Philanthropy, Advocacy & Social Change
Robert F. Wagner Graduate School of Public Service, New York University
Course # P11.0024.001
Spring 2011
Wednesdays, 9:30 am – 12:15 pm
Instructor
Jason Franklin
Lecturer in Public Administration
Robert F. Wagner Graduate School of Public Service
New York University
Home Office: 212-721-4514
Cell: 202-549-1316
Email: jason.franklin@nyu.edu
Office Hours: By Appointment
Course Description
With over $550 billion dollars in assets and contributions exceeding $36 billion/year, private charitable
foundations are a source of concentrated social and political influence in American society. Despite the fact that
their giving only represents 12.6% of the $295 billion given last year to charitable causes, many believe that
foundations exert a disproportionately large degree of influence on the political and social development of our
country due to their institutional approach to grant making and multi-year commitment to specific issues and
approaches. Through this course, students will gain an understanding of the roles and influence (positive and
negative) of philanthropy on political advocacy and social change movements in the US; the scope and diversity
of the philanthropic sector; political advocacy approaches and social movements; and examples of current
philanthropic involvement in advocacy and social change efforts across the political spectrum. The course closes
with a 1-month grantmaking practicum where students will distribute $10,000 in funding to small grassroots
organizing groups in NYC working with the North Star Fund and Sunshine Lade Foundation. Prerequisites: none.
Course Purpose
This course provides an introduction to the influence of philanthropy on political advocacy and social change
movements in the United States. It examines the scope and diversity of the philanthropic sector, tracing its
evolution through US history and its impact - positive & negative - on social change movements. This course will
also introduce students from a range of disciplines to the complex role of different types of foundations in US
society and culture; encourage them to examine further the intersections of philanthropy with policy, business,
law, and society; and offer a hands-on experience as a grantmaker supporting local social change efforts in NYC.
Course Audience
This course is available to undergraduate students. It is intended as a core course for students in the Advocacy
and Social Change minor or as an elective for students interested in the subject.
Course Instructor
Mr. Franklin has a background in urban policy and development, social justice philanthropy, public education
reform, and nonprofit strategy and leadership. He serves as Deputy Director of the 21st Century School Fund
and is a Lecturer on Public Administration and Doctoral Candidate at NYU’s Wagner School of Public Service. He
teaches courses on philanthropy, nonprofit management, and public policy and his research focuses on the role
of private philanthropy in public policy.
He previously coordinated the Rockefeller Foundation's Next Generation Leadership Network and has also
worked for the Lower Manhattan Cultural Council, White House Office of National AIDS Policy, Aspen Institute,
and Oregon Commission on Children and Families. He is a “serial” social entrepreneur, co-founding Oregon
Students Supporting Education, the Multnomah Youth Commission, and IAM LLC (an urban brownfield
development planning firm that won the 2004 Goldman Sachs Global Social Venture Competition). He serves on
the boards of the North Star Fund (Treasurer), Bolder Giving (Chair), and Resource Generation; steering
committee of the Social Justice Philanthropy Collaborative; and advisory board of Wealth for the Common Good.
He has an MS in Urban Policy and Nonprofit Management from the New School's Milano Graduate School and a
BA in Political Communication from the George Washington University.
Course Objectives

To investigate the effect of philanthropy on nonprofits, social movements, and political change.

To understand what a foundation is and how it operates.

To review the context of foundations and how they have evolved into the organizations they are today.

To analyze and debate the roles and responsibilities of foundations in society.

To demystify the grantmaking process through a practicum experience.

To connect readings and discussions to real-life through interactions with practitioners.

To formulate and support an individual opinion on the subject.

To develop critical analytical thinking and writing skills.
Course Organization and Design
The course is designed to provide an historical context for understanding the role of philanthropic organizations
in social change. We will move from the historical to the contemporary role of philanthropic organizations to
examine in-depth the current practice and trends in grant making locally and nationally.
The course includes rigorous reading assignments, active discussions and meetings with current leaders in the
field. In addition to classroom discussions, students are expected to engage with the topic through written
assignments and individual investigation. The course will conclude with a grant making practicum, which will
involve small group collaboration in order to synthesize and apply their understanding of the subject in a real
world forum.
Expectations of Students
1. Take responsibility for your learning.

