State University of New York
College of Community and Public Affairs
Department of Public Administration
Binghamton University Scholars Program
SCHL280
Philanthropy and Civil Society
Spring 2015
David Campbell, Ph.D.
Office: University Downtown Center, Room 340
Phone: 777-9181 (though e-mail is the best way to reach me)
E-mail: dcamp@binghamton.edu
Twitter handle: @davecampbell116
Office Hours:
Vestal: Tuesdays, 12:00-1:30, Hinman College, Rockefeller Center*
Wednesdays, 1:30-3:00, UDC 340
Or, by appointment
Class Meets: Tuesdays, Thursdays 2:50-4:15
Room: Science II, Room 260
*Rockefeller Center is in the process of renovation; and I do not have the exact room number
yet. For the first two weeks of the semester, I expect to hold my office hours in the Hinman
Dining Hall; after that I will move to Rockefeller Center and provide you with a room number
for my office there (it will be the office across from Al Vos, the Hinman Faculty Master).
Course Summary
From Andrew Carnegie’s commitment to build libraries in the early 20th century to Bill and
Melinda Gates’ current efforts to eradicate disease in Africa, philanthropists have played an
important role in the development of civil society. In addition, the nonprofit organizations that
philanthropists fund represent nearly ten percent of the American economy. Yet, many students
are unfamiliar with philanthropy and the role the nonprofit sector plays in community life.
Philanthropists are an important source of capital in social movements, encouraging innovation
and supporting the nonprofit and grass roots infrastructure that leads to social change. Nonprofit
organizations, both formal and informal are the vehicles for philanthropists’ social investments.
This course introduces undergraduate students to individual and institutional philanthropy and
the role and management of nonprofit organizations in community life through a service-learning
grantmaking experience. Students enrolled in the class will identify core values and
philanthropic vision; review community needs and use these documents as the basis for
evaluating and recommending local nonprofit organizations to receive grants. Class members
will decide collectively which organizations they will support. Course content will facilitate
student grantmaking decisions. Course topics include:










What philanthropy is
Motivations for philanthropy
Individuals’ giving obligations
What constitutes effective philanthropy
The size and scope of the nonprofit sector;
The role of nonprofit organizations in social change
Leadership in philanthropy and the nonprofit sector
Defining community needs and philanthropy’s role in addressing them
Assessing the performance of nonprofit organizations
How leaders in philanthropy and nonprofit organizations collaborate to accomplish
shared goals.
I have organized the course to accomplish seven goals:
1. To introduce students to way in which nonprofit organizations shape community life and
contribute to transformational social change.
2. To provide students with an understanding of the size, scope and role of the nonprofit
sector in civic life.
3. To provide students with sources of information about community needs and to analyze
how local nonprofit organizations address them.
4. To introduce students to ways in which funders and nonprofit organization leaders work
together to accomplish common goals.
5. To introduce students to the process and implications of grantmaking to nonprofit
organizations, including what constitutes effective philanthropy.
6. To introduce students to notions of nonprofit effectiveness and to determine for
themselves how to define nonprofit effectiveness.
7. To provide students with an opportunity to reflect on the role they can play as future
philanthropists or leaders in nonprofit organizations.
Gen-Ed Goals
This course is designated as a Gen Ed “J,” joint composition and presentation. That means the
course includes certain skills goals that I have built into the course assignments:
For presentations, course learning outcomes are that students will demonstrate:
1. Proficiency in oral presentations.
2. The ability to improve oral presentations in response to critiques.
3. Skill in listening to and critiquing oral presentations.
For composition, course learning outcomes are that students will demonstrate:
1. The ability to write effectively and coherently, in ways appropriate to the discipline and
the level of the course.
2. The ability to revise and improve their writing in both form and content.
Required Texts:
The course requires you to purchase three books. I have listed other readings on the syllabus, all
of which are available online or as e-reserves, on BlackBoard. The books are available as ebooks and you can purchase them for a lower cost that way.
1. Kristof, N. & WuDunn, S. (2014). A path appears. New York: Random House
2. Salwen, K. & Salwen, H. (2010). The power of half: One family’s decision to stop taking
and to start giving back. Boston: Mariner Books.
3. Singer, P. (2009). The life you can save: Acting now to end world poverty. New York:
Random House.
Method of Instruction
I have organized this class as a seminar. Classes will involve a combination of presentation and
discussion. I expect you to read the material assigned for the day andbe prepared to discuss it in
class. From time to time I may do pop quizzes if I find that all students are not doing the
reading. The quizzes will be calculated as part of your participation grade.
