Summary of Learning Modules

Summary of Junior Cohort Module Learning Objectives

Module One

The objective of this module is to provide the students with a common language and broad understanding of the charitable sector. Part I consists of a basic introduction to the terms used in philanthropy, a panoramic view of giving in the United States and a presentation on the social values exemplified in the human transaction of giving and receiving. Part II consists of an interactive exercise that helps students distinguish between symptoms and root causes of social problems. Through the use of an original play which students perform live, they learn about the interconnectedness of philanthropy, public charities, business and government.

Module Two

The objective of this module is to teach students about the business of philanthropy including charitable fund management. Part I provides the students with the definition and purpose of an endowment fund. Students participate in a team building exercise focused on the dual goals of making grants distributions while preserving endowment principal and learning the importance of spending rates. Part II consists of a basic presentation on the financial markets including a historical look at U.S. economic and philanthropic growth, socially responsible investing and the concept of multi-year smoothing. Students initiate a hypothetical market investment tracking project and analyze the results at each session going forward. Student teams also report on any service projects undertook during the past thirty days.

Module Three

The objective of this module is to teach students how nonprofit organizations work, how they are funded and the importance of seeking grants. Part I reviews the scope and scale of the nonprofit sector, illustrates various operational structures related to mission and provides for an interactive research exercise in which students gather information on specific nonprofit organizations. Different nonprofit financial models are reviewed along their varying sources and uses of revenue. Part II introduces the rationale for grant guidelines, eligibility criteria and requests for proposals. A student role play exercise is part of the experience. Student teams also report on any service projects they undertook during the past thirty days.

Module Four

The objective of this module is to prepare students for conducting site visits to organizations that submitted grant applications through a request for proposals process. Part I describes the purpose of site visits, the importance of the concept of conflict of interest disclosure and the art of interviewing. Students learn how to use a guided interview worksheet, a proposal rating instrument and how to conduct themselves on organization site visits. Part II consists of a first reading and discussion of the executive summary of each proposal submitted for consideration. Full grant proposals are distributed to the students for their review prior to the next session. Student teams also report on any service projects they undertook during the past thirty days.

Module Five

The objective of this module is for students to carry out the initial assessment of proposals and to learn consensus building techniques. Part I begins with student teams discussing the results of their site visits and, using a standardized format, presenting their reports to the group. Each report provides the details of the proposal in programmatic and financial terms and their overall evaluation of the proposal using a unique, multi-tiered rating scale. Part II consists of two simulated consensus building exercises in which students are taught how to reach group decisions without voting. Student teams also report on any service projects they undertook during the past thirty days.

Module Six

The objective of this module is for students to reach consensus on distributing grants to applicant organizations. A brief review of the concept of conflict of interest disclosure occurs at the beginning of the module. The ground rules of consensus building which was presented at the previous session is also reviewed. A written outline of the grants decision making process, distributed to the students prior to this session, provides a common structure for discussion and debate. Ranking and rating data compiled from the student site visit interviews is distributed and discussed as well. After the final decision is made, students celebrate their accomplishments and provide feedback on the experience.

Module Seven

The objective of this module is to teach students about the concept and practice of social enterprise. Part I describes how and why nonprofits engage in business activities in pursuit of their mission. Numerous examples of social enterprises, both nationally and internationally, are presented and discussed. Part II involves a brainstorming session in which student teams design a social enterprise project for one of the organizations they visited during the grant making process. The social enterprise ideas developed by the students are discussed and these ideas are shared with the organizations as an example of the student’s learning. Student teams also report on any service projects they undertook during the past sixty days.

Module Eight

The objective of this module is to test and evaluate the junior cohort experience and prepare for the end of year capstone ceremony. Part I consists of a detailed review and discussion of the results of the hypothetical financial markets tracking project. It also includes an exercise to test the students’ comprehension of the learning materials and experiences during the past year. In Part II, students evaluate the program by completing a confidential evaluation instrument and by giving their feedback and suggestions on its content, delivery and format in an open discussion forum. The students also prepare and rehearse for the end of year capstone ceremony and report on any final service projects they undertook during the past thirty days.