Attendance. Every student benefits from the viewpoints of other students. If you need to miss a
class for unforeseen reasons you are responsible for getting all information covered in class. It is
preferable to inform me of any previously scheduled conflicts no later than the first week of the
course. I understand that occasionally family and health emergencies necessitate missing class, but
please email me in advance of a class that you will be absent OR email immediately afterwards for
follow-up. If you miss more than two class sessions, your participation grade will be affected.

Participation. Participate actively in class discussions. The course design takes into consideration the
difference in learning styles and interests of students to ensure the best learning experience for
everyone.

Preparation for Class. Read ALL assigned materials and make note of questions, inconsistencies,
areas of interest, and connections you find to other readings

Complete ALL Graded and Ungraded Course Assignments. All assignments should be turned in on
time and in compliance with all criteria listed in the assignment instructions.

Technology. It is expected that you will use an active e-mail account, use the Internet, access
electronic databases in the review of literature in the field, access Blackboard (Bb), etc. You must be
competent in the use of email and the E-reserve/Bb course management system. Most assignments
will be submitted electronically to the course site. I will be contacting you through the Blackboard
email system, so you are expected to check the email account on file for you in this system regularly.
2. Abide by the Wagner Academic Code. These expectations include the application of academic integrity
and honesty in your class participation and assignments.
3. Accommodations. In order to receive accommodations for a disability, you must be registered with the
Moses Center for Students with Disabilities. If possible, please talk with me about any accommodations
you require prior to class sessions.
4. Questions about class. If you have any questions/comments/concerns about readings, about anything
said in class (particularly by me or a guest speaker), about the tone or content of class discussion, about
your papers and their grades, or, in short, about anything having to do with this course, please talk with
me. This course requires the participation of each and every student to be successful.
Course Evaluations
As this course is evolving based on ongoing student feedback, your input will make a great deal of difference in
the development of the content and structure. You will have opportunities throughout the semester to provide
comments and suggestions and I will appreciate your honest and candid feedback.
Auditing & Visitors
Due to this class’ intensive seminar style, students will not be able to observe or audit this course. We may
occasionally have a prospective student visit us for a single class.
Required Readings
This is a reading intensive course, so please plan your reading schedule appropriately. All readings are listed
under the day when we will be discussing them and should be completed before class.
We will use two books in this course and extensive readings posted to the Blackboard site. I have placed copies
of each text at the Bobst reserve desk for your use as well. The two assigned books are:


