The Philanthropist in the Front Row _______ Advancing Learning Outcomes through Philanthropy Education and Service-Learning.

Student Philanthropists: Community Change-Makers_______.Dick Kinsley, Executive Director, Ohio Campus CompactBarbara Wallace, Director, College Success Program & Service-Learning UC Clermont1Overview of Student PhilanthropyHistory of Student Philanthropy Education in OhioOhio Campus Compacts InvolvementNational Interest in Student Philanthropy Education

Dicks part (Roger Grein and Campus Connects Learn and Serve America)2Participant Outcome:I have few answers and many more questions. I am confused as ever, but I believe that I am confused at a higher level about more important questions.Pay it Forward

Kirsten4Philanthropy is:Voluntary Action for the public good.

Voluntary Giving-when we give our money

Voluntary Service-When we give out time/talents

Voluntary Associations-when we work within organizations.

What is Philanthropy ?Philanthropy is moral action in response to the human problematic.Philanthropy over time represents the social history of the moral imagination.Philanthropy is essential to a free, open, democratic, civil society.Philanthropy is a tradition in jeopardy, one that needs our stewardship to thrive in the future as it has in the past.

Robert L. Payton and Michael P. Moody, Understanding Philanthropy Its Meaning and Mission, (Indiana University Press, 2008).

Pay it ForwardThe Pay it Forward program is developing a new generation of philanthropists through a course-based service-learning initiative that engages college students in hands-on philanthropy, grant-making, and service while providing community non-profits with much needed assistance during the economic downturn.Pay it ForwardFaculty infuse the study of philanthropy as a core component of the coursework.Each course receives real dollars to award to local non-profit agencies.Students provide at least 15 service hours to local non-profit agencies.Students learn to identify community needs, establish funding criteria, engage in group-decision making, reflect on the process and personal values and commitments, and evaluate the experience.

Breadth of classes.Infuse a student-led philanthropy initiative into an academic course and provide students with the intellectual knowledge and practical experiences to manage philanthropic funding;

$4500 dollars first 2 years. $2K third year.

Engage students in 15 hours of volunteer service to promote philanthropic understanding and community connectedness;

Support economic recovery efforts in local community;Focus efforts on 1 of 3 needs areas: children and youth, neighborhood development & revitalization, and/or hunger, homelessness, and health issues. Serve as a model for service-learning and philanthropy education.

8January 2009 - Present144courses34 campuses3 states 3,000 college students55,000 volunteer hours $560,000 400 community non-profits

OANO Award of ExcellenceFeatured in BusinessWeek

Ohio Campuses & CoursesEnglish SociologyPsychologyBusinessNursingEconomicsSocial WorkHuman ServicesWomens StudiesMedical ElectiveAccounting

Antioch University MidwestBaldwin-Wallace CollegeDefiance College Hiram College Hocking College Kent State University Marietta College Mercy College of NW Ohio Miami University Otterbein University The Ohio State University The Ohio State University, MarionThe University of Akron University of Cincinnati University of Mount UnionWright State UniversityYoungstown State University

10Paying it Forward: Writing, Philanthropy and Student Engagement

UC Clermont CollegeOverarching Theme: Disadvantaged YouthIntermediate English composition course offered students the opportunity to learn about current social issues involving at-risk youth as they connected course content with meaningful identified service to the community.

Students researched and wrote about intractable social ills including poverty and risky behavior affecting youth in this region.

Met all guidelines and requirements for regular sophomore English course, did involve equal amount of research and writing.12Essential ElementsComplete integration and infusion of key components

CurriculumServicePhilanthropyConnection wherein each aspect worked with and affected other aspects.13

CurriculumText: Paul Rogat Loebs Soul of a Citizen: Living with Conviction in Cynical TimesResearchWritingReflection journalsMajor essays: DefinitionProfile Capstone Reflective Essay (integrates academics, service and philanthropy including their personal growth and changing perspectives)Only time students enjoyed the required text. Suggested reading entire book. Embedded librarian helped locate resources, post to Bb and work individually with student who needed help locating specific research. Reflection- before, during and after Describe essay topics.14ServiceService learners served as positive role models, mentoring and tutoring at-risk youth in after-school programs

15 required hours

Boys & Girls Clubs (3 locations)Thomaston WoodsI arranged partnerships so that they worked w/ at-risk youth and were very aware of course goals and outcomes. They did in-class presentations.15PhilanthropyStudent leadership:

Selected guest speakersDetermined funding criteriaDecided who should receive RFPsDeliberated and reached consensus about funding decisions Leaders emerged throughout this process but it was highly collaborative. Students advocated and influenced but in the end, they had to reach a consensus.16$4,500 Funding- Year 1Boys & Girls ClubsSummer program to prevent summer slideLighthouse Youth ServicesSummer camp for abused, neglected, homeless boysChild FocusToys and games for therapeutic mentoringInvited 9 RFPs17$4,500 Funding-Year 2Cincy Smiles$1000 to transport low income youth to dental clinics (local kids)Faces Without Places$1000 for summer program for homeless youth (shoes and clothes)Free Store/Food Bank$2500 for Power Packs to feed hungry youth on weekends (Matched 100%)Both years, classed voted to invite 9 RFPs. B&G, Lighthouse and Child Focus. Insisted money local and lasting benefits, describe Power Packs and more bang for the buck, entire school for entire year.18Impact and OutcomesService-Learning and Community-Based Learning are High-Impact Practices (Kuh, 2008). The Pay it Forward initiative adds a student-led philanthropy component that enhances student learning and demonstrates significant gains in student outcomes.

Student Demographics20Student ActionStudent Activities in Philanthropy CoursePercentDid research into an issue area77.4Had direct contact with nonprofits74.8Helped develop selection criteria for awarding grants62.4Made an initial contact to a nonprofit to learn about the services they offer or to see if they were interested in submitting a proposal56.8Assisted in writing the RFP/grant proposal on behalf of an organization53.8Served as a group (board) leader/co-leader37.5Have made plans to volunteer at a nonprofit agency next term34.7Made a donation (money or material items) to at least one of the nonprofits being considered23.5Coordinated the visit of a nonprofit agency to speak to the class22.221Student SurveySelf-Reported Confidence Levels (1 = not at all confident, 4 = very confident)

3.09 = How to participate in a group to move the discussion toward productive decision making3.08 = To articulate points of view different from my own2.91 = To use consensus decision making to determine the allocation of resources2.91 = How to establish goals and priorities for the use of funds (philanthropic mission)2.89 = The role of the nonprofit sector in the local community

LOWEST1.96 = How to find meaning in nonprofit financial statements and/or the 990 Form2.39 = Knowledge of emerging trends in philanthropy and fundraising2.45 = how to develop and distribute the RFP to the nonprofit community that reflects giving priorities2.58 = how to measure the impact of nonprofit programming on community needs.

72% were confident of very confident: of the role of nonprofit sector in the local community.72% were confident or very confident: how nonprofits address societal problems/needs.22Student Survey1 = Practically Never/ 3 = Sometimes / 5 = Very Often37% had the opportunity to learn by doing very often. (35%, fairly often)35% felt they made a contribution very often (32% fairly often)31% felt they had the freedom to develop and use my own ideas very often (34% fairly often)27% very often had real responsibilities. (38% fairly often)23Student Philanthropic Plans Before and After the course Likelihood to:Stay involved with campus communityBefore: 27%After: 43%Volunteer after graduationBefore: 56%After: 74%Give $ to local non-profitsBefore: 41%After: 64%Believe they can make a difference in local communityBefore: 60%After: 86%Plan to volunteer or engage in philanthropic activities throughout lifetimeBefore: 48%After: 73%These werent even the biggest increases. 24

Philanthropic PlansThis was the before and after question.Likelihood before taking the class (1-4, 1 = not at all likely; 4 = very likely) compared to likelihood after taking the class. (1-4)Increases in all. Biggest jumps were as follows:

46.9% increase: Talk with peers about giving46% increase: Plan to volunteer or engage in philanthropic activities throughout life44.5% increase: Develop a budget for giving for the year

In addtion, Seek employment in an organization or corporation that values volunteer service 38.9 Give money to local nonprofits after graduation 38.3 Volunteer after graduation 36.2 Give money to nonprofits that request money 35.9 Believe they have a responsibility to help others in need 30.9 Stay involved with campus community after graduation 27.5 Live within the local or surrounding community after graduation 22.9 Live within this state after graduation 18.3

Lowest increase: Live within this state after graduation 18.3% increase. (Also, highest decrease, 5.3%)

In addition, 63% plan to give the same in the future as a result of taking this course. But, 35% plan to give more. 25 Course Reflections Future Giving

I will be more concerned about the community I live in.

I will give more and more often.

I will plan to be more of an educated, active donor. I will give to causes close to my own values and beliefs.

