Name: __________________________________________________ [if lost, please return to Political Science, OM 207)

STATE UNIVERSITY OF NEW YORK AT CORTLANDDEPARTMENT OF POLITICAL SCIENCE

SPRING 2015 POL 129 Philanthropy and Civic Engagement: Learning by Giving – Teaching Students How to Give

A Project of SUNY Cortland & the Learning By Giving Foundation With additional support from the SUNY Cortland Institute of Civic Engagement

Professor Henry Steck Old Main 207-ADepartment of Political Science Ph: (607) 753-4807Henry.Steck@cortland.edu

Consulting Faculty Professor Barbara Barton Health Department

Additional Participating SUNY Cortland ColleaguesAmy Henderson-Harr, Assistant Vice-President, & Colleagues(Research & Sponsored Programs)Jennifer Janes (Institutional Advancement)Thomas Pasquarello (Citizen practioner – SUNY Cortland faculty)Others: TBA

Note: every effort has been made in constructing this Syllabus. There may be changes and there may be Errors, typos, conflicts, etc. Don’t hesitate to contact Professor Steck if you see one of his errors or typos.

COURSE DESCRIPTION:This course is an introduction to philanthropy, civic engagement and the non-profit sector and is structured into several themes. An important purpose of the course – and related to the external Foundation support that SUNY Cortland has received to support the course – is to encourage students to become participants in the nonprofit sector either as professionals or as donors to causes that moved their hearts and minds and that express their values. The College has been granted $10,000 by the Learning By Giving Foundation (LGBF) for the purpose of awarding grants of $2,000 or more to nonprofit (501(c)(3)) organizations in Cortland County.

We have a moral, fiduciary, financial, legal and professional obligation in this respect – with reports to the Foundation and from there to the IRS. This is an important and exciting responsibility. Over the last three years we have distributed $30,000 already. In short, we will be a small one-time grant awarding foundation – distributing real money, to real people with real needs in Cortland County. We all have a heavy responsibility. The following themes inform the course:

First, students will gain a better understanding of philanthropy, civic engagement, and non-profits in American society.

Second, during the semester, students will participate in the awarding grants to Cortland County groups and in this way (a) learn from giving and acquire skills appropriate for the nonprofit world and (b) help achieve beneficial change in the local Cortland community. Students will learn that giving financial support to those in need in a caring and sensible way is an incredible and complex responsibility that requires a wide variety of skills. Indeed, our grant deliberations and decisions will ultimately lead us to confront some difficult questions, make hard choices, and sharpen our values. What, we should be asking ourselves, do we hope to accomplish by helping those in need.

Third, students will have the opportunity to visit last year’s awardees and see how the money helped and perhaps pay a site visit to this year’s applicants. We also hope students can visit with this year’s applicants and learn more about them in a people-to-people fashion.

Fourth, we hope also that students can learn how philanthropy, civic engagement, and the non-profit sector is functions elsewhere in the world.

Finally, the class will award $10,000 in grants to the selected recipients at a formal ceremony the last week of classes – perhaps during the study days.

The Class: Our class will include students from the US and around the world. This cross section will provide a forum for discussing philanthropy and civic engagement from various perspectives. We will learn to distinguished “charity” from “philanthropy” and we will learn how philanthropy works in the United States. We will also examine the ideas of “civil society” and think about the conditions under which the practice of philanthropy, non-profits and civic engagement can be cultivated. International and American students will work in teams focusing on issues and experiences related to civil engagement and public life and to civic engagement and philanthropy. The course will include several guest speakers, philanthropic leaders, scholars and activists.

Learning By Giving Real Money to Real People with Real NeedsWe will be a small one-time grant awarding foundation – distributing real money, to real people with real needs in Cortland County. We all have a heavy responsibility. We expect students in this course to take their responsibilities seriously and they will have several formal responsibilities (e.g., an end-of-course reflection paper (equivalent to the course final)), participation in judging grants, presentations in class, participation in final awards ceremony). Professor Steck and the College has a responsibility to the Learning By Giving Foundation.

