473 24 26018 https://digitalcollections.library.gvsu.edu/files/original/737a84b4a6910597da779aad4e05a596.jpg 86be9c76bc3f194481ff6f2cce762b15 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Faces of Grand Valley Creator An entity primarily responsible for making the resource Grand Valley State University Contributor An entity responsible for making contributions to the resource University Communications Description An account of the resource A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community. Date A point or period of time associated with an event in the lifecycle of the resource 1960s - 1990s Source A related resource from which the described resource is derived GV012-03. University Communications. Vita Files Rights Information about rights held in and over the resource In Copryight Subject The topic of the resource Grand Valley State University College administrators College teachers Colleges and universities -- Faculty Michigan Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Identifier An unambiguous reference to the resource within a given context GV012-03 Format The file format, physical medium, or dimensions of the resource image/jpeg Type The nature or genre of the resource Image Language A language of the resource eng Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context LeabhartTom Creator An entity primarily responsible for making the resource Grand Valley State University. University Communications Title A name given to the resource Leabhart, Tom Description An account of the resource Tom Leabhart, Artist in Residence Subject The topic of the resource Grand Valley State University – History College teachers Universities and colleges – Faculty Michigan Source A related resource from which the described resource is derived University Communications. Vita Files, 1968-2016 (GV012-03) Publisher An entity responsible for making the resource available Grand Valley State University. Special Collections and University Archives Rights Information about rights held in and over the resource In Copyright Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Language A language of the resource eng https://digitalcollections.library.gvsu.edu/files/original/f4e943366171d6512917baf1b6532a1a.mp3 4ec11f99cbca03edefddf5d1c61f4550 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost VI Ordination, Installation Scripture Text II Timothy 1:7 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19860629 Date A point or period of time associated with an event in the lifecycle of the resource 1986-06-29 Title A name given to the resource Leadership for Greatness Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on June 29, 1986 entitled "Leadership for Greatness", on the occasion of Pentecost VI, Ordination, Installation, at Christ Community Church, Spring Lake, MI. Scripture references: II Timothy 1:7. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/36f904be0562429cd4ade2055a023c33.pdf 494ebedd1564f51c9dc1d7b37390ef51 PDF Text Text / GRANO RAPIDS PUBLIC SCHOOLS 1 43 BOSTWICK, N .E. GRAND RAPIDS, MICHIGAN 49503-3299 April 27, 1989 Dear~, Your willingness to be involved in Leadership Kaleidoscope 1989 is greatly appreciated. You are helping to nurture our youngsters by being a role model and by sharing your knowledge and experiences. One person can make a difference in a youngster's life. Attached for you is some background information on our program, Springboard to Leadership. This brief overview will give you the philosophy and format of our program. We have made a slight revision in the time schedule. Please note below. Each section of Leadership Kaleidoscope is designed and implemented by the youngsters. Soon you will receive a letter from the students of your section. 9:30 a.m. to 9:55 Welcome - Receiving Line City Middle 456-4601 Leadership Teacher, Jan Ellis 10:00 a.m. to 11:00 Contribution to Society, Role Model, Problem Solving Iroquois Middle 346-5036 Leadership Teacher, Robbie Mccollum 11:05 a.m. to 11:40 Lunch Riverside Middle 364-6714, Leave a message for Cathy: "Yes for Kaleidoscope Luncheon" and your name. PLEASE R.S.V.P. IF YOU WOULD GIVE US THE HONOR OF JOINING US FOR LUNCH Leadership Teacher, Cathy Skrycki {scry skee) 11:45 a.m. to 12:45 Renaissance Person Huff Middle 364-6750 Leadership Teacher, Dominic Mattone 12:50 p.m. to Awards and Appreciation 1:20 Southeast Academic Center 246-5087 Leadership Teacher, Mary Barkema Burton Middle 246-5050 Leadership Teacher, Larry Manley �You are most welcome to join us for the entire experience. We look forward to your session(s) at: 9:30 9:55 Receiving 10:00 - 11:00 Contribution to Society, Role Model, Problem Solving 11:45 - 12:45 Renaissance Person I believe with your help we have a day the youngsters will long remember. Thank you for sharing yourself and for caring about our young. Caryle Program Coordinator Springboard to Leadership 456-4253 CA/sc � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Native American Publication Collection Subject The topic of the resource Native Americans Indians of North America Anthropology Indians of North America -- Michigan -- Periodicals Michigan Description An account of the resource Selected digital surrogates of published and unpublished materials from the Edward V. Gillis Native American publication collection dealing with different aspects of human culture and anthropology, with an emphasis on Native American people, events, organizations, and activities in Michigan. Includes newsletters, event programs, flyers, posters and other printed materials. Creator An entity primarily responsible for making the resource Gillis, Edward V. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American Publication Collection (RHC-14)</a> Date A point or period of time associated with an event in the lifecycle of the resource 2017-02-21 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Relation A related resource Gi-gikinomaage-min Project (Kutsche Office of Local History) Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Type The nature or genre of the resource Text Identifier An unambiguous reference to the resource within a given context RHC-14 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1958-2000 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Source <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/446">Edward V. Gillis Native American publication collection, RHC-14</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-14_leadership-kaleidoscope-itinerary_1989-04 Title A name given to the resource Leadership Kaleidoscope Itinerary, April 1989 Date A point or period of time associated with an event in the lifecycle of the resource 1989-04 Description An account of the resource Leadership Kaleidoscope Itinerary, Grand Rapids MI, April 27, 1989, collected by Edward Gillis included as part of his Native American publication collection. Creator An entity primarily responsible for making the resource Grand Rapids Public Schools Subject The topic of the resource Indians of North America -- Michigan -- Periodicals Indians of North America Michigan Michigan -- Grand Rapids Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> https://digitalcollections.library.gvsu.edu/files/original/bccf3d6a9c37cd7364ae826df9cc1275.mp3 80624b66a00644682c92881e99099d44 https://digitalcollections.library.gvsu.edu/files/original/1118591ba638b4963b67cddb346225a9.pdf 31a6244d82748b69d98f223e6166b06d PDF Text Text Leadership With a Difference Text: Joel 2: 28; Mark 10:43-44 Richard A. Rhem Christ Community Church Spring Lake, Michigan June 28, 1987 Transcription of the spoken sermon …I will pour out my spirit on all humankind; your sons and your daughters shall prophesy, your old men shall dream dreams and your young men see visions. Joel 2:28 …whoever wants to be great must be your servant, and whoever wants to be first must be the willing slave of all. Mark 10:43-44 I haven't had any of the Consistory newly organized last week come up to me and ask to sit on my right hand or on my left. No, there's not too much problem in the Church with people aspiring to leadership openly, and maybe the problem that James and John had with which they confronted Jesus is a problem of a former day. Yet, I hardly think so. Leadership in the Church of Jesus Christ is leadership with a difference. It is leadership that is characterized by power to rather than power over. It's just the difference in the preposition. In fact, it's the difference between, but it's all the difference in the world, the world and the Kingdom of God. Leadership in the Kingdom of God is the power to enable others to find the highest fulfillment in their human existence. It is the power to give one's life on behalf of another; it is to give one's life and gifts and energies for that greater goal for the Kingdom of God. It is the opposite of worldly power, which is power over, the power by which one dominates another, the power by which one climbs the ladder of success, the power often characterized by blind ambition. Leadership in the Church is a tricky business, because it walks that tightrope between the energy and the vision that is necessary in order that the Church may move forward, and a dominating kind of authority and power that enforces will on another or on an institution for personal ends and according to personal prerogatives. Leadership in the Church is a tricky business, because it is always steering its way between those two possibilities. © Grand Valley State University   �Leadership With a Difference Richard A. Rhem Page 2   What is true for the leaders of the Church is really true for all of us in the posture of our Christian lives, for we are really all called to leadership in the world to the extent that we are all called to be the servants of Jesus Christ in the world, and therefore we are all called to exercise the power to rather than the power over. James and John came to Jesus and asked for the positions of privilege in the coming Kingdom of glory. They said, in effect, "Jesus, when you become number one, we would like to be numbers two and three." If you look at this little incident and trace it in the other Gospels, you will find that in Luke's Gospel it is set at the Last Supper. Even in Mark's Gospel there is the announcement of the forthcoming passion. One can see that the Gospel writers had a literary sense by which to enforce their point; here you have Jesus beginning to feel the weight of the Cross, which was the consequence of the way of his life, that inevitable end because of the manner of his living, reaching out to them, beginning to share that burden with them, breaking bread with them. In that context, James and John ask, "Could we have the places of privilege in your forthcoming Kingdom?" Talk about a lack of sensitivity. Talk about inappropriateness. They didn't even hear Jesus. They had no sense for what he was beginning to undergo. They had no understanding whatsoever about the news that he was breaking to them. In the context in which he announces his own passion and his forthcoming death, they want to sit on his right hand and on his left! And boy, were the rest of the Consistory members ticked with that! Of course, the reason they were ticked was that James and John got in line first. If you read the ninth chapter of Mark's Gospel, you will find that as "they were going along the way, they were all talking about who would be greatest among them.” Mark shows us the dullness, the misunderstanding, the ignorance of the disciples throughout his Gospel, and there is probably no place at which they appeared more insensitive, or their response was more inappropriate than at this moment. Jesus just said to them, "Look, what I am about is not what you are about in every other relationship, every other connection, every other involvement in an institution in your life. What I am about is service." The model he set forth was his own life. The Son of Man did not come to be served, but to serve and to give his life a ransom for many. Leadership in the Kingdom is leadership with a difference. It is the power to give one's life away; it is the opportunity to lay down one's life in the service of the Kingdom of God in the name of Jesus Christ on behalf of one's brothers and sisters. It's no wonder we're confused in the Church because, especially we, who have imbibed into the pores of our being the American way, we who respond so strongly to the call to self-realization and who treasure the freedom to become whatever may enter our minds to become, find it so jolting to run up against the characterization of leadership in the Kingdom of God. © Grand Valley State University �Leadership With a Difference Richard A. Rhem Page 3   Of course, one can be just as bad on the other side. One can be a martyr, an insipid, passive nobody who doesn't assert his will or her desire or her gifts at all, and then the Church is also at a dead standstill. There was a day in the Church in which people were brought into office on the basis of their piety, and I would submit to you that piety is one good consideration, but it's not everything. There was a time in this congregation many years ago, a hundred or so, when I was first here, when you could predict who would be elected to the office of Deacon, which was that lowly office by which you moved up to the office of Elder. The way you did it was to move out of teaching Sunday School to becoming the Superintendent of the Sunday School, and then you had also to start coming to the evening worship and if you wanted to be a shoo-in, you came to midweek prayer meeting, and if you wanted to make it this Fall, you even prayed out loud! Now, I submit to you that those are all fine qualities, and piety is important. Christian life and faith are critical. But the Church for too long was long on piety and short on leadership with energy, with vitality, with vision. There is nothing wrong in the Church with those who have a vision. The men of Issachar, one of the Northern tribes of Israel, feeling that union with David over all of Israel was the direction Israel must go, are characterized in the Book of Chronicles as people who had an understanding of their times and knew what Israel had to do. The Church is still too much characterized by leadership without vision, without a knowledge of the world and therefore without a knowledge of what the Church ought to be doing. I said to one of the most visionary young men of this community yesterday, "I'd like to sit down with you and ask you what we ought to be doing in terms of what this community is becoming." He looked at me like, "What do you mean? The Church never gets in where the action is." He's right! We've always come kicking and screaming into the Kingdom, always the guardians of the rear action, the conservative bastion of everything that is obsolete. There's nothing wrong with vision, energy, vitality, and a passion for the Kingdom of God. But, it needs always to be a passion for the Kingdom of God. Joel, the Old Testament prophet, said there's going to come a day when the Spirit will be poured out on your sons and your daughters, and your old men will see visions and your young men will dream dreams. It's not incidental that visions and dreams are lifted up as that which is to characterize the leadership of the people of God in the world, for what we are about, people, is not something that can be shaped up in worldly-wise terms, according to some rational formula of success. What we are, as the people of God, is a people that must be open to the Spirit of God so that, somehow or other, in a dream or in a vision, the truth may grip us and we may be thereby energized to realize that dream and to become the concretization of the Kingdom of God in the midst of the world - a world that is characterized by blind ambition and ruthless rise to power. There we must be as © Grand Valley State University �Leadership With a Difference Richard A. Rhem Page 4   passionate, as urgent, as farseeing, as devoted and as committed leadership, always before the face of God, always in the service of Jesus, always knowing that there is involved in leadership a cross, a dying, a suffering, but always knowing, also, that beyond the cross there is the glory of that Kingdom that shall not fail. We are involved as a people of God in the most exciting, absolutely the most important, the most remarkable movement on the face of the earth. So, my dear friends, Elders and Deacons, pastors and all God's people - let us lead with energy, with a vision borne of the Spirit, with total commitment, not to overpower, not to impose our fancy on another, but with a power to give our lives away to the glory of Jesus. Amen. © Grand Valley State University � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Pentecost III Scripture Text Joel 2:28, Mark 10:43-44 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19870628 Date A point or period of time associated with an event in the lifecycle of the resource 1987-06-28 Title A name given to the resource Leadership With a Difference - An Installation Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Text Format The file format, physical medium, or dimensions of the resource audio/mp3 application/pdf Description An account of the resource A sermon given by Richard A. Rhem (Dick) on June 28, 1987 entitled "Leadership With a Difference - An Installation", on the occasion of Pentecost III, at Christ Community Church, Spring Lake, MI. Scripture references: Joel 2:28, Mark 10:43-44. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives Church Community of Faith Servanthood https://digitalcollections.library.gvsu.edu/files/original/50af883054fade022d808a5b94de2668.pdf ffaf8799b4be704b1aded2e4199d3b7b PDF Text Text Leading a Bold Lile That Takes Ovaries! Reading and Open Mic with co-playwright Bobbi Ausubel Monday, December 5, 2011 at 6 PM Cook De Witt Center on GVSU Allendale campus The GVSU Women's Center is committed to a policy of equal access to our programs, facilities, and services. If you require additional assistance or accommodations, please contact the Women's Center at 616.331.2748 or womenctr@gvsu.edu. Brought to you by the Women & Gender Studies department and the School of Communications. Come see a sneak preview of the performance before the final production in February! Bobbi Ausubel is contributor to the book That Takes Ovaries! as well as the co-playwright of the That Takes Ovaries! play. Bobbi leads women's empowerment events all across the United States and around the globe. "Leading a Bold Life" will showcase her unique perspective of someone who was active in the evolution of the U.S. women's movement and provide attendees the chance to sneak a peek at the first ever GVSU performance of That Takes Ovaries!, coming this February. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_2011_That-Takes-Ovaries-Reading-Open_Mic-Bobbi-Ausubel.pdf Creator An entity primarily responsible for making the resource Women's Center Date A point or period of time associated with an event in the lifecycle of the resource 2011-12-05 Title A name given to the resource Leading a Bold Life Description An account of the resource Flyer inviting students to a preview reading of the show "That Takes Ovaries!" and an open mic with the co-playwright Bobbi Ausubel. Subject The topic of the resource Commmunity centers Theater Source A related resource from which the described resource is derived Women's Center Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/aa0c64cedb897293543228a137868b68.pdf b93263321d0b8948705b6af5466af352 PDF Text Text � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource GVSU Sexuality and Gender Flyers Creator An entity primarily responsible for making the resource The Rainbow Resource Center Women and Gender Studies Department Women's Commission Gayle R. Davis Center for Women and Gender Equity Description An account of the resource Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. Date A point or period of time associated with an event in the lifecycle of the resource 1974/2019 Source A related resource from which the described resource is derived Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and Gayle R. Davis Center for Women and Gender Equity. Rights Information about rights held in and over the resource In Copyright Subject The topic of the resource Gender identity Gender expression Sexual orientation Women's studies Queer theory Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections and University Archives. Identifier An unambiguous reference to the resource within a given context DC-09 Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context DC-09_SGF_WGS_2011_InvitedSpeaker_SusanDouglas.pdf Creator An entity primarily responsible for making the resource Women's Center Date A point or period of time associated with an event in the lifecycle of the resource 2011-03-26 Title A name given to the resource Leading the Way: Feminism, Education, and Social Change Description An account of the resource Poster with information on the showcase, including the time, date and location. Event part of the Michigan Women's Studies Association Conference. Subject The topic of the resource Community centers Feminism Source A related resource from which the described resource is derived Gayle R. Davis Center for Women and Gender Equity Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/vocab/InC/1.0/">In Copyright</a> Type The nature or genre of the resource Text Format The file format, physical medium, or dimensions of the resource application/pdf Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/698154248006f9f97fbb7b2f454883b7.jpg 64e97129b9839fee06a0ee99d67c3028 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_1302 Title A name given to the resource Leander British cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Leander British cruiser, October 1, 1947. Subject The topic of the resource United States. Navy Military education Warships--Recognition World War, 1939-1945 Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1947-10-01 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/4d917c20aaad4cac5b7db5493a37f213.jpg e3b0c389fba1952e5ec80dd0af7e7504 Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Naval Recognition Training Slides Subject The topic of the resource Slides Military education Airplanes, Military--Recognition Warships--Recognition World War, 1939-1945 Description An account of the resource Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill. Creator An entity primarily responsible for making the resource United States. Navy Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides (RHC-50)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Date A point or period of time associated with an event in the lifecycle of the resource 2017-04-04 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Format The file format, physical medium, or dimensions of the resource image/jpg Language A language of the resource eng Type The nature or genre of the resource image Identifier An unambiguous reference to the resource within a given context RHC-50 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1943-1953 Still Image A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials. Source <a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477">Naval recognition slides, RHC-50</a> Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context RHC-50_M2745 Title A name given to the resource Leander class light cruiser Creator An entity primarily responsible for making the resource United States. Navy Description An account of the resource Leander class, British CL (light cruiser), March 15, 1944. Subject The topic of the resource United States. Navy World War, 1939-1945 Military education Warships--Recognition Slides Great Britain Language A language of the resource eng Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en">No Copyright - United States</a> Type The nature or genre of the resource Image Format The file format, physical medium, or dimensions of the resource image/jpeg Source A related resource from which the described resource is derived Naval recognition slides (RHC-50) Date A point or period of time associated with an event in the lifecycle of the resource 1944-03-15 Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/2e91a872be74d51efdba22afe18684a4.mp3 4b77de9807b6eeb11aeae908aac1319c Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Richard A. Rhem Collection Description An account of the resource Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years. Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar. Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Religion Interfaith worship Sermons Sound Recordings Creator An entity primarily responsible for making the resource Rhem, Richard A. Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514">Richard A. Rhem papers (KII-01)</a> Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Special Collections & University Archives. Contributor An entity responsible for making contributions to the resource Kaufman Interfaith Institute Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Language A language of the resource English Type The nature or genre of the resource Sound Text Identifier An unambiguous reference to the resource within a given context KII-01 Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1981-2014 Format The file format, physical medium, or dimensions of the resource audio/mp3 text/pdf Sound A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds. Event Maundy Thursday Series Christian Hope in Life and Death Scripture Text Luke 23:46 Location The location of the interview Christ Community Church, Spring Lake, MI Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context KII-01_RA-0-19870416 Date A point or period of time associated with an event in the lifecycle of the resource 1987-04-16 Title A name given to the resource Learn of Jesus Christ to Die Creator An entity primarily responsible for making the resource Richard A. Rhem Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Clergy--Michigan Reformed Church in America Christ Community Church (Spring Lake, Mich.) Sermons Relation A related resource Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/ Language A language of the resource eng Type The nature or genre of the resource Sound Format The file format, physical medium, or dimensions of the resource audio/mp3 Description An account of the resource A sermon given by Richard A. Rhem (Dick) on April 16, 1987 entitled "Learn of Jesus Christ to Die", as part of the series "Christian Hope in Life and Death", on the occasion of Maundy Thursday, at Christ Community Church, Spring Lake, MI. Scripture references: Luke 23:46. Publisher An entity responsible for making the resource available Grand Valley State University. University Libraries. Lemmen Library and Archives https://digitalcollections.library.gvsu.edu/files/original/b54c6260cfc28dcbed02aafe2ea858ef.pdf 4c5f2a0179d2c5ff4402d528ed6e86e4 PDF Text Text EDUCATION IN PHILANTHROPY, VOLUNTEERISM AND THE THIRD SECTOR BUDGET OVERVIEW BY MAJOR CATEGORIES 1997-2002 Line Item PERSONNEL OFFICE/CONSULTATION TRAVEL PHILANTHROPY CONF. CURRICULUM DEVELOP. EVALUATIONS DISSEMINATION TOTAL 1997/98 280,800 120,700 21,200 178,500 690,000 217,500 15,000 1,523,700 1998/99 294,840 83,000 27,000 0 476,315 125,000 20,000 1,026,155 1999/2000 309,811 76,000 27,500 0 365,000 210,000 199,000 1,187,311 2000/01 325,677 75,500 27,500 0 134,000 35,000 120,000 717,677 2001/02 342,445 78,500 32,500 0 134,000 105,000 200,000 892,445 Total 1,553,573 433,700 135,700 178,500 1,799,315 692,500 554,000 5,347,288 PERSONNEL: This line item supports the personnel costs of 3 FTE’s assigned to work full-time on the project. These positions are Project Director, Curriculum Specialist, and Secretary. There are also some small support costs for assistance from the Council of Michigan Foundations. These are, for example, a small percentage of the Financial Director’s costs for handling all of the financial management and reporting. OFFICE AND CONSULTATION: This line item includes the office support costs for staff, mailing, telephone communications, a legal and computer consultation, and resources such as books and pamphlets which support development of the curriculum. TRAVEL: Travel covers mainly instate driving costs for the two professional staff members and some selective travel to national conferences related to the development of the philanthropy curriculum. PHILANTHROPY CONFERENCE: This line item covers the cost of a conference scheduled for October 1997. National experts will be asked to present thoughtful essays on the key intellectual issues related to the framing of this curriculum. They will be meeting with the development site teachers who will be applying the ideas presented. The essays and the discussion will be published for use by the site development schools and others interested in the teaching of this material. �CURRICULUM DEVELOPMENT: These are the costs associated directly with the development of the curriculum and the related teaching units. The line item includes support for teacher time, continuing inservice training, computer communication and research, an incentive to local advisory committees to support service learning projects, mini-grants to the schools for library books and assistance with service-learning coordination, development of related bibliographies, and access to a national panel of advisors. EVALUATION: There are several components to the evaluation strategy. These are: Formative Evaluation during each of the five years of the project Conference Evaluation of the results of the national philanthropy conference and the essays which result Summative Evaluations at the end of the third year, and the end of the fifth year State and National Conference Evaluation of the dissemination efforts Evaluations of the validity and efficiency of the student learning outcome assessment process/tool A longitudinal study of the results of exposure to this curriculum on the adult philanthropic behavior of the students involved. DISSEMINATION: This line item supports the various formal dissemination strategies including: An ongoing newsletter to organizations and individuals in related stakeholder communities Curriculum materials to each of the Intermediate School Districts in Michigan Inservice training materials at each of the Intermediate School Districts in Michigan A special dissemination conference in the State of Michigan for key stakeholders A special dissemination conference with an invited national audience of key stakeholders. Print materials as needed. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BUDG_1997-2002_Volunteerism-in-3rd-Sector-Budget Title A name given to the resource Learning to Give 1997-2002 volunteerism in 3rd sector budget Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1997-2002 volunteerism in 3rd sector budget. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49443 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1997/2002 https://digitalcollections.library.gvsu.edu/files/original/8065576a626eeea276736fcd8c9a9bae.pdf 58e4d5c32f3709a6a50bb91d65700922 PDF Text Text K-12 Education in Philanthropy Project Evaluation Report: Journals Round 4 Fall 1999 Mark Wilson, Ph.D. Michigan State University The K-12 Education in Philanthropy Project engages teachers from across the state in the development of educational programs and materials. As part of the evaluation process we ask teachers periodically to write about their experiences. The aim of the journals is twofold, first, to capture feedback from teachers about the process and content of their work, and second, to provide an opportunity for participants to reflect on the progress of the project. The journals provide a chronicle for us to understand the progress of the project, as well as to identify the factors important to its success. Round 4 asks 5 questions, all seeking written comments. In addition, Round 4 surveyed existing and joining teachers, with one similar questions directed to each group and remaining questions targeted to the experiences of the Matrix and Summer teachers. Responses came from 29 Matrix teachers and 19 Summer teachers. The questions and a summary of responses are detailed in this report. Q1. After all your efforts, what most excites you about your experience in the Project? The responses to this question can be organized into three themes. First, and most significant, is excitement about the experience and reaction of students. The positive feedback from students, and the opportunity to shape a caring society, emerges strongly from teacher responses. Comments include: "I am excited when I see in my classroom, in the hallways, in gym or the playground random acts of philanthropy" "The possibility of discovering 'the philanthropist within' each child and nurturing the thinking and development of life long philanthropists" A second theme is the personal satisfaction gained from the project, with teachers citing their own learning and professional development. The sense of creating something new and different is noted, and the process it self was mentioned by several as being exciting. Teachers expressed satisfaction and a sense of achievement as scholars in their own right. Part of this satisfaction emerges from the collegiality of the group and the opportunity to engage in an intellectual activity with a range of colleagues and professionals. Teacher comments include: 1 �"The learning! I have acquired so much new knowledge about curriculum/assessment writing, philanthropy, and computers!" "Professionally, it has been very validating to b a part of such a cutting edge endeavor." "The opportunity to work with a variety of teachers from all over the State and to share experiences and teaching experiences." The third theme clearly expressed is pride, pride in the achievement of the project and the distance covered since the project began. Common to most responses is a sense of accomplishment, and satisfaction in producing quality lessons and classroom materials. The sense of pride is captured by comments such as: "Being part of a team producing a quality product." "Seeing all of our handiwork come to fruition! The lessons on the website are very professional and it is an honor to have our lessons on the website." "The fact that we are doing this - that we are creating a curriculum to improve our own society and to ensure that 'philanthropy' grows within our youth." A similar question was asked of the teachers joining the program in summer 1999. This group responded to "What most excites you about participation in the Project?" Responses can be grouped into two categories. First is the subject matter, which drew teachers eager to make a difference in their students' lives and to their community. Most common is belief in making a more philanthropic society. Responses include: "I love the idea of a more philanthropic society." "I believe in the project." "Implementation of philanthropic ideals throughout the curriculum and my specific classroom." Teaching students to be a part of a whole community." A second stream of comments is associated with the personal growth afforded by the Project, and the challenge of being involved with a committed team. Involvement in an active team is valued, as is appreciation for being involved in the start of a major initiative. Many of the Summer teachers seem to appreciate the project as much for its process and challenge as for the content on philanthropy. "Being involved with a dynamic group of individuals who CAN make a difference in students." 2 �"I'm most excited about thew collaborative nature of this project and the effectiveness of development in the progression of the project." "The people involved!!" "Personal growth. Have already gained a great deal, but feel I still have a lot to learn. I look forward to growth through implementation of the lessons and community experiences along with being part of such a dynamic team." Additional comments included one teacher's sense of being validated by the Project's work, while another saw opportunities to connect with their students, who wanted to know more about philanthropy. One teacher also appreciated the stipend offered for their work. Q2a. What factors have been most important to your success in the Project? This question was directed to the matrix teachers. Responses to this question are grouped around four themes. The most commonly cited factor is the leadership of Kathy Agard and Terry Robidoux. Teachers were highly positive and appreciative of the Project's leadership; one person noted with regret that the growth of the project meant less interaction with the leadership. Comments include: "Assistance from Kathy and Terry who have always been there to support us through the project." "A well planned and organized project with a vision." "The extreme patience of Terry and Kathy." "The determination of the leadership to make this a reality." "The curriculum guidance provided by Terry." Equally significant in the responses is recognition of the role of colleagues and peers. The community created by the Project is strongly endorsed as a reason for success. Teachers noted the personal, academic, and group nature of their friendships and working relationships. "The partnerships/friendships formed with other teachers." "My success n the project was working with great teachers." A third factor for success is the training received by teachers, both in terms of content on nonprofit matters and training in use of computers. While training was mentioned by a number of the teachers, only three specified computer training. This is significant as 3 �computer issues were prominent during the early stages of the project, but now seem to recede as this group completes its work. Comments on training include: "Opportunities for additional learning." "Learning background of philanthropic behavior in America." "The training and peer support." "Materials that have introduced us to the various concepts of philanthropy." "The training we received over two intensive years." The final factor noted by a number of teachers is release time to allow them to participate and work on the Project. Q2b. How supportive is your school of your participation in the program? Did you make any agreements with your school about time and resources for the project? The Summer teachers were asked about their experience with their schools. In general, teachers felt some support, although the range is extensive, from grudging support to major recognition of the efforts involved. Teachers seeing their schools as positive note: “Very supportive – my teaching load has been adjusted for me to be able to further implement our existing program.” “My administrator is highly supportive. She has given me carte blanche with time and school resources.” “Principal has agreed to 3 release days” “Verbally supportive – but I have not seen much active interest or concern.” “They are supportive as long as I continue to maintain the standards and benchmarks of the MEAP.” An equal number of teachers find some reticence, or lack of interest from their administrators, expressing concern for the demands of the project on the school, to being unaware of the role of philanthropy. Comments on this experience include: “My district is somewhat supportive.” “They are curious, but wondering what this is all about. Is it to last? Where did it come from? Why another thing to MEAP? Kids aren’t getting basics down – how will they find time for this new thing?” 4 �“They take a ‘hands off’position in supporting me. While honoring my participation, application beyond my own realm has not yet been supported.” “Right now the school is basically unaware that we even participated. Have had informal discussions with the superintendent but did not understand that participation in the summer program might have implications for district resources in the future.” Q3a. Would you recommend any changes in process or content to assist teachers joining the project this year? Many of the matrix teachers did not see any reason to change the project or its methods. A number agreed that problems that arose at the start have been resolved and improvements implemented. Among the suggestions made, clear direction and expectations were listed by several of the teachers: “Just make sure lines of communication are open and frequent contact is made.” “Provide/review how lessons can be developed by going from assessment to objectives.” “A clear set of expectations and timeframe is critical.” “Make a lesson planner toolkit.” A number of existing project activities is endorsed for future years: “The Summer Institute was an excellent way to bring in the new teachers.” They should have opportunity to attend a conference on philanthropy like October 1997.” “I’m sure the content standards and templates has really made a big difference.” “How do you present all that has been done thus far? Do people realize how far we have come since the project was conceived?” As has been noted in past journals, less reading and more time for interaction and collaboration has a high priority: “More time to work together on developing curriculum.” 5 �“I am just inundated with the paper and reading material and rarely (ie. Never) refer to them.” Q3b. How effective are the meetings, and how important are they to the mission of the project? The Summer teachers were asked about meetings and their importance for the project. Several noted that it was their first meeting, but the consensus was that the meetings were useful and constructive. The response to the meetings was positive, with many seeing them as a core activity of the project. Among the comments are: “The meetings keep my ideas flowing and provide some hope.” “The meetings are wonderful. Very nurturing of the teachers soul. Giving and fulfilling to people who empty themselves on a regular basis.” “Very effective from the standpoint of communication of new information and guidance on how to proceed with lesson plans.” “Meetings renew interest and commitment, therefore they are crucial to success.” “The Summer Institute have us a great deal of information and the foundation to begin implementing philanthropy in the curriculum. Meeting again in September was important because it brought us back on track.” Q4a. How have your students responded to the lessons you have tested to date? All teachers report that their students have been interested in the material and excited by the ideas presented in class. No teacher reported any problems or resistance, and several noted how their lessons have encouraged students to become involved in their communities, to practice what they have been learning. Comments on classroom responses include: “My students have loved being involved in philanthropy.” “Very well – I have piloted four units – I made revisions as a result of the piloting – but generally student reaction has been very positive.” “Interested and sometimes surprised at the connection of philanthropy to their lives and what they are learning.” “My enthusiasm is passed onto them and I see sides of them that I never saw with my ‘regular’ lessons, such as their hopes, dreams, and priorities.” 6 �“Initially they do not always like them but upon completion are very excited by the positive feelings and knowledge that they have acquired.” “They have enjoyed them because my lessons involve service learning which brings a new aspect to classroom learning.” Q4b. Can you identify any factors or resources that would assist you as the project continues (resources, time, structure, information, etc) The summer teachers were polled about their needs as they work in the project. This question raised several points, including the call made earlier for more time and for communication to be maintained between all in the project. Several teachers also called for more information about how this material fit into MEAP requirements. Some comments concern current practices that some teachers wish to see continued: “Time to work with staff to develop lessons/ assessments.” “I am very concerned about participants and communication being ‘lost’ as we continue to grow.” Teachers also made some suggestions of ways they could be helped in their tasks: “Information to help teachers understand the positive implications for MEAP scores.” “Could we have a traveling support person, who would present to each school the project as my voice is beginning to ring hollow.” Q5a. How satisfied are you with the recognition and credit you receive for your work on the project (from project leaders, school colleagues and administration, students etc.)