TUFTS UNIVERSITY ~ GRADUATE SCHOOL OF ARTS & SCIENCE DEPARTMENT OF URBAN AND ENVIRONMENTAL POLICY AND PLANNING 2010 PHILANTHROPY AND FUNDRAISING SYLLABUS Course #: UEP 0191A and Audit # UEP 191BU (1 Credit) Location: Anderson 313 Days/Times: Tuesdays/Thursdays, Second Session ~ 6:00 to 9:30 p.m. Lecturers: Rev. Dr. Sylvia R. Johnson Patricia Bonner-DuVal Senior Advisor Principal The Hyams Foundation Bonner Enterprises Assistant: Gulcem Aktas Telephone: 617.216.1221 617.232.5453 E-Mail: revsjohnson@yahoo.com Pat@Bonnerent.com I. COURSE INFORMATION A. Course Description: This summer, students will have the opportunity to learn about the integral and critical role philanthropy and fundraising plays in sustaining and growing nonprofits, such as museums, institutions of higher education, environmental, health care and human services organizations. If you are planning a career as a leader in today s nonprofit sector, this course will provide you with a better understanding of philanthropy and the skills to navigate the increasingly complex world of fundraising. Through this course, you will explore emerging philanthropic and fundraising trends, especially those inspired by the economic recession; and learn about standard and innovative fundraising tools and strategies to address changing funding priorities and new application processes. The course also provides practical opportunities to: study the world of philanthropy s funding decision making process; while learning fundraising skills to engage and obtain support from individual donors, foundations, and corporations. B. Required Readings: The Foundation Center s Guide to Proposal Writing (fourth or later Edition) Jane Geever. This text may be purchased directly from The Foundation Center, 79 Fifth Avenue, New York, NY 10003-3076. Office Phone: 1.212.620.4230. Order Code: GPW4 Order Online: https://fdncenter.org/marketplace Order by Phone: Monday-Friday 9:00 a.m. to 5:00 p.m. Call 800.424.9836 Additional readings to inform our class discussions are listed below and available on http://blackboard.tufts.edu. Please check Blackboard periodically for updates. C. Anticipated Outcomes: This course is designed to assist nonprofit practitioners in developing a better understanding of, and strategies to engage the private philanthropic sector, including foundations, corporations, and individual donors. The course will provide an overview of the structure of organized philanthropy as well as an understanding of the process of non-profit fundraising and creating development strategies. We expect students to become proficient or to learn new skills in the following areas: Understanding the driving forces and trends in the world of Philanthropy and Fundraising today; Identifying and researching sources of funding using the Internet and other sources; Interpreting Foundation guidelines and funding criteria; Creating relationships with philanthropists and grant makers that may lead to funding opportunities; Designing fundable projects to initiate, sustain, or expand nonprofit services; Knowing the basics of how to complete a funding proposal and individual solicitation materials; Understanding how the writing skills learned may be applied to other types of fund raising efforts.
Philanthropy and Fundraising Syllabus UEP191 Page 2 of 6 Guest Speakers: We have invited professionals in the field to speak in class. We will inform you in advance when we have confirmed the dates when guests will be joining us, so that you can prepare questions that will allow you to take advantage of their expertise. These guests will generally accompany the instructors or arrive close to the beginning of class. Being on time when meeting with a funder is critical to your success as a leader and, as a result, we expect that you will make every effort to be on time. II. COURSE CONTENT Week 1 Class 1 7.6.10 1. Introductions: Course overview and student expectations (please complete the survey), Discuss assignments, final papers, and review formats. 