A Word of Warning: SUNY Cortland has been fortunate to receive a LBGF grant and we have a heavy, heavy moral, intellectual, legal and financial responsibility. Our work is ultimately reportable to the Learning By Giving Foundation and then to US Internal Revenue Service as well as to those who monitor grants at SUNY Cortland. Our moral responsibility is to those who apply to us for support and to those who have funded us to help others. Take it seriously!!!!

Rules for the course:1 – If you are not willing or able due to other comments to take the course seriously and professionally, please drop the course during Drop/Add. Generally, we have had the good fortune to have committed and serious students, but please guard against these behaviors that can be

caused by students who: (a) do not bring a work ethic to class; (b) are disruptive in some ways; (c) are not prepared to meet their responsibilities; (d) fail to treat their classmates as colleagues with respect and courtesy; (e) do not receive visiting speakers with courtesy and attention.

2 – The course will entail out of class meetings and work. This includes (a) site visit to organizations that were awarded funding last year; (b) group meeting with other students. If work or other commitments may cause you problems, alas!, please consider dropping the course.

3 – Course evaluation: Students will be divided into review groups and among the responsibilities will be to prepare an evaluation of others ( a self-evaluation) in their group. If you don’t want to judge or be judged by others, please drop the course.

Evaluation: This course involves activities and class work. It is a hands-on practicum course and free-riders and those who do not carry their weight will see their grade suffer and they will not have the respect of the classmates.

1 - Evaluation and grades will be based on course work including: attendance, keeping up with course readings, presence for guest speakers, participation and work in peer panels, presentations to the class, participation in final awards ceremony, site visits — and other associated activities.

2 - Peer Panels: Students will be working in panels of 3-4 each and will be asked to undertake a responsibility similar to that they would have as professionals in many organizations: preparing an evaluation of their colleagues and co-workers, i.e., those in their panels. Here’s a word of encouragement: over the last two years some students who took this course went on to work in the nonprofit sector or to head for graduate school.

Note: This class has an important real-world fiduciary, moral, academic and professional responsibility. If you would prefer not to participate, please feel free to drop the course

COURSE OBJECTIVES:●To recognize the vital role of philanthropy in our society.●To connect readings and discussions to real life through interactions with practitioners. ●To formulate and support an individual opinion incorporating an international perspective on philanthropy.

●To understand the trends and innovation in philanthropic giving.●To become aware of how you can use your skills, interests, and talents to benefit others.●To develop skills in the world of grants and grant awarding.

SOME WEBSITES CONCERNING CIVIC ENGAGEMENT, NONPROFITS AND PHILANTHROPY: Philanthropy:

✔ EPhilanthropyFoundation.org: www.ephilanthropy.org (organization dedicated to promoting online philanthropy; includes e-zine) or http://www.fundraising123.org/welcome-ephilanthropy-foundation-website-visitors

✔ The Philanthropic Initiative: http://www.tpi.org (TPI offers strategic services to philanthropists) ✔ American Institute of Philanthropy: http://www.charitywatch.org (general purpose philanthropy website, including ratings of organizations)

✔ www.foundationcenter.org

Civic Engagement: Engaged Youth: Civic Learning Online ✔ http://www.engagedyouth.org/ ✔ The Center for Information and Research on Civic Learning and Engagement (CIRCLE) http://www.civicyouth.org/

Foundations:

✔ Foundation Center: www.fdncenter.org (database on foundations, for both students and practitioners of philanthropy)

✔ Council on Foundations: www.cof.org (membership organization of foundations providing information, expertise and advice to foundations and general public)

On NGOs, US and international: ✔Duke University Non-governmental Organizations Research Guide:

http://docs.lib.duke.edu/igo/guides/ngo (includes very comprehensive list of NGOs, including international ones, with weblinks)

✔ Global Policy Forum: http://www.globalpolicy.org/ngos/index.htm (GPF monitors UN policy making; this page relates to the UN and NGOs)

Course Materials1 - To be purchased from college store or other sources.

