized assistance on this examination (or
assignment).
Review UMD’s honor code at http://www.studenthonorcouncil.umd.edu/code.html
• Due dates. Major assignments and due dates are listed on this syllabus. All assignments
are due at the beginning of class unless otherwise indicated. Late work will be accepted
for some assignments under some circumstances, but not for all. When accepted, late
assignments will earn points off.
• Learning accommodations. If you require accommodation, please speak to me after
class or during office hours right away so we can determine together how to proceed and
support your learning.
From ARHU: Students with disabilities: The University of Maryland is committed
to providing appropriate accommodations for students with disabilities. Students
with a documented disability should inform the instructors within the add-drop
period if academic accommodations are needed. To obtain an Accommodation
Letter prepared by Disability Support Service (DSS), a division of the University
Counseling Center, please call 301-314-7682, e-mail [email protected], or visit
the Shoemaker Building for more information.
• Computer Classroom Policies. While you will do some writing during class, you will do
most of the writing for major assignments outside the classroom. Some assignments may
be turned in electronically via ELMS, but other homework must be printed on paper. Be
sure to back up all work both in and out of the classroom. Print your papers before class.
• Food. Please do not eat during class. However, do bring yourself a snack because of the
evening timing. We’ll take breaks.
• Attendance. Professional Writing is considered a studio course and the English
department requires me to count attendance. Attendance represents a significant portion
of your Professionalism and Participation grade. Just as in a workplace, your presence
and preparation (or lack thereof) will be noticed by me and by your colleagues. We are
counting on you to be on time and to come prepared to work in class meetings.
Note: While most university classes meet two or three times a week, this class
meets only once a week. That makes 14 times plus includes a required instructor
conference. I understand needing to miss occasionally, and while you will receive
no questions asked and no grading penalty for missing one-half or one class, you
will still be responsible for material and assignments covered in class. Missing
just two classes for any reason means you’ll have missed the equivalent of
roughly two weeks of class meeting time and instruction. However, missing three
classes or more will make catching up difficult, and perhaps impossible. If you
miss too many classes—even if excused—you will be unable to make up the
work, even if you are technically eligible to do so.
Check the university’s policy for excused absences—required notes and such are your
responsibility. An excused absence does not excuse you from responsibilities for
assignments. If you are absent for any reason, it is your responsibility to find out what
you’ve missed and make it up as best as you can. I appreciate your letting me know when
you will be absent, however, that does not qualify it as excused. Most in-class group
exercise, quizzes, and writing assignments missed due to absence cannot be made up
unless you have a university-sanctioned excused absence. Please do not miss your
conference.
From AHRU: Students are expected to inform the instructor in advance of
medically necessary absences, and present a self-signed note documenting the
date of the missed class(es) and testifying to the need for the absence. This note
must include an acknowledgement that (a) the information provided is true and
correct, and (b) that the student understands that providing false information to
University officials is a violation of Part 9(h) of the Code of Student Conduct. The
university’s policies on medical and other absences can be found at:
http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1540
Prolonged absence or illness preventing attendance from class requires written
documentation from the Health Center and/or health care provider verifying
dates of treatment when student was unable to meet academic responsibilities.
Absence due to religious observance will not be penalized, however, it is the
student’s responsibility to notify the instructor within the first 3 weeks of class
regarding any religious observance absence(s) for the entire semester. The
calendar of religious holidays can be found at:
http://faculty.umd.edu/teach/attend_student.html#religious
• Evaluations. From ARHU: Course evaluations are a part of the process by which the
University of Maryland seeks to improve teaching and learning. Your participation in
this official system is critical to the success of the process, and all information submitted
to CourseEvalUM is confidential. (Instructors can only view group summaries of
evaluations and cannot identify which submissions belong to which students.)
• Copyright notice. Class lectures and other materials are copyrighted and they may not
be reproduced for anything other than personal use without written permission from the
instructor.
• Diversity: I am committed to providing a classroom atmosphere that encourages the
equitable participation of all students regardless of—and inclusive of—age, disability,
ethnicity, gender, national origin, race, religion, or sexual orientation. Potential
devaluation of students in the classroom that can occur by reference to demeaning
stereotypes of any group and/or overlooking the contributions of a particular group to the
topic under discussion is inappropriate—for the classroom and for the workplace culture
we are modeling. (See Statement on Classroom Climate,
http://www.umd.edu/catalog/index.cfm/show/content.section/c/27/ss/1584/s/1541).