It has made me eager to donate more of my time and better understand the needs of the community and to search for non-profit organizations where my passion is.

This course has helped to realize that there is so much work to be done in the world. I will always be giving money and time as long as I can. I will donate money and will donate my time often.

35% of students plan to give MORE in the future as a result of taking this course.26Course Reflections About PhilanthropyI learned how easy it is to help other. You dont always have to donate your money or have some amazing skill. I can help to find ways to raise awareness for local nonprofits. I never really thought I had what it take to help them out until now.

I learned that I can make a difference. Before this experience I believed I could not make a difference on my own. I have come to learn that I was wrong from this experience. I really and truly believe our work could be a turning point for this community.

The most important thing I learned would be how valuable it is to collaborate with the community while being a college student. This course made me realize how important non-profit organizations are to the community.

This course did a great job at demonstrating how diverse philanthropy really is, both in theory and in practice and manifestation.

27Course Reflections Using Real $$Having actual money gave us actual responsibilities. We didnt want to let our community partners down so we all worked extra hard. We really wanted to write great grant proposals and we worked harder than we would have if the philanthropy part was hypothetical.

I have been volunteering most of my life, but giving money and having a say in how it affects the organization and community was empowering.

I took my decisions much more seriously and felt much more engaged in the course. The philanthropy aspect greatly enhanced my learning.

In many classes, activities are simulated so we will know how to do things in the future. The attitude surrounding that characteristic seems to suggest students cant make a difference now. This class using actual money made this project real. It gave me more motivation to do well on this project because people in my community could be positively affected.

Having real money made me work harder because it truly mattered.

28Instructor SurveyWe also asked them to mark without the giving component but they were ALL 0%.

84% felt students were more personally invested in the philanthropy infused course.74% of faculty felt that the philanthropy component course allowed students to develop more as leaders.68% felt students held each other more accountable. 68% also felt students worked harder and 58% felt students spent more time working out of the course.And, while 58% did not see a difference in whether or not students understood the course content better, it should be noted that 42% still felt that students who took the same course with the philanthropy component understood course content better.29Instructor Survey

Note: The numbers respond to the number of times the topic was cited by instructors. Q: What were the critical skills developed by the students in this course. Open ended.30Community Partner SurveyEfficacy/Capacity99% felt that As a result of this service-learning/student philanthropy partnership, their organization was able to meet community needs.87% felt that As a result of this service-learning/student philanthropy partnership, their organization was able to grow their capacity to serve clients.

31UC Clermont Student ReflectionsWhat I got [from the partners presentations] was exciting and involved, and made me want to be part of the solution. -- DyaneI will walk away from this experience a better person with a wider view of the world that we live in and the heroes that exist within our world. I will continue making a mark in my community and I will encourage others to do the same. --KortneyI feel more of a need now to give back to my community and learn more about disadvantaged youth and how I can help. After taking this class, I realize that I am capable of doing great things, and my journey is just beginning. LoraThe fact that the class gave me the tools and skills to volunteer in the community was great, but the actual opportunity to impact an organization is made by donations of money as well. --BrittanyUC Clermont OutcomesStudent empowerment and leadershipHeightened awareness of social responsibilityActivismProlonged volunteerismEnhanced critical thinking, research and writing skillsBelief that students themselves can make a difference

Food drive for YWCA, several continued to volunteer, better instructor and student relations33Implementing and Sustaining a Philanthropy Education Program on CampusTips for Success

Dick

34Tips for SuccessHave a college development staff serve as liaison to the project.Invite Senior Staff, VIPs, Board of Trustees to the final celebration.Include Corporate Sponsors in the initiative.Work with local Community/Family Foundations.Encourage faculty to publish and present on the findings.Student Philanthropy ResourcesService-Learning Clearinghouse: http://www.servicelearning.org/ or http://www.servicelearning.org/topic/philanthropyCollege Student Philanthropy: http://www.compact.org/initiatives/college-student-philanthropy/ Brandeis University, Sillerman Center for the Advancement of Philanthropy: http://sillermancenter.brandeis.edu/New York Times Philanthropy Edition: http://www.nytimes.com/pages/giving/index.htmlThe Chronicle of Philanthropy: http://philanthropy.com/U.S. News and World Report, Giving Back: A Citizens Guide to Public Service (November 2010): www.usnews.com

36Questions? Contact Us

Barbara Wallace Dick Kinsley (513) 732-5279 (740) 587-8570 barbara.wallace@uc.edu dkinsley@ohiocampucsompact.org