● Joel Orosz. The Insider’s Guide to Grantmaking. New York: Jossey-Bass, 2000 [Orosz, IGG]

2 - Course readings and materials to be distributed in class ● Readings in Philanthropy & Civic Packet (see final page for packet reading list).

3 - Available for borrowing (may NOT leave Old Main) from Political Science office, OM 207)● Materials on Cortland County – to be borrowed from Department - Reserve in Library.● State Employees Federated Appeal (SEFA) – online or available in Political Science Office

4 - Required Online Publication: The Chronicle of Philanthropy – Philanthropy-Today.com

● Please sign up for the following publication online. It’s Free!! This source will provide you up to date information about the trends and external environment which influences philanthropy. Please read on a daily basis (or at least skim). Be prepared to discuss in class.

Sign up for the Chronicle of Philanthropy Newsletter: http://philanthropy.com or http://philanthropy.com/myaccount/newsletters “Create a free account”: Sign up (upper right corner) to receive the daily email Newsletter summary of philanthropic news. Check the box for “Philanthropy Today.” You must confirm through your e-mail to activate the account.

5 - For your further personal study and reading Here are a suggested items for students interested in pursuing the subject in more detail.● Friedman & McGarvie, Charity, Philanthropy, and Civility in American History (Cambridge

UP) An exceptionally good and useful work for students interested in pursuing study in or a career in the non-profit sector

● Olivier Zunz, Philanthropy in America: A History (Princeton UP)● Laura Arrillaga-Andreessen, Giving 2.0 (Jossey-Bass 2012.) Converting your charitable giving

into your own philanthropic efforts. (Coint● Walter W. Powell and Richard Steinberg, The Non-Profit Sector: A Research Handbook 2nd edition) Yale UP. A serious book of research findings – for advanced study and for professionals.

COURSE REQUIREMENTS:GRADING: A = 90 to 100 B = 80 to 89 C = 70 to 79 D = 60 to 69 F = 55 or Below

Examinations: there are no formal exams in this class. For this reason your written work, your participation, your presentation and your work with your panel colleagues, and site visits are determinative of your grades. NOTE: Your Final Reflection Paper will in effect (as noted) serve as a final exam and How the Class will proceed: This is the fourth time this class has been offered and it continues to evolve. Fair Warning: Be Prepared for Changes. In general, here is our workplan:

1 – Class discussions and readings.

2 – Class Presentations

3 – Written work

4 – Panels: Review of grant applications

5 – Final Award Ceremony

6 – Speakers and guests: response papers.

7 – Site Visits. Note The Learning By Giving Foundation has asked students to pay site visits to applicants and if possible to previous award grantees. Do not take this lightly. You and the class will be judged on your professional bearing, demeanor, and intelligence.8 - Other – Unexpected activities and ideas

9 – NOTICE: The order of the class is set forth below. BUT, in the past guest speakers and other class activities (speakers, site visits, etc.) have thrown the schedule off. Please be prepared.

10 - Required: Final reflection paper. Thoughtful and carefully written short statement about the course and especially its importance for you, your values, your plans, etc. Last year we had excellent and important statements about the transformative effect of the course – and of doing well for oneself and the community.

Classes will consist of discussion of the materials assigned for that day on the course outline. Attendance is expected and required, just as it is on the job. Two (2) unexcused absences will be allowed. But on the third absence and after – you will have a reduction in the participation grade. Most important: do not miss meetings of your panel. If you have a serious issue that may cause you to miss class, e.g., illness, family crisis, etc., let me know in advance or as soon as possible.Severe Problems causing absence: In severe cases, the student must contact (a) Professor Steck and (b) the Associate Dean’s office for the School of Arts and Sciences or the Associate Dean of your own school (Professional Studies, Education) and obtain a documented excuse for the period of time in question in order to make up what they have missed and not receive the grade penalty. By enrolling in this course, you are accepting the course attendance policy.