Course Culture and My Expectations
Enjoyment and Enthusiasm. I want this class to be a good challenge. So I encourage you
to use the class to explore projects that you find enjoyable and engaging. Part of being an
entrepreneur is following your passion, and this class is designed to give you space to
explore topics that excite and energize you.
Writing. This is a writing class and writing takes time. You will do a lot of thinking,
writing, and editing, both in and out of class. Expect to bring drafts to class, then hold
onto them for turning in later. This course is designed with a combination of short and
long-term overlapping assignments. You’ll want to get organized right away—budgeting
time and money for ink and supplies—so that you can stay on top of requirements.
Peer Review. Peer review is an important part of the curriculum in the Professional
Writing Program. In this class, grading for peer reviews are folded in to all major written
assignments and also factored into participation.
Struggle. Struggle means learning could be happening. If at some point during this
course, you are not struggling or working along a personal edge, you probably are not
learning. However, if stretch or challenge begins to feels like it may be turning into to
something that could negatively affect your work in our class, please let me know—
sooner rather than later. If necessary, we can make modest adjustments and
accommodations to help you get yourself back on track. I will consider these issues on a
case-by-case basis. I will require documentation. Your academic advisor may be a good
resource. Free and confidential services are available through the campus Counseling
Center 301-314-7651 http://www.counseling.umd.edu/Services/emergserv.htm
Professionalism, Participation, and Teamwork. My intention is to create a culture in class
that mimics a professional work environment. Unlike in English 101, your semester
project will be directed to real world readers, not just the professors. Your conduct in the
classroom should be similar to how you would behave in a work environment.
Plan to arrive on time, act respectfully in your interactions with others, act with honesty
and integrity, and show enthusiasm for your work. If you have a family emergency that
requires you to turn on the phone, let us know before class and we will accommodate
you. Mobile devices should be turned off during class. Mitigate the risk of technology
crises—email yourself backup drafts or save them on a jump drive, and don’t wait to start
working until the last minute. Computer or other technical problems will not earn
deadline extensions.
Examples of the professional behavior I am looking for:
—participation and professional attitude,
—quality feedback to peers in small groups,
—helpful, engaged, positive contributions in class,
—building onto colleagues’ comments in group discussion,
—quiet engagement in independent work,
—contributions to the course website,
—assistance with creating a more sustainable (environmentally-sensitive) classroom,
—fulfillment of class jobs and volunteering for spur-of-the-moment class jobs,
—independent use of learning support opportunities, such as office hours, writing and
career center, incorporating feedback into writing.
This course is interactive, participatory, and collaborative. It is not a lecture course.
Because of the collaborative nature of this class, participation is required. You’ll learn
from and with each other. Please come prepared to make substantive contributions to
class discussions, to participate during group workshops, and to engage fully with in-
class writing assignments.
About Your Instructor
Amy Kincaid is a senior-level consultant to nonprofits, social enterprises, and socially-
responsible companies, offering career experience in organizational development,
professional training and facilitation, and fundraising. She has secured over $67 million
for nonprofit organizations through government and foundation grants, cooperative
agreements, and major gifts. Amy has presented hundreds of times to professionals and
community leaders on fundraising, grantseeking, major gifts, strategic planning, impact
evaluation, turnarounds, and organizational development.
Just recently, she joined Institute for Conservation Leadership as Senior Associate, to
work with environmental organizations, coalitions, and foundations. For the previous 15
years, she operated ChangeMatters, which in 2011 became the country’s first Benefit
LLC, a new legal designation for service businesses committed to balancing people,
planet, and profit. Prior to starting that business, she developed the grantmaking program
for the first US-Soviet foundation, worked with non-governmental organizations in
Central and Eastern Europe, and built one of the earliest online employment listing
services, which specialized in social service and change jobs.
Having led, fumbled, and survived numerous nonprofits in transition, Amy understands
the real-life pressures in medium-sized and small social purpose organizations
undergoing startup, turnaround, and major growth.
Originally from Kansas City, Amy is a Jayhawk (just so you know). She also is an
exhibiting artist, curates artwork in a local café, is crazy about modern dance, serves on
the board of Pyramid Atlantic Art Center, and lives in the DC area with her patient
husband, two exuberant kids, and Mac the Dog. Her life away from the university is
mostly about working with her consulting clients, feeling guilty about household clutter,
keeping up with her children’s sports and music schedules, cooking with ingredients from
the CSA and local dairy, and trying to fit in some painting time or a dance class.
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