Fleishman, Joel (2007) The Foundation: A Great American Secret. Public Affairs: New York, NY.
Korten, Alicia (2009) Change Philanthropy: Candid Stories of Foundations Maximizing Results through
Social Justice. Jossey Bass: San Francisco, CA.
These books have been ordered for the NYU Bookstore and are also available for purchase online and at most
major bookstores. If you purchase online, I suggest you look at www.addall.com which reviews over 50 online
retailers to find you the best price.
Recommended Readings
You are encouraged to conduct further investigation on contemporary issues in philanthropy raised in class
through periodic reading of relevant publications such as The Chronicle of Philanthropy. You are also encouraged
to explore the websites of various philanthropic organizations to remain abreast of trends in the field.
Assignments and Grading
Your grade in this course is based on six components. More details will be provided in class as we near each
deadline. I am happy to discuss any of these assignments with you before they are due, please email me to
schedule an appointment. The “Foundation Initiatives in History” will not be accepted late. Other assignments
will be docked one half grade (B+ becomes a B) for every day late.
1. Class Participation – 20% - Your participation grade is yours to lose. You will be evaluated based on your
attendance, attentiveness in class, active engagement in class discussions and question sessions, and full
participation in the final grantmaking exercise.
2. Foundation Initiatives in History – 5% - 2 pages – Due on February 9, you will review three cases from
Fleishman’s The Foundation and write a short response paper on how you think their timing in the
context of American political history and philanthropic evolution may have affected how they were
conceived, designed and carried out.
3. Article Reviews – 10% each – 3-4 pages each – Due on March 9 and March 30, you will select an article
connected to institutional philanthropy and social change from a peer reviewed academic journal
published in the last 10 years that is not on our reading list and prepare a short summary and critique of
the article. You may submit the article citation & abstract in the weeks before each review is due (at
least one week in advance) to get feedback on whether it fits the assignment requirement.
4. Funder Area Report Review – 10% - 2-3 pages - Due on Mach 23, you will review one of the funder issue
reports presented in class or a similar report you have identified and received prior approval for. You
should highlight what you found particularly interesting about the grantmakers’ approaches to funding
this issue and particularly their support or lack of support for advocacy and social change work.
5. Research Paper – 25% - 8-10 pages – Due on April 27, you will select a social change issue or movement
of your choice and explore how philanthropy has supported work on this issue, which foundations have
been involved, etc. More details will be given in class. An initial non-graded and non-binding proposal of
1-2 paragraphs is due on March 2 so that I can give you feedback and suggestions for where to begin
your research.
6. Grantmaking Practicum - 20% -- You will work individually, in small groups, and as a full class to read
and evaluate grant proposals and award $10,000 in real grants to NYC community organizing groups.

PART A: Grant Proposal Evaluations and Funding Recommendation – 15% - is due April 13.

PART B: Grantmaking Reflection and Peer Assessment – 5% - is due April 20.
Submission Guidelines for Assignments
Hardcopies of all written assignment are to be submitted in class on the due date. Electronic copies should be
submitted in Blackboard prior to the start of class on the due date (they may be submitted via email if you have
problems with Blackboard).
Assignment Due Dates
Assignments are due by the start of class on the designated date. Please bring a hard copy to class and also
submit electronic copies on Blackboard prior to class on the due date.
February 9
March 2
March 9
March 23
March 30
April 13
April 20
April 27
Foundation Initiatives Reflection Memo
Research Paper Proposals
Article Review #1
Funding Area Report Review
Article Review #2
Grant Proposal Evaluations and Funding Recommendation
Grantmaking Reflection and Peer Assessment
Research Paper
Weekly Topics and Readings:
January 26: Introductions, Course Overview, Mapping the Philanthropic Sector, and a Review of Political
Advocacy and Social Change in the United States
No Readings
Assignment before class begins:
Before the first day of class, visit the Foundation Center online and take the short “course” entitled
Foundations and Their Role in Philanthropy (http://foundationcenter.org/getstarted/training/online). The
course is free and should take you about 10 minutes. This is not graded, but will serve as the starting point
for our first discussion. Please bring any questions you have from this review with you to class.
February 2: Evolution of philanthropy in the US: Legal evolution and foundation types
Readings:
 Philanthropy in America – Timeline of Key Events, History of American Foundations
 Ylvisaker, P. (1987). Foundations and nonprofit organizations. In W. Powell (Ed.), The nonprofit sector: A
research handbook (pp. 360). Connecticut: Yale University Press.
 Smith, James Allen (1999) The Evolving Role of American Foundations. Philanthropy and the Nonprofit
Sector in a Changing America. (edited by Charles Clotfelter and Thomas Ehrlich) Bloomington: Indiana
University Press, 34-51.
 Levy, Reynold. (1999) Corporate Philanthropy Comes of Age. Philanthropy & the Nonprofit Sector in a
Changing America. Ed. Charles Clotfelter & Thomas Ehrlich. Indiana University Press: pgs 99-121.
 Gersick, Kelin. (2007) Introduction and Family Foundations in Context. Generations of Giving: Leadership
and Continuity in Family Foundations. Washington, DC: National Center for Family Philanthropy, 1-48.
 Philanthropy in America - Community Foundations
Optional
 Philanthropy in America - Glossary of Terms in Philanthropy (Useful reference for all semester)
 Karl, Barry and Stanley Katz. (1981) “The American Private Philanthropic Foundation and the public
sphere 1890–1930” Minerva, Springer
February 9: Political Philanthropy: Understanding the Roles of Private Foundations in Social Change
Readings:
 Fleishman – pgs 1-88
 Korten – Foreword & Intro
 Smith, James Allen. (May 2002) Foundations and Public Policymaking: A Historical Perspective. Center on
Philanthropy and Public Policy, University of Southern California.
 Karl, Barry D. (1996) Foundations and Public Policy. Encyclopedia of the United States in the Twentieth
Century. New York: Charles Scribner’s Sons.
 Case Example – Schott Foundation (Korten Ch 2)
Optional:
 Proscio, Tony (2005) Advocacy Funding: The Philanthropy of Changing Minds. Grant Craft: NY, NY.
 Simone, Kelly Shipp. (2007) Top 10 Ways Private Foundations Can Influence Public Policy. Council on
Foundations: Washington, DC.
February 16: No Class for Jury Duty
February 23: Progressive Philanthropy and Grassroots Social Justice Organizing
Readings:

--- (August 2005) Highlights from Social Justice Grant making: A Report on Foundation Trends.
Foundation Center: Washington, DC.

Craig McGarvey and Anne Mackinnon (2008) Funding Community Organizing: Social Change through
Civic Participation. Grancraft: NY, NY.

Jenkins, J. Craig and Abigail L. Halcli. Grassrooting the System?: The Development and Impact of Social
Movement Philanthropy, 1953-1990. Philanthropic Foundations: New Scholarship, New Possibilities.
Chapter 10

Case Example – Discount Foundation (Korten Ch 1)
Optional:

Alan Rabinowitz. (1990) Social Change Philanthropy in America. Quorum Books: NY, NY. Pgs 1-72

--- (April 2, 2003) Understanding Social Justice Philanthropy. National Committee for Responsive
Philanthropy: Washington, DC.

Odenhal, Teresa. (1990) The Alternative Fund Movement. Charity Begins at Home: Generosity and SelfInterest Among the Philanthropic Elite. Basic Books: NY, NY: 163-186.

Goldberg, Alison. (May/June 2002) Social Change Philanthropy and How It's Done. Foundation News &
Commentary. Council on Foundations: Washington, DC. Volume 43, No. 3.
March 2: Conservative Philanthropy and the War of Ideas
Readings:
 Teles, Steven (2008) The Rise of the Conservative Legal Movement: Battle for Control of the Law.
Princeton University Press: Princton, NJ. Chapters 1-3 & Conclusion.
 Krehely, Jeff with Meaghan House and Emily Kernan (March 2004) Axis of Ideology: Conservative
Foundations and Public Policy. National Committee for Responsive Philanthropy: Washington, DC.
 Paget, K. (1998, September/October). Lessons of right-wing philanthropy. American Prospect, 9(40) 2.
 Schambra, William A. (November/December 2004) Root Causes vs. Reality. Philanthropy Magazine.
 Piereson, James. (2005) Investing in Conservative Ideas. Commentary. New York, NY: pg 46-53.
Optional:
 Miller, John. A Gift of Freedom: How the John M. Olin Foundation Changed America. Encounter Books:
San Francisco, CA: 2006.
 Cohen, Rick (November 2007) Strategic Grant making: Foundations and the School Privatization
Movement. National Committee for Responsive Philanthropy.
March 9: Researching Philanthropy & Beginning Discussion on Philanthropy and Identity
Research training with the Foundation Center and individual/group discussion about your research papers. Class
meets at the Foundation Center at 79 Fifth Ave.
March 16: No Class (Spring Break)
March 23: Philanthropy & identity: issues of race, class, gender and orientation
Readings:
 Julie Quiroz-Martinez with Lori Villarosa and Anne Mackinnon. (2007) Grantmaking with a Racial Equity
Lens. Grancraft & Philanthropic Initiative for Racial Equity: NY, NY.
 William Ryan (2004) Grantmaking with a Gender Lens. Grancraft: NY, NY.
 Interview with Urvashi Vaid about sexual orientation, gender identity and race in grantmaking. (2009)
Racial Equity Online Toolkit. Funders for LGBTQ Issues: NY, NY.
 Alison Goldberg & Karen Pittleman. (2006) Creating Change Through Family Philanthropy: Section 1 –
Family Philanthropy & Social Change. Resource Generation & Soft Skull Press: NY, NY.
 Case Examples – Global Fund for Women & Gulf Coast Fund for Community Renewal (Korten Ch 9 & 10)
Optional:
 Robert Espinoza (2007) A Global Gaze: LGBTI Grantmaking in the Global South and East. Funders for
LGBTQ Issues: NY, NY.
 Will Pittz and Rinku Sen (2004) Short Changed: Foundation Giving and Communities of Color. Applied
