Student Philanthropy Education: Models for Success

1. Student Philanthropy Education:Models for Success NASPA - March 2011 Lori Hurvitz, The University of Chicago Alexis Ruby Howe, The University of Pennsylvania

2. 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 growth • Turning 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?

3. 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.

4. 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.

5. Institutions in the study utilize a number of programmatic initiatives designed to teach philanthropy education • Engaging student volunteers and giving them effective training • Alumni-student interaction and role modeling • Events 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 students • Robust senior class gift drives employing strategies specific to the culture of the institution • Purposeful peer-to-peer solicitation techniques

6. The institutions also pay close attention to their campus cultures and unique histories across their planning and strategies • Competition among the Ivies • Reflecting future alumni experience in student experience ie donor recognition programs • Challenge and matching programs Can you think of unique attributes of your campus culture where you can apply student philanthropy initiatives?

7. Senior Class Giving Participation Rates 2000-2009 *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

8. One and Five Year Post-Graduation Giving Ratesfor Reporting Institutions *Princeton’s one-year giving rate reflects alumni honoring their senior pledge. +Chicago was not included in original study.

9. Why is this important to student affairs professionals? • Students have a tendency to compartmentalize their educational experiences • YOU are instrumental to their experience • We know how to reach students best! – Need to share with colleagues in Alumni Relations and Development • Don’t be afraid to get involved in fundraising – not just about raising money • Fundamentally, alumni affairs professionals are interested in the same thing you are, just on a longer-term basis

10. But what’s in it for you? • Access to resources – human and financial • Notice of institutional leadership • Support 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.

11. Things to think about and immediate action you can take: • Gain support of institutional decision makers • Must build the notions of philanthropy in students • Start the habit of giving • Make small adjustments to existing programs for big impact • Engage partners – other offices and alumni • Revisit your strategic communications messages

12. 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

13. Examples of Successful Programming Initiatives • The University of Pennsylvania • The University of Chicago (not included in original study) • Examples of benefits for orientation, student activities and programming, & career services

14. Why have these programs been successful? • Distinctive to their campus culture • Considered a broad definition of philanthropy, not just dollars and cents • Cross-campus collaborations provided a seamless appearance to students • Included important components of student development

15. Student Development in Action Allowed 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 campus • Thought about the WHOLE student and their overall experience • Was strategic and process oriented • Had reasonable expectations of what they could accomplish • Examples

16. Recommendations for institutions thinking about starting student philanthropy education initiatives • Garner additional support and resources • Use student development theory as a basis for your practices • Increase 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 efforts • Use own campus culture as a prevailing force behind decision-making

17. 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?

18. Contact Information Lori Hurvitz The University of Chicago Assistant Dean of the College and Director of College Programming lhurvitz@uchicago.edu Alexis Ruby Howe The University of Pennsylvania Assistant Director of Alumni Affairs, Director of Penn Traditions alexisrh@upenn.edu • 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