STRATEGIC PHILANTHROPY
Civic Engagement Through Giving
PU EN AF 426 (#3467)
Spring 2015
3:30-4:50 MAC 219
Develop your own philosophy of giving and engage in our community.
I hope to spur each of you to become engaged in our community and to equip you with the tools to
“do something” meaningful for others. This course is an innovative new form of service-learning
called “student philanthropy,” where YOU will actually choose where to donate $10K in funds
provided by the Learning By Giving Foundation. In a series of hands-on activities, students will study
local data, create a request for proposal, and then assess the effectiveness of the nonprofit
organizations that apply for our funding. We will visit, analyze, and discuss these organizations to
determine which of them would have the desired impact on a condition of need in our community
and award this organization with significant funding. Throughout the semester, you will develop your
own motives and values as philanthropists through a series of reflective writing and assignments.
INSTRUCTOR/TA INFORMATION
Lora H. Warner, Ph.D., Associate Professor, Department of Public & Environmental Affairs
A-314 MAC Hall, UW-Green Bay, 2420 Nicolet Drive, Green Bay, WI 54311
e-mail : warnerl@uwgb.edu
920/465-2404
Office hours: Monday 11-12:30, Wed 10:30-11:30, Thurs 11-12:00, or by appointment.
Teaching Assistant: Ben Loeffelholz, loefbj29@uwgb.edu Senior Public Administration major
COURSE LEARNING OBJECTIVES
After completing this course, students will be able to
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Describe how civic engagement and philanthropy are important to effective
democracy
Discuss the various ways that philanthropy can impact the community and needs
Analyze community needs using data
Evaluate the effectiveness of nonprofit organizations
Develop one’s own plan to make an impact through engagement and strategic
philanthropy
Engage with others to improve community quality of life
LEARNING MODULES
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Civic engagement, social capital, and philanthropy
Strategic philanthropy
Community needs analysis
Grantmaking strategies and methods
Your philanthropic values
Effective nonprofits
Collective decision-making
Advocacy
REQUIRED READINGS
Book
Singer, P. (2009). The Life You Can Save. New York: Random House. Discuss after spring break.
D2L Reading Selections (posted within D2L Modules)
The following selections come from a variety of interesting and important readings on philanthropy.
1. Bernholz, L. (2008). “Flying Over Philanthropy.” Stanford Social Innovation Review. Blog
entry. January 8, 2008.
2. Bronfman, C. & Solomon, J. (2010). “Accelerants.” “Finding Your Niche.” The Art of Giving.
San Francisco: Jossey Bass. Pp. 57-64.
3. Bronfman, C. & Solomon, J. (2010). “Working with a Nonprofit.” The Art of Giving. San
Francisco: Jossey Bass. Pp. 97-111.
4. Davis, B. (2005). “Writing a Successful Grant Proposal.” Minnesota Council on Foundations.
Retrieved from www.mcf.org.
5. Fisher, R., Ury, W. (1981). Getting to Yes. Boston: Houghton Mifflin Company, pp. 3-14, 8498.
6. Foundation Center (2004). Using Competitions and Requests for Proposals.
7. Frumkin, P. (2006). “Chapter 4: The Idea of Strategic Giving.” Strategic Giving: The Art and
Science of Philanthropy. Chicago: The University of Chicago Press. Pp. 125-145.
8. Lynn, E. & Wisely, S. (2006). Four Traditions of Philanthropy. In The Civically Engaged
Reader, A. Davis & E. Lynn (eds). Great Books Foundation.
9. Palmer, Parker (2011) “Confessions of an Accidental Citizen.” Healing the Heart of
Democracy. San Francisco: Jossey Bass, pp. 89-118.
10. Palmer, Parker (2011) “Life in the Company of Strangers.” Healing the Heart of Democracy.
San Francisco: Jossey Bass, pp. 89-118.
11. Putman, Robert. (2003) Do Something. Better together: Restoring the American Community.
New York: Simon & Schuster. Pp. 142-165.
12. Warner, L. & Wegge, D. The Brown County LIFE Study, 2011.
13. Unknown, “Analyzing Problems and Developing Solutions.”
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LEARNING BY GIVING FOUNDATION GRANT
Warren Buffet’s older sister, Doris, started the Learning by Giving Foundation in 2010, sponsoring
college courses teaching philanthropy with $10,000 grants. In 2013, UW-Green Bay became one of
about 30 universities in the US to offer such a course. Students actively investigated local causes to
determine which deserved grants ranging up to a per-college total of $10,000.
Doris Buffett (from the Learning By Giving Foundation website).
Visit Learningbygivingfoundation.org to see what the younger generation Buffetts are doing.
http://www.learningbygivingfoundation.org/what-the-young-buffetts-are-up-to/
Learning by Giving Grant Rules
A few guidelines will govern our distribution of funds:
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No grant may be given to an entity of UW-Green Bay.