Research Center: Oakland, CA.
 Kristin Goss (Dec 2007) Foundations of Feminism: How Philanthropic Patrons Shaped Gender Politics.
Social Science Quarterly: 88(5), 1174-1191.
 Annette Fuente (2001) Building on a Better Foundation: A Toolkit for Creating an Inclusive Grantmaking
Organization. Donors Forum of Chicago, the Minnesota Council on Foundations, Northern California
Grantmakers and the New York Regional Association of Grantmakers.
March 30: Philanthropy and Identity - Continued
Readings:
 Case Examples – Jacobs Family Foundation & Liberty Hill Foundation (Korten Ch 4 & 7)
April 6: Grantmaking Practicum Introduction
Guest: Walter Barrios, Program Officer at the North Star Fund
You will learn in detail about the grantmaking approach and strategies of this small NYC community
foundation. We will review the strategic priorities of the foundation and its last year of grantmaking
activity. Hugh and cori will review the process and criteria that North Star uses to review such proposals.
Additionally, you will be assigned to small groups to evaluate a set of real grant proposals.
Readings:
 Fleishman 149-266
 North Star Fund Strategic Plan
 North Star Fund Community Funding Committee Guidelines & Grantmaking Process Explanations
 North Star Fund 2009 Annual Report
April 13: Initial Proposal Review
During this first session, you will be divided into small groups to begin sharing your reviews of the North Star
proposals and identify similarities and differences in your analysis and exploring possible approaches to achieve
consensus on your funding decisions.
Readings:
 All grant proposals (set of 10 proposals to be posted by March 30th from most recent NSF grant round)
April 20: Proposal Review Continued
Continued conversation based on more careful reading of evaluations by other members of your small group,
returning to large group discussion depending on pacing of small group discussions.
Readings:
 Funder memos from all other members of your small group
April 27: Final Decision-making and Reflection on Grantmaking Experience
Through a series of large group conversations and exercises you will reach a final collective decision about how
to award the $10,000 grant pool. We will then take time for reflection on this process through journaling, paired
conversations and large group discussion.
May 4: The Future of Social Change Philanthropy & Critiques of Philanthropy
We will discuss the future of social change philanthropy and critiques of the current state of the field with two
distinguished guests.
Guests:
 Sara Gould, Senior Fellow at the Foundation Center, former President of the Ms. Foundation for Women
 Liz Sak, Executive Director of the Cricket Island Foundation
Readings:
 Lessons for the Road (Korten, Ch 11)
 Philanthropy Critiques
o “Centrist” Perspective - Nielsen, Waldemar. (1996). The Pitfalls of Perpetuity and Trustees and
Trustworthiness. Inside American Philanthropy. University of Oklahoma Press: 245-268.
o “Conservative” Perspective - MacDonald, Heather. (1999) The Billions of Dollars that Made Things
Worse. Reprinted in The Burden of Bad Ideas (2000) pgs 3-24.
o “Liberal/Progressive” Perspective - Ahn, Christine (2007) Democratizing American Philanthropy.
Edited by INCITE! Women of Color Against Violence. The Revolution Will Not Be Funded: Beyond the
Non-Profit Industrial Complex. South End Press: Boston, MA. pgs 63-76.