HBEH 611: Philanthropy as a Tool for Social Change, Spring 2015 Department of Health Behavior, Gillings School of Global Public Health Tuesday and Thursday, 3:30-4:40, 332 Rosenau Hall TEACHING TEAM Instructor: Lynn W. Blanchard, M.P.H., Ph.D. (1) Director, Carolina Center for Public Service and (2) Clinical associate professor, Health Behavior 205 Wilson St., CB 3142 blanchard@unc.edu, 919-843- 7570 Office hours: Available after class sessions and by appointment Teaching Assistant: Margaret Holt Smith (1) Department of Health Behavior Ph.D. Student and (2) Fellow in Tobacco Prevention and Control mhsmith@live.unc.edu, 336-214- 3933 Office hours: Available after class sessions and by appointment COURSE DESCRIPTION Philanthropy as a Tool for Social Change is a unique opportunity through the Carolina Center for Public Service s Buckley Public Service Scholars program and the Learning By Giving Foundation for students to learn about and experience the process of awarding grants to local agencies. Throughout the course, students function as a committee/board and are responsible for researching the needs of North Carolina, designing grant award criteria, drafting and distributing a request for proposals, reviewing submissions, and awarding $10,000 to select community organizations. In addition to meeting weekly and participating in the grant making process, students learn about the nonprofit sector and the philosophy and practice of philanthropy through readings, class exercises and guest speakers. COURSE OBJECTIVES Throughout this course student will learn to: Examine and evaluate the influence of philanthropy as a mechanism for social change. Investigate and synthesize issues affecting the local community and the state of North Carolina. Develop and implement a process that results in awarding funds to select non- profits. Recognize components of a successful grant and use that knowledge in the evaluation of grant proposals. Identify trends in philanthropy as they relate to domestic and global issues and organizations. TEACHING METHODOLOGY This course is highly experiential and demands of all students a high level of participation and engagement in course assignments and class discussions. There will be large and small group work, as well as a variety of ways to learn to accommodate the different learning styles and experiences of each student. The classroom will be a place of respect and encouragement where learners will be able to challenge one other to think and question at high levels. Everyone s voice and opinion will be valued. Service- Learning One of the specific pedagogies employed in this course is service- learning, a teaching method which intentionally integrates academic coursework with meaningful and relevant community service. Service- learning is a: Method by which students learn through active participation in thoughtfully organized service.
Reciprocal collaboration between campus and community organizations in partnership to address identified needs or opportunities. Teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Students in this service- learning course will contribute a minimum of 30 hours during the semester to the planning, administration and evaluation of the grant process. Approximately 15 hours will be spent on general Board participation. The remaining hours will be accomplished through volunteering for class roles, detailed below. As a project- based service- learning experience, students may find certain weeks in the semester to require more volunteer hours towards the grant process than others. To best prepare for this fluctuation, students will be asked to specifically define goals and timelines relating to the grant process. CLASS ATTENDANCE AND PARTICIPATION Because of the nature of this class, participation and attendance are very important. Students will function as a committee/board throughout the course and the grant making process. It is essential that each student actively participates in the committee processes and tasks and abides by the established group agreements. Students are expected to attend every scheduled class and to arrive on time and stay for the full class period. If a student cannot make part or all of a class, instructors must be informed in advance. Two or more unexcused absences will result in the drop of a letter grade for the final grade of the course. Absences may require additional work be completed outside of class. (Excused absences include illness, specific academic or professional obligations and family emergencies, and in excess could also affect your final grade.) In order to participate fully, students are expected to come prepared to each class session. Class participation includes being willing to step up and share your thoughts and to step back to invite others to do the same. Consistently dominating class conversations can negatively affect your participation as it affects the participation of others. Be aware of yourself and your contributions and do what you can to keep the class actively engaged. Evaluation of participation will be based on quality of participation, rather than quantity. Because class participation is a large portion (20%) of the overall course grade, the teaching team will provide mid- semester feedback on each student s participation so that students can address any concerns and adjust participation for the second half of the course. HONOR CODE In all assignments and course activities students are expected to abide by the Honor Code, as set forth in the Instrument of Student Judicial Governance. If questions arise about a student s responsibility under the Honor Code, the teaching team will gladly respond to questions or concerns. Students may also consult with the office of the Dean of Students or refer to the Instrument of Student Judicial Governance (link included below). http://instrument.unc.edu/instrument.text.html#generalresponsibilities COURSE READINGS AND MATERIALS One book is required for this course: Gary, T. (2008) Inspired