The Panel Model: Preparing for the Professional WorldThe class will be divided into “panels” of three to four depending on class size. We will use the conventional professional grants term “panel”. Each panel will consist of three students. One student will be designated the Convener and she or he will have the responsibility for leadership and for organizing the work of the panel. There are several collective projects and each panel member is expected to fulfill her or his responsibility. In the real world, salary, promotion, keeping your job are the conditions of work. Here – as often in business schools or other advanced settings, the conditions of work are the respect of your colleagues, your grades, and, if you should ask, a recommendation for the participating faculty. If you feel you cannot accept this structure and work comfortably with others, please

Peer Evaluation: there will be a final evaluation in which each panel member will evaluate the other 2 or 3 panel members. On some projects, all panel members will receive the same grade. This has worked well for SUNY Cortland students in earlier iterations of this course and the result has been excellent work, high grades, and the admiration of outsiders. (PS: I have a colleague who uses work groups as well: she permits the groups to “fire” and dismiss those whose don’t carry their weight. Interesting idea!)

Remember: The grade received will apply to every panel member. It is your responsibility to let Professor Steck know if any member is not completing their work. If you fail to inform the instructor about any problem, you agree to the final grade received. The panel members must work together, as they would on a review panel or peer-review panel in the real world. The group must work according to consensus and shared understandings. Note: Again, in the end we will use a very common and very direct means of evaluation: each member of the group will evaluate each of the other members and this must be professional and honest.

ASSIGNMENTS: Note: Depending on other factors – speakers, site visits, time spent on applications – assignments may vary.

1 - LEARNING ABOUT AND ANALYZING NOT FOR PROFIT 501(C)(3):ORGANIZATIONSSEFA PROJECT (15%): CLASS PRESENTATION 5% & FINAL REPORT 10% --

In preparation for the Grant Project (described below), students are asked to review the State Employees Federated Appeal (SEFA) Directory which contains an extensive listing of many organizations that are included in the annual United Way or SEFA directory. There are hundreds of these – state, national, international. Many seek grants; many award grants; many do both. But there are well-established groups. We can learn more about the world of philanthropy, civic engagement, and nonprofits by looking closely at some of the established groups out there. Spend some time with the directory. You will note not only the number but the categories – international national and national, local and extended, a variety of causes – cultural, health, social justice, etc. Printed versions (from 2010 still usable) are available in the political science office (OM 207) and must be used in Old Main as there are limited copies. Please come up OM 207 and ask Ms. Dintino to borrow one – sign it out – please use in Old Main: best, OM 217. I think using the printed version is best, but you can access SEFA through the web – it’s your choice:● Home page: http://sefanys.org/ ● On Home page click “SEFA Brochure” and for Addendum click “2013 Charity Brochure Addendum (updated 11/12/13)”. This will bring you to this:

*** Brochure (Catalog) See table of Contents on P. 1 http://www.sefanys.org/files/2013/NYSEFA%20Catalog%202013.pdf**** and the Addendum: http://sefanys.org/files/2013/2013%20Addendum%20to%20Printed%20Charity%20Book.pdf

Purpose of Assignment: The purpose is to give you a sense of the number and diversity of nonprofit groups in the United States and internationally. Internationally can means either (a) based in another country (you will need to research to find one) or (b) one based in the US with an international mission (e.g., Doctors Without Borders, Oxfam) and to help you to begin to think about nonprofit 501(c)(3) groups – the kind your will evaluating later: 1 - Each student is asked to research four of these organizations (the web and the telephone are your best initial sources) 2 - Two must be an international agency or a US based agency that works internationally.3 - Each group must also be selected from different categories (e.g. health, environment, human services – whatever you choose.). 4 – NONE can be from Cortland County, Onondaga County or Broome County. You may choose only one (1) from outside the New York City area. Two (2) with New York City addresses. Look for groups which are broad.