Discussion expectations:
In pursuit of critical thinking, students are strongly encouraged to adhere to the following
principles:
1. Recognize the difference between reason and emotion, thinking and feeling;
2. Build arguments with evidence, not feelings.
3. Realize that reason and critical thought are necessary inside and outside of the
classroom.
Given these principles, the goal for this class is to emphasize civil discourse, establish fact-based
viewpoints, and engage in focused discussions, rather than win arguments or engage in verbal
altercations.
Determination of Grades
I will determine grades based on three components: participation in class, writing and
presentations that guide students toward their grant-making decision and dialogue/engagement
with course material through the class blog and other social media. I have described each of
these elements below. Grades for each component will be by points. The total points you
receive during the semester will be the basis for your final grade.
Total Points
94-100
90.0-93.9
87.0-89.9
83.0-86.9
80.0-82.9
77.0-79.9
73.0-76.9
70.0-72.9
65.0-69.9
64.9 or Lower
Final Grade
A
AB+
B
BC+
C
CD
F
A note on grading: I will give you numerical grades on all assignments. That way it is easier to
calculate your final grades. Typically, I will give grade as follows:
A: 96
A-: 92
B+ 88
B: 85
B- 81
C+ 78
C 75
C-71
D 67
F depends on effort
In some cases I will give grades in between these numbers, if I can’t decide between a B+ and an
A-, for example, but that will be the exception rather than the rule.
Assignments
The class provides you four ways to reflect on philanthropy and how to make the best use of the
$10,000 you have to distribute to local nonprofit organizations:
1.
2.
3.
4.
Participation in the grantmaking process (in and outside of class).
Shared reflection through blog participation and twitter;
Individual writing assignments that advance your decision-making process;
Teamwork and presentations that facilitate group decision making.
I have described the assignments in each of these categories below. I will provide detailed
descriptions of individual assignments one to two weeks before they are due. The amount of
advance time I give you will depend on the scope of the assignment and practical issues related
to the class schedule.
1. Participation and Tweeting: 10 points
Participation in the grantmaking process involves two distinct activities. First, it means being an
active and engaged member of the class, listening to others and contributing to discussions that
move the class to a deeper understanding of philanthropy, nonprofit organizations and a
grantmaking decision. Second, participation means contributing outside of class to the essential
parts of the grantmaking process, including data gathering about organizations, coordinating and
participating in site visits and helping to arrange the awards ceremony on the last day of class.
In class participation:
Participation in class sessions is essential for the class members to develop a sense of team and
common purpose in their grantmaking. Active participation in class discussions contributes to
shared understanding of course topics. I expect all students to participate in every class session.
I will evaluate class participation by both the content and volume of participation. More
participation does not guarantee a higher grade; rather I will look for degree of engagement,
insight and the ability to listen, learn from and build on the observations of fellow students.
Outside of class, grantmaking process participation:
As noted, this aspect of participation refers to your involvement outside of class in the activities
required for effective grantmaking. To earn a passing grade, you must participate in at least one
site visit for a prospective grantee organization. In awarding points, I will assess your
willingness to assist with some element of the process and your follow through on the
assignments you accept.
Tweeting
Twitter is reshaping public debate. People use twitter to contribute to important policy debates
and provide feedback on a wide variety of issues. One goal for this course is for you to learn
how to use twitter as a mechanism for influencing and participating in important conversations
(either about public policy or issues important to groups in which you participate).
All students in the class must create a twitter account and follow each other. If you are
unfamiliar with twitter, I will give you a demonstration in the first class. You must also follow
me on twitter (@davecampbell116). All students must “tweet” about philanthropy at least one
time per week. (I recommend you use the hashtag #bulbg2015 so that it is easy to see all
tweets.)
Each week, we will hold a contest to vote on the “tweet of the week” (or the “retweet of the
week”). I will ask students to nominate the tweet they found most compelling (you cannot
nominate your own tweet). We will use twitter to engage in our own philanthropy. Each week, I
will invite students to donate $1 (completely anonymous and voluntary) to give to the winner of
the tweet of the week. I will match the total amount students give and a Binghamton alumnus
will match the total of students and my gifts, up to $500. The winner of the tweet of the week
must donate the money they receive to a nonprofit organization of their choosing, and then share
that decision and the rationale for it on the course blog. I will also give extra credit to the person
who is most successful in winning the “tweet of the week” over the course of the semester. I
have provided a more detailed description of the tweet of the week contest on a separate
document and posted it on Blackboard.
2. Shared reflection through blog participation: 25 points
Class blog: http://learningbygivingatbu2015.blogspot.com
I have created a course blog, as a mechanism for students to engage with course material. I will
also require students to create and participate on twitter as a second means of engagement with
course material. The goal of this approach to course reflection is to encourage shared learning
about the issues we discuss in class, and to learn practical lessons about how social media shape
discourse on important issues facing our world.
