NASPA - March 2011Lori Hurvitz, The University of Chicago

Alexis Ruby Howe, The University of Pennsylvania

The need for private donations to colleges and universities has continued to rise over

the last several decades Institutions increasingly rely on alumni donors to support

institutional mission and growthTurning to current students and young alumni as

targeted revenue streams that need to be cultivated

BUT . . .How we can expect outcomes when we don’t really know anything about how they actually learn about philanthropy?

Student Philanthropy Education:How we teach students about the

importance of giving to their alma mater Roots began as early as the 1920s when students

got involved in Stanford’s capital campaign.No significant data exist showing characteristics of

alumni donors while they were students that predict giving.

Valuable lessons can be learned from what is already known about fundraising from alumni

(Brittingham & Pezzullo, 1998) Once a person establishes a pattern of giving, it is likely

the pattern will continue and the gift amounts will increase (Lindahl & Winship, 1992; Monks, 2003).

Older alumni, those who likely have greater financial capacity, contribute more (Balz, 1987).

If these patterns of giving have been established while students are on campus, as alumni age and financial capacity grows, it is possible that giving rates and amounts will increase.

Findings reinforce the benefits of starting a cultivation process early to allow for room for growth and improvement in long-term fundraising strategies.

Institutions in the study utilize a number of programmatic initiatives designed to teach

philanthropy educationEngaging student volunteers and giving them effective trainingAlumni-student interaction and role modelingEvents and programs that fulfill student need, particularly

related to career preparation and social programs, ie free food and jobs

Online resources and networking opportunities for studentsRobust senior class gift drives employing strategies specific to

the culture of the institutionPurposeful peer-to-peer solicitation techniques

The institutions also pay close attention to their campus cultures and unique histories

across their planning and strategiesCompetition among the IviesReflecting future alumni experience in student

experience ie donor recognition programsChallenge and matching programs

Can you think of unique attributes of your campus culture where you can

apply student philanthropy initiatives?

SENIOR CLASS GIVING PARTICIPATION RATES

2000-2009Chicago

+Columbia

* Cornell Dartmouth Harvard MITPrinceton

† Stanford UPenn Yale

2000 14.0% 60.4% 61.0% 23.0% 71.0%

2001 20.0% 45.5% 59.0% 38.0% 76.0% 16.6%

2002 52% 52.0% 34.2% 67.0% 31.0% 86.4% 42.2%

2003 50% 71.0% 34.8% 28.0% 72.0% 24.0% 87.2% 42.6% 74.0%

2004 56% 76.0% 38.2% 13.0% 67.0% 29.0% 87.7% 54.6% 82.0%

2005 58% 77.0% 40.1% 58.0% 60.0% 25.0% 82.3% 36.0% 48.8% 79.0%

2006 68% 83.5% 40.0% 73.0% 66.0% 51.0% 87.0% 43.0% 56.9% 73.0%

2007 71% 84.5% 51.9% 80.0% 67.0% 52.0% 85.7% 46.0% 63.0% 80.0%

2008 77% 85.0% 54.0% 92.5% 63.0% 64.2% 84.0% 42.0% 68.4% 74.0%

2009 80% 90.5% 54.7% 96.0% 74.0% 65.0% 90.7% 51.0% 72.1% 89.0%*Includes Columbia College students only, does not include Fu Foundation School of Engineering and Applied Science.†Princeton University holds a senior pledge drive. Figure in table measures pledges, not received gifts.+Chicago not included in original study

 

ONE AND FIVE YEAR POST-GRADUATION GIVING RATES FOR REPORTING

INSTITUTIONS  Chicago + Columbia Cornell Dartmouth MIT Princeton* Stanford UPenn

Class of 2008, One Year Post-Graduation Giving

24.9% 22.3% 54.0% 35.0% 31.2% 75.2%* 13.1% 17.7%

Class of 2004, Five Year Post-Graduation Giving

32.5% 24.2% 38.2%  35.8% 25.0% 70.9% 18.7% 21.1%

*Princeton’s one-year giving rate reflects alumni honoring their senior pledge.+Chicago was not included in original study.

Why is this important to student affairs professionals?

Students have a tendency to compartmentalize their educational experiences

YOU are instrumental to their experienceWe know how to reach students best! – Need to share

with colleagues in Alumni Relations and DevelopmentDon’t be afraid to get involved in fundraising – not just

about raising moneyFundamentally, alumni affairs professionals are

interested in the same thing you are, just on a longer-term basis

But what’s in it for you?Access to resources – human and financialNotice of institutional leadershipSupport for programs by alumni

Chickering (1969) found that educational environments where objectives and policies are reflected consistently through programs and policies engender the same uniformity of thought among students.

Things to think about and immediate action you can take:

Gain support of institutional decision makersMust build the notions of philanthropy in

studentsStart the habit of givingMake small adjustments to existing programs for

big impactEngage partners – other offices and alumniRevisit your strategic communications messages

Barriers existing program directors find to growth and expansion:

Resource allocations, human and financial, are the most instrumental factors affecting philanthropy education

Lack of support and collaboration by administration, particularly upper-level, faculty, and student affairs

Alumni relations and development often at philosophical odds with each other

Lack of intentional, consistent and strategic communications and messages

Examples of Successful Programming Initiatives

The University of PennsylvaniaThe University of Chicago (not included in original

study)Examples of benefits for orientation, student

activities and programming, & career services

Why have these programs been successful?

Distinctive to their campus cultureConsidered a broad definition of philanthropy,

not just dollars and centsCross-campus collaborations provided a seamless

appearance to studentsIncluded important components of student

development

Student Development in ActionAllowed for the influence of student affairs professionals (findings consistent with NASPA’s 1998 inventory of good

practices for student affairs):Focused on building an inclusive campus community with

partners across campusThought about the WHOLE student and their overall

experienceWas strategic and process orientedHad reasonable expectations of what they could

accomplishExamples

Recommendations for institutions thinking about starting student philanthropy

education initiativesGarner additional support and resourcesUse student development theory as a basis for your

practicesIncrease c collaborations across the university - create a full

student experience which play a critical role in student expectations and satisfaction

Be more intentional and strategic in communication effortsUse own campus culture as a prevailing force behind

decision-making

Small Group Exercises

What are the meaningful traditions that are already taking place on your campus that you can leverage for student philanthropy?

How soon do you start? What are the touch points on your campus? What does it look like?

Who can you partner with?How do you continue the new initiative after the

first implementation year?

Contact Information

• Please drop your business card and we will e-mail you an electronic copy of this presentation• You can find a full copy of Lori’s dissertation through Pro-Quest from your university library. Search under dissertations: Hurvitz After this date: 01/01/2010 or email Lori for an electronic copy