UW-Green Bay will not divert any part of the gift for administration.
Grants must be made at a minimum of $2000.
We must distribute $10,000 (all funding).
The entire class will make the decisions on the grant award, with oversight by instructor.
Instructor will be responsible for the implementation and assessment of the grant’s impact.
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POLICIES AND REQUIREMENTS
Students with disabilities
University policy for students with physical and learning disabilities: "Consistent with the federal law and
the policies of the University of Wisconsin, it is the policy of the University of Wisconsin Green Bay to
provide appropriate and necessary accommodations to students with documented physical and
learning disabilities. If you anticipate requiring any auxiliary aides or services, you should contact me or
the Coordinator of Services for Students with Disabilities at 465-2671 as soon as possible to discuss
your needs and arrange for the provision of services."
Portable electronic devices
Use of laptops, cell phones, Blackberries, and the like are not permitted during class. We are
attempting to create a learning community where all of us are engaged and listening to the ideas of
others. In my experience, these devices are distracting to me and to others in the class.
APA Referencing
When citations are required, please use the APA style and guidelines. This includes your reference
list at the end of papers as well as the in-text citation style. A free guide to APA formatting is given in
2L Links section.
Honor system
I make the assumption that all students complete their own original work, except for group projects that
are assigned in advance. If I am aware of possible violations of the University honor code, an
appropriate sanction will be imposed (at a minimum, a 0 grade for the assignment). For more
information about the honor system:
http://www.uwgb.edu/deanofstudents/policies_procedures/students/uws14_17_18.html
Incompletes
Incompletes are not given unless the student works out an arrangement with me in advance and has
communicated with me a few weeks ahead of time that s/he is having trouble completing the work.
Missed or late assignments
Assignments must be turned in at or before the beginning of class on the day they are due (including emailed assignments). Points will be deducted for unexcused late papers according to the amount of
time they are late. It is always better to turn in an assignment, no matter how late:.
ASSIGNMENTS AND STUDENT EVALUATION
Total
points
465-500
440-464
415-439
390-414
365-389
340-364
Below 340
Percent
93-100%
88-92%
83-87%
78-82%
73-77%
68-72%
Below 68%
Letter
grade
A
AB
B
BC
C
D
F
500 PTS
Extra credit is not offered. If you become concerned
about your performance, please speak to me about it
as early as possible in the semester.
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ATTENDANCE, PREPARATION, & ACTIVE PARTICIPATION
100 POINTS
This class heavily relies on active participation by students. We will use various collective decisionmaking processes to decide how to award the funding. You will receive feedback on your
performance around spring break. The following are ways students can participate:
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Attendance: Missing more than 3 classes will result in deductions to final grade per class missed
Engagement in class: contributing to discussion, constructive attitude, listening, offering ideas
Pop quizzes about assigned readings (most classes)
Participation in online discussions
PAPER/PRESENTATION ON COMMUNITY NEED/NONPROFIT (GROUP) 80 POINTS
Students will spend class time conducting research into conditions in the Green Bay area in order to
learn about issues to which the class might consider giving. Synthesize statistics and expert
information about a selected need in the community and identify organizations that serve that need.
Each group will prepare a written document and brief presentation concerning an identified issue.
Grading will be based on how well students have learned about the issue and share it– the quality of
the research and how well you help the class understand the problem. A specific assignment will be
made. Peer evaluations. Presentation: 40 points; Paper: 40 points.
GRANT-MAKING ACTIVITIES
50 POINTS
Evaluate the proposals that we receive for our RFP process using our criteria in order to help us
decide together which organization should receive funding (50 points). Conduct a site visit of a
finalist organization with a group of fellow students.
ADVOCACY ACTIVITIES
50 POINTS
Philanthropy is more than giving money – can you influence public opinion and the minds/hearts of
others? Everyone will be involved in some type of advocacy role throughout during the semester.
While you will informally gather in groups, you will be graded individually by me and by classmates
on quality of your work, timeliness, and your contributions to the chosen activity.
1. Community education. Identify possible audiences and outlets and then develop ways to
communicate about the community issue and what should be done about it. Members of this
group will issue 2 press releases and put together a press kit containing our work for our event.
2. Bloggers/Historian. Be creative and engaging in making at least 8 posts throughout the semester
about our work. Blog posts should be fun, visual, and written with a general audience in mind.
3. Videographers. Develop a simple 3 minute pictorial or video presentation about the class topic or
class as a whole. Students can work in pairs on the video.
4. Nonprofit Liaisons. Write up/edit and send out our Request for Proposal based on classmates’
ideas. Publicize the opportunity: post our RFP on community lists, invite nonprofit organizations
to submit proposals to our class, set up site visits, and communicate with those that participate.
5. Event leaders. We will hold a public event at semester’s end to present our check to the chosen
organization. We will invite University and community VIPs and other guests to attend. Members
of this group will make all arrangements for the event (including handouts, speakers, food, etc),
present the check, and talk about how the class has impacted them.