2. Class Discussion: The History of Philanthropy and its Implications ~ Why Donors Give! Changing trends in Fundraising ~ Recovery Act Funding and On-line applications Elements of a Competitive Project ~ The Planning Process Readings: (a) What makes a proposal or project worth funding? (b) The 2008 Study of High Net Worth Philanthropy, Center on Philanthropy at Indiana University Pages 6-13 and Pages 44-52; (c) Funding Trends (Blackboard). * Assignment #1 due Week 2 - Class 1: Find a Funder Research (Blackboard) 1. The Funding Environment Class 2 7.8.10 The Economic Recession and its impact on Philanthropy Overview of the competitive nonprofit fundraising environment Identifying and approaching likely donors LOI s and their changing importance Readings: (a)foundation Growth and Giving Estimates 2010 Please download the file from the Foundation Center at the following address http://foundationcenter.org/gainknowledge/research/pdf/fgge10.pdf; and (b) Introducing your project to a funding source, Power Point Presentation for class discussion. NOTE: Please download from www.agmconnect.org the Associated Grant Makers Common Proposal Formats for the Cover Page, Concept Paper, Proposal Narrative, Diversity Form, and budget. Week 2. Class 1 7.13.10 Assignment 1 Due 1. Funding Streams and Major Fund Raising Methods Funding Collaboratives and Affinity Groups Individual Donors Corporate and Foundation Grant Makers Government Grants & Recovery Act Funding Special Events Readings (a) The 2008 Study of High Net Worth Philanthropy, Center on Philanthropy at Indiana University Pages 52-66 (Please read and come prepared to discuss); (b) An Overview of the Basics of Philanthropy and Fundraising (PowerPoint for class); (c) Jane Geever, The Foundation Center s Guide to Proposal Writing, Chapters 1-3. * Assignment #2 due Week 3 - Class 1: Complete Executive Summary or Concept Paper Class 2 7.15.10 2. Components of a Winning Proposal ~ with a focus on information grant officers need to influence funding decisions (for on-line and hard copy applications) The Basics Before You Begin Writing Introductory Sections - The Cover Page Organizational Description The Organization s Programs, Strategic Goals, and Objectives
Philanthropy and Fundraising Syllabus UEP191 Page 3 of 6 Demographic Information - The Diversity Form Reading: (a) Jane Geever, The Foundation Center s Guide to Proposal Writing, Chapters 4-7; (b) The Nuts & Bolts of Grant Writing (PowerPoint ~ on Blackboard for class discussion). *Assignment #3 due Week 5 - Class 1: Complete Part 1 of your Proposal Week 3 Class 1 7.20.10 Assignment 2 Due 1. Components of a Winning Proposal--Continued Project Description Need or Problem Statement Specific Activities & Timetables Project Goals and Objectives Readings: (a) Jane Geever, The Foundation Center s Guide to Proposal Writing, Chapters 8 and 9; (b)the Nuts & Bolts of Grant Writing (PowerPoint for class discuss). Guest Speaker: Leslie Pine, Senior Vice President, Programs, The Philanthropic Initiative ( http://www.tpi.org 2. Completing Your Proposal Class 2 7.22.10 Evaluation Budget and Required Attachments Sustainability and Collaborators 3. Class Discussion: Develop criteria funders may use to review organizations background, fiscal health, and the project for which funding is requested. NOTE: Please bring your laptops or calculators with you to this class *Assignment #4 due Week 4 - Class 1: Develop General Funding Criteria Week 4 Class 1 7.27.10 Assignment 4 Due Guest Speaker: Klare Shaw, Senior Associate, Arts and Education, Barr Foundation http://www.barrfoundation.org 1. Philanthropy from the Funder s Perspective: Group Project Students will be randomly divided into groups of 3 to 4 to form a foundation. Each group will select the name of their foundation and will represent a foundation s review team (a specific amount of funds available to distribute will be provided). Each group will be assigned one of the following common foundation focus areas: a) arts, b) civic engagement, c) teens, and d) affordable housing. Groups will create three to five project-funding criteria for the specific focus area assigned. Each individual in the group will receive and review a short proposal, and will summarize its strengths, weaknesses, and match with the funding criteria developed. Each individual will present their proposal to the group and the group will agree on funding recommendations including amounts to be made to the Board. *Assignment #5 due Week 4 - Class 2: Prepare Funding Recommendations and Summary to Present to the Board. Class 2 7.29.10 Assignment 5 Due 2. Philanthropy from the Funder s Perspective: Group Project Introduce invited guest(s) The Board to whom groups will present recommendations Foundation trustee/board member will present on the role of foundation trustees/boards and what they consider when making grant decisions. Each foundation group will present to the Trustees/Board, summarizing their recommendations and answering questions.