Blog posts (2 @ 6 points each)
The blog is the primary mechanism for student engagement. All students must create two blog
posts during the semester (you will select the dates for your blog posts during the first class
session). At least four students will make blog posts each week. I have created the blog as a
place for you to reflect more deeply on class discussions and course readings. Your blog posts
need not be lengthy; I’d try to keep them to approximately three single-spaced paragraphs. I
encourage you to explore and incorporate new sources of information (other blogs, podcasts,
video, articles) that capture your attention and reshape or contribute to your thinking about the
issues the class is addressing this semester. Your blog post should accomplish several goals (not
necessarily in this order):
a.
b.
c.
d.
Identify the relevance of the topic to a class topic or issue
Introduce new material (podcast, video, reading, etc.)
Engage other students on the topic, such as by being provocative or asking questions
Present your ideas clearly and accessibly to the reader
I will grade your blog posts based on the extent to which they accomplish these goals. To earn
an “A” grade, a post must reflect on key issues about philanthropy or a related topic from class
discussions. It must bring in a new perspective on an issue and challenge others in the class to
reflect or consider your perspective. Your writing must be clear and accessible. Blog posts are
less formal than papers, so they may adopt a more conversational style. However, clarity and
precision are still critical in creating a high quality post. Finally, I will look for ideas,
perspectives or content that surprise me and offer me a new way of thinking about an issue.
All students must register for the blog to participate. I will send you an invitation to participate.
You will need an e-mail address other than a bmail address to participate.
Important: Your blog post is due the morning before the class session for which you have
signed up (by noon). That way, you will provide the others in the class enough time to comment
on your post.
Blog Comments (13 points, 1 point/week)
All students must comment on a blog post each week. The class meets twice a week. You must
submit your comment for the week no later than 9:00AM on Thursday (to give all students a
chance to look at the blog before class); however, I will be more liberal in my grading of
students who post earlier in the week (by Tuesday) if I see that most people way to comment
until the end of the week. To earn a grade of “A” on this assignment, you must comment weekly
on the blog. Your participation must demonstrate thoughtful engagement with course material.
For example, a response of “I agree” as a comment is insufficient. I expect students to build
arguments supported by evidence. That means a reasonable blog comment should be at least
several sentences for a student to make a case. You may provide lengthy comments, but what
matters most is a demonstration of engagement with the issues raised by the blog post and the
ability to bring new information (links to other material) or perspective (experiences that
provide insight on a particular topic) to the discussion.
I will grade your blog comments weekly. To earn an “A” grade you must demonstrate
thoughtful engagement with the material and add in a meaningful way to the discussion. You
may do this by bringing in personal material or other content relevant to the discussion.
3. Individual writing assignments that advance class decision-making (45 points)
Among the most important steps in becoming an effective philanthropist are to:
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

Know what your core values are and how they inform your philanthropy
Learn about the local community and the challenges it faces
Identify and assess the strategies local organizations are using to address those
challenges
Evaluate prospective grantees
You will be responsible for writing assignments that address several of these four elements of
effective philanthropy. I have described these assignments below with tentative due dates. The
dates of assignment and the nature of the assignment could change based on the decision-making
process the course undertakes during the semester. As noted, I will provide detailed descriptions
of each of these assignments before they are due. Please submit all written assignments on
Blackboard.
a.
Vision for Your Philanthropy (10 points). All students must write a brief (3-4
pages) paper that discusses their vision for philanthropy, that is, how they would
make a difference through philanthropy. I will ask you to consider what personal
values inform your view of philanthropy, the reason for those values and how you
think you can make a difference through philanthropy. In many ways, this paper
asks you to reflect on the readings in the first quarter of the semester. For those of
you who blog on this topic, you may use ideas and revisions from your blog post
in this paper. (Due Feb. 26)
b. Organizational Assessment (25 points). All students will write an assessment of
one organization that is a candidate for funding from the class (5-7 pages). More
than one student will write about each organization. The assessment will include
an analysis of the organization’s alignment with values, issues and community
challenges identified and discussed by the class. The assessment will also include
an assessment of the organization’s performance and suitability for funding. (Due
April 23rd).
c. Course Reflection Paper (10 points). In my experience, students often leave the
course with a mix of emotions. The goal of this paper is to provide you with an
opportunity to reflect on what your key take-aways about philanthropy and
making a difference are from your grantmaking experience. This paper will be
relatively short (3 pages), but reflect deep engagement with the course material.