? Matrix teachers were asked about their recognition, and while many felt satisfied or very satisfied by their experience, there was an undercurrent of disappointment about how their efforts had been received. Different groups provide different levels of feedback and satisfaction. In general, teachers were satisfied by the response of their students and the project, but far less satisfied by the reactions from their schools and administration. The responses address recognition from three groups: project leaders, schools; and students. Teachers in the project seem very satisfied by the feedback and support given to them by project leaders. Leaders were seen as responsive and committed to the project and eager to praise when due. There were several teachers who felt that their work was not appreciated. Comments on recognition include: 7 �“From the project leaders the recognition is continual.” “Project leaders – sincere concern and interest.” “Project leaders have been super!” “Project leaders = A!” “Somewhat satisfied from project leaders.” “Project leaders, quite satisfied – feel wanted/justified.” “On the project I’ve found Kathy Agard extremely excited about ideas.” “Project leaders = excellent!” “I became discouraged when I did not receive feedback from the project leaders. When I did receive feedback extremely late in the history of the project my enthusiasm had died.” “The project leaders are fantastic at giving strokes.” “Well satisfied.” The experience with the project contrasts dramatically with recognition from schools. Teachers felt very little support in most cases, and several noted that they did not feel their administrators or school districts understood or were interested in their achievements. Teacher responses included: “Some fellow teachers question why we want to be involved.” “School colleagues going from warm reception to tepid.” “Our team has received some recognition for projects conducted in school. We would like more support from higher up.” “School colleagues are interested and supportive. Administration has been pretty uninvolved and disinterested at the district level. My building principal is supportive of my plans and activities.” “The community in which I work and live is apathetic in general – the school community is passive overall, some colleagues are curious and envious.” “Our district does not realize the importance of the work we are doing and rarely acknowledges the accomplishments of the teachers.” 8 �When teachers responded about their students it was always in very positive terms. In fact for several, it was the most consistent and satisfying element of recognition they received. Comments about students include; “My greatest satisfaction has been the fact that my students recognize philanthropy.” “Students – consistently high interest.” Q5b. How confident do you feel using computers? Do you use any of the following computer functions?: e-mail, world wide web, attached documents, powerpoint. Given the significant challenges confronted by the Matrix teachers as they used computers, we also asked the Summer teachers about their computer experience. Even though only a few years had passed since the Matrix teachers received their computers, the growth of computer skills in the general population is also evident in project participants. Computers seem to be far less frustrating to the Summer teachers. In terms of proficiency, most have some or good proficiency although several noted they barely knew how to use a computer. Comments about proficiency include: “Very proficient.” “Fairly proficient.” “Just bought my first computer.” “I am technologically illiterate. Help me!” “Not very; they are a scary word processing and editing unit!” The range of proficiencies varies across computer tasks. E-mail seems to be widely used; the world wide is familiar, although used less than e-mail; and applications such as attached documents and powerpoint are far less familiar. Comments suggest an openness to learning about computers and less frustration than exhibited by past groups. Reaction to this question suggests that further training would be welcome. 9 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-EVAL_1997-2000_Journals-Round-4-Evaluation-Report Title A name given to the resource Learning to Give 1997-2000 journals round 4 evaluation report Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1997-2000 journals round 4 evaluation report. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49462 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1997/2000 https://digitalcollections.library.gvsu.edu/files/original/c8c4bfb1eb5f14be7ac375139ac5d5d6.pdf 2cbcfc8898e2d532bdeb0f356672e7e4 PDF Text Text DATE: February 10, 1998 TO: Dorothy A. Johnson, President Russell G. Mawby, Steering Committee Chair James Kelly, Steering Committee Member FROM: Kathy Agard, Project Director RE: Fund-Raising Discussion Budgets Attached are overview budgets concerning our current financial situation with the K-12 Education in Philanthropy Project. There are 5 documents: A. The original five year expenditure budget compared to the current three year income (Deficit starting in year one: total gap $3,847,288) B. The original first three year expenditure budget compared to the current three year income (Deficit starting in year one: total gap $2,237,166) C. What it would take in program and staffing changes to balance the project to the grant income (Deficit starting in mid-year two: requires major program and staffing adjustments)* D. How far we could go, assuming the current cuts in plans, before running out of money (Deficit starting in mid-year two, funds depleted about summer 1999)* E. A revision of what a solid new five year budget would look like based on what we would now like to do (Total budget: $4.2 million, $1 million less than the original five year budget). These two scenarios assume that none of the cuts already made in the project are reinstated and that the project will be completed at the absolute minimum of quality. Fundraising Review Funders who are supporting us: W.K. Kellogg Foundation Lilly Endowment Surdna Foundation Community Foundation for Muskegon Co. Manistee Community Foundation Funders poviding inkind support: Kettering Foundation Kalamazoo Foundation Battle Creek Community Foundation �Funders who have rejected our request: Frey Foundation DeWitt Wallace Packard Pew Skillman Hudson-Webber Outstanding inquiry letters: Ford Foundation Carnegie Gordon Foods Microsoft Possibilities: Mott Anonymous Department of Education Bradley Foundation Chrysler Ameritech (two state effort with Indiana) McGregor (Detroit only/Parenting only) Soros Kaufman W.T. Grant (Other non-foundation folks have provided other important inkind support). � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BUDG_1998-02-10_Fund-Raising-Committee-Memo Title A name given to the resource Learning to Give 1998-02-10 fund raising committee memo Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1998-02-10 fund raising committee memo. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49444 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1998-02-10 https://digitalcollections.library.gvsu.edu/files/original/e7a61949441cbc58434ce3d02c65e6ee.pdf 92dd6e95877d0c712ea7effac39b0766 PDF Text Text LTG_Budgeting_1998-03-30_Nine Year Budget Overview Total Line Item Overview 1997-2006 Personnel CMF Support Office Travel Philanthropy Conf. Curriculum Evaluation and Assessment Technology Service Challenges Dissemination Total TOTAL 2,554,888 345,000 1,034,170 170,000 15,000 1,160,600 417,100 350,000 75,500 610,000 4,827,987 Budget Detail 1997-2002 Personnel Project Director Curriculum Specialist Marketing Director Materials Developer Secretary Half-Time Secretary Temporary Labor Subtotal TOTAL OVERVIEW As of March 30, 1998 Phase I Phase II Phase III 1997/98 1998/99 1999/2000 Subtotal 2000/2001 2001/2002 2002-2003 Subtotal 2003/2004 2004/2005 2005/2006 Subtotal 241,419 251,076 261,119 753,614 271,564 282,426 293,723 847,713 305,472 317,691 330,399 953,562 20,000 35,000 35,000 90,000 40,000 40,000 40,000 120,000 45,000 45,000 45,000 135,000 91,000 107,000 112,350 310,350 117,968 123,866 111,827 353,660 117,418 123,289 129,453 370,160 20,000 30,000 35,000 85,000 40,000 45,000 50,000 135,000 15,000 0 0 15,000 0 0 0 0 153,600 399,500 267,500 820,600 300,000 40,000 50,000 390,000 50,600 86,500 90,000 227,100 130,000 60,000 50,000 240,000 215,000 70,000 45,000 330,000 20,000 0 0 20,000 11,000 43,000 21,500 75,500 0 0 0 0 0 90,000 275,000 365,000 245,000 0 0 245,000 817,619 1,112,076 1,142,469 3,072,164 1,164,531 591,292 595,550 2,351,373 1997/98 1998/99 1999/2000 Subtotal 2000/2001 2001/2002 2002-2003 Subtotal 2003/2004 2004/2005 2005/2006 Subtotal 1,015,948 981,702 541,797 386,998 483,158 165,856 7,000 2,554,888 96,000 92,764 0 0 45,655 0 7,000 241,419 99,840 96,475 58,800 42,000 47,481 18,000 0 251,076 103,834 100,334 61,152 43,680 49,380 18,720 0 261,119 299,674 289,572 119,952 85,680 142,517 36,720 7,000 753,614 107,987 104,347 63,598 45,427 51,356 19,469 0 271,564 112,306 108,521 66,142 47,244 53,410 20,248 0 282,426 116,799 112,862 68,788 49,134 55,546 21,057 0 293,723 337,092 325,729 198,528 141,806 160,312 60,774 0 847,713 121,471 117,376 71,539 51,099 57,768 21,900 0 305,472 126,329 122,071 74,401 53,143 60,079 22,776 0 317,691 131,383 126,954 77,377 55,269 62,482 23,687 0 330,399 379,183 366,401 223,317 159,512 180,329 68,362 0 953,562 CMF Support Accounting Public Relations Information Specialist Adminstration Subtotal 170,000 42,000 45,000 88,000 345,000 10,000 2,000 5,000 3,000 20,000 20,000 5,000 5,000 5,000 35,000 20,000 5,000 5,000 5,000 35,000 50,000 12,000 15,000 13,000 90,000 20,000 5,000 5,000 10,000 40,000 20,000 5,000 5,000 10,000 40,000 20,000 5,000 5,000 10,000 40,000 60,000 15,000 15,000 30,000 120,000 20,000 5,000 5,000 15,000 45,000 20,000 5,000 5,000 15,000 45,000 20,000 5,000 5,000 15,000 45,000 60,000 15,000 15,000 45,000 135,000 Office Basic Office Expenses 507,455 30,000 50,000 52,500 132,500 55,125 57,881 60,775 173,782 63,814 67,005 70,355 201,174 1 of 4 �LTG_Budgeting_1998-03-30_Nine Year Budget Overview Office Equipment Computer Consultation Steering Committee Mailing Resources and Books Legal Consultation Subtotal 54,500 20,500 22,098 158,237 101,491 52,746 1,112,755 OVERVIEW As of March 30, 1998 Phase I 22,000 20,000 5,000 47,000 10,000 5,000 2,000 17,000 3,000 2,000 2,100 7,100 15,000 15,000 15,750 45,750 6,000 10,000 10,500 26,500 5,000 5,000 5,250 15,250 91,000 107,000 112,350 310,350 5,000 1,000 2,205 16,538 11,025 5,513 117,968 Phase II 500 500 2,315 17,364 11,576 5,788 123,866 500 500 2,431 18,233 12,155 6,078 130,059 6,000 2,000 6,951 52,134 34,756 17,378 371,893 500 500 2,553 19,144 12,763 6,381 136,562 Phase III 500 500 2,680 20,101 13,401 6,700 143,390 500 500 2,814 21,107 14,071 7,036 150,560 1,500 1,500 8,047 60,352 40,235 20,117 430,512 Travel Philanthropy Conference Michigan Portion Subtotal Curriculum Materials Development 1997 Substitute Teachers 1997-1998 Meetings 1998 Spring Stipends Service Learning Conferences 1998 Summer/Fall Meetings Field Testing Assessment Validation 1999-2000 Meetings 2000-2001 Meetings 1998 Summer Institute 1999 Summer Institute 2000 Summer Institute 2001 Summer Institute Conference Calls Books School Grants Teacher Travel Copying and Materials 170,000 20,000 30,000 35,000 40,000 45,000 15,000 15,000 15,000 15,000 0 0 0 0 0 0 0 0 90,000 90,000 55,000 8,600 10,000 40,000 100,000 95,000 43,000 40,000 25,000 50,000 50,000 40,000 15,000 36,500 105,000 55,000 100,000 0 90,000 55,000 8,600 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 20,000 0 0 0 10,000 40,000 75,000 35,000 43,000 0 30,000 0 0 0 5,000 21,500 0 15,000 35,000 30,000 0 0 0 0 0 25,000 30,000 0 40,000 0 50,000 0 0 5,000 10,000 0 20,000 40,000 40,000 0 0 0 0 0 0 30,000 0 0 0 0 50,000 0 5,000 5,000 105,000 20,000 25,000 0 0 0 0 0 0 0 0 0 0 0 0 0 40,000 0 0 0 0 0 2 of 4 �LTG_Budgeting_1998-03-30_Nine Year Budget Overview Annual Lesson Competition Standards Planner Subtotal OVERVIEW As of March 30, 1998 Phase I 37,500 0 10,000 12,500 70,000 0 60,000 5,000 1,160,600 153,600 399,500 267,500 Phase II Phase III 15,000 5,000 300,000 0 0 40,000 Evaluation Student Assessment Formative/Summative Longitudinal Study Observations Subtotal 206,100 101,000 75,000 35,000 417,100 49,600 1,000 0 0 50,600 56,500 20,000 0 10,000 86,500 50,000 20,000 0 20,000 90,000 50,000 50,000 25,000 5,000 130,000 0 10,000 50,000 0 60,000 Technology Hardware/Software Support and New Software Subtotal 210,000 140,000 350,000 200,000 15,000 215,000 10,000 60,000 70,000 0 45,000 45,000 0 20,000 20,000 0 0 0 75,500 11,000 11,000 43,000 43,000 21,500 21,500 0 0 0 0 85,000 190,000 70,000 10,000 125,000 130,000 610,000 0 0 0 0 0 0 0 25,000 0 10,000 0 0 55,000 90,000 30,000 120,000 15,000 5,000 50,000 55,000 275,000 30,000 70,000 45,000 5,000 75,000 20,000 245,000 0 0 0 0 0 0 0 817,619 1,112,076 1,142,469 1,164,531 591,292 Service Challenges Subtotal Dissemination Newsletters Intermediate School Districts Professional Conferences State Department of Ed. PBS Television/Teleconferencing Training Teacher Training Pool Subtotal TOTAL EXPENSE 4,827,987 Ford Foundation 816,351 0 280,000 248,680 200,427 87,244 Charles Stewart Mott Foundation 600,000 0 165,000 255,000 180,000 0 Kauffman Foundation 605,436 0 129,500 201,220 254,469 20,248 3 of 4 �LTG_Budgeting_1998-03-30_Nine Year Budget Overview OVERVIEW As of March 30, 1998 Phase I W.K. Kellogg Foundation Phase II Phase III 2,170,701 750,000 500,000 250,000 340,701 330,000 Lilly Endowment 150,000 200,000 100,000 50,000 0 0 Anonymous 500,000 0 250,000 150,000 100,000 0 950,000 1,424,500 1,154,900 1,075,597 437,492 Total Income 4,842,489 4 of 4 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BUDG_1998-03-30_Nine-Year-Budget-Overview Title A name given to the resource Learning to Give 1998-03-30 nine year budget overview Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1998-03-30 nine year budget overview. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49445 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1998-03-30 https://digitalcollections.library.gvsu.edu/files/original/b92c9892d9b369d3af1d45b803bab9e3.pdf 62b669861a24221537e6ce017e0d7946 PDF Text Text Date: September 29, 1998 To: Dorothy A. Johnson Russell G. Mawby From: Kathy Agard Re: K-12 Education in Philanthropy Project Budget I met with Dave Lindberg regarding the core budget for the K-12 Project. The budget actually looks pretty good. We saved money (a mixed blessing) when some of the schools were unable to find substitute teachers last fall. This was a "big ticket" item and was not expensed as planned. We also have been saving money on meetings by meeting on Saturdays, saving substitute teacher costs, and by meeting at schools rather than hotels. We have 18 months left in the Kellogg Grant. The line items as of August are: Personnel: 17 months of money left, expensed at the current rate (This does not include raises in April 1999. Also, we may have contractual issues with Terry and Judy. In their appointment contracts we may have assured employment through February 2000. These will cause some minor shrinkage in the total amount available…but worst case we have from 15-17 months of money for salaries [October 1999].) Office: 28 months of money left We have saved because of the Muskegon Area Intermediate School District (MAISD) and the National Board for Professional Teaching Standards (NBPTS) offering us inexpensive space. We could transfer some money from this line item if needed. Curriculum Development: We have $182,156 left. This is the largest budget area and is where all expenses related to the lesson plans and teachers occur. We will pay for the first round of field testing from this line item, as well as all teacher meetings, etc. While the field-testing will be an expensive item, there is a substantial amount of money left. Page - 1 - �Grants: We have $44,015 left These are mini-grants given on a matching basis to the project schools to help defray any expenses associated with service learning or the new lessons. We have four more grantmaking periods and will probably use most of this money. Travel: We have $13,398 left in travel. Our presentations at national meetings will begin to eat at this line item. But we will be able to make it easily until February 1999 when our report is due and any adjustments can be requested. Dissemination: We have $16,720 left We will need to request further funds to cover the newsletter. This amount will cover the brochures and the initial costs for developing the newsletter. Technology: We have 10,756 left The Michigan State University (MSU) contract for this year is for $73,000. I will try to negotiate this down some, and we should start to think about another alternative for the third year. But, I don't think we can pull away from MSU yet. We still need their technical support and they own the computers for another year. At the end of the third year they are depreciated from MSU's inventory and become legally the property of the teachers. (MSU has a policy that they will not compete with private computer vendors. This was one way to accomplish what we requested without violating their policy.) An option would be to see if MSU would wave their administrative fee for this contract this year. Almost half of the contract is the university overhead. In short, the budget looks healthier than I had anticipated. The following chart gives some indication where we are related to the other potential funding. Cc: David R. Lindberg Page - 2 - �Research, Writing, Testing, Dissemination in Michigan, Assessment 1997/98 1998/99 1999/2000 2000/2001 PERSONNEL Kathy WKKF WKKF Anonymous WKKF Anonymous Anonymous Terry WKKF WKKF WKKF Anonymous WKKF Anonymous Anonymous Judy Linda Frank Tom Hirsch Surdna Lilly WKKF Anonymous WKKF Anonymous Surdna Lilly Anonymous McGregor Skillman Ford Lilly Anonymous McGregor Skillman Ford Anonymous Anonymous McGregor Skillman Ford McGregor Skillman WKKF WKKF McGregor Skillman WKKF McGregor Skillman WKKF McGregor Skillman WKKF McGregor Skillman WKKF WKKF WKKF WKKF WKKF WKKF WKKF WKKF WKKF WKKF Anonymous Anonymous Anonymous Anonymous 1/2 Time Support and Parenting Marketing OFFICE LESSONS Teachers Minigrants Library Books School Grants Teacher Meetings Field Testing Continued Integration in Michigan on National Dissemination 2001/2002 Anonymous Page - 3 - 2002/2003 Continued National Integration, International Dissemination 2003/2004 2004/2005 2005/2006 �Research, Writing, Testing, Dissemination in Michigan, Assessment National Conf. Foundation Lessons Standards Software Continued Integration in Michigan on National Dissemination Ford Ford Ford Ford Ford Ford Anonymous Ford Ford Anonymous Ford Ford Anonymous Ford Ford PARENTING McGregor Skillman McGregor Skillman McGregor Skillman PUBLICATIONS Ford Ford Ford DISSEMINATION Mott WKKF Mott WKKF Mott COMMUNITY Mott Mott Mott TEXTBOOK PLANNING Mott Mott Mott SERVICE LEARNING CONSULTING Michigan Deparment of Education Michigan Deparment of Education Michigan Deparment of Education INSTITUTES Train Trainers McGregor Skillman Page - 4 - Continued National Integration, International Dissemination �EVALUATION Research, Writing, Testing, Dissemination in Michigan, Assessment Lilly Lilly Lilly McGregor McGregor Skillman Skillman Continued Integration in Michigan on National Dissemination Continued National Integration, International Dissemination Skillman McGregor COMPUTERS WKKF WKKF WKKF RANDOM INCOME CMU CMU CMU CMU Teachers' dues Teachers' dues Ford Teachers' dues While there is partial funding requested from each of the funders listed by line item, not every line item will be fully funded even if the requested grant funds are received. Other funding possibilities are: Kauffman Packard Return to Carnegie? Lilly Endowment in the Spring Department of Education Corporate Funders? Ameritech Page - 5 - � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG_1998-09-29_Internal-Financial-Report Title A name given to the resource Learning to Give 1998-09-29 internal financial report Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1998-09-29 internal financial report. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1998-09-29 https://digitalcollections.library.gvsu.edu/files/original/a240b1c6c28af1b6180f740de9172591.pdf dd47715f5817e1d5ad8f0d66f7b541fe PDF Text Text Council of Michigan Foundations K-12 Education in Philanthropy Project Plan of Work Goals, Objectives, Staff Assignments Fall 1999 WORK PLAN AND PROGRAM DETAIL i �Council of Michigan Foundations K-12 Education in Philanthropy Project Draft Plan of Work Goals, Objectives, Staff Assignments Fall 1999 Program Goals: 1. 2. 3. 4. Curriculum Development and Lesson Plans Teacher Professional Development School Improvement Parents Involvement, Youth Groups, and Congregations Support Goals: 1. 2. 3. 4. 5. 6. Related Systems Dissemination Public Relations and Marketing Self-Sufficiency/Funding Steering Committee/Governance/Staffing Evaluation ii �Overview Mission and Goals MISSION The K-12 Education in Philanthropy Project will help perpetuate a civil society through the education of children about the independent sector, and will achieve their commitment to private citizen action for the public good. PROGRAM GOALS 1. Curriculum Development and Lesson Plans: Develop an original K-12 curriculum to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. 2. Teacher Professional Development: Orient practicing and new teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing expertise in teaching philanthropy. 3. School Improvement: Work with school systems to promote school improvement through encouraging school-community-parent interaction and in implementing experiential educational opportunities in the community. 4. Parent Involvement, Youth Groups, and Congregations: Develop and implement programs with parents, schools, youth groups, and religious congregations to support and extend the teaching of philanthropy within the full ecology of a child's life. SUPPORT GOALS 1. Related Systems: Develop and collaborate on strengthening related systems that support the teaching of philanthropy to the next generation. 2. Dissemination: Disseminate the teaching of philanthropy in Michigan, nationally, and internationally. 3. Public Relations and Marketing: Provide ongoing public relations and marketing visibility to key educational and philanthropic audiences in Michigan, across the nation, and internationally. 4. Self-Sufficiency/Funding: Develop and implement a plan to make the project self-sufficient by 2010. 