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ESSAYS (4@30)
120 POINTS
These 500-600 word essays ask you to respond to important questions about philanthropy. They will
be graded based on the extent that they include substantive material, quality concise writing, and
incorporation of concepts from class discussions and readings (when appropriate). Due dates are
listed in the schedule.
1. How does strategic philanthropy compare/contrast with philanthropy in general? How does
strategic philanthropy work – what does it entail? What are the benefits of strategic giving?
2. What need in the community did you find most compelling? What life experiences or values
lead you to choose this need? Share some statistics about the scope and nature of the need
that struck you. What kinds of strategies do you think would work best to attack the need?
3. Summarize and react to the book, The Life You Can Save.
4. How can a philanthropist decide whether an organization is strong and worthy of a donation?
What information should a philanthropist look for to evaluate a nonprofit organization?
PAPER: YOUR OW N PHILOSOPHY OF ENGAGEMENT
100 POINTS
Due at final exam, the purpose of this paper is to bring together the things that you have thought
about and produced this semester.
1. What personal values and beliefs do you want your giving/ community engagement to
express?
2. Name a problem you want to address. Frame it: describe the nature of the problem, including
its cause (upstream), and how widespread or significant the problem is today. Share
statistics and information about the problem.
3. What strategies do you believe are needed to address the problem?
4. Who else is working on some part of this problem (i.e., organizations)? Describe the nature
of their efforts (funding, grassroots organizing, educating, other).
5. What resources could YOU bring to solving this problem? How might you help one or more
of the other groups to address the problem?
6. Develop a plan for how you can impact an identified area of need in the future through
philanthropy and civic engagement. Include specific short term and long term goals.
A 7-8 page paper (double spaced, 10-12 pt font, 1” margins). Graded based on quality of research
presented, completeness, thoughtfulness, supporting information, organization, writing, clarity.
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Schedule of Activities
Date
Activity
Assignment (Reading due)
Module 1: Civic Engagement, Social Capital, and Philanthropy
Week 1
Jan 27-29
Philanthropy, Civic Engagement, and Social
Capital
Why are they important? Who has them? How do
they enhance a community?
Visit from last year’s recipient organization-Jan 29
Palmer, “Heart of Democracy”
Putman, “Do Something”
Fisher & Ury, “Getting to Yes”
Module 2: Strategic Ph ilanthropy
Week 2
Feb 3-5
Approaches to Philanthropy
The notion of Strategic philanthropy
Bernholz, “Flying over
philanthropy”
Lynn & Wisely, “Four Traditions of
Philanthropy”
Frumkin, Bernholtz, “Idea of
Strategic Giving”
Bronfman & Solomon,
“Accelerants”
Module 3: Community Needs Analysis
Week 3
Feb 10-12
Identifying community needs: approaches &
sources
Which needs do we want to do something about?
Week 4
Feb 17-19
Group work: needs analysis (all)
Week 5
Feb 24-26
Group presentations and decision-making
Choosing our path: Philanthropic goals
What outcome do we hope to achieve for whom?
Essay #1 due Feb 10
“Analyzing problems”
The LIFE Study
Group Presentations
Presentation/Paper due in
dropbox Feb 27 12:30pm
Module 4: Grant-making Strategies & Methods
Week 6
Mar 3-5
Grantmaking and RFPs
Develop RFP
Contact nonprofit organizations
Essay #2 due March 3
Foundation Center, “Using
Competitions & RFPs”
Davis, “Writing a Successful
Proposal”
Module 5: Exploring our own philanthropic values
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Week 7
Mar 10-12
Guest speakers on civic engagement and
philanthropy
Spring break
Mar 17-19
No class
Week 8
Mar 24-26
Exploring your own philanthropic values
Discus The Life You Can Save
Singer, Peter. The Life You Can
Save
Essay #3 due March 24
Module 6: Effective Nonprofits
Week 9
Mar 31, Apr 2
What makes an effective nonprofit?
How will we choose our partner?
April 2 Deadline to receive proposals
Bronfman & Solomon, “Working
with a Nonprofit”
Links to rating websites
Module 7: Collective decision-making
Week 10
April 7-9
Review applications and narrow the field
Score/evaluate proposals
by April 7
Week 11
April 14-16
Meet with finalists
Decision time
Collective decision readings
Site visits, grantee presentations
to our class
Module 8: Advocacy
Week 12
April 21-23
Multiple ways to be civically engaged
Promoting our cause and our event
Week 13
Apr 28-30
Promotion/Advocacy activities (all groups)
Promoting the grantee’s cause
Week 14
May 5-7
Award the funding – Values clarification
Press release May 5
May 7 Event (subject to change)
Thurs May 14
Your own philosophy of engagement (see
syllabus for assignment)
Final paper due 1:00
Essay #4 due April 21
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