4. Teamwork and presentations that facilitate group decision making (20 points)
While the grantmaking decision process starts with individual reflection, ultimately, you will
have to make a group decision. The class is relatively large for a group trying to reach consensus
on a decision. For that reason, I have organized the class to provide several opportunities for
students to meet in small groups to discuss the grantmaking and share their observations as a way
to facilitate decision making among all students in the class. You will have four opportunities to
work in teams and present your ideas at key points in the decision-making process to the class.
a. Community Data Presentation (5 points). Due March 5th. Learning about the
community is essential to putting the work of local nonprofit organizations in
context, and how you as philanthropists contribute to that work. Students will
work in groups to access data and learn about key issues facing the community.
b. Identification of Finalists (5 points). Your selection of organizations will involve
two primary phases: the winnowing down of initial candidates and final selection.
This presentation will involve group recommendations about the initial set of
finalists. I will organize the class into five groups. Each group will develop
criteria for selecting finalist organizations and make their case to the class. After
each group has presented, the class will discuss and decide which organizations to
include as finalists. Due March 24th.
c. Presentations about Finalist Organizations. (5 points). Due April 23rd. I will
ask you to present twice at the end of the semester, first about the finalist
organizations and second about your funding recommendations. Since several of
you will be studying finalist organizations, I will ask you to present about the
strengths and limitations of the organization you study.
d. Funding Recommendations (5 points). Due April 28th. I will assign students to
work together to synthesize their assessments of finalist organizations. Each
group of students will be responsible for a final assessment of the suitability of
their organization for funding, including a recommendation whether to fund. If
the group recommends funding, the group should indicate the amount they
recommend.
Assignments Summary
Assignment`
Blog Posts (2)
Blog Comments
Vision of Philanthropy
Community Data Presentation
Presentation on Applicants
Presentations about Finalists
Organization Assessment
Funding Recommendations
Presentation
Course Reflection Paper
Participation
Total
Due Date
Midnight on Saturday before
the class for which you have
signed up
Weekly, by noon on Tuesday
or Thursday
February 26
March 5
March 24
April 23
April 23
April 28
Points
12 (6 points each)
May 7
Weekly
10
10
100
13
10
5
5
5
25
5
Course Schedule Reading Assignments and Timeline
Date
Topic
Learning by
Giving
Overview
January 27
Introduction to
course themes
What is
Philanthropy?
Reading
Review Learning by Giving Foundation website:
www.learningbygivingfoundation.org.
Learning by Giving video and interview with Doris Buffett
Watch “I am a Philanthropist,” available at:
http://youtu.be/sFHPwFCCNiw
Watch I am a Philanthropist: Diverse Voices in Giving available at:
http://youtu.be/t8LFgpeZV2s
Read: College as Philanthropy, available at:
http://chronicle.com/article/The-College-as-a-Philanthropy/125176/
Daily Show Segment on Pink Ribbons and Breast Cancer Charity
Bill and Melinda Gates TED Talk on Philanthropy, available at:
http://www.ted.com/talks/bill_and_melinda_gates_why_giving_away
_our_wealth_has_been_the_most_satisfying_thing_we_ve_done?lang
uage=en
January 29
Why do we
give?
Listen to NPR Story: What motivates people to give? Available at:
http://www.npr.org/2014/12/22/372526891/what-motivates-peopletogive?utm_source=npr_email_a_friend&utm_medium=email&utm_co
ntent=20141223&utm_campaign=storyshare&utm_term
Kristof & Wu Dunn, A Path Appears, Chapter 15, The Neuroscience
of Giving
Read Singer, Chapter 4: Why don’t we give more?
Date
Topic
Reading
Read Andrew Carnegie’s “Gospel of Wealth,” available at:
http://historymatters.gmu.edu/d/5767
Read: Donors Weigh the Ideals of Meaningful Giving
Read: Two Paths for Charitable Giving: From the Head or from the
Heart, available at: http://www.nytimes.com/2013/06/29/yourmoney/charitable-giving-from-head-orheart.html?pagewanted=1&_r=1&ref=your-money&
February 3
How should we
approach
philanthropy?
Read: The Giving Conundrum, available at:
http://www.onbeing.org/blog/the-giving-conundrum/7148
Watch Peter Singer’s TED talk: The Why and How of Effective
Altruism, available at:
http://www.ted.com/talks/peter_singer_the_why_and_how_of_effecti
ve_altruism?language=en
Read this blog post as well, about effective altruism, also available
from Give Well, at: http://blog.givewell.org/2013/08/13/effectivealtruism/
Salwen, K, & Salwen, H. The Power of Half, Introduction and
Chapters 1-3
February 5
One family’s
philanthropy
journey
February 10
This book has two important stories, one about how the members of
one family developed their view of philanthropy and their obligations
to others in the local and global community, the other about how they
approached their giving. In the first class session, we will discuss the
Salwen family’s decision to create and implement a family mission
through philanthropy. In the second class session, we will discuss
how they decided how to give away their money. As you read it
reflect on these two themes. Does the Salwen family experience have
any resonance for you, either in terms of your obligations or how you
think the class should approach its philanthropy?