Philanthropy. San Franciso: Jossey- Bass. ISBN # 9780787996529 This book is available for purchase through the student bookstore or can be purchased by students through other retailers. Copies of all other readings and/or web links will be provided. You are expected to read the assigned material and come to class prepared to actively discuss the readings. Actively participating in reading discussions will impact a student s participation grade. Be sure to come prepared for discussion. EVALUATION The process of evaluation will include: self- assessment, collaborative assessment, and instructor assessment. Students will have the opportunity to provide feedback on the course and teaching team throughout the semester and will formerly evaluate the course content, processes and instruction on the final day of class. The teaching team will provide additional information and expectations when each set of assignment instructions is released. HBEH 611: Philanthropy as a Tool for Social Change, Spring 2015 Page 2
GRADING AND ASSIGNMENTS Each assignment is assigned a percentage of the final grade; students will receive up to that number of points for each as they are completed. The points for all assignments will be added up for a final grade. The quality of the course and then comprehension of the material depends on student preparation and participation, so students are expected to complete all assigned readings and activities before the start of each class. Written assignments should be submitted through the drop box feature on Sakai by the due date listed in the syllabus. All instructor feedback for each assignment will be returned through Sakai. Course grades will be based on: (1) Class participation (20%), ongoing. Class participation includes reading all required material before the start of class and engaging with the content during class time, meaningfully contributing during each class discussion or activity, completing the class evaluations, and fulfilling class roles. Because class participation is a large portion of the overall course grade, the teaching team will provide mid- semester feedback on each student s participation so that students can address any concerns and adjust participation for the second half of the course. (2) Group presentation of issue area research (10%), due January 23. This assignment will be completed in groups and includes a 1-2 page summary and 5-10 minute presentation on an assigned issue area as decided by class discussion. Additional information, instruction, and expectations will be provided once the class decides on the list of issue areas. (3) Short paper on a non- profit organization (10%), due February 5. The assignment will be completed individually and is a one- page summary of an interview with a non- profit organization of your choice. Additional information, instruction, and expectations will be provided at least two weeks before the paper is due. (4) Engagement portfolio (15%), due throughout the semester. Students will individually complete three short assignments which will result in a body of work that should allow students to incorporate personal learning goals into their interaction with course materials. The three assignments will be due throughout the semester, but will be graded as one body of work once all three are completed. The assignments include (1) a one- page midterm reflection on personal course goals, (2) a completed logic model (due January 27), (3) a list of three discussion questions for the class from the assigned readings each student will be assigned a class session to generate discussion questions and will email them to the teaching assistant by 11:59 pm the day before the class session. (5) Grant application review (15%), due March 31. Student will individually complete a one- page review sheet for every grant application with ratings and comments. (6) Expanded critique of one grant application (10%), due April 7. 2 pages. (7) Final paper (20%), due April 23. Topics to be assigned. 3-5 pages. HBEH 611: Philanthropy as a Tool for Social Change, Spring 2015 Page 3
Course Schedule (Spring 2015) Note: Due to the nature of the grant- making activities and schedules of guest speakers, this schedule will likely change in regard to some of the specific dates, particularly after mid to late February. In the event of schedule changes, the teaching team will notify the class via email and upload a revised schedule on Sakai. 1/8 Course Overview and Introductions 1/13 History of Philanthropy and the Non- Profit Sector Watch: (1) From Betterment to Empowerment (only first 8 minutes and from 22:40 to the end required) (2) The Way We Think About Charity is Dead Wrong Inspired Philanthropy, Intro and Chapters 1 & 2 Inspired Philanthropy exercise 2.1 1/15 Class Values and Issue Area Identification Topics and groups assigned for issue area presentation, assignment instructions released (Due 1/22). Learning by Giving Agreement Inspired Philanthropy exercises, 2.3, 2.4, 2.6 1/20 Board Ground Rules and Expectations, Panel of Former Students (1) Letters from prior classes (2) Are you using ground rules effectively? (Schwarz, 2006) 1/22 Issue Area Presentations, Overview of Logic Models Issue area presentations due (upload slides and written summary to Sakai by 12:30 pm) Instructions released for the short paper on a non- profit interview (due February 5) (1) Inspired Philanthropy, Review Introduction, pgs. 1-11 (2) Goldman and Schmalz, Logic Models: the Picture Worth Ten Thousand Words (3) Moss: In Defense of Logic Models 1/27 Class Issue Area and Mission Statement Issue area logic model due (upload to Sakai by 12:30 pm) Class issue area finalized, mission statement drafted. (1) Inspired Philanthropy Chapter 4: Creating a Mission Statement (2) List of potential class roles (come to class with additional ideas/modifications). It may be helpful to refer back to Inspired Philanthropy exercise 2.6. Complete Inspired Philanthropy exercise 4.1 with the class values and issue area in mind.
