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Student Philanthropists: Community Change-Makers _______ .

Student Philanthropists: Community Change-Makers _______. Dick Kinsley, Executive Director, Ohio Campus Compact Barbara Wallace, Director, College Success Program & Service-Learning UC Clermont. Overview of Student Philanthropy. History of Student Philanthropy Education in Ohio

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Student Philanthropists: Community Change-Makers _______ .

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  1. Student Philanthropists: Community Change-Makers_______. Dick Kinsley, Executive Director, Ohio Campus Compact Barbara Wallace, Director, College Success Program & Service-Learning UC Clermont

  2. Overview of StudentPhilanthropy • History of Student Philanthropy Education in Ohio • Ohio Campus Compact’s Involvement • National Interest in Student Philanthropy Education

  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.

  4. Pay it Forward

  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.

  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).

  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.

  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 least15 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.

  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

  10. Ohio Campuses & Courses English Sociology Psychology Business Nursing Economics Social Work Human Services Women’s 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

  11. Paying it Forward: Writing, Philanthropy and Student Engagement UC Clermont College

  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.

  13. EssentialElements • Complete integration and infusion of key components • Curriculum • Service • Philanthropy

  14. Curriculum • Text: Paul Rogat Loeb’s 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)

  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

  16. Philanthropy Student leadership: • Selected guest speakers • Determined funding criteria • Decided who should receive RFPs • Deliberated and reached consensus about funding decisions

  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

  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%)

  19. Impact and Outcomes 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.

  20. Student Demographics

  21. Student Action

  22. Student Survey

  23. Student Survey

  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%

  25. Philanthropic Plans

  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.”

  27. Course Reflections – About Philanthropy “I learned how easy it is to help other. You don’t 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.”

  28. Course Reflections – Using Real $$ “Having actual money gave us actual responsibilities. We didn’t 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 can’t 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.”

  29. Instructor Survey

  30. Instructor Survey

  31. Community Partner SurveyEfficacy/Capacity

  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

  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

  34. Implementing and Sustaining a Philanthropy Education Program on Campus Tips for Success

  35. Tips for Success • 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.

  36. Student Philanthropy Resources Service-Learning Clearinghouse: http://www.servicelearning.org/ or http://www.servicelearning.org/topic/philanthropy College 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.html The Chronicle of Philanthropy: http://philanthropy.com/ U.S. News and World Report, “Giving Back: A Citizen’s Guide to Public Service” (November 2010): www.usnews.com

  37. Questions? Contact Us Barbara Wallace Dick Kinsley (513) 732-5279 (740) 587-8570 barbara.wallace@uc.edudkinsley@ohiocampucsompact.org

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