This assignment has three parts: : ● FIRST: SEFA Overview - Due: February 17: Review the directory closely and select 4

groups that interest you (reminder: two must be international agencies . Then, from your

list, prepare a brief (one- two page maximum) summary description of all four to be distributed to the class.

● SECOND: Presentations begin on February 26: Prepare a more extensive report on one (1) of these four (international or American) and be prepared to present in class on the one you like the best (your choice). Each presentation will be about 5-7 minutes – no longer. The class (acting as a Board) will ask questions and make comments – favorable – requesting more information – unfavorable. The presentations are scheduled to begin February 27 and run through March 6

● THIRD: Final Report (2-3pages): March 26 Your final report – with your recommendation for funding – on one (1) organization. Advice: make this a very professional written presentation. Report format. This is something for us to discuss in class as developing the format is part of the assignment. We will review them in class and set up several formats. See the Handy Hints below.

Handy Hints for your Reports(A) In your report, you should indicate what you have learned that will help you in the Grant Project (see below). Starting point: in looking at these groups you might start with some questions that will help you research them. Example: (1) Which groups look really interesting to me? Which represent a cause close to your heart and your values? (2) Are there any you would want to work for after I graduate? (3) Where would you find their annual reports and legal documents attesting to their tax status? (4) What seems unusual enough to pursue looking at? (5) What would you need to know if you wanted to apply to a given agency for funding support? Most important: if they are also agencies that distribute funds, find out (if possible) how they present their Applications or Request for Proposals in terms of purpose, goals, requirements, deadlines, criteria of judgment, final evaluative report and the like. (B) For your presentation, here is how you should present what you have found. Assume you are Program Officer for a Foundation. You are reviewing different groups as the Board of your Foundation wishes to support worthy groups – but not all!!! Your report should take the form of (a) a Report to your Board – giving them all the information they will need and (b) making a recommendation whether to support the group. What categories might you utilize in your recommendation?? This will be the sort of “presentation” that you may be asked to make in your later professional life; you need to be somewhat formal, articulate, business like. Remember 7 minutes. You may want to take a deep look at Orosz, The Insider’s Guide to Grant Making (for example, chapters 4, 5, 6).

NOTE: In making your presentation, here are two strict guidelines: (a) If you wish, you may use Power Point or the Web to support your presentation, but the presentation must reflect your own work – you cannot simply use the Web link for your organization for illustrative purposes. This must be your work. In the past, students have simply run through the organization’s own website. This is not acceptable.(b) Stay within the time limits – 7 minutes. Dress neatly (business casual). Treat this as a professional activity.

2 - THREE SPEAKER REFLECTION PAPERS: 1-2 PAGES (10% EACH = 30%) --

We have invited several outside speakers and professionals who have experience with philanthropy and civic engagement, students will be required to write reflection papers on three of the speakers. A schedule will be provided later when the schedule is all set. The reflection papers should be 1-2 pages.

The paper will be due two class periods later. They should (1) describe the major points made by the speaker; (2) your individual response and connections between the topic and your personal outlook, or any connections between the speaker and class readings. These reflection papers will be worth 10% each for a total of 30% of your final grade and will be graded on content, reflection and grammar!

Warning - do not wait to finish them. If it is the end of the semester and you have not handed in a speaker reflection you will receive a ZERO for each one missing. It is your responsibility to plan accordingly as the class only has a limited number of speakers coming to Cortland.

3 - GROUP GRANT PROJECT (30%): (A) WRITING REQUEST FOR PROPOSALS (RFP) 10% & (B) REVIEW OF PROPOSALS & RESPONSES 20% The project will be two components: This project is worth 30% of your grade and will be based on the entire effort. The individual grade will be the group grade.