Read: The Power of Half, Chapter 4-Epilogue (see guidance from
February 5 class session).
Instructor away; session led by philanthropy class alumni.
Date
Topic
February 12
The Ethics of
Philanthropy
Reading
Read: Singer, P. (2010). The life you can save: Acting now to end
world poverty, Part 1: The argument (Chapters 1-3)
Singer’s book raises questions regarding our philanthropic
obligations. As you read the book, reflect on the questions he asks
and the arguments he makes. What do you find persuasive about his
arguments? What do you find unpersuasive? We will use the class
session to discuss Singer’s argument and its implications for you and
your grantmaking activities.
Date
Topic
Reading
Read: Join Wall Street, Save the World. Available at:
http://www.washingtonpost.com/blogs/wonkblog/wp/2013/05/31/join
-wall-street-save-the-world/
Read The Way to Produce a Person, by David Brooks, column from
the New York Times:
http://www.nytimes.com/2013/06/04/opinion/brooks-the-way-toproduce-a-person.html?ref=opinion&_r=0
Review Giving What We Can website:
http://www.givingwhatwecan.org, including all elements in the
navigation bar (About us, Get Involved, Top Charities, Research and
Blog).
February 17
The Ethics of
Philanthropy
and its Practical
Implications
Review the website for the organization 80,000 hours: The
organization has a particular approach about how to ensure people
maximize their ability to make a difference through their careers.
Make sure you read the “about” section and browse other sections,
particularly top careers available here.
Tierney & Fleishman, What are my values and beliefs? (on e-reserve)
Review the website for “This I believe” and read five to ten of the
brief essays. You may want to select essays based on themes
organized here. Read at least several under the heading “charity and
service.” Come to class prepared to discuss at least one that you
found compelling. An alternative way to review the essays is to
listen to the podcasts. Hearing the short essays read by their authors
may make them more powerful. The podcasts are provided with each
essay.
You may also read the remaining chapters in the Singer book, though
it is unlikely we will discuss them in class.
February 19
Finalize
Applicant
Information
Form
Kristof & Wu Dunn, A Path Appears, Chapters 1-10.
Date
February 24
February 26
March 3
Topic
Making a
Difference
through
Philanthropy
Making a
Difference
through
Philanthropy
Learning about
the Binghamton
Community
Reading
Readings on Giving Circles, to be distributed.
Kristof & Wu Dunn, A Path Appears, Part II, Chapters 11-14, Part
III, Chapters 16-20.
A critical aspect of grantmaking is learning about your community
and the most effective ways to make a difference. I have provided
two sources that address this issue in different ways. The first
considers how funders approach learning about what role they can
play in making a difference. The second identifies resources
available to the class to learn about the Broome County community.
Read: Scanning the Landscape: Finding Out What’s
Going on in your Field, available at:
http://www.grantcraft.org/index.cfm?fuseaction=Page.ViewPage&pa
geId=1352 (requires registration)
Review the data sources on the library guide created for this class
(available at: http://libraryguides.binghamton.edu/sch280h).
Review again the data sources on the library guide created for this
class (available at: http://libraryguides.binghamton.edu/sch280h).
March 5
Learning about
the Binghamton
Community
Identify two to three sources of data (or key facts) that you consider
important to the way in which the class approaches its grantmaking.
Bring the data you consider most important to class and come
prepared to discuss them, both in small groups and as part of the class
as a whole.
Date
Topic
Reading
This week’s readings discuss an alternative approach to philanthropy,
giving money directly to people who need it. Here are some
reflection questions:
 What is the power in giving money directly?
 How is it different from examples of giving money to
organizations (intermediaries) that help people?
 Is one approach better?
 What are the strengths/limitations of each approach?
Listen to Good Deeds in Hard Times Podcast from On Point with
Tom Ashbrook program, available at
http://onpoint.wbur.org/2010/11/12/good-deeds-charity
March 10
Should we give
to individuals or
Listen to “I was just trying to help,” , Episode 1: Money for Nothing
institutions?
and your Cows for Free, from This American Life, available at
http://www.thisamericanlife.org/radio-archives/episode/503/i-wasjust-trying-to-help?act=1
Listen to the follow up podcast from Planet Money: “What happens
when you just give money to poor people?” available at:
http://www.npr.org/blogs/money/2013/11/08/243967328/episode494-what-happens-when-you-just-give-money-to-poor-people
Read: Give Directly? Not so fast?