Summary of Senior Cohort Module Learning Objectives

Module One

The objective of this module is to teach students the basic concepts of donor development as well as to initially develop the potential strategies and tactics for the fundraising campaign. Part I consists of a presentation of common terms and concepts used in donor development and the fundraising profession. This session also teaches students how to use the Affinity/Capacity concept to understand the importance of donor motivation. Part 2 consists of a brainstorming session in which students identify and discuss various fundraising methods and tactics. An analysis of each method is then carried out by the students with particular emphasis on such concepts as comparative yield, reach, cost/benefit and feasibility.

Module Two

The objective of this module is to teach students how to evaluate and reach consensus on fundraising campaign strategies, to commit themselves to the fundraising goal and to begin to organize the work ahead. Part 1 consists of a review of the various fund raising ideas that resulted from the student's brainstorming session. Strategies are evaluated using an analytical tool designed to test the potential effectiveness of each approach. Part 2 consists of teaching the art of communicating an effective fundraising appeal and then creating their own appeal language. Based on the fundraising plans adopted at the last session, various working committees are established around specific development activities. Student teams also report on any service projects they undertook during the past thirty days.

Module Three

The objective of this module is for students to learn how to develop an effective case for support and to provide a simulation experience that gives them an initial exposure to personal gift solicitation. Part 1 presents the concept and purpose of a case statement and how to use such principles writing their own campaign case for support. Part 2 consists of fund raising committee work including planning, preparation and implementation of specific fundraising techniques and timelines. Student teams also report on any service projects they undertook during the past thirty days.

Module Four

The objective of this module is for the students to learn the concepts and techniques used in asking an individual to make a major charitable contribution. Part 1 consists of preparing students to make a personal ask by teaching them the techniques used in developing a personal presentation to a donor. Students are provided with an opportunity to try out their skills by making mock presentations through a role play session. Part 2 consists of continuing fundraising committee discussion and planning, updating calendars and working toward implementation of fundraising strategies. Teams and committees provide brief reports on their progress to the group. Student teams report on any service projects they undertook during the past thirty days.

Module Five

The objective of this module is to teach students how to use promotional strategies via marketing, communications and public relations tactics. In Part 1, students are taught how to align such promotional activities with particular fundraising strategies and then develop their own methods. Student teams also report on actual donor presentations they conducted in which a personal ask was made. The current status of the overall fundraising goal is discussed as well. Part 2 consists of continuing fundraising committee discussion and planning, updating calendars and working toward implementation of fundraising strategies. Teams and committees provide brief reports on their progress to the group. Student teams also report on any service projects they undertook during the past thirty days.

Module Six

The objective of this module is to teach students the concept of legacy gifts and the generational transference of assets. Part 1 provides descriptions of donor-advised funds, planned gifts and testamentary giving using local donors as examples. Students also learn about the scale and impact of the intergenerational transfer of wealth. Part 2 consists of continuing fundraising committee discussion and planning, updating calendars and working toward implementation of the fundraising strategies. Teams and committees provide brief reports on their progress to the group. Student teams also report on any service projects they undertook during the past thirty days.

Module Seven

The objective of this module is for students to learn about the socio-demographics and defining characteristics of charitable giving across the spectrum of five generations: Generation Z, Millennials, Gen X, Baby Boomers and the Silent Generation. Students compare and contrast differences in giving patterns as influenced by the cultural, political and social norms of the era. Part 2 consists of continuing fundraising committee discussion and planning, updating calendars and working toward implementation of fundraising strategies. Teams and committees provide brief reports on their progress to the group. Student teams also report on any service projects they undertook during the last thirty days.

Module Eight

The objective of this module is to teach students the concept and practice of social entrepreneurship and the sources and uses of investment capital that support innovative solutions to social problems. Part 1 consists of an overview of social entrepreneurship and the characteristics of social entrepreneurs whose ideas attract capital from non-traditional sources including technology and social networking strategies. Part 2 consists of continuing fundraising committee discussions and planning, updating calendars and working toward implementation of final fundraising strategies. Teams and committees provide brief reports on their progress to the group. Student teams also report on any service projects they undertook during the past thirty days.

Module Nine

The objective of this module is for students to relate the learning objectives to their achievements and community impact over the past school year. Part 1 consists of a group discussion to analyze the results of the fund raising campaign compared to their original plan. Students are encouraged to share their personal experiences about what they learned about themselves and as a member of the group. Part 2 involves planning for the capstone event and an opportunity to critique and assess the senior cohort program experience. The final discussion focuses on how the students can continue to use what they have learned over the past two years as they go off to college and/or enter the workforce.