A - Writing a RFP: In your professional life you will need perhaps to write a Request for Proposals. This assignment will give you practice at this far-from-easy task. The first component will focus on the panel preparation of a Request for Proposal (RFP) that could be supplied to potential applicants. Each panel will prepare a RFP and submit it. It will be reviewed and returned and, in most cases, require further work for a final copy. REMEMBER: The grade on the report goes to each panel member.

B - The second part will be the grant review and selection process from the applications actually received from throughout Cortland County. Each panel must come upon with an agreed upon ranking – based on a firm consensus – of the applications under review. The class as a whole will discuss common criteria. In the end, $10,000 will be awarded – which places a heavy responsibility on you. This is real money for real people with real needs. It is also money that the class is responsible for and must comply with the requirements of the Learning By Giving Foundation. After all, the College, the class, and the professor must report to the Foundation.

Due Dates: for RFP Project and for Decision on proposals by applicants from Cortland county. NOTE: DUE DATES SUBJECT TO CHANGE.

A - RFP Project● The due date for the draft RFP is March 12 – will be returned March 24 or 25● The Final RFP is due on April 9

B - Review and Decision on Applications (subject to change)● March 12: Class will develop metrics for review of applications

● Pick up applications from OM 207 and start reviewing: Tuesday March 24: We will begin individual panel review during this class hour.

● Next: general class review to decide on applicants. This can take one or more class hours. TBA.

● The response letters – Approval and Rejection -- are following the final decisions. ● Preparation for final award ceremony● Participation in final award ceremony.● We will see if Site Visits are possible. Stay tuned in. See #4 below.

The goal is to have enough knowledge and interest in the organization to to make a mature, well-informed and intelligent decision. You must carefully document the resources provided by the organization, including marketing information and other resources, and submit them with the final grant proposal. REMINDER: you will allocating real money for real people with real needs and doing so in a transparent and public manner.

4 - SITE VISITS TO FALL 2014 RECIPIENTS OR TO CURRENT APPLICANTS 5%) We will discuss this at an appropriate time. Scheduling and transportation may be an issue.

5 – AS NOTED: ATTENDANCE AND PARTICIPATION (15%)

6 – FINAL REFLECTION PAPER: DUE MAY 11 – MAY 14 (BRING TO OM 207 AND LEAVE WITH PROF. STECK OR THE SECRETARY OR PROF. STECK’S ORANGE PAPER BOX.

ADMINISTRATIVE POLICIES: ACADEMIC DISHONESTY: Plagiarism and Cheating (using another person's words or ideas as your own) of any written material including but not limited to rough and final drafts -- will result in a grade of a zero for the relevant written assignment and, almost certainly, a failing grade for the course. The instructor will refer cases of academic dishonesty to the relevant university committees. Review handout on plagiarism. Although we may do some group work in class, and although you may conduct research with your classmates as directed, all writing must be done independently. If in doubt, consult with one of us before consulting the new resource. And, of course, you should cite as needed to any authority you consult.

Students with a Disability:If you are a student with a disability and wish to request accommodations, please let me know and contact the Office of Student Disability Services located in B-1 Van Hoesen Hall or call (607) 753-2066 for an appointment. Information regarding your disability will be treated in a confidential manner. Because many accommodations require early planning, requests for accommodations should be made as early as possible.

Reminder: All assignments should be TYPED and comply with Style Sheet – this will be distributed.

COURSE SCHEDULE – Readings in the course pack will have asterisks. Because of the need to schedule speakers and activities, dates are not listed. I will instead indicate Class Meetings = CLASSES). If there are changes, I’ll advise the class about when assignments are due.

PART I: INTRODUCTION AND BACKGROUND

CLASS : Course Themes, Student Introduction & Learning by Giving Overview

CLASS : Exploring Values – Learning about GivingLet’s learn more about Learning By Giving. Review these websites:

● http://www.learningbygivingfoundation.org/ Work your way through all the tabs. (a) Click on the tab called “Partner schools”: can you find SUNY Cortland?. Whoa! We are under scrutiny nationally. (b) Under Grant Map, click on “Course Infographic” for general information about the national project of the foundation.