Philanthropy and Fundraising Syllabus UEP191 Page 4 of 6 Week 5 Class 1 8.03.10 Assignment 3 Due 1. Approaches to Individual Donors PowerPoint Presentation Annual Appeals, Major Gifts, Giving Circles, Legacy Gifts Point of Entry Programs (POE s) Donor Cultivation and Stewardship Activities 2. Class Discussion on: Volunteer and staff roles in the cultivation, request and stewardship processes; plus the general Moves or steps essential to cultivating and soliciting major donors. Readings: (a) Jane Geever, The Foundation Center s Guide to Proposal Writing, Chapters 13; (b) Donald E. Craig, The Tango of Solicitation, If you know the steps to dance to when asking for the big gift, prospects will follow your lead (article). *Assignment #6 due Week 6 - Class 2: Develop an E-mail Solicitation for Past Donors and Submit a One-Page Summary on Generic Moves in the Major Donor Solicitation Process Class 2 8.05.10 Assignment 6 Due Guest Speaker: Dan Allenby, Vice President Annual Giving, Grenzebach Glier and Associates (http://www.grenzebachglier.com) 2. The Important Role Annual Giving Plays in the Development Process New Developments in the Field of Annual Giving What seems to work and why Role Play ~ Students will be paired as Philanthropists and Fundraisers After a 10 minute practice session, each pair will present their verbal request for funding to the class; Readings: (a) Tom Ahern Excerpted from Seeing through a Donor's Eyes: How to Make a Persuasive Case for Everything from Your Annual Drive to Your Planned Giving Program to Your Capital Campaign; (b) Come prepared to verbally compare and contrast Statements of Ethics and Accountability from the American Association of Museums and Association of Fundraising Professionals. Week 6 Class 1 8.10.10 1. The Role of Special Events, Planning/organizing events that promote your institution while raising unrestricted funds Integrating Events into your overall fund development portfolio Class Discussion: The basic components of a good event! Planning small events 100-200 people; Mid-size events 300-500 people; Large Events > 600 people Reading: The Essential Steps for Launching a Successful Fundraising Event (Blackboard). *Assignment #7 due Week 6 - Class 2: FINAL PAPERS 2. Fund Raising versus Friend Raising Events Class 2 8.12.10 FINAL PAPERS DUE Guided Discussions: Putting the Fun back into Fundraising events Using Events as a part of your Point of Entry Program for Major Donor Cultivation Events as Stewardship Opportunities B. Course Format: This course includes lectures, guided discussions, group work, student presentations, demonstration and practice sessions, structured exercises and role-play, a review of successful proposals and foundation guidelines and other emerging funding criteria. Other course expectations include: 1. Tolerance of Varied Learning Styles: The primary expectation is that you have signed up for this course to become knowledgeable about current trends in philanthropy and to acquire the skills to use this knowledge effectively. To achieve this goal: a) Please be patient with your classmates, b) all questions are welcomed and encouraged, as these will enhance your learning experience, and c)
Philanthropy and Fundraising Syllabus UEP191 Page 5 of 6 if you do not understand class materials, lectures, or discussions, it is imperative that you speak with the lecturers immediately to obtain clarity. 2. Class Participation: Twenty five percent of your grade will be based on class participation, which is defined here as being present and actively participating in class discussions. Five percent is based on reading assigned materials, as evidenced by your ability to discuss these materials in class and to engage guest speakers. If you are unable to attend class, please let us know during class break-time, or contact Gulcem Aktas in Pat Bonner-DuVal s office, to let her know. Gulcem may be reached at Gulcem@Bonnerent.com or by phone at 617-232-5453. 3. Written Assignments: Assignments are an integral part of the learning experience that will enable you to navigate the world of philanthropy and fundraising, successfully. Written assignments account for 70% of your grade, as detailed below. If you do not clearly understand an assignment, please speak with the lecturers before the assignment is due. Late assignments will reduce your grade. If you submit fewer assignments than required, your grade will reflect the number of assignments submitted. III. WRITTEN ASSIGNMENTS The Ground Rules: Written assignments are due at the end of the classes noted below (and when requested may be posted on Blackboard or e-mailed directly to instructors). Assignments should be completed and submitted on time. To avoid loosing 0.5% on each assignment submitted after the due date, please make the effort to complete and submit assignments on time. Assignments should not exceed the requested page limit and should be: Typed in any 12-point font, that is approximately the size of this text or larger. All margins should be one inch and all pages should be numbered. Text must be one-and-a-half spaced. Quotes, bullets, and lists may be single-spaced. Your name, the name of your instructors, and the date must appear on all papers. Cover sheets, footnotes, endnotes, and requested exhibits are not included in the page length limits. Please do not submit brochures, CDs, or supporting materials that