Read: NYT OpEd: Let them Eat Cash
Review the ALS Foundation website to learn about how the
organization benefited from the ice-bucket challenge. Consider in
what ways the challenge advanced the mission of the ALS
Foundation.
March 12
The Ice-bucket
Challenge and
Philanthropy
Listen to On Point Podcast: Stunt Philanthropy in the Age of Social
Media
Read: Throwing Cold Water on Ice Bucket Philanthropy
Read: The Ice Bucket Racket
Date
March 17
Topic
Reading
The three readings address what nonprofit organizations are (their
legal forms in the United States) and the role the nonprofit sector
plays in community life. As you look at the data in the first three
readings consider the following questions:
 What surprises you?
 How are the organizations you’re considering supporting
different from the nonprofit sector as a whole?
 What lessons do you draw from these data?
What are
nonprofit
organizations?
The deTocqueville reading discusses what makes “associations” (as
nonprofit organizations were referred to in the 150 years ago) in the
US so special. The Salamon reading addresses this issue in modern
terms. Please consider these questions:
 What makes the nonprofit sector distinct?
 What role does the nonprofit sector play in the US?
 How is the nonprofit sector different from government?
The role of
nonprofit
organizations in
civil society
Salamon, L. (2012). America’s Nonprofit Sector: A Primer, Chapter
2, What is the Nonprofit Sector and Why do we have it? (on ereserve)
The Nonprofit Sector in Brief, available at:
http://www.urban.org/UploadedPDF/413277-Nonprofit-Sector-inBrief-2014.pdf (please bring a hard copy or your laptop/tablet to
class).
deTocqueville “on Associations.” (on e-reserve)
Date
March 19
Topic
Statistics on
Giving
Reading
Giving USA Summary of giving, 2014, available on e-reserve
Review the e-book Roeger, K. (2012). The Nonprofit Almanac. It
includes detailed information about the nature of the nonprofit sector,
giving and volunteering. Skim chapters 1 and 3 and review the
Chapter 5 sections that address the types of organizations that interest
you (probably human services). Identify at least one table or chart
that you find interesting and would be willing to discuss in class. The
book is available as a course reserve through the reserves tab on the
library website:
http://www.binghamton.edu/libraries/services/eres/students.html
Review giving in the United States through this interactive feature
available at the Chronicle of Philanthropy. Consider giving rates by
income level in places familiar to you (Binghamton, your home town,
other places you’ve lived, etc.). What do you find interesting?
March 24
Institutional
Philanthropy:
Foundations,
Corporate
Philanthropy
Presentations on
Finalists
Take the free, online course “Foundations and their Role in
Philanthropy” available from The Foundation Center. To access the
course you need to register with The Foundation Center and “buy”
the course at checkout (it’s free). After you “buy” the class, the
Foundation Center will send you a link to the brief online course.
You can buy the course as a webinar or as a class you can do on your
own. The course is brief, but provides a helpful overview of key
concepts about foundations.
Review data about foundations from the Foundation Center, focus on
the foundations tab more than the grants tab. You may also want to
look at the data using the options “all,” “independent,” and
“corporate.”
Date
Topic
Reading
Review Guidestar FAQs about 990 available here.
March 26
March 31
Documenting
Review Guidestar information about the Form 990, available here.
nonprofit status;
the form 990.
Register with Guidestar and review the form 990 for one of the
organizations that has applied for funding for the class.
Selection of
Finalists
At Guidestar, access and review the Form 990 for the organization
Franziska Racker Centers (from Ithaca), where I serve on the board.
We will review the Form 990 in class. Please contact me if you
cannot access the 990 from the Guidestar website.
The readings for this week get at how you know a nonprofit
organization does a good job. Forces for Good addresses the most
exceptional nonprofit organizations. Give Well and Charity
Navigator take a different approach. They provide information about
organizations so that donors can make informed decisions about the
difference their donations make in an organization. As you read
Assessing
about Give Well and Charity Navigator consider:
Nonprofit
 How do you know a nonprofit organization is doing a good
Organizations
job?
 What is the difference in the approach of Charity Navigator
and GiveWell? Do you prefer one over the other?
Finalist Visits
 Are the characteristics identified in Forces for Good useful
to Class
for you in evaluating your finalist organizations?
Crutchfield. L, & Grant, H. (2012)Forces for Good, 2nd ed. Chapter
1, 12, on e-reserve. Available as an e-book through the library
reserves:
http://www.binghamton.edu/libraries/services/eres/students.html
Date
Topic
Reading
Review websites for two charity rating organizations, Give Well and
Charity Navigator.