CLASS What is Civic Engagement and Philanthropy? 1 – ** Andrew Carnegie’s, “Gospel of Wealth”

Questions to Consider for Discussion* How would you differentiate between civic engagement and philanthropy?

* What key issues would you be interested in supporting with our civic engagement and philanthropy this semester?

2 - **TheRole of Civic Associations: De Tocqueville, Associations in Civil Life (1835)

3– **Robert Putnam, Bowling Alone* What is the nature of social capital in American society? How do you think social capital works? How would you take this into account in thinking about the not-for-profit sector?* How would define social capital?

* Why are youth today not as connected to civic engagement and philanthropy?

CLASS Background on Foundations & Grants**Orosz, IGG – Prologue (1-38) and Chapter 1 – 14 **Highlights of Foundation Yearbook

CLASS Foundations & General Overview of the Charity and NonProfit Sector**RISE Framework of Social Change ** Charity=s Role in America, and Its Limits (New York Times, 11-13-12)**Janet Atkins Northeastern NS$G – From Mission to Market

CLASS (Tentative) Learning About Cortland County: ** Seven Valley Health Coaltion Cortland Counts. 2013 (on reserve in Library or available in read in Political Science office (OM 207)http://www.newyorkschools.com/counties/cortland.html

http://quickfacts.census.gov/qfd/states/36/36023.html http://www.nyskwic.org/http://www.nyskwic.org/map/countyProfile.cfm?countyID=36023 http://www.nyskwic.org/get_data/indicator_profile.cfm?subIndicatorID=52

CLASS - HOW TO MAKE A FUNDING REQUESTOrosz Chapter 8 – 9

SEFA PROJECT (20%): PRESENTATION 5% & FINAL REPORT 15% ** February 17 SEFA 1 Page Brief Due (4 organizations: two domestic; two

international – Reminder – avoid New York State except for NYC based NGO’s.

** February 26 – March 3- 12 SEFA Presentations: 5 minutes. See Orosz, Chapter 8 & 9 for discussion of presentation.

PART II: Practicalities of the Grant World

CLASS Understanding the Grant Process ** Draper, L., “The Seven Principles of Firmly Centered Grant makers,”

CLASS – What is an RFP? (Request for Proposals) ** Model RFP’s from other colleges (To Be Distributed)

Panels begin work on draft RFP. You need toA – Create a Foundation for yourselves with an attractive name (e.g., the POL 129 Foundation) or a number reflecting what your panel would really like to set up if, out of the blue, it was given $5million. Give this some serious thought. Start by deciding what area or areas you wish to fund (or keep it wide open) and take it from there: a family NFP? Foundation? A cause? I would suggest some area of human services and well-being.

B– Prepare a Request for Proposals.

Draft RFP Due from Panels: March 15-26 (subject to change) in POL office OM 207.Final Copy April 24.

CLASS 1 - Grant Priorities and the Human Factor

Joel Orosz, The Insider’s Guide to Grantmaking, Chapters 2, 3 & 7

2 - Ethics and Vetting Potential Grantees? Joel Orosz, The Insider’s Guide to Grantmaking, Chapter 15** Draper, L., “The Seven Principles of Firmly Centered Grantmakers,”

CLASS SEFA Presentations February 26 – March 3- 12

APPLICATIONS ARE DUE FROM APPLICANTS: MARCH 17SPRING BREAK MARCH 16 - 20 CLASSES RESUME MARCH 23

Welcome Back from Spring Break: Back to Work! March 23 - Monday: You must pick up applications at the Political Science Office. Begin reading. applications. See schedule for March 19. Class – Reviewing Proposals

**Orosz, Chapters 4 – 5 - 6a - Meeting: discuss Grant Proposal Checklist b - Panels schedule meetings!!

“Grant Proposal Checklist/Evaluation Sheet.”

CLASS -- Begin Review of Applications Panels will meet during class hour to begin discussions on applications.