1/29 Where to Give Class will finalize grant timeline and tasks by this day. (1) Inspired Philanthropy, Chapter 6: Where to Give (2) Carnegie s Gospel of Wealth 2/3 Grant Writing, Logic Models and Requests for Proposals (RFPs) Grant writing spotlights 2/5 Grant Writing, Logic Models and Requests for Proposals (RFPs) Short paper on non- profit interview due (upload to Sakai by 12:30 pm) (1) Change Philanthropy Case Study (2) Past classes RFPS and rubrics (3) Review of Logic Models 2/10 Grant Writing, Logic Models and Requests for Proposals (RFPs) (1) Change Philanthropy Case Study (2) Grant Writing Spotlights 2/12 Grant Process Planning and Committee Work Class should finalize the RFP, application and rubric by the end of class. (1) Triangle Community Foundation Evaluation Criteria (2) Proposed RFP, application, and rubric (3) Proposed list of publicity outlets 2/17 Foundations and Non- Profits RFP, application and rubric should be posted on website by end of day. Publicity for RFP launch. (1) Fleishman (2007) Foundations: What they do and how they do it, Chapter 1 in The Foundation: How private wealth is changing the world (2) Fleishman (2007) Why Foundations Fail, Chapter 12 in The Foundation: How private wealth is changing the world 2/19 Foundations and Non- Profits (1) Ferris & Williams (2009) Foundation Strategy for Social Impact: A System Change Perspective (Los Angeles: USC Center on Philanthropy and Public Policy) 2/24 Special Topics in Philanthropy: Case Studies 2/26 Special Topics in Philanthropy: Altruism Margaret Holt is out of town. HBEH 611: Philanthropy as a Tool for Social Change, Spring 2015 Page 5
3/3 Special Topics in Philanthropy: Finances (1) Riccio, Lesson 3 (2) GuideStar 990 Overview (3) How to read the IRS Form 990 Review the 990 form of the organization you interviewed and come ready to discuss. 3/5 Mid- course Check- in Midterm reflection assignment due (upload to Sakai by 5pm) Decide on date and time of extended meeting. Dr. Blanchard is out of town. SPRING BREAK (March 6 15) 3/17 Grant Updates and Next Steps Mock grant review using class rubric 3/19 Refining the Review Process All grant applications should be submitted. 3/24 Case Studies and Current Events 3/26 Ways to Give: Community and Family Foundations and Giving Circles 3/31 Discussion of Applications Grant Application Review Due (upload to Sakai by 12:30 pm) 4/2 TBD based on process 4/7 Instead of class you should attend the UNC Center for Public Service Awards Event (4 6pm) Attendance will be taken, you will receive and invitation for this event. Expanded Critique Due (upload to Sakai by 12:30 pm) 4/9 The Final Vote 4/14 Notifying Grantees, Tying Up Loose Ends 4/16 Contracts and Process Reflection 4/21 Discussion of Final Papers and Debate Topics 4/23 Reflections and Letter for Future Classes Final Paper Due (upload to Sakai by 12:30 pm) 4/28 EXAM PERIOD, Philanthropy Debates (4 6pm) HBEH 611: Philanthropy as a Tool for Social Change, Spring 2015 Page 6