5. Steering Committee/Governance/Staffing: Continue Steering Committee leadership and involvement in the project planning and in implementation. Build professional resources to accomplish the tasks assigned 6. Evaluation: Implement and report on appropriate evaluation for the project. iii �Summary GOALS and OBJECTIVES Program Goals 1. Curriculum Development and Lesson Plans Develop an original K-12 curriculum to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Develop and Increase the Lesson Pool Complete the Curriculum Themes Complete the Standardized Assessment Develop and Increase Teacher Support Materials Develop and Increase Student Support Materials Infuse the Curriculum in Michigan Complete Responsibilities for Phase I 2. Teacher Professional Development Orient practicing and new teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing expertise in teaching philanthropy. Summer Residential Institutes Teacher Consultants Michigan I.S.D. Consultants Teachers of Philanthropy Membership Association Colleges of Education Discipline Based University Courses Centers on Philanthropy/Colleges of Education K-16 Philanthropy Education Teachers' Fellowship Program Teachers' Fellowship Summer Student Internships Teacher Development Videos 3. School Improvement Work with school systems to promote school improvement through encouraging school-community-parent interaction and in implementing experiential educational opportunities in the community. 4. Parent Involvement, School Improvement, Youth Groups, and Congregations 2 �Develop and implement programs with parents, schools, youth groups, and religious congregations to support and extend the teaching of philanthropy within the full ecology of a child's life. Parent Involvement Youth Groups Religious Congregation Support Goals 1. Related Systems Develop and collaborate on strengthening related systems that support the teaching of philanthropy to the next generation Local Advisory Committees Service-Learning 2. Dissemination Disseminate the teaching of philanthropy in Michigan, nationally, and internationally. Indiana Education Initiative Youth Educators Institute Advanced Seminars Ten Key States Ten Key Nations Curriculum "Kits" Web-site Dissemination CD-ROM Dissemination Sponsorship Localized Dissemination Journal Dissemination Conference Conference and Speakers Endorsement and Inclusion 3. Public Relations and Marketing Provide ongoing public relations and marketing visibility to key educational and philanthropic audiences in Michigan, across the nation, and internationally. Newsletter Membership Organization Conferences 3 �Web-site Publications Article Placement Video General Media 4. Self-Sufficiency/Funding Develop and implement a plan to make the project self-sufficient by 2010. 5. Steering Committee/Governance/Staff Resources Continue Steering Committee leadership and involvement in the project implementation. Build professional resources to accomplish the tasks assigned. Office Space Additional Staff Consultant Pool Volunteers Internships Graduate Student Research CMF Support 6. Evaluation Implement and report on appropriate evaluation for the project 4 �GOALS AND OBJECTIVES DETAIL 1. Curriculum Development and Lesson Plans Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Objectives: Develop and Increase the Lesson Pool  Involve practicing classroom teachers in research, writing, pilot-testing, field-testing and approving an ever-expanding pool of high quality original classroom lessons, K-12, that teach the four new themes of philanthropy education. Assure that each lesson ties directly into the Standards and Benchmarks currently promulgated for educators and that they can be infused into the academic core curriculum of a variety of public and private.  Complete at least two lessons for each grade-level component of the four curriculum themes. Complete the Curriculum Themes  Refine and publish an initial K-12 Philanthropy Curriculum organized around four themes, with learning objectives specified at grades 5, 8, and 11. The four themes to be developed are: A. Defining the Philanthropic Sector B. Philanthropy and Civil Society C. Philanthropy and the Individual D. Skills and Experience in Volunteerism and Service. Complete the Standardized Assessment  Write, pilot-test, field-test, and set benchmarks for standardized assessment tools of student learning about philanthropy at grades 5, 8, and 11. Finalize and distribute three different test booklets at each of the grade levels. Develop and implement a process for scoring and reporting. 5 �Develop and Increase Teacher Support Materials  Develop and disseminate high quality, K-12 focused, teacher support materials related directly to the expectations of the new curriculum and support the lessons. This includes: A. Briefing papers regarding the body of knowledge about philanthropy B. "Textbook"-like resources at early elementary, late elementary, middle school and high school C. Arts related media support including original music, drama, and analysis of literature D. Teacher oriented support materials such as models, bibliographies, and lexicons E. Work with other teacher discipline organizations (Michigan Geographic Alliance, Economics America etc). Infuse the Curriculum in Michigan  Provide incentive grants for a curriculum coordinator and materials for six school districts to infuse the lessons (K-2), (3-5), (6-8), and (9-12).  Document this process for replication in other schools and states.  Complete responsibilities for Phase I. 2. Teacher Professional Development Orient practicing and new teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing expertise in teaching philanthropy. Objectives: Summer Residential Institutes  Provide week-long summer residential institutes for teachers new to teaching philanthropy Summer 1999 One institute in Michigan for 30 teachers Summer 2000 Two institutes in Michigan for 50 teachers each (100 teachers total) One institute outside of Michigan for 50 teachers Summer 2001 Three institutes in Michigan for 50 teachers each (total of 150 teachers) Four institutes outside of Michigan for 50 teachers each (100 teachers) Summer 2002 One Advanced Institute for Experienced Philanthropy Teachers Three basic institutes for 50 Michigan teachers Eight institutes outside of Michigan Summer 2003 One Advanced Institute for Experienced Philanthropy Teachers Three basic institutes for 50 Michigan teachers Sixteen institutes outside of Michigan 6 �Four Advanced Institutes outside of Michigan  Provide week-long summer institutes for arts educators on teaching philanthropy and service-learning Summer 2000 One institute for 15 teachers in Michigan Summer 2001 One institute for 15 teachers in Indiana Summer 2001 One institute for 30 teachers in Michigan Summer 2001 One institute for 50 teachers in Michigan Summer 2002 One institute for 30 teachers in Indiana Summer 2002 One institute for 15 teachers in two other states Teacher Consultants  Initiate a new Teacher-Consultant pool composed of successful original project teachers, and successful graduates of the summer institutes. Each Teacher-Consultant will provide three in-service professional development experiences to colleagues each year. Michigan Intermediate School District Consultants  Support ten regional consultants housed at Intermediate School Districts as consultants on philanthropy education and service learning for the schools within their regional service area (2000-2003). Teachers of Philanthropy Membership Association  Initiate an international "Teachers of Philanthropy" organization to provide ongoing materials and support to teachers interested in continuing professional development related to teaching philanthropy. 1) The Teachers of Philanthropy organization will hold one state conference in 2000 2) One state conference, and one national conference in 2001 and thereafter 3) The Teachers of Philanthropy organization will have a newsletter, and journal. Colleges of Education  Involve each of the major teacher education colleges in research related to the K-12 project. Develop an elective course in philanthropy education for pre-service teachers. Discipline Based University Courses  Involve each of the social studies discipline organizations at the college level (economics, geography, government (political science), and history) in writing K-12 resource materials for teachers. Encourage the development of discipline based courses for majors that will include pre-service teachers. Centers on Philanthropy/Colleges of Education 7 � Encourage national university based Centers on Philanthropy to work together with their teacher colleges in joint courses regarding teaching philanthropy. K-16 Philanthropy Education in Michigan  Develop a joint proposal with Campus Compact regarding the K-16 implementation of service learning that includes the philanthropy content as the academic component. Teachers' Fellowship Program  Develop and institute a Philanthropy Teachers' Fellowship Program for four Michigan teachers each year (one from each grade band) 2000 At Indiana Center on Philanthropy 2001 At Indiana Center on Philanthropy and the Center on Philanthropy at Grand Valley State University (eight fellowships) Fellows will be required to research, write, and produce original teacher support material that extend the teaching of philanthropy K-12. Summer Student Internships  Hire pre-service teachers who have demonstrated potential for leadership in education as summer interns to the project. Teacher Development, Videos Develop videos at each of the four grade levels as a teacher development tool 3. School Improvement: Work with school systems to promote school improvement through encouraging school-community-parent interaction and in implementing experiential educational opportunities in the community. Objectives:  Identify the major school improvement efforts currently in favor in Michigan. Analyze the ties to philanthropy education.  Become involved in school improvement oriented organizations and efforts in Michigan. Look for opportunities to infuse the philanthropy curriculum. 4. Parent Involvement, Youth Groups, and Congregations Develop and implement programs with parents, schools, youth groups, and religious congregations to support and extend the teaching of philanthropy within the full ecology of a child's life. 8 �Objectives: Parent Involvement  Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching of philanthropy.  Continue to connect with major school improvement efforts such as the Middle-Start program, Character Counts, service learning, school-to-work, Comer Schools, the Schools of the Twenty-first Century, and the Mott after-school program. Youth Groups  Research, develop, and implement the youth group strategies developed by Community Partnerships with Youth (a component of the Habits of the Heart project) in the seven youth development partner organizations and others throughout Michigan.  Provide mini-grants to youth groups. Religious Congregations  Research, develop, and implement the religious congregations strategies developed by the Search Institute (a component of the Habits of the Heart project) in religious congregations throughout Michigan.  Provide mini-grants to congregations. Support Goals 1. Related Systems Develop and collaborate on strengthening related systems that support the teaching of philanthropy to the next generation Objectives: Local Advisory Committees Develop and strengthen local advisory committees to philanthropy education, including community foundations, United Ways, business partnerships, and volunteer centers. Collaborate with other initiatives such as school-to work, and Communities in Schools.  Provide an incentive to Youth Advisory Committees of community foundations to encourage adoption of the new lessons. Service-Learning Participate in strengthening and extending service learning as a teaching tool in Michigan schools 9 �A. B. C. D. E. F. G. H. 2. build on the 1999 survey of the status of service-learning build and extend the utilization of the service-learning web-site provide direct technical assistance to teachers in selected schools systems involve Learn and SERVE grantee schools in the Summer Institute continue professional development of service-learning school coordinators through the Summer Institute require each philanthropy unit to offer a service-learning component active involvement in issues of public policy in Michigan related to service-learning collaborate on a statewide youth workshop drawing together the youth volunteer systems in Michigan. Dissemination Disseminate the teaching of philanthropy in Michigan, nationally, and internationally. Objectives:  Indiana Education Initiative In cooperation with the Indiana Humanities Council and the Habits of the Heart project, develop and implement a strategy for infusing the teaching of philanthropy into school systems in the State of Indiana.  Youth Education Institute In cooperation with the Indiana Center on Philanthropy through the Habits of the Heart project, provide a series of summer institutes called "Youth Educator Institute". Participants would come as community teams composed of school teachers, religious instructors, youth group leaders, community leaders, and parents to be trained as teams on how a community can intentionally transmit the philanthropic tradition. A. Summer 2000 at Indiana University B. Summer 2001 at Indiana University C. Summer 2002 at Indiana University Replicated at a Michigan university Replicated at a partner state university.  Advanced Seminars Advanced seminars on philanthropy for all youth educators (teachers, religious instructors, community leaders, parents, and youth workers) A. Summer 2001 at Indiana University B. Summer 2002 at Indiana University C. Summer 2002 at a Michigan University  Ten Key States 10 �Identify and organize statewide leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 states in the United States. Utilize multiple networks such as community, private, corporate, and family foundations; educational professional organizations; universities; and the State Service Commissions. A. 2000-2001 add three states B. 2001-2002 add three states C. 2003-2003 add four states.  Ten Key Nations Identify and organize national leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 nations: 4 in Europe and the former Soviet-bloc nations, 2 in Africa, 2 in South America, 2 in Asia. A. work in collaboration with international funders such as private foundations, and the International Youth Foundation, CIVICUS, and the European Foundation Center B. utilize the internet as an international communications vehicle C. research, write, pilot-test, and field-test lessons and assessment instruments that translate into the cultures of the nation's with an interest in teaching philanthropy.  Curriculum "Kits" Develop and publish curriculum "kits" for individual schools and teachers interested in implementing the curriculum and lessons.  Web-site Dissemination A. disseminate individual lessons and teacher support materials through the web-site for ease of access throughout the world. B. connect web-site with colleague web-sites in Indiana (Habits of the Heart, Community Partnerships with Youth, Indiana University Center on Philanthropy). C. Where to put it.  CD ROM Dissemination Develop and disseminate the pool of lessons, curriculum themes, and teacher support materials via CD-ROM for ease in mailing and distribution.  Sponsorship Develop a relationship with a long-term sponsor for the project. An organization with an international reach and local memberships throughout the world such as the Rotary, Kiwanis, or other service organization. 11 � Localized Dissemination Develop and implement a local, geographic strategy for disseminating the project and for the professional development and support of the classroom teachers. A. Develop the local approach in Calhoun County, Michigan B. Use the Intermediate School District Consultants in Michigan C. Test the local approach throughout the counties in Michigan D. Pilot the strategy in the initial 10 states E. Pilot the strategy internationally.  Journal Publish a Journal of K-12 Philanthropy on a semi-annual basis. Develop a "juried" process for submission and acceptance that assures a high quality to the materials made available.  Dissemination Conference Hold a dissemination conference in 2003 for educators from throughout the world.  Conference and Speaker Circuit A. Attend and present materials regarding the philanthropy curriculum at all key educational and philanthropic conferences in Michigan and across the United States. Utilize the teacher-consultants as authentic presenters at these meetings. Utilize Steering Committee members as keynote speakers. B. Plan with Indiana partners joint presentations to identified audiences with interests common to all project participants such as: Independent Sector, Society for Experiential Learning, CIVICUS, etc. Each area will present individually to groups organized specifically in their areas of interest (education, religion, youth development, graduate philanthropy education), humanities councils).  Endorsement and Inclusion Seek the formal endorsement of the key educational and philanthropic organizations in Michigan, in each state, and across the United States. Engage these organizations in the dissemination of the project ideas and materials. 3. Public Relations and Marketing Provide ongoing public relations and marketing visibility to key educational and philanthropic audiences in Michigan, across the nation, and internationally. (* Items are important, others are either we publish or we don't items). Objectives: Newsletter*  Implement a quarterly newsletter with substance Conferences 12 � Develop, implement, and monitor presentations at all key conferences and seminars Publications  Publish and promote sales of lessons, curriculum themes, background papers, teacher support materials, Journal, institute materials, bookmarks, and other materials of the project Article Placement  Place articles in key, strategic, newsletters, journals, and the publications of other organizations Video  Develop a short high quality video about the project  Develop with the Indiana partners a video on all components of the project General Media*  Develop and implement strategies with the state and national general media including print, public radio, public television, and commercial television 4. Self-Sufficiency/Funding Develop and implement a plan to make the project self-sufficient by 2010. Objectives: Income Sources  Membership Fees  Publications and Royalties  Sponsorships  Web-site Income  Project Grants  Institute Fees  Government Contracts  Tuition splitting with Universities  Endowment Income  Scoring and Reporting of Standardized Tests  Fellowships  Professional Development Conference Fees  Fees from Schools on Implementation 13 �5. Steering Committee/Governance/ Staff Resources Continue Steering Committee leadership and involvement in the project implementation. Build professional resources to accomplish the tasks assigned. Continue with key committees and assignments Utilize Steering Committee members as speakers and presenters Office Space  Solve issues of office space Additional Staff  Add staff as needed and funded Consultant Pool  Utilize a pool of consultants as adjunct staff for special services. Volunteers  Utilize volunteers, students, "Teach for America", and Americorps/Vista workers Internships  Utilize summer internships Graduate Student Research  Utilize graduate student assistance on research needs. CMF Support  Provide for support costs from CMF President, Vice President-Finance, Accountant, Auditor, Public Relations 6. Evaluation Implement and report on appropriate evaluation for the project Formative and regular reporting Summative (Michigan and Habits of the Heart) Longitudinal 14 �Fall 1999 Work Plan Program Goals GOAL 1: CURRICULUM DEVELOPMENT AND LESSON PLANS L = Responsible to lead accomplishment of Task C = Must be consulted I = Should be informed NI = Not Involved  = Potential Revenue Stream Develop an original K-12 curriculum to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Objectives: Develop and Increase the Lesson Pool  Involve practicing classroom teachers in research, writing, pilot testing, field-testing and approving an ever-expanding pool of high quality original classroom lessons, K-12, that teach the four new themes of philanthropy education. Assure that each lesson ties directly into the Standards and Benchmarks currently promulgated for educators and that they can be infused into the academic core curriculum of a variety of public and private schools.  Complete at least two lessons for each grade level component of the curriculum themes. ACTIVITY Kathy Terry Rita Tom Judy Due Date 100 approved lessons with all the standards inserted-Terry final approval on standards 100 approved lessons final edit, and design I L C I I August 1999 C C L I I Sept. 1999 High school approved lessons on web site I I L I I Sept. 1999 Middle school approved lessons on web site I I L I I Sept. 1999 Elementary school approved lessons on web site I I L I I Oct. 1999 Printing of lessons for formal publication and sale/marketing plan C C L C C Nov. 1999 Assure 100 piloted lessons ready for Sept 1999 field-test as units I L I C C Sept. 1999 100 piloted lessons prepared for field-testing I L I C I Sept. 1999 C C I L I August 1999 Increase Preparation of field-test expectations) packet (cover letter, evaluation, 1 FUNDERS 1999-2000 BUDGET �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Field-testing of 100 approved lessons, and 100 piloted lessons until 3-5 evaluations received of each unit (Mailing, tracking, stipend, thank you notes) Analysis of returned evaluations of field-tested lessons I I I C L I I I L I Sept. 1999 Mailed/ June 2000 Done June 2000 50 new units for piloted in classrooms in the fall of 1999 C L I C I Sept-Dec. 1999 Teacher volunteers for economics units I L I I I Sept 1999 Teacher training for economics units (schedule training, expectations for finishing) Scheduling and providing due dates for a normal rhythm for future developing, piloting, field-testing, approval, and placement of new lessons Schedule and hold Fairness Review Committee Meetings on Lessons as appropriate Assure at least two units are approved for each learning expectation in the themes Schedule and hold Curriculum Committee Meetings to approve units for adoption prior to Steering Committee meetings I L I I I Fall 1999 C L C C C December 1999 Forward C C I L I As needed C L I C I June 2003 C L I C I April of each year 2001-2002 2002-2003 Complete the Curriculum Themes  Refine and publish an initial K-12 Philanthropy Curriculum organized around four themes, with learning objectives specified at grades 5, 8, and 11. The four themes to be developed are: A. Defining the Philanthropic Sector B. Philanthropy and Civil Society C. Philanthropy and the Individual D. Skills and Experience in Volunteerism and Service. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Final draft of themes ready for publication L C C C C Sept. 1999 Put themes on the web-site and publish C C L I I Oct. 1999 Question items realigned to new edited version of the themes L C C C C Sept. 1999 Approved lessons coded to the outcome items in the themes/holes identified C L I C I Sept. 1999 Field-testing lessons coded to the outcome items in the themes/holes identified C L I C I Sept. 1999 Pilot lessons coded to the outcome items in the themes/holes identified C L I C I Sept. 1999 2 2001-2002 2002-2003 �Indiana University background papers coded to the themes L C C C I Sept. 1999 Mini-grants to academic researchers to write further briefing papers L C C C I June 2000 Complete the Standardized Assessment  Write, pilot-test, field-test, and set benchmarks for standardized assessment tools of student learning about philanthropy at grades 5, 8, and 11. Finalize and distribute three different test booklets at each of the grade levels. Develop and implement a process for scoring and reporting. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Staff item and test development committee of teachers I C I L I 2001-2002 2002-2003 Sept-June 1999 Develop and Increase Teacher Support Materials  Develop and disseminate high quality, K-12 focused, teacher support materials related directly to the expectations of the new curriculum and support the lessons. This includes: A. Briefing papers regarding the body of knowledge about philanthropy B. "Textbook"-like resources at early elementary, late elementary, middle school and high school C. Arts related media support including original music, drama, and analysis of literature D. Teacher oriented support materials such as models, bibliographies, and lexicons. E. Work with other teacher discipline organizations. ACTIVITY Kathy Briefing Papers Universitie s Dr. Joe Stoltm an Rick Kelly Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 "Textbook" Original Children's Music Original High School Drama Analysis of Literature Teacher Materials Dr. Ed Uehlin g Consultant s 3 2001-2002 2002-2003 �Develop and Increase Student Support Materials  Develop and disseminate high quality, K-12 focused books, CD-ROMs, and materials for students directly related to the content and expectations of the new curriculum. This includes: A. Student oriented classroom materials such as visual timelines, and photographs B. Original storybooks, poems, drama, and music. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 CD-ROM of Lessons and Themes Timelines Photographs Biographies Historic Events Student developed storybooks, poems Infuse the Curriculum in Michigan  Provide incentive grants for a curriculum coordinator and materials for six school districts to infuse the lessons (K-2) (3-5), (6-8), and (9-12).  Document this process for replication in other schools and states.  Complete responsibilities for Phase I. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Select six school districts Offer incentive grants Provide staff in-service development Infuse into the school's social studies curriculum an articulated set of lessons Publish the results as case studies 4 2001-2002 2002-2003 �GOAL 2: TEACHER PROFESSIONAL DEVELOPMENT Orient practicing and new teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing expertise in teaching philanthropy. Objectives: Summer Residential Institutes  Provide week-long summer residential institutes for teachers new to teaching philanthropy ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Summer 1999-One institute in Michigan for 30 teachers Summer 2000-Two institutes in Michigan for 50 teachers each (100 teachers total) One institute outside of Michigan for 50 teachers Summer 2001:Three institutes in Michigan for 50 teachers each (total of 150 teachers) Four institutes outside of Michigan for 50 teachers each (100 teachers) Summer 2002 One Advanced Institute for Experienced Philanthropy Teachers Three basic institutes for 50 Michigan teachers Eight institutes outside of Michigan Summer 2003: One Advanced Institute for Experienced Philanthropy Teachers Three basic institutes for 50 Michigan Teachers Sixteen institutes outside of Michigan Four Advanced Institutes outside of Michigan  Provide week-long summer institutes for arts educators on teaching philanthropy and service-learning ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Summer 2000:One institute for 15 teachers in Michigan 5 2001-2002 2002-2003 �Summer 2001: One institute for 15 teachers in Indiana Summer 2001: One institute for 30 teachers in Michigan Summer 2001: One institute for 50 teachers in Michigan Summer 2002: One institute for 30 teachers in Indiana Summer 2002: One institute for 15 teachers in two other states Teacher Consultants  Initiate a new Teacher-Consultant pool composed of successful original project teachers, and successful graduates of the summer institutes. Each Teacher-Consultant will provide three inservice professional development experiences to colleagues each year. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Teacher Consultants Organize teacher-consultants in Michigan C L I C I WKKF I Sept. 1999 Forward Sept. 1999 Forward Sept. 1999 Identify teacher-consultants including those to be dropped from current teacher pool Policy on teacher-consultants work for CMF C L I C I C L I C Manual for teacher-consultants L C I C I Sept. 1999 Policy to Steering Committee L C I WKKF C I Sept. 1999 Teacher-consultant pay and paperwork C C I I L L I I I C L I I I Sept. 1999 Forward Sept. 1999 Forward Sept. 1999 Schedule teacher-consultants within budget /approve presentations at schools, ISD's, workshops and conferences Presentation materials (initial program) C Replenish materials and supplies I I I I L Annual teacher-consultant advisory committee C L I I I WKKF WKKF Sept. 1999 Forward Sept 1999 Michigan Intermediate School District Consultants  Support ten regional consultants housed at Intermediate School Districts as consultants on philanthropy education and service learning for the schools within their regional service area (2000-2003). ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 6 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Teachers of Philanthropy Membership Association  Initiate an international "Teachers of Philanthropy" organization to provide ongoing materials and support to teachers interested in continuing professional development related to teaching philanthropy. A. B. C. ACTIVITY The Teachers of Philanthropy organization will hold one state conference in 2000 One state conference, and one national conference in 2001 and thereafter The Teachers of Philanthropy organization will have a newsletter, and journal. Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Colleges of Education  Involve each of the major teacher education colleges in research related to the K-12 project. Develop an elective course in philanthropy education for pre-service teachers. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Discipline Based University Courses  Involve each of the social studies discipline organizations at the college level (economics, geography, government (political science), and history) in writing K-12 resource materials for teachers. Encourage the development of discipline based courses for majors that will include pre-service teachers. 7 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Centers on Philanthropy/Colleges of Education  Encourage national university based Centers on Philanthropy to work together with their teacher colleges in joint courses regarding teaching philanthropy. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 K-16 Philanthropy Education in Michigan Develop a joint proposal with Campus Compact regarding the K-16 implementation of service learning that includes the philanthropy content as the academic component. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Teachers' Fellowship Program  Develop and institute a Philanthropy Teachers' Fellowship Program for four Michigan teachers each year (one from each  grade band) 2002 2003 At Indiana Center on Philanthropy At Indiana Center on Philanthropy and the Center on Philanthropy at Grand Valley State University (eight fellowships) Fellows will be required to research, write, and produce original teacher support material that extend the teaching of philanthropy K-12 8 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Summer Student Internships  Hire pre-service teachers who have demonstrated potential for leadership in education as summer interns to the project. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Teacher Development, Videos  Develop videos at each of the four grade levels as a teacher development tool ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 9 2001-2002 2002-2003 �GOAL 3: SCHOOL IMPROVEMENT Work with school systems to promote school improvement through encouraging school-community-parent interactions and in implementing experiential educational opportunities in the community.  Continue to connect with major school improvement efforts such as the middle-start program, Character Counts, service learning, school-to-work. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 10 2001-2002 2002-2003 �GOAL 4: PARENT INVOLVEMENT, YOUTH GROUPS, AND CONGREGATIONS Develop and implement programs with parents, schools, youth groups, and religious congregations to support and extend the teaching of philanthropy within he full ecology of a child's life. Objectives: Parent Involvement  Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching of philanthropy. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2002-2003 Infuse the philanthropy curriculum and service learning into the core social studies academic curriculum of Michigan schools. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2001-2002 2002-2003 Continue to connect with major school improvement efforts such as the Middle-Start program, Character Counts, service learning, school-to-work, Comer Schools, the Schools of the Twenty-first Century, and the Mott after-school program. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 11 2001-2002 2002-2003 �Youth Groups  Research, develop, and implement the youth group strategies developed by Community Partnerships with Youth (a component of the Habits of the Heart project) in the seven youth development partner organizations and others throughout Michigan. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Provide mini-grants to youth groups. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Religious Congregations  Research, develop, and implement the religious congregations strategies developed by the Search Institute (a component of the Habits of the Heart project) in religious congregations throughout Michigan. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  Provide mini-grants to congregations. 12 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 13 2001-2002 2002-2003 �GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Objectives: Local Advisory Committees  Develop and strengthen local advisory committees to philanthropy education, including community foundations, United Ways, business partnerships, and volunteer centers. Collaborate with other initiatives such as school-to work, and Communities in Schools. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Provide an incentive to Youth Advisory Committees of community foundations to encourage adoption of the new lessons. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Service-Learning  Participate in strengthening and extending service-learning as a teaching tool in Michigan schools A. B. C. D. E. F. G. H. build on the 1999 survey of the status of service-learning build and extend the utilization of the service-learning web-site provide direct technical assistance to teachers in selected schools systems involve Learn and SERVE grantee schools in the Summer Institute continue professional development of service-learning school coordinators through the Summer Institute require each philanthropy unit to offer a service-learning component active involvement in issues of public policy in Michigan related to service-learning collaborate on a statewide youth workshop drawing together the youth volunteer systems in Michigan. 14 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 Survey Finalize State Survey L NI C NI NI September 1999 Print and Distribute Survey C NI L I C September 1999 Develop and distribute PowerPoint of results C NI L I NI September 1999 Decide on next data steps L C C C NI October 1999 Finish MDE web site and Listserv I I L I NI August 1999 Complete grant to Jackson and pay I I L NI C August 1999 Arrange for continuation grant with MDE C I L NI NI August 1999 Make second grant to new grantee(s) C I L NI NI August 1999 Lego's permission for MDE graphics I NI L NI NI August 1999 Lego's explanation on web site I NI L NI NI August 1999 Spring Report L C NI NI NI July 1999 Next Grant request L C NI NI NI July 1999 Billing issue resolved L NI NI NI NI July 1999 Connie Jones/Other consultants L C NI NI NI September 1999 Aspen Research Application L NI NI C NI September 1999 WKKF Grant/CMF L NI NI NI NI September 1999 Support Letter to MDE L NI NI NI NI August 1999 Policy Meeting follow-up L I NI I NI September 1999 State plan and follow-up L I NI I NI September 1999 Web site Service-learning, TA Service-learning Leadership Council 15 2001-2002 2002-2003 �GOAL: TEACHER PROFESSIONAL DELOPMENT Orient practicing and new teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing expertise in teaching philanthropy. Objectives:  Indiana Education Initiative  In cooperation with the Indiana Humanities Council and the Habits of the Heart project, develop and implement a strategy for infusing the teaching of philanthropy into school systems in the State of Indiana. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2002-2003 Youth Education Institute In cooperation with the Indiana Center on Philanthropy through the Habits of the Heart project, provide a series of summer institutes called "Youth Educator Institute". Participants would come as community teams composed of schoolteachers, religious instructors, youth group leaders, community leaders, and parents to be trained as teams on how a community can intentionally transmit the philanthropic tradition. A. B. C. D. E. Summer 2000 at Indiana University Summer 2001 at Indiana University Summer 2002 at Indiana University Replicated at a Michigan university Replicated at a partner state university. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 Advanced Seminars Advanced seminars on philanthropy for all youth educators (teachers, religious instructors, community leaders, parents, and youth workers) A. Summer 2001 at Indiana University B. Summer 2002 at Indiana University C. Summer 2002 at a Michigan University 16 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Ten Key States Identify and organize statewide leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 states in the United States. Utilize multiple networks such as community, private, corporate, and family foundations; educational professional organizations; universities; and the State Service Commissions. A. 2000-2001 add three states B. 2001-2002 add three states C. 2003-2003 add four states. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Ten Key Nations Identify and organize national leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 nations: 4 in Europe and the former Soviet-bloc nations, 2 in Africa, 2 in South America, 2 in Asia. A. work in collaboration with international funders such as private foundations, and the International Youth Foundation, CIVICUS, and the European Foundation Center B. utilize the internet as an international communications vehicle C. research, write, pilot-test, and field-test lessons and assessment instruments that translate into the cultures of the nation's with an interest in teaching philanthropy. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  Curriculum "Kits" Develop and publish curriculum "kits" for individual schools and teachers interested in implementing the curriculum and lessons. 17 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2002-2003 Web-site Dissemination A. B. disseminate individual lessons and teacher support materials through the web-site for ease of access throughout the world. connect web-site with colleague web-sites in Indiana (Habits of the Heart, Community Partnerships with Youth, Indiana University Center on Philanthropy). ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2001-2002 2002-2003 CD ROM Dissemination Develop and disseminate the pool of lessons, curriculum themes, and teacher support materials via CD-ROM for ease in mailing and distribution. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Sponsorship Develop a relationship with a long-term sponsor for the project. An organization with an international reach and local memberships throughout the world such as the Rotary, Kiwanis, or other service organization. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 18 2001-2002 2002-2003 � Localized Dissemination Develop and implement a local, geographic strategy for disseminating the project and for the professional development and support of the classroom teachers. A. Develop the local approach in Calhoun County, Michigan B. Use the Intermediate School District Consultants in Michigan C. Test the local approach throughout the counties in Michigan D. Pilot the strategy in the initial 10 states E. Pilot the strategy internationally. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Journal Publish a Journal of K-12 Philanthropy on a semi-annual basis. Develop a "juried" process for submission and acceptance that assures a high quality to the materials made available. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Dissemination Conference Hold a dissemination conference in 2003 for educators from throughout the world. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Conference and Speaker Circuit A. B. Attend and present materials regarding the philanthropy curriculum at all key educational and philanthropic conferences in Michigan and across the United States. Utilize the teacher-consultants as authentic presenters at these meetings. Utilize Steering Committee members as keynote speakers. Plan with Indiana partners joint presentations to identified audiences with interests common to all project participants such as: Independent Sector, Society for Experiential Learning, CIVICUS, etc. Each area will present individually to groups organized specifically in their areas of interest (education, religion, youth development, graduate philanthropy education), humanities councils). 19 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Endorsement and Inclusion Seek the formal endorsement of the key educational and philanthropic organizations in Michigan, in each state, and across the United States. Engage these organizations in the dissemination of the project ideas and materials. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 20 2001-2002 2002-2003 �GOAL: PARENTS INVOLVEMENT, SCHOOL IMPROVEMENT, YOUTH GROUPS, AND CONGREGATIONS Develop and implement programs with parents, youth groups, and religious congregations to support and extend the teaching of philanthropy within the full ecology of a child's life. Objectives: Parent Involvement  ACTIVITY Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching of philanthropy. Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 21 2001-2002 2002-2003 �GOAL: related systems Develop and collaborate on strengthening related systems that support the teaching of philanthropy to the next generation. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 GOAL: DISSEMINATION Disseminate the teaching of philanthropy in Michigan, nationally, and internationally. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 22 2001-2002 2002-2003 �GOAL: PUBLIC RELAIONS AND MARKETING Provide ongoing public relations and marketing visibility to key educational and philanthropic audiences in Michigan, across the nation, and internationally. Objectives: Newsletter  Implement a quarterly newsletter with substance ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Membership Organization  Develop and implement the membership association: Teachers of Philanthropy ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Conferences  ACTIVITY Develop, implement, and monitor presentations at all key conferences and seminars Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 23 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Web-site  Develop, monitor, and continue to enrich the web-site ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Publications  Publish and promote sales of lessons, curriculum themes, background papers, teacher support materials, Journal, institute materials, bookmarks, and other materials of the project ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Article Placement  ACTIVITY Place articles in key, strategic, newsletters, journals, and the publications of other organizations Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 24 2001-2002 2002-2003 �Video  Develop a short high quality video about the project ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001  2001-2002 2002-2003 Develop with the Indiana partners a video on all components of the project ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 General Media  ACTIVITY Develop and implement strategies with the state and national general media including print, public radio, public television, and commercial television Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 25 2001-2002 2002-2003 �GOAL: SELF-SUFFICIENCY/FUNDING Develop and implement a plan to make the project self-sufficient by 2010. Objectives: Income Sources  Membership Fees  Publications and Royalties  Sponsorships  Web-site Income  Project Grants  Institute Fees  Government Contracts  Tuition splitting with Universities  Endowment Income  Scoring and Reporting of Standardized Tests  Fellowships  Professional Development Conference Fees  Fees from Schools on Implementation ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 26 2001-2002 2002-2003 �GOAL: STEERING COMMITTEE AND GOVERNANCE Continue Steering Committee leadership and involvement in the project implementation. Continue with key committees and assignments Utilize Steering Committee members as speakers and presenters ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 27 2001-2002 2002-2003 �GOAL: STAFF RESOURCES Build professional resources to accomplish the tasks assigned. Office Space  Solve issues of office space ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Additional Staff  Add staff as needed and funded ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Consultant Pool  Utilize a pool of consultants as adjunct staff for special services. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 28 2001-2002 2002-2003 �Volunteers  Utilize volunteers, students, "Teach for America", and Americorps/Vista workers ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Internships  Utilize summer internships ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 2001-2002 2002-2003 Graduate Student Research  Utilize graduate student assistance on research needs. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 CMF Support  Provide for support costs from CMF President, Vice President-Finance, Accountant, Auditor, Public Relations 29 2001-2002 2002-2003 �ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 30 2001-2002 2002-2003 �GOAL: EVALUATION Implement and report on appropriate evaluation for the project. ACTIVITY Kathy Terry Rita Tom Judy Due Date FUNDERS 1999-2000 BUDGET 2000-2001 31 2001-2002 2002-2003 �PROPOSED ORGANIZATIONAL CHART 32 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG_1999_Draft-Plan-of-Work-and-Program-Detail Title A name given to the resource Learning to Give 1999 draft plan of work and program detail Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999 draft plan of work and program detail. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49402 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999 https://digitalcollections.library.gvsu.edu/files/original/b6d70de1ae0afc65b67aea208d6d2d65.pdf 64150f36c4a9537c9a8d465b135ffd0e PDF Text Text Council of Michigan Foundations K-12 Education in Philanthropy Project Plan of Work WORK PLAN AND PROGRAM DETAIL Fall 1999 i �GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS Develop an original K-12 curriculum to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Objectives: Develop and Increase the Lesson Pool  Involve practicing classroom teachers in research, writing, pilot-testing, field-testing and approving an ever-expanding pool of high quality original classroom lessons, K-12, that teach the four new themes of philanthropy education. Assure that each lesson ties directly into the Standards and Benchmarks currently promulgated for educators and that they can be infused into the academic core curriculum of a variety of public and private schools. ACTIVITY STAFF FUNDER(S) EXPENDITURE BUDGET FUNDING NEEDED Consultants 2000-2001 Organize teacher-consultants in Michigan Each provides an initial 2 units (5 lessons @) 50 teachers (200 lessons) 100 teachers (400 lessons) 150 teachers (600 lessons) Field-testing Editing Publication/Web-site Terry Robidoux Terry Robidoux Funded WKKF Terry Robidoux Terry Robidoux Terry Robidoux Terry Robidoux Consultants Rita Higgins 1 2001-2002 Funded 2002-2003 Funded Due Date �Complete the Curriculum Themes  Refine and publish an initial K-12 Philanthropy Curriculum organized around four themes, with learning objectives specified at grades 5, 8, and 11. The four themes to be developed are: A. Defining the Philanthropic Sector B. Philanthropy and Civil Society C. Philanthropy and the Individual D. Skills and Experience in Volunteerism and Service. ACTIVITY STAFF FUNDER BUDGET 2000-2001 Continue to refine the themes 2001-2002 2002-2003 FUNDIN G NEED ED Kathy Agard Complete the Standardized Assessment  Write, pilot-test, field-test, and set benchmarks for standardized assessment tools of student learning about philanthropy at grades 5, 8, and 11. Finalize and distribute three different test booklets at each of the grade levels. Develop and implement a process for scoring and reporting. ACTIVITY STAFF FUNDER BUDGET FUNDING NEEDED Consultant 2000-2001 1999-Complete sample questions pool 1999-Review Sample questions for Fairness 1999-Pilot sample questions in classrooms Rewrite sample questions Develop question booklets Field-test three different questionnaires for grades 5, 8, and 11 (9 tests) Score and assess field-test results Revise questions based on field-test Establish ranges for scoring Field-test the scoring Publish standardized assessment tests Tom Hirsch Tom Hirsch Tom Hirsch Tom Hirsch Tom Hirsch Tom Hirsch Tom Hirsch Tom Hirsch Tom Hirsch Tom Hirsch Rita Higgins 2 2001-2002 2002-2003 �Develop and Increase Teacher Support Materials  Develop and disseminate high quality, K-12 focused, teacher support materials related directly to the expectations of the new curriculum and support the lessons. This includes: A. Briefing papers regarding the body of knowledge about philanthropy B. "Textbook"-like resources at early elementary, late elementary, middle school and high school C. Arts related media support including original music, drama, and analysis of literature D. Teacher oriented support materials such as models, bibliographies, and lexicons. ACTIVITY STAFF FUNDER BUDGET FUNDING NEEDED Consultants 2000-2001 Briefing Papers "Textbook" Original Children's Music Original High School Drama Analysis of Literature Teacher Materials 2001-2002 2002-2003 Universities Dr. Joe Stoltman Rick Kelly Dr. Ed. Uehling Consultants Develop and Increase Student Support Materials  Develop and disseminate high quality, K-12 focused books, CD-ROMs, and materials for students directly related to the content and expectations of the new curriculum. This includes: A. Student oriented classroom materials such as visual timelines, and photographs B. Original storybooks, poems, drama, and music. ACTIVITY STAFF FUNDER BUDGET 3 FUNDING NEEDED �2000-2001 2001-2002 2002-2003 K-12 Books CD-ROM of Lessons and Themes Timelines Photographs Biographies Historic Events Student developed storybooks, poems Infuse the Curriculum in Michigan  Provide incentive grants for a curriculum coordinator and materials for six school districts to infuse the lessons (K-5) (6-8), and (9-12).  Document this process for replication in other schools and states. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Select six school districts Offer incentive grants Provide staff in-service development Infuse into the school's social studies curriculum an articulated set of lessons Publish the results as case studies GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Objectives: Summer Residential Institutes  Provide week-long summer residential institutes for teachers new to teaching philanthropy 4 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Summer 1999-One institute in Michigan for 30 teachers Summer 2000-Two institutes in Michigan for 50 teachers each (100 teachers total) One institute outside of Michigan for 50 teachers Summer 2001:Three institutes in Michigan for 50 teachers each (total of 150 teachers) Four institutes outside of Michigan for 50 teachers each (100 teachers) Summer 2002 One Advanced Institute for Experienced Philanthropy Teachers Three basic institutes for 50 Michigan teachers Eight institutes outside of Michigan Summer 2003: One Advanced Institute for Experienced Philanthropy Teachers Three basic institutes for 50 Michigan Teachers Sixteen institutes outside of Michigan Four Advanced Institutes outside of Michigan  Provide week-long summer institutes for arts educators on teaching philanthropy and service-learning 5 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Summer 2000:One institute for 15 teachers in Michigan Summer 2001: One institute for 15 teachers in Indiana Summer 2001: One institute for 30 teachers in Michigan Summer 2001: One institute for 50 teachers in Michigan Summer 2002: One institute for 30 teachers in Indiana Summer 2002: One institute for 15 teachers in two other states Teacher Consultants  Initiate a new Teacher-Consultant pool composed of successful original project teachers, and successful graduates of the summer institutes. Each Teacher-Consultant will provide three in-service professional development experiences to colleagues each year. ACTIVITY STAFF FUNDER BUDGET 2000-2001 6 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Michigan Intermediate School District Consultants  Support ten regional consultants housed at Intermediate School Districts as consultants on philanthropy education and service-learning for the schools within their regional service area (2000-2003). ACTIVITY STAFF FUNDER BUDGET 2000-2001 7 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Teachers of Philanthropy Membership Association  Initiate an international "Teachers of Philanthropy" organization to provide ongoing materials and support to teachers interested in continuing professional development related to teaching philanthropy. A. The Teachers of Philanthropy organization will hold one state conference in 2000 B. One state conference, and one national conference in 2001 and thereafter C. The Teachers of Philanthropy organization will have a newsletter, and journal. ACTIVITY STAFF FUNDER BUDGET 2000-2001 8 2001-2002 FUNDING NEEDED 2002-2003 �Colleges of Education  Involve each of the major teacher education colleges in research related to the K-12 project. Develop an elective course in philanthropy education for pre-service teachers. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Discipline Based University Courses  Involve each of the social studies discipline organizations at the college level (economics, geography, government (political science), and history) in writing K-12 resource materials for teachers. Encourage the development of discipline based courses for majors that will include pre-service teachers. ACTIVITY STAFF FUNDER BUDGET 2000-2001 9 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Centers on Philanthropy/Colleges of Education  Encourage national university based Centers on Philanthropy to work together with their teacher colleges in joint courses regarding teaching philanthropy. ACTIVITY STAFF FUNDER BUDGET 2000-2001 10 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 K-16 Philanthropy Education in Michigan  Develop a joint proposal with Campus Compact regarding the K-16 implementation of service learning that includes the philanthropy content as the academic component. ACTIVITY STAFF FUNDER BUDGET 2000-2001 11 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Teachers' Fellowship Program  Develop and institute a Philanthropy Teachers' Fellowship Program for four Michigan teachers each year (one from each grade band) 2000 At Indiana Center on Philanthropy 2001 At Indiana Center on Philanthropy and the Center on Philanthropy at Grand Valley State University (eight fellowships) Fellows will be required to research, write, and produce original teacher support material that extend the teaching of philanthropy K-12 ACTIVITY STAFF FUNDER BUDGET 2000-2001 12 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Summer Student Internships  Hire pre-service teachers who have demonstrated potential for leadership in education as summer interns to the project. ACTIVITY STAFF FUNDER BUDGET 2000-2001 Teacher Development, Videos  Develop videos at each of the four grade levels as a teacher development tool 13 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 14 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Objectives: Parent Involvement  Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching of philanthropy. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 School Improvement  Research major school improvement initiatives and look for common concepts related to teaching philanthropy. 15 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Infuse the philanthropy curriculum and service-learning into the cores social studies academic curriculum of Michigan schools. ACTIVITY STAFF FUNDER BUDGET 2000-2001 16 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Continue to connect with major school improvement efforts such as the Middle-Start program, Character Counts, service-learning, school-to-work, Comer Schools, the Schools of the Twenty-first Century, and the Mott after-school program. ACTIVITY STAFF FUNDER BUDGET 2000-2001 17 2001-2002 FUNDING NEEDED 2002-2003 �Youth Groups  Research, develop, and implement the youth group strategies developed by Community Partnerships with Youth (a component of the Habits of the Heart project) in the seven youth development partner organizations and others throughout Michigan. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Provide mini-grants to youth groups. ACTIVITY STAFF FUNDER BUDGET 2000-2001 18 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Religious Congregations  Research, develop, and implement the religious congregations strategies developed by the Search Institute (a component of the Habits of the Heart project) in religious congregations throughout Michigan. ACTIVITY STAFF FUNDER BUDGET 2000-2001 19 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Provide mini-grants to congregations. ACTIVITY STAFF FUNDER BUDGET 2000-2001 20 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 GOAL: CURRICULUM DEVELOPMENT AND LESSON PLANS Develop an original K-12 curriculum, to be infused into the core academic curriculum of schools. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. Objectives: Local Advisory Committees  Develop and strengthen local advisory committees to philanthropy education, including community foundations, United Ways, business partnerships, and volunteer centers. Collaborate with other initiatives such as school-to work, and Communities in Schools. ACTIVITY STAFF FUNDER BUDGET 2000-2001 21 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Provide an incentive to Youth Advisory Committees of community foundations to encourage adoption of the new lessons. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 Service-Learning  Participate in strengthening and extending service-learning as a teaching tool in Michigan schools A. build on the 1999 survey of the status of service-learning 22 FUNDING NEEDED 2002-2003 �B. C. D. E. F. G. H. ACTIVITY build and extend the utilization of the service-learning web-site provide direct technical assistance to teachers in selected schools systems involve Learn and SERVE grantee schools in the Summer Institute continue professional development of service-learning school coordinators through the Summer Institute require each philanthropy unit to offer a service-learning component active involvement in issues of public policy in Michigan related to service-learning collaborate on a statewide youth workshop drawing together the youth volunteer systems in Michigan. STAFF FUNDER BUDGET 2000-2001 23 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: TEACHER PROFESSIONAL DELOPMENT Orient practicing and new teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing expertise in teaching philanthropy. Objectives:  Indiana Education Initiative In cooperation with the Indiana Humanities Council and the Habits of the Heart project, develop and implement a strategy for infusing the teaching of philanthropy into school systems in the State of Indiana. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Youth Education Institute In cooperation with the Indiana Center on Philanthropy through the Habits of the Heart project, provide a series of summer institutes called "Youth Educator Institute". Participants would come as community teams composed of school teachers, religious instructors, youth group leaders, community leaders, and parents to be trained as teams on how a community can intentionally transmit the philanthropic tradition. 24 �A. B. C. D. E. ACTIVITY Summer 2000 at Indiana University Summer 2001 at Indiana University Summer 2002 at Indiana University Replicated at a Michigan university Replicated at a partner state university. STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Advanced Seminars Advanced seminars on philanthropy for all youth educators (teachers, religious instructors, community leaders, parents, and youth workers) A. Summer 2001 at Indiana University B. Summer 2002 at Indiana University C. Summer 2002 at a Michigan University 25 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Ten Key States Identify and organize statewide leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 states in the United States. Utilize multiple networks such as community, private, corporate, and family foundations; educational professional organizations; universities; and the State Service Commissions. A. 2000-2001 add three states B. 2001-2002 add three states C. 2003-2003 add four states. ACTIVITY STAFF FUNDER BUDGET 2000-2001 26 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Ten Key Nations Identify and organize national leadership to replicate all of the components of the K-12 Education in Philanthropy project in 10 nations: 4 in Europe and the former Soviet-bloc nations, 2 in Africa, 2 in South America, 2 in Asia. A. work in collaboration with international funders such as private foundations, and the International Youth Foundation, CIVICUS, and the European Foundation Center B. utilize the internet as an international communications vehicle C. research, write, pilot-test, and field-test lessons and assessment instruments that translate into the cultures of the nation's with an interest in teaching philanthropy. ACTIVITY STAFF FUNDER BUDGET 2000-2001 27 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Curriculum "Kits" Develop and publish curriculum "kits" for individual schools and teachers interested in implementing the curriculum and lessons. ACTIVITY STAFF FUNDER BUDGET 2000-2001 28 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Web-site Dissemination A. disseminate individual lessons and teacher support materials through the web-site for ease of access throughout the world. B. connect web-site with colleague web-sites in Indiana (Habits of the Heart, Community Partnerships with Youth, Indiana University Center on Philanthropy). ACTIVITY STAFF FUNDER BUDGET 2000-2001 29 2001-2002 FUNDING NEEDED 2002-2003 � CD ROM Dissemination Develop and disseminate the pool of lessons, curriculum themes, and teacher support materials via CD-ROM for ease in mailing and distribution. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Sponsorship Develop a relationship with a long-term sponsor for the project. An organization with an international reach and local memberships throughout the world such as the Rotary, Kiwanis, or other service organization. ACTIVITY STAFF FUNDER BUDGET 2000-2001 30 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Localized Dissemination Develop and implement a local, geographic strategy for disseminating the project and for the professional development and support of the classroom teachers. A. Develop the local approach in Calhoun County, Michigan B. Use the Intermediate School District Consultants in Michigan C. Test the local approach throughout the counties in Michigan D. Pilot the strategy in the initial 10 states E. Pilot the strategy internationally. ACTIVITY STAFF FUNDER BUDGET 2000-2001 31 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Journal Publish a Journal of K-12 Philanthropy on a semi-annual basis. Develop a "juried" process for submission and acceptance that assures a high quality to the materials made available. ACTIVITY STAFF FUNDER BUDGET 2000-2001 32 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Dissemination Conference Hold a dissemination conference in 2003 for educators from throughout the world. ACTIVITY STAFF FUNDER BUDGET 2000-2001 33 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Conference and Speaker Circuit A. Attend and present materials regarding the philanthropy curriculum at all key educational and philanthropic conferences in Michigan and across the United States. Utilize the teacher-consultants as authentic presenters at these meetings. Utilize Steering Committee members as keynote speakers. B. Plan with Indiana partners joint presentations to identified audiences with interests common to all project participants such as: Independent Sector, Society for Experiential Learning, CIVICUS, etc. Each area will present individually to groups organized specifically in their areas of interest (education, religion, youth development, graduate philanthropy education), humanities councils). ACTIVITY STAFF FUNDER BUDGET 2000-2001 34 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Endorsement and Inclusion Seek the formal endorsement of the key educational and philanthropic organizations in Michigan, in each state, and across the United States. Engage these organizations in the dissemination of the project ideas and materials. ACTIVITY STAFF FUNDER BUDGET 2000-2001 35 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: PARENTS INVOLVEMENT, SCHOOL IMPROVEMENT, YOUTH GROUPS, AND CONGREGATIONS Develop and implement programs with parents, youth groups, and religious congregations to support and extend the teaching of philanthropy within the full ecology of a child's life. Objectives: Parent Involvement  Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching of philanthropy. ACTIVITY STAFF FUNDER BUDGET 2000-2001 36 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: RELATED SYSTEMS Develop and collaborate on strengthening related systems that support the teaching of philanthropy to the next generation. ACTIVITY STAFF FUNDER BUDGET 2000-2001 37 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: DISSEMINATION Disseminate the teaching of philanthropy in Michigan, nationally, and internationally. ACTIVITY STAFF FUNDER BUDGET 2000-2001 38 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: PUBLIC RELAIONS AND MARKETING Provide ongoing public relations and marketing visibility to key educational and philanthropic audiences in Michigan, across the nation, and internationally. Objectives: Newsletter  Implement a quarterly newsletter with substance ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Membership Organization  Develop and implement the membership association: Teachers of Philanthropy ACTIVITY STAFF FUNDER BUDGET 39 FUNDING NEEDED �2000-2001 2001-2002 2002-2003 Conferences  Develop, implement, and