For Give Well, make sure to read “A medium-depth overview”
available at: http://www.givewell.org/about/givewelloverview#whatdowedo. Please check out the hyperlinks embedded
into the overview.
April 2
Finalists Visits
to Class
Review Charity Navigator website. (www.charitynavigator.org) and
article “Six Questions to ask Charities Before Donating,” available at:
http://www.charitynavigator.org/index.cfm?bay=content.view&cpid=
28
Charity Navigator: Methodology (all navigation bar elements)
Available at:
http://www.charitynavigator.org/index.cfm?bay=content.view&cpid=
33
Assessing
Organizations
April 14
Considerations
in Making
Giving
Decisions
Conducting site
visits
Review Charity Navigator’s assessment of one organization that
interests you. It may interest you because of its work, its location or
its reputation. Come to class prepared to discuss the organization you
selected and what you learned from it.
Readings listed are for the week (April 14-16)
This week’s readings provide a more in-depth description over what
constitutes an effective organization and how to make the best giving
decisions. As you read, consider these questions, too:
 What are the key issues each author raises?
 Do you find one argument more persuasive than the others?
What do you find unpersuasive?
Date
April 16
Topic
Selection
Criteria
Reading
Listen to the TED Radio Hour story about Dan Pallotta, available at:
http://www.npr.org/2013/07/05/181693499/do-we-have-the-wrongidea-about-charity ; and listen to Dan Pallotta’s TED talk, available
at: http://on.ted.com/Pallotta
Read this blog post from Give Well; it provides supplementary
information on how the folks at Give Well approach giving money
away: http://blog.givewell.org/2013/08/08/passive-vs-rational-vsquantified/
Read: The elitist philanthropy of so-called effective altrusim, from
the Stanford Social Innovation Review blog available at:
http://www.ssireview.org/blog/entry/the_elitist_philanthropy_of_so_
called_effective_altruism I would recommend reading the comments
as well; they reflect the intensity of this debate.
April 21
April 23
Student
presentations on Read Chronicle of Philanthropy Article: 10 Trade-offs that Donors
Organizations
Face that Make Philanthropy Tough but Rewarding.
Student
Read Nonprofit Quarterly Article: What Ails Rural Philanthropy and
Presentations on What must be done.
Finalist
Organizations
Read: Nonprofit Quarterly Article: Retaining Donors through and
after Recession Most Difficult for Small Nonprofits.
Decision-making readings:
Reach out to one member from the SCHL 280 class from the past two
years and discuss the decision-making process that class went
through. Ask their best advice for making good decisions.
April 28
Team
Presentations on
Slate of
Jaeger, G. (2014). By Youth for Youth, Stanford Social Innovation
Finalists
Review, Fall 2013.
Ly, Phuong. Mobilizing the Masses, Stanford Social Innovation
Review, Summer 2013.
Date
Topic
April 30
DecisionMaking I
Reading
Read: The Limits of Philanthropy: Time to End the Charitable Tax
Deduction.
Bill and Melinda Gates: 2015 Annual Letter
May 5
DecisionMaking II
May 7
Planning the
Awards
Ceremony
May ?
Chronicle of Philanthropy: 3 Takeaways from the Gates Annual
Letter
Read: Nonprofit Quarterly article: Why this Anonymous donor
“came out.”
Other Readings to be provided
Awards Ceremony
CLASS POLICIES
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES. If you are a student with a
disability and wish to request accommodations, please notify the instructor by the second week
of class. You are also encouraged to contact the Office of Services for Students with Disabilities
(SSD) at 777-2686. Their office is in LH-B51. The SSD office makes formal recommendations
regarding necessary and appropriate accommodations based on specifically diagnosed
disabilities. Information regarding disabilities is treated in a confidential manner.
DIVERSITY AND LEARNING ENVIRONMENT: The Faculty and Staff in the College of
Community and Public Affairs are committed to serving all enrolled students. The intention is to
create an intellectually stimulating, safe, and respectful class atmosphere. In return it is expected
that each of you will honor and respect the opinions and feelings of others.
ACADEMIC HONESTY: Public service and philanthropy demands the highest ethical
standards among its practitioners. I will not tolerate plagiarism, cheating, falsifying information,
etc. Such actions will result in a failing grade for the assignment or the course, depending on the
severity of the infraction. When registering for classes, all students acknowledge their intent to
abide by the University’s Academic Honesty Code. Students are expected to strictly adhere to
that Code. I will report every violation of the Code to the Provost’s office and will recommend
that the appropriate officials impose the strongest possible penalties against the student(s)
committing the violation. If you have any doubts about proper conduct, check with me or err
on the side of caution.