CLASS General Class Discussion of Panel Evaluations – seeking to come to final ranking (which must add up to $10,000) Joel Orosz. The Insider’s Guide to Grantmaking, Chapters 5 & 6

Assignment: Bring your completed review sheets to class and each group should be prepared to defend their ranked choices.

CLASS Session 2: General Class Discussion: Finalize Grant Selections Influencing PolicyJoel Orosz. The Insider’s Guide to Grantmaking, Chapter 13

Assignment: Each panel must complete review of proposals and score each application. Rank the top ten. Each review should be typed and make a copy of each checklist and type written evaluation to hand in at the end of class. Poor content and grammar will be noted. This is a panel grade. Also (and more important): if there are legal challenges to your ranking, there must be documentation containing your panel .

CLASS (1) Each panel must write (a) an congratulations & acceptance letter and (b) a Rejection letter.

(2) The Future of Philanthropy Joel Orosz. The Insider’s Guide to Grantmaking, Epilogue

(Congratulation and Rejection Letters Due) PART IV: INTERNATIONAL PERSPECTIVES

CLASS The Third Sector and Global Civil Society ** Helmut Anheier, Marlies Glasius, and Mary Kaldor, Introducing the Global Civil Society

CLASS NGO’s in the Third World ** G. Clarke, “Nongovernmental Organizations and Politics in the Developing World.”

PART V: GRANT CONCLUSION

CLASS April 30 & May 5 Final Rehearsal: Preparation for Ceremony

CLASS Debriefing: Preparation of written evaluation (required by the Foundation) Note: students not completing a response (not the college CTE) for the LBG foundation, will receive an Incomplete in the Class.

May 7 Awards Ceremony Colloquium Room (OM 220) 4:30-5:30Students present grant awards to organizations & Reception for recipient organizations

This edition: Sp 2015. Rev. 2/28/15

State University of New York at CortlandDepartment of Political Science

Spring 2015 -- POL 129 -- Philanthropy and Civic Engagement: Learning by Giving B Teaching Students How to Give

A Project of SUNY Cortland & the Learning By Giving Foundation

Readings in the Packet

1. Andrew Carnegie=s, Gospel of Wealth

2. Alexis De Tocqueville, AOf the Use Which the Americans Make of Public Associations in Civil Life@ from Democracy in America (1835 -

3. Robert Putnam, Bowling Alone

4. Highlights from the Foundation YearbookReview online: Key Facts B US Foundations: It will be easier to read if you http://foundationcenter.org/gainknowledge/research/pdf/fy2011_highlights.pdf http://foundationcenter.org/gainknowledge/research/keyfacts2014/foundation-focus.html http://foundationcenter.org/gainknowledge/research/keyfacts2014/grant-focus-priorities.html

http://foundationcenter.org/gainknowledge/research/keyfacts2014/grant-focus-geography.html

5. Rebecca Riccio, RISE Framework for Social Change

6. Talk by Janet Atkins, Northeastern NS$G B From Mission to Market 6. New York Times:

7. *ACharity=s Role in America, and Its Limits@ (November 14, 2012);*AFamily Foundations Let Affluent Leave a Legacy@ (2/10/14): *ATax Cut Deal Could Benefit Charities@ (2/10/11); ** Mercury News: AFacebook CEO Mark Zuckerberg, wife top list of biggest charitable givers@(2/10/14)

8. Draper, L., The Seven Principles of Firmly Centered Grantmakers

9. Amy Henderson-Harr and Allan Shang, Overview of the Funding Proposal

10. Helmut Anheier, Marlies Glasius, and Mary Kaldor, Introducing Global Civil Society

11. G. Clarke, Nongovernmental Organizations (NGOs) and Politics in the Developing World

Not in packet: Philanthropy Today -- from Philanthropy.Com × See the syllabus for instructions. Sign up for the Chronicle of Philanthropy Newsletter: http://philanthropy.com or http://philanthropy.com/myaccount/newsletters