are not requested as a part of the papers assigned. #1 DUE FOR July 13, 2010 - Donor Research Skills: Review the list of funding sources provided on the Find a Funder form on Blackboard and complete the research needed to complete the rubric on the second page. Data to complete this research may be obtained from the internet, the funder s annual report or on-line at Associated Grant Makers. Yes, you may speak directly with a foundation officer, if you know one or are able to reach one on time to complete this assignment. #2 DUE FOR July 20, 2010 Introducing Your Program or Project to a Funder: Write and submit a three-page Executive Summary or Concept Paper. For concept papers, please use the format provided by Associated Grant Makers (AGM), available online at www.agmconnect.org. It is not necessary to type your responses into the AGM guideline, as it is very restrictive. Use the topic headings provided to guide the presentation of your project. For Executive Summaries, please use the format and topic headings provided in the Foundation Center s Guide to Proposal Writing. #4 DUE FOR July 27, 2010 Create General Funding Criteria Using information gleaned from class discussions, envision yourself as a philanthropist and create a one-to-two page list of the attributes foundation staff, Trustees, or Board members might use to make funding decisions. Develop a criteria rubric for the topic headings provided in the Associated Grant Makers Common Proposal Format for a Full Proposal. Examples will be provided during the prior class.
Philanthropy and Fundraising Syllabus UEP191 Page 6 of 6 #5 DUE FOR July 29, 2010 Prepare Funding Recommendations This is both a team and an individual assignment, the majority of which will be completed during class. In discussion with other members of your group, you will develop three to five criteria to evaluate the effectiveness of grant seekers in addressing an assigned funding focus area. Focus areas for which criteria will be developed collectively include: a) arts, b) civic engagement, c) teens and d) affordable housing. After reviewing the proposal presented, create a summary of the proposal s strengths and weaknesses and work with group members to reach a consensus on a funding recommendation. You will have the opportunity to present your recommendations to a Board of two or more philanthropists and will submit this group assignment following your presentation. # 3 DUE FOR August 3, 2010 Part I of Your Proposal Using the Associated Grant Makers Common Proposal Format for a Full Proposal, complete the Organizational Information narrative section, contained in questions 1 to 4. Please condense your responses to five-pages spaced at 1.5. # 6 DUE FOR August 5, 2010 Individual Donor Solicitation Write an email or one-page letter to solicit ongoing support from a past donor to your organization. Also, prepare a one-page summary of the sequence of activities or MOVES you might take to cultivate and ask a prospect for a major gift. These are the only documents that you may choose to single space! # 7 DUE FOR August 12, 2010 FINAL PAPERS Using the Associated Grant Makers Common Proposal Format for a Full Proposal, complete the Project Information narrative section, contained in questions 5 to 10. Please condense your responses to four-to six-pages spaced at 1.5. Not included in this six-page limit is your budget and budget narrative. Please also provide, on one-page, an attachment list with summary information explaining why these attachments are needed. IV. GRADING Everything you do in this class counts - class participation, reactions and responses to readings, oral presentations in class, and written work. This grading practice reflects our teaching philosophy: we are working together to create a learning experience for all of us. Everything you do contributes to this learning experience and is valued. Every way that you do not contribute - by being unprepared, failing to submit papers when requested, being silent while others contribute to class discussions, falling asleep, or not coming at all - diminishes the experience for all class participants. In evaluating papers, we will look for clear, well-written, and well-edited prose. Papers should be organized carefully with arguments that are clearly and succinctly framed. As some assignments cover sections of a full proposal, please use the topic headings provided in the guidelines, when completing grant writing proposal assignments. Please do not just launch into your paper and do not leave the reader hanging. Integrate readings, as well as other research when required, to support and illustrate your arguments. The assignments are deliberately short. Do not mistake that for quickly accomplished. In the philanthropic world, successful communications are brief, crisp, clear, and to the point. If we find you are weak on grammar or spelling, we will tell you and will expect improvement over the term. We may suggest you contact the Academic Services Center. Your grade will be weighted as follows: 25% class participation, 5% presentations, 70% written assignments and final paper. All requests for extensions must be made in person or by telephone, followed by email. Extensions beyond the end of the term will result in an incomplete and may result in a lower grade. A samplegrading sheet will be distributed and discussed during the first class.