All members of the university community have the responsibility to maintain and foster a
condition and an atmosphere of academic integrity. Specifically, this requires that all classroom,
laboratory, and written work for which a person claims credit is in fact that person’s own work.
The annual university Student Handbook publication has detailed information on academic
integrity. Binghamton University has obtained a license with Turnitin.com to facilitate faculty
review for potential plagiarism of papers and projects in their courses, which they are
encouraged to do. Students assume responsibility of the content and integrity of the academic
work they submit. Students are in violation of academic honesty if they incorporate into their
written or oral reports any unacknowledged published or unpublished or oral material from the
work of another (plagiarism); or if they use, request, or give unauthorized assistance in any
academic work (cheating).
SYLLABUS AS A CONTRACT. This syllabus is a contract. You are responsible for reading
this syllabus in its entirety. Continued enrollment in the class indicates that you understand and
accept the terms contained herein. If you have any questions or concerns about any policies,
assignments, grading criteria or any other aspect of the course, please meet with me to resolve
those issues prior to the drop deadline.
RESPONSIBILITY FOR MATERIAL PRESENTED IN CLASS. You are responsible for
material covered in class. Material that is not included in the assigned readings will be presented
in class. You are responsible for the course material and for meeting specifications for
assignments.
COLLABORATIVE WORK. I encourage you to meet with classmates to discuss topics, study
and exchange ideas, and complete team activities. Individual assignments must be yours and
yours alone.
WORKLOAD. This is a 4 credit hour seminar and, as such, you should expect to spend, on
average, 8-10 hours per week outside of class on readings and assignments for the course. You
are advised to keep up on the work for this class as catching up can be an overwhelming task.
All reading assignments and due dates are listed on the syllabus, so there is no excuse for being
unprepared. The reading load varies considerably during the semester; occasionally it is
relatively heavy (particularly at the beginning of the semester), while at other times it is light (at
the end of the semester). Look ahead in the syllabus and plan your schedule accordingly.
NO HANDWRITTEN WORK ACCEPTED. All written work completed outside of class must
be typed or word-processed. Handwritten work will not be accepted. If you submit a
handwritten assignment, you will receive a score of zero (0) points for that assignment.
Handwritten work will be accepted only on assignments or exercises completed in class.
SUBMITTING ASSIGNMENTS/LATE ASSIGNMENTS. Assignments are due at the
beginning of class on the date listed. All assignments must be electronically submitted through
Blackboard.
Late assignments will be penalized one full letter grade for each 24-hour period (or portion
thereof) the assignment is late. Penalties begin accruing 10 minutes after the beginning of class.
Assignments submitted to Blackboard or my e-mail during class will be considered late and
penalized. If you have difficulty with an electronic paper submission, you may turn in a hard
copy of the paper within the first 5 minutes of class. Assignments that are more than 4 days late
will not be accepted and will be assigned a grade of F (0 points). This penalty applies equally to
late assignments due to excused and unexcused absences. Only in the case of an emergency will
an assignment be accepted late without a penalty. If you anticipate a problem due to other
obligations, complete and submit the assignment early.
ABSENCES. Consistent with University policy, students are expected to come on time to every
class meeting. As a courtesy, please inform me in advance, whenever possible, if you will be
absent from class. Although this does not excuse you from any of the classwork or assignments,
or alter the grading of participation, I appreciate notification.
INCOMPLETES. No incompletes are given without explicit medical or university certification
that you are unable to complete the course. Family “crises” do not constitute sufficient grounds
for an incomplete. Incompletes cannot be used to avoid an unsatisfactory grade.
RETURN OF GRADED MATERIAL. I will do my best to grade material as quickly as
possible. My goal is to return work within one week, though sometimes it may take two weeks.
All graded material will be returned to you via e-mail, with comments provided on the text. I
will post grades on Blackboard, but never before I e-mail you back your work.
PROBLEMS & COMPLAINTS. If you have any problems or complaints about me, the course
or classmates, please come and talk with me during my office hours or other appointed time. If
you are not satisfied with the resolution of the problem which the instructor provides, you may
take your concerns to the Director of the Scholars Program.
CELL PHONES: Cell phone conversations, text messaging or other forms of electronic
communication are disrespectful of the instructor and fellow classmates; I do not allow them
during class time. At times, work or family obligations may require you to keep you phone on. If
so, please keep your phones on vibrate and excuse yourself if a call comes in. In the same way,
students using laptops in class may only use them for note taking. Answering e-mail, checking
out websites unrelated to class material or instant messaging is also not permitted.