Dick Kinsley, Executive Director, Ohio Campus Compact Barbara Wallace, Director, College Success...
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STUDENT PHILANTHROPISTS: COMMUNITY CHANGE- MAKERS _______ . Dick Kinsley, Executive Director, Ohio Campus Compact Barbara Wallace, Director, College Success Program & Service- Learning UC Clermont
Dick Kinsley, Executive Director, Ohio Campus Compact Barbara Wallace, Director, College Success Program & Service-Learning UC Clermont
Dick Kinsley, Executive Director, Ohio Campus Compact Barbara
Wallace, Director, College Success Program & Service-Learning
UC Clermont
Slide 2
Overview of Student Philanthropy History of Student
Philanthropy Education in Ohio Ohio Campus Compacts Involvement
National Interest in Student Philanthropy Education
Slide 3
Participant 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.
Slide 4
Pay it Forward
Slide 5
Philanthropy 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.
Slide 6
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).
Slide 7
Pay it Forward The 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.
Slide 8
Pay it Forward Faculty 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.
Slide 9
January 2009 - Present 144courses 34 campuses 3 states 3,000
college students 55,000 volunteer hours $560,000 400 community
non-profits OANO Award of Excellence Featured in BusinessWeek
Slide 10
Ohio Campuses & Courses English Sociology Psychology
Business Nursing Economics Social Work Human Services Womens
Studies Medical Elective Accounting Antioch University Midwest
Baldwin-Wallace College Defiance 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, Marion The University of
Akron University of Cincinnati University of Mount Union Wright
State University Youngstown State University
Slide 11
UC Clermont College
Slide 12
Overarching Theme: Disadvantaged Youth Intermediate 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.
Slide 13
Essential Elements Complete integration and infusion of key
components Curriculum Service Philanthropy
Slide 14
Curriculum Text: Paul Rogat Loebs Soul of a Citizen: Living
with Conviction in Cynical Times Research Writing Reflection
journals Major essays: Definition Profile Capstone Reflective Essay
(integrates academics, service and philanthropy including their
personal growth and changing perspectives)
Slide 15
Service Service 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
Woods
Slide 16
Philanthropy Student leadership: Selected guest speakers
Determined funding criteria Decided who should receive RFPs
Deliberated and reached consensus about funding decisions
Slide 17
$4,500 Funding- Year 1 Boys & Girls Clubs Summer program to
prevent summer slide Lighthouse Youth Services Summer camp for
abused, neglected, homeless boys Child Focus Toys and games for
therapeutic mentoring
Slide 18
$4,500 Funding-Year 2 Cincy 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%)
Slide 19
Service-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.
Slide 20
Student Demographics
Slide 21
Student Action Student Activities in Philanthropy CoursePercent
Did research into an issue area77.4 Had direct contact with
nonprofits74.8 Helped develop selection criteria for awarding
grants62.4 Made an initial contact to a nonprofit to learn about
the services they offer or to see if they were interested in
submitting a proposal 56.8 Assisted in writing the RFP/grant
proposal on behalf of an organization 53.8 Served as a group
(board) leader/co-leader37.5 Have made plans to volunteer at a
nonprofit agency next term34.7 Made a donation (money or material
items) to at least one of the nonprofits being considered 23.5
Coordinated the visit of a nonprofit agency to speak to the
class22.2
Slide 22
Student Survey
Slide 23
Slide 24
Student Philanthropic Plans Before and After the course
Likelihood to: Stay involved with campus community Before: 27%
After: 43% Volunteer after graduation Before: 56% After: 74% Give $
to local non-profits Before: 41% After: 64% Believe they can make a
difference in local community Before: 60% After: 86% Plan to
volunteer or engage in philanthropic activities throughout lifetime
Before: 48% After: 73%
Slide 25
Philanthropic Plans
Slide 26
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.
Slide 27
Course Reflections About Philanthropy I 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.
Slide 28
Course 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.
Slide 29
Instructor Survey
Slide 30
Slide 31
Community Partner Survey Efficacy/Capacity
Slide 32
UC Clermont Student Reflections What I got [from the partners
presentations] was exciting and involved, and made me want to be
part of the solution. -- Dyane I 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. --Kortney I 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. Lora The 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. --Brittany
Slide 33
UC Clermont Outcomes Student empowerment and leadership
Heightened awareness of social responsibility Activism Prolonged
volunteerism Enhanced critical thinking, research and writing
skills Belief that students themselves can make a difference
Slide 34
Tips for Success
Slide 35
Have 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.
Slide 36
Service-Learning Clearinghouse: http://www.servicelearning.org/
or
http://www.servicelearning.org/topic/philanthropyhttp://www.servicelearning.org/
http://www.servicelearning.org/topic/philanthropy College Student
Philanthropy: http://www.compact.org/initiatives/college-
student-philanthropy/http://www.compact.org/initiatives/college-
student-philanthropy/ Brandeis University, Sillerman Center for the
Advancement of Philanthropy: http://sillermancenter.brandeis.edu/
http://sillermancenter.brandeis.edu/ New York Times Philanthropy
Edition :
http://www.nytimes.com/pages/giving/index.htmlhttp://www.nytimes.com/pages/giving/index.html
The Chronicle of Philanthropy:
http://philanthropy.com/http://philanthropy.com/ U.S. News and
World Report, Giving Back: A Citizens Guide to Public Service
(November 2010): www.usnews.comwww.usnews.com