monitor presentations at all key conferences and seminars ACTIVITY STAFF FUNDER BUDGET 2000-2001 40 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Web-site  Develop, monitor, and continue to enrich the web-site ACTIVITY STAFF FUNDER BUDGET 2000-2001 41 2001-2002 FUNDING NEEDED 2002-2003 �Publications  Publish and promote sales of lessons, curriculum themes, background papers, teacher support materials, Journal, institute materials, bookmarks, and other materials of the project ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Article Placement  Place articles in key, strategic, newsletters, journals, and the publications of other organizations ACTIVITY STAFF FUNDER BUDGET 2000-2001 42 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Video  Develop a short high quality video about the project ACTIVITY STAFF FUNDER BUDGET 2000-2001 43 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003  Develop with the Indiana partners a video on all components of the project ACTIVITY STAFF FUNDER BUDGET 2000-2001 44 2001-2002 FUNDING NEEDED 2002-2003 �General Media  Develop and implement strategies with the state and national general media including print, public radio, public television, and commercial television ACTIVITY STAFF FUNDER BUDGET 2000-2001 45 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: SELF-SUFFICIENCY/FUNDING Develop and implement a plan to make the project self-sufficient by 2010. Objectives: Income Sources  Membership Fees  Publications and Royalties  Sponsorships  Web-site Income  Project Grants  Institute Fees  Government Contracts  Tuition splitting with Universities  Endowment Income  Scoring and Reporting of Standardized Tests  Fellowships  Professional Development Conference Fees  Fees from Schools on Implementation ACTIVITY STAFF FUNDER BUDGET 2000-2001 46 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 47 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: STEERING COMMITTEE AND GOVERNANCE Continue Steering Committee leadership and involvement in the project implementation. Continue with key committees and assignments Utilize Steering Committee members as speakers and presenters ACTIVITY STAFF FUNDER BUDGET 2000-2001 48 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: STAFF RESOURCES Build professional resources to accomplish the tasks assigned. Office Space  Solve issues of office space ACTIVITY STAFF FUNDER BUDGET 2000-2001 Staffing  Retain current staff  Add staff as needed and funded 49 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Project Director Curriculum Specialist Marketing and Public Relations Director Executive Secretary Secretary Professional Development Coordinator Community Development Coordinator Consultant Pool  Utilize a pool of consultants as adjunct staff for special services. ACTIVITY STAFF FUNDER BUDGET 2000-2001 Assessment Consultant Ohio Representative Parent Initiative Consultant Service-learning Technical Assistance 50 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Volunteers  Utilize volunteers, students, "Teach for America", and Americorps/Vista workers ACTIVITY STAFF FUNDER BUDGET 2000-2001 51 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 Internships  Utilize summer internships ACTIVITY STAFF FUNDER BUDGET 2000-2001 Graduate Student Research 52 2001-2002 FUNDING NEEDED 2002-2003 � Utilize graduate student assistance on research needs. ACTIVITY STAFF FUNDER BUDGET 2000-2001 2001-2002 FUNDING NEEDED 2002-2003 CMF Support  Provide for support costs from CMF President, Vice President-Finance, Accountant, Auditor, Public Relations ACTIVITY STAFF FUNDER BUDGET 2000-2001 53 2001-2002 FUNDING NEEDED 2002-2003 �ACTIVITY STAFF FUNDER BUDGET 2000-2001 54 2001-2002 FUNDING NEEDED 2002-2003 �GOAL: EVALUATION Implement and report on appropriate evaluation for the project. ACTIVITY STAFF FUNDER BUDGET 2000-2001 55 2001-2002 FUNDING NEEDED 2002-2003 �PROPOSED ORGANIZATIONAL CHART 56 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG_1999_Plan-of-Work-and-Program-Detail Title A name given to the resource Learning to Give 1999 plan of work and program detail Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999 plan of work and program detail. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49403 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999 https://digitalcollections.library.gvsu.edu/files/original/9bf0993dcd7921668200c55b20f98ca5.pdf 7dd4152060747053f937e5df77dd4d5b PDF Text Text Council of Michigan Foundations K-12 Education in Philanthropy Project Summary of Progress-Winter 1999 Tasks Philanthropy K-12 Curriculum Define what students should know and be able to do Organize the "body of knowledge" into a K-12 curriculum Provide sample, high-quality, units that teach the lessons Integrate each unit in to the core academic curriculum of schools Assess student learning and skills Teach Philanthropy Prepare teachers in this new content area Link philanthropy education K-16 including Colleges of Education Support teachers with information and materials Establish a climate supportive of teaching philanthropy Establish a system to assure new teachers are prepared Disseminate and Integrate Philanthropy Education Utilize internet systems for broad dissemination Establish alliances with key related educational efforts Work in conjunction with youth groups and religious congregations Engage parents in meaningful support of student learning Establish connections with community nonprofit organizations Establish Sustainability for Advocating Philanthropy Education A teacher-led grassroots effort Strong and legitimate ties to the core academic curriculum Advocacy within the networks of educational and philanthropic organizations at all levels (local, state, national, international) �PowerPoint Slide 1 Philanthropy Curriculum Define Organize Provide samples Integrate Assess Slide 2 Teach Philanthropy Prepare current teachers K-16 Support teachers Climate supporting teaching Prepare new teachers Slide 3 Disseminate and Integrate Utilize internet systems Establish alliances Youth groups and congregations Engage parents Establish community connections Slide 4 Sustain Philanthropy Education Teacher-led and grassroots Ties to core academic curriculum Advocacy at all levels � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BP_Summary-of-Progress_1999-Winter Title A name given to the resource Learning to Give 1999 winter Summary of Progress Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999 winter Summary of Progress . Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49442 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999 https://digitalcollections.library.gvsu.edu/files/original/b67cad3c1b3f95e5b40ee28e498bd3f9.pdf 17f70e1d99bf215e997705ad5222790c PDF Text Text Date: October 15, 1999 To: Russell G. Mawby, Chairman Dorothy A. Johnson John Lore James Kelly Joel Orosz Tom Reis From: Kathy Agard, Project Director K-12 Education in Philanthropy Project Re: December 7, 1999 Sustainability Planning Session Tom Hirsch Terry Robidoux Rita Higgins Judy Wright Ed Stone Paul Baker The planning session for our important discussion on taking the K-12 Education in Philanthropy Project to scale, and its long-term sustainability beyond foundation funding, is scheduled for December 7, 1999 at the Hilton Hotel on 28th Street in Grand Rapids near the airport. A full packet of background material and a map will be sent prior to the meeting. Due to everyone's busy schedule, the meeting is planned from 12 noon until 8 p.m. in the Board Room of the hotel. We will start with a light luncheon at noon, and begin the retreat at 1 p.m. We will have a working dinner and adjourn at 8 p.m. Attire will be business casual. If you will be needing a hotel room for either the evening of December 6th and/or 7th, please call Judy Wright at (231) 767-7206 and we will make the arrangements for you. This is both an exciting time for the Project, and a very important meeting. Thank you for sharing your time and experience with us. We look forward to seeing you. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BP_Planning-Meeting_1999-10-15_Meeting-Notice Title A name given to the resource Learning to Give 1999-10-15 planning meeting notice Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999-10-15 planning meeting notice. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49434 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999-10-15 https://digitalcollections.library.gvsu.edu/files/original/23369623fa1db449968dd3c25cfa1aad.pdf e3cb47944d58bbc79f0075fe5cc0b084 PDF Text Text Date: November 22, 1999 To: Kyle Caldwell Dave Campbell Rob Collier Dave Egner Rita Higgins Tom Hirsch Dottie Johnson Jim Kelly John Lore Russ Mawby Joel Orosz Tom Reis Terry Robidoux Sam Singh Ed Stone Paul Baker Judy Wright From: Kathy Agard Re: Business Planning Meeting Date Confirmed After receiving faxes from some of you regarding possible alternative meeting dates for the Business Planning Meeting, it appears that we should stay with the meeting date of December 7, 1999. So, as confirmation, our Business Planning Meeting will be held on December 7, 1999 at the Amway Grand Plaza Hotel in Grand Rapids, 12 noon to 8:00p.m. A light lunch will be served from 12 to12:30 p.m. We will be copying all of you on upcoming correspondence in order to keep you up to date on our plans and progress. Please let me know if you have any questions. Thank you again. � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BP_Planning-Meeting_1999-11-02_Stay-with-12-7-99-Date-Memo Title A name given to the resource Learning to Give 1999-11-02 stay with 12-7-99 date memo Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999-11-02 stay with 12-7-99 date memo. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49435 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999-11-02 https://digitalcollections.library.gvsu.edu/files/original/2bb744afa118c2113b3fe2e6dbb5b983.pdf 3abcbcd28b2d8545bfc4428722486ac1 PDF Text Text Date: November 5, 1999 To: Ed Stone Paul Baker From: Kathy Agard Re: Planning Meeting Logistics: December 7, 1999 We are planning that you will fly in on December 6th. If you would like to meet for dinner let me know. Amway Grand Plaza Hotel Downtown Grand Rapids, Michigan Judy will send you hotel confirmations for the evenings of December 6th and 7th and maps. We will check on cab and shuttle options. Kent County airport is GRR in case you make your airline reservations online. 12:00 Noon 1:00 p.m. 6:00 p.m. 8:00 p.m. Light luncheon Prompt start Light dinner (hopefully, short…could be working session, this group would prefer that to wasting time) Adjourn We will have break foods available at all times (coffee, juices, pop, cookies, etc). The room we are using is square with walls on three sides that allow for posting paper. One wall is a large glass window so the setting is business-like…and yet pleasant. Please let us know as the date gets closer, your preferences regarding seating, audio-visual needs etc. We will have lunch at one end of our meeting room…buffet style…our dinner will be in the room next door. Enclosed is more information that you ever want to know…but, let me know if you need more. Packet: 1. Plan of Work: the enclosed rough draft plan of work is still in process. I need to send it to the W.K. Kellogg Foundation by the end of next week. It is fairly comprehensive regarding our current thinking about the future of the project. �Please know that this is still my working draft and there are major areas for additions and editing…but it is fairly complete and will give you some insight in to our current thinking. I will send the final draft when it is done. Our current grant expires March 1st and due to the timing of the Kellogg board meetings, I need to get this in prior to the planning meeting. If we make major changes in direction, then I can still submit an addendum to Kellogg following our meeting. Some of the tabs are also included. 2. Vision and Mission-are in the first part of the plan 3. Organizational chart (both volunteer structure and staff) 4. My dream staffing chart for the next three years…if we could afford it 5. "Network" chart (other organizations with similar interests with whom we are actively engaged) 6. The curriculum themes followed by the concepts requiring further development as briefings for teachers 7. Sample lessons K-12 8. Our first newsletter, the brochures about the project 9. A log of the titles of the first sets of lessons 10. A video we did of an interview with John Gardner (former HEW chief, founder of Common Cause, founder of Independent Sector, senior faculty at Stanford) re: the philosophy behind this curriculum 11. List of participants and a brief bio re: what they bring to the table 12. A list of potential products (categorized by goal) 13. A list of recognized issues (there probably are many more). 14. CMF's annual report 15. Evaluation report on "lessons learned" from MCFYP (our ten year, $60 million project to have youth as grantmakers across the State of Michigan. This was a precursor project to the K-12 Project) 16. Evaluation reports on the K-12 Project (to-date). I am assuming all of this remains confidential. Thanks. �Participants: Volunteers: Russ Mawby Dottie Johnson Rob Collier Joel Orosz Tom Reis Dave Egner Jim Kelly Staff: Kathy Agard Terry Robidoux Rita Higgins Judy Wright Tom Hirsch Dr. Russell G. Mawby (Russ) Chairman Emeritus, W.K. Kellogg Foundation Steering Committee Chairman for the K-12 Project W.K. Kellogg Foundation Trustee Founder of the Council of Michigan Foundations Many other for-profit and non-profit boards Pretty much knows everyone in the world. Retired, but still very active in foundation and nonprofit enterprises. "Big picture" thinker. Places the K-12 project within the context of a broader effort (school, congregation, youth group, parents) that need to be involved in philanthropy education in order to make real change. Youth advocate. Dorothy A. Johnson (Dottie) Retiring founder and President, Council of Michigan Foundations W.K. Kellogg Foundation Trustee Presidential appointee: Corporation for National Service Gubernatorial appointee: Michigan Community Service Commission Served on all of the major nonprofit national boards of directors Many other for-profit and non-profit boards Very involved in national leadership on nonprofit related issues, particularly foundations and increasing philanthropic resources. Both a "big picture thinker" and very "bottom-line" action oriented leader. She will want concrete results/actions etc. Her retirement is February 1st she will remain on the Steering Committee for the K-12 Project and will have more time to give us. Rob Collier (Rob) Incoming President of the Council of Michigan Foundations Former Program Officer: Charles Stewart Mott Foundation Former Director: Gannett (newspapers) Foundation Former President: Rotary Charities Foundation of Traverse City Founder of Greater Traverse Area Community Foundation Involved in philanthropy for a long time. Like Dottie, physically very energetic…finds it hard to sit for any length of time. Visionary, and a doer. �Dr. Joel Orosz (Joel) Joel is our Program Officer from Kellogg. He's a historian by training. Thoughtful, funny, and a great supporter of the project. His funding area is philanthropy and volunteerism…so he is involved in many of the national project that relates to what we are doing. Tom Reis Tom is involved in new venture philanthropy at the Kellogg Foundation. He has a background in social marketing (ie. Things like Mother's Against Drunk Drivers advertising for social change….marketing social ideas rather than products). Currently he is working with many of the "new wealthy"- young potential donors with enormous wealth created by the technology firms (i.e., Microsoft techies, etc). Tom thinks like a marketer. Dave Egner Dave is President of the Hudson-Webber Foundation (the family foundation of the Hudson's stores). He is formerly a Kellogg Foundation Program Officer, and was founder of the Michigan Nonprofit Association. Michigan's version of Independent Sector. Dave comes out of Junior Achievement originally, and knows how to run and grow nonprofits. Low key, and thoughtful guy. Dr. James Kelly (Jim) Jim just retired as the founding President of the National Board for Professional Teaching Standards…..retired about a week ago. He is a historian….was on the faculty at Columbia University and then helped start the Urban Institute with John Gardner. Former Ford Foundation Program Officer. (Donna Schalala sp?, is a close personal friend…the President and the Secretary of Education attended his black tie retirement party in Washington). Jim has offered to help us in DC with the Dept of Ed. Once we know what we want. Jim is a person of strong opinion…..usually correct….he often sees things differently than most….good sense of humor. …has been very helpful to the project. Staff Dr. Kathy Agard, (Kathy) K-12 Philanthropy Project Executive Director Academic background in political theory and communications…organizational and human resource development at the graduate level. My career has been in nonprofit management (health care/hospital/higher ed). I've been at CMF since 1988, first directing MCFYP doing community foundation organizational development work….then the K-12 Project. Terry Robidoux Project Director Terry has 30 years of teaching experience in economics and government at the high school level in the Detroit public school system. He is a founder of the Michigan Geographic Alliance…the state component of an educational reform effort in geography education led by the National Geographic Society. He teaches graduate classes, as guest faculty, in Wayne State Universities' Ed. School. �Rita Higgins Marketing Director Rita has 20+ years of experience in public relations and marketing experience in cable television, pharmaceuticals and the food industry. Judy Wright Executive Secretary Thirty years of experience as an Executive Secretary. Founder of MCFYP and has been at CMF since 1988. Organizes it all. Dr. Thomas Hirsch (Tom) Tom is technically a consultant to the project, but operates much like staff. He is a psychometrician and former high school math teacher. He is developing our standardized assessment instruments. He was formerly with Riverside Press as a senior manager…and created the new Michigan social studies assessment test for the Michigan Department of Education, and a similar statewide assessment test for the State of Washington. ��Potential Products I think of the products in the following way. It is actually a multi-dimensional grid in my head. I'll draw a picture underneath. Tangible (Print, CD-ROM, Video) Content Stuff Audience Specific Venue Related (Web-site, Games, electronic games, television) Intangible (Training, advocacy) �Curriculum/Lessons The units and lessons themselves (print, CD-Rom, web distribution) The four themes The lesson support materials just on the concepts Briefing papers on key concepts "Textbooks" or teacher editions of materials on each concept Other original work….biographies, history vignettes Standardized tests may also be able to be sold as a product Scoring of the tests may be a product Curriculum Support Materials for Teachers and Students Virtual limitless array of tangible materials to be developed, produced and distributed Timelines Michigan U.S. World Histories Biographies of philanthropists, activists, social organizations Posters: with quotes, women philanthropists, African-American philanthropists, Native American, Hispanic etc. Games: board games, electronic games, video games Videos Television documentary Materials around regularly scheduled school events Thanks-giving Winter holidays of Christmas, Kwanza, Hanukkah Valentine's Day Veteran's Day Memorial Day Independence Day etc. ….all have philanthropy themes Original songs, drama, poetry, dance and other media Curriculum "kits" Placemats for restaurants Professional Development Summer residential institutes for teachers Inservice educational experiences at schools, school districts, intermediate districts etc. Materials related to professional development (textbooks etc. everything from the materials list named above…but for adult education rather than children and youth) Graduate school credit (perhaps a Master's Degree in Philanthropy Education that we could teach: establish our own institute and certification) Preservice education working with Colleges of Education in teacher preparation Conferences and workshops Online professional journal Teacher-in-residence opportunities �Web-site/Internet Delivery of Products Online philanthropy games Web-based benefits for "members" vs. non-members Interactive Q and A for students Web based access to data for student use (ie. IRS Form 990s to analyze, graph etc) Books, Materials and Activities for Families Idea sheets Web based materials Books at different grade levels Audiences for Products Classroom teachers College students wanting to be teachers College faculty teaching teachers Students at four grade bands (K-2, 3-5, 6-8, 9-12) Schools, school districts, combinations of schools Parents and parent organizations Youth serving organizations interested in philanthropy education Family foundations For educating their own children Supporting the K-12 Project in schools they support Nonprofit Professional Development (not many people have this background) Same audiences/same products…international markets Issues Major goal is social change, not profit. Secondary goal is to design a mainly self-sufficient strategy to continue to support the teaching of philanthropy as long as needed. What should we sell, what should we give away? Which are the best strategies for long-term dissemination and impact…and sustainability for the project? What should we concentrate on first? Re: audience, products, strategies Who might be strategic partners? How do we negotiate with them? Does some of our original work have market value that could be sold to support the project (such as an Internet or electronic game)? We have many related efforts…and many organizations interested in working with us, should we do it? For example, Council on Foundations wants to co-publish a book with us for family foundations, using our lessons as the basis. Urban Institute and Independent Sector want to cosponsor a K-12 Education in Philanthropy network advisory group to utilize their state-based national networks to help us disseminate in the various states? Should we do this? � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BP_Planning-Meeting_1999-11-05_Background-Materials Title A name given to the resource Learning to Give 1999-11-05 background meeting materials Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999-11-05 background meeting materials. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49436 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999-11-05 https://digitalcollections.library.gvsu.edu/files/original/63d2e787e850211cc540d7175fd9fa66.pdf d2ce8fb1dd97386b35a53cfaad335950 PDF Text Text K-12 EDUCATION IN PHILANTHROPY PROJECT & ARCHETECH LLC 12 PM December 7, 1999 Grand Rapids, MI PLANNING MEETING AGENDA I. Welcome Kathryn Agard II. Introductions Participants III. Objective of the Meeting Archetech LLC (AT) IV. Summary of EPP Phase I Strategic Plan Kathryn Agard V. Considerations for EPP Phase II Business Strategies AT VI. Defining the EEP Franchise Value AT VII. EPP Business Opportunities AT VIII. Sustaining EPP’s Value AT IX. The Strategic Business Plan AT � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BP_Planning-Meeting_1999-12-07_Agenda Title A name given to the resource Learning to Give 1999-12-07 meeting agenda Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999-12-07 meeting agenda. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49437 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999-12-07 https://digitalcollections.library.gvsu.edu/files/original/f8ee9ccd77d0cb257f232148a45e2d07.pdf 528e77ea5fac41452f73275a8ab49a38 PDF Text Text K-12 Education in Philanthropy Project from the Business Planning Meeting held on December 7, 1999 at the Amway Grand Plaza Hotel, Grand Rapids Flip Chart Notes Become a sale-able product. - created as free ware, so need to reconstitute funding sources - - are we confusing our audience? Start up Company - find difference vehicles for distribution - e-commerce, publishing market - collateral materials �I. II. III. IV. V. VI. VII. Revenue Model Teacher Student Administration Parents – Subject of it Corporation Publications �What Teachers will pay for: - collatonals - Training for credit (Continuing Education Units) �Administration – define who administration is Circ. Collatonal Influencers are teachers �Private Sectors - Sponsors Public Sectors -Grant �Objective – participative situation Keep the mission intact As we look to commercialize, need to concentrate on focus. Keep coming back to anchor �- Assure long-term sustainability - . . . develop a strategy two ways to approach 1. Their recommendations 2. Meld conclusions Strategic Partners Commercializing relationships �Process is a templative/filter Background 95-96 __________Indiana received grant Modest goals, bring to MCFYP Creative end of new venture Development & Initial Impact Need: 1. depth 2. Reach �2000-20003 E-commerce Define what it is we want to teach – Define curriculum What is Philanthropy Education? - Civics? 4 major themes grades 5, 8, 11 Career placement, skills �Building pool of lessons Are lessons a product? Now that we created them, what do we do with them? Want core-curriculum, not after school, etc.) Assessment piece speaks of seriousness. Goals = Self-sustainability? �Content – Authentic, positive Direct/indirect feedback Legitimacy of a grass-roots movement We have holes in curriculum, how do we fill them? Give teachers something to develop lessons around. Genius has been the recruitment of teachers NOT an add-on �Sponsorships?? Strategic relationships?? Always be incomplete and need to be changed. Takes 13 years to see a product Create the foundation that funding will be able to sustain. Need: 1. mechanism to teach teachers 2. Curriculum development �1. Content – do lessons build on another? 2. ProcessMassive use of technology to supplement 3. Scale Michigan + 10 states – then international �Product – dynamic, not static Sustainability is only in part financial, must also come from intangibles We need to do both: supply and demand Competition for curriculum Be the browser versus the Web-site Curriculum or 106 units? Not an add-on, but value added � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BP_Planning-Meeting_1999-12-07_Flip-Chart-Notes Title A name given to the resource Learning to Give 1999-12-07 meeting flip chart notes Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999-12-07 meeting flip chart notes. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49438 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999-12-07 https://digitalcollections.library.gvsu.edu/files/original/5f2bbe13737757fc0da8335fb0c5e2de.pdf c3e17ab25ced98ba7f7616bc55b72d4d PDF Text Text K-12 Education in Philanthropy Project Business Planning Discussion Notes Taken by Kathy Agard December 7, 1999 Introductions Mission is the focus of the work and the anchor for the discussion-will be coming back to the mission as a litmus test Goals: Assure long-term sustainability Question the assumptions related to commercialization Develop the strategic plan Compile and prioritize materials Process understandings and assumptions Match products to markets Discuss strategic partners and commercial relationships For the project to grow to scale larger than it is-it must be marketed. Marketing must be financed Teacher involvement in the lesson development has been important because of the authenticity of the lessons and units to the target teachers Question: Is the product ready to go to market? Is it being developed appropriately? Important to establish a clear set of goals for 3 years from now…. 5 years from now. Discussion If the mission is to change children’s learning: knowledge, action, and values that do not define the process…..only the outcome. There should be three distinct elements: Content, Process, and Scale. Each phase of the project development should be addressed in each area. For example, we have used a Request for Proposal process to recruit teachers…maybe a similar process should be used for dissemination of the lessons and units. Question: who are the vendors we might go to, who could take the project to scale? Perhaps we could develop a process to reflect the values of decentralization through an RFP structure where we would set the quality standards. Reliance on technology is one way to grow to scale. Sponsorships are another process. *The curriculum will always be incomplete and changing. Page 1 �We do not yet have a complete product because no school is teaching the lessons in an articulated fashion grade to grade. This needs to be a part of the continuing Research and Development of phase 2. It will take 13 years from the start of the first articulation to begin to know the impact of lesson taught every year. We need to remember that most of a child’s life is lived outside of the classroom. The products under development are dynamic and not static. There are both tangible and intangible products. The tangibles have been in the first phase with the development of lessons. The intangibles need to come with the development of a network of people who get it that this is an issue. Growing the networks helps to create a movement. Financial stability may take more than 5 years We must remember that education is a whole decentralized marketplace….our motives and credibility are key elements of acceptance in such a marketplace A unique feature of our current strategy is that those who will use the product, the teachers, are creating the product School administrators are important to the project because they give teachers permission to act to incorporate the philanthropy curriculum Our challenge is on the demand side. We have created a product and must now create the demand. Students and youth think differently than adults and they represent a distinct market One role for the project would be to become the “Good Housekeeping” standard for approval of philanthropy education in a decentralized market. We set the standard. The Project could become the “due diligence” for including programs in schools. Should we charge for the lessons, or give them away and then charge for the “upgrade”? Maybe we should send out RFP’s to teachers to complete the curriculum with lessons for all of the themes? Who are the people who can purchase the curriculum/lessons, etc? Teachers, principals, schools? The Project has created a “value added” curriculum…enhancing what is already taught in schools rather than adding in a totally new component Page 2 �MODELS There are three models for commercialization 1. Sell a Product (process/curriculum) Continue foundation funding Disseminate through nonprofits/corporations Risk confusing the audience Issues in this model: The curriculum has been developed as “freeware” Possible change of focus by charging would be confusing May confuse funding sources unless handled well 2. Find a Different Vehicle for Distribution Embed the curriculum in textbooks Develop a stand-alone textbook This would include Sponsorships, e-commerce, and royalty arrangements with publishers for the content…payment for collateral teaching materials 3. Collateral’s Developed on the Service Side Develop a train the trainer model 4. Peer-Revenue Model Looks at product, distribution, customers, and ongoing value Does “it” have value? Who is “it” valuable to? Teacher Student Administration Parents Corporate America Public Sector Broad appeal and mass market? Will people pay for “it”? Teachers-are not a big market for curriculum directly. They are buyers of collateral material, and they influence the purchasers in their schools Students-no, not directly of school curriculum Administrators-have the power to purchase, and often delegate this authority to teachers in their buildings Role of the state-is on multiple levels, both public policy supporting the Project goals, and the ability to purchase teaching materials Page 3 �Teacher will buy graduate credit for professional development. Where there is big competition (such as graduate education) the Project can become the content provider to another large education system. Parents-home schooling is a large potential market Charter schools are another The home school market could be reached via the web Private sector-potential sponsorships with distribution for free to teachers The corporation gets advertising and good will for their money They will pay for the number of web-“hits” per page with their ads Public sector-revenue sources include governmental funding Foundation support-will be needed for several years Youth Market-needs development. Has great potential for the use of new technologies/video games, computer games, Internet delivery The Project should lock-in alternative web names: edphil.org; edphil.com; edphil.net Research and Development needs to continue. The traditional sources need to support the continued R and D. Two fold organizational structure recommended. Project Becomes a Content Research and Development organization. We could establish a start-up for profit arm to handle the distribution. There are many disadvantages and we do not need to do this to accomplish the goals. Instead develop licensing arrangements with strategic partners who specialize in distribution such as publishers, booksellers, and web-commerce. Use royalties, advertising fees, and licensing and revenue generators to support continued R and D. Allow for multiple relationships to develop in different parts of the field. Suggestion: add one staff person to be responsible for licensing and distribution Develop a distribution matrix that matches the right audience to the correct distribution network. Internet Impact on Distribution Networks The Internet has change distribution patterns……recommendation is to go after Internet providers for sponsorships….keep the lessons and “it” as “freeware” for teachers and students. Page 4 �Charge for “click-through”…when the web page is “hit” through revenue from advertisers, especially advertisers wishing to reach the education audience There are 53 million students. The student market is huge and needs to be considered. Products should be developed to be used all the way through adulthood. The next phase of R and D would be to create the materials as web-based. Involve a number of students in learning through a game. Provide a “safe haven” on the net for youth to learn this material in an interactive way. On the core curriculum…..create those things that will be useful for sponsorship-this helps to open doors to potential sponsors CORE CURRICULUM---as a basis for WEB DISTRIBUTION----to parents, students, and teachers directly. Web hits are paid to the project. The Project is probably not yet ready for the web. The next R and D should be to become web-ready. Then get sponsorships to continue the R and D. Early inkind service might be available such as computers or loaned executive time for web developers. Strategy will be to go step by step….building philanthropy. We need to accelerate the pace of development and the packaging. There is “franchise value” now, even though the product isn’t finished. R and D capability and the value of the product attracts foundation support. The product is being developed authentically by teachers. The Project is creating the standards to franchise. Decision: make the “it” a web product suitable for sponsorship Start talking to potential sponsors now. The long-term sales cycle can generate substantial money that can be used for future R and D. Use the technology to get directly to youth…although this is extremely competitive, we have a unique product. The Project would be content providers to technology vendors who would develop the actual system for reaching youth. Two pronged approach suggested: Complete the R and D with traditional funding sources/multiply the products/create goals for each consumer group/continue the R and D function Second, begin looking for sponsorships and strategic alliances. Provides for instant international dissemination. Suggested rational for utilizing foundation funding for R and D: Page 5 �Market infiltration-the web allows for isolated teachers to have conversations with peers Planning-planning time is helpful to allow the schools time to process new ideas Mistakes-foundations will be more tolerant of early errors during the creative process Core overhead-foundations can support the talent needed to work on the project Quality-foundation funds allow time and space to “do it right”. This situation would be a classic Program Related Investment (PRI) opportunity for a large private foundation Student market-is the biggest market and is ripe for sponsorship…could be a joint venture…games, chat rooms, interactive games The database developed may end up as one of the most important products Also, could continue the RFP process with parents, students, and teachers to create the web-site. A part of the standard setting would be to include those who use the content in the development of the content There is real advantage in working directly with the teachers and students, bypassing the schools as “wholesalers” of education. We could RFP out the final development by segmenting the work-either by grade band, or benchmark. Then the Project would give the stamp of approval. The Project needs to address both continued R and D on all of the content….and to develop student materials that would be “quick to the web”. In developing materials, the goal would be to always prepare the curriculum to be able to be disseminated on the web. Need a business plan for both components….the R and D organization with traditional funding, and the web based commerce with licensure and sponsorship agreements. Needs to be a product by product plan. Take winning ideas early to the market. Develop a wish list for products and a timeline for funding. Questions Should this Project stay at CMF? What might be the criteria for its organizational location? We need to have this discussion sometime. In the first 6-12 months of the next cycle, this might be answered. The focus is more important on the money and the products, rather than name and location. May need a Membership Society to help sustain the Project. The membership society should exist for the support of the Project, and not the other way around. If the Project leaves CMF, it should go some place with particular stature…such as the Smithsonian…..rather than other related nonprofit organizations. Page 6 �Should we continue with the K-12 part of the name? Should we continue to use the word philanthropy? Or should we move to the “common good”? We need some demonstration schools to pilot depth in the curriculum. For the sponsorship, we should be sure to only solicit America’s most admired companies. Don’t limit the Project to K-12 education. There should be multiple paths…the project is about civic renewal and doing things for kids, not education reform. It may be important to get to the prime time media, soup operas and popular culture. The program elements and the content are important and could teach philanthropy. Need to get the business numbers in place in order to make appropriate corporate calls for sponsorships. Next steps: Report on the meeting Formal report from the consultants on the meeting Proposal in to the W.K. Kellogg Foundation reflecting the conversation Formal proposal from the consultants for next steps. Page 7 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG-BP_Planning-Meeting_1999-12-07_Notes-by-Kathy-Agard Title A name given to the resource Learning to Give 1999-12-07 meeting notes by Kathy Agard Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999-12-07 meeting notes by Kathy Agard. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49439 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999-12-07 https://digitalcollections.library.gvsu.edu/files/original/f2a0f7556c8fe97c6dd11a6c31311928.pdf 57c7a037fa4b9f31509d241e506a0403 PDF Text Text December 17, 1999 Dr. Joel J. Orosz Program Director Philanthropy and Volunteerism W.K. Kellogg Foundation One Michigan Avenue East Battle Creek, MI 49017 Dear Joel: The K-12 Education in Philanthropy Project (or the Project) of the Council of Michigan Foundations is nearing the completion of its first three years. We are delighted with the progress of the Project and the enthusiasm we have received from the education community, nonprofit sector, and the public at large. We have exceeded our original goals and expectations and have had the opportunity to extend the reach of the project in unexpected and creative directions. In 1997, we embarked on a journey to explore the possibility of integrating the teaching of philanthropy (giving, serving, and private citizen action intended for the common good) in to the public and private core academic curriculum of schools. With the W.K. Kellogg Foundation's investment in this idea, and the active involvement of philanthropy scholars and volunteer K-12 classroom teachers, we are successfully engrossed in the research and development phase of this idea. We have a solid foundation and a clear sense of direction. Based on the success and lessons learned, we are returning to the W.K. Kellogg Foundation to request another three years of funding (March 1, 2000-February 28, 2003) of $1,500,000 to accomplish three major strategies. First, to complete the research and development phase of the curriculum. Second, to explore the efficacy of using the curriculum materials in a variety of systems that teach children about philanthropyschools, youth groups, parents, electronic games/web-based interactive sites, and the media. Finally, to lay the groundwork for commercial relationships that will assure the Project's financial support for long-term advocacy for philanthropy education. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 2 Dr. Joel J. Orosz W.K. Kellogg Foundation December 17, 1999 Page 2 During the next three-year cycle, the Project will continue its emphasis on completing an initial curriculum, and will build a movement for philanthropy education on many fronts. The role of the Project will be one of identifying, developing, and promoting the educational content of teaching philanthropy - while seeking strategic partners in the public, and private non-profit and for-profit sectors to assist in deep and broad dissemination utilizing new technologies including the Internet. The Project is preparing to launch on a national scale, and to be introduced internationally. At this stage in the development of philanthropy education for children and youth, foundation support is critical. The assistance of the W.K. Kellogg Foundation, and others, provides five key elements beyond the important role of funds. First, the endorsement of the foundation, through its funding, opens doors for conversation with educators who are increasingly reluctant to embrace new ventures. With the philanthropy Project, this endorsement, backed with funding, is extremely important. Second, foundation funding provides a cushion to allow the Project time to plan and strategize its growth and development. Creating an international movement in a new venture area, is a time and thought-provoking endeavor. Third, foundation support allows some tolerance for mistakes during the creative research and development phase. A variety of resources and strategies are being tested and refined within the "incubator" provided by foundation support. Fourth, the help of the foundation stabilize support for the core efforts of the professional staff required to successfully complete a complex Project. Finally, the foundation support allows the Project to aim for high quality, with the goal to "do it right" before submitting the products of the Project to the competition of ideas and for resources in the marketplace. We have been successful in attracting other funders in support of special components of the Project. From 1997 to the present, their combined gifts of over $2.5 million now exceed the original grant from the W.K. Kellogg Foundation. We will continue to seek additional support from a variety of funders for the total Project costs estimated at $5 million for the second phase. In addition, we will begin the process of securing corporate and nonprofit relationships for the long-term sustainability of the Project. While the support of other funders is important to reaching our goals, the W.K. Kellogg Foundation grant is the critical leadership funding undergirding both the Project, and the �W.K. Kellogg Foundation Grant Request 2000-2003 Page 3 Dr. Joel J. Orosz W.K. Kellogg Foundation December 17, 1999 Page 3 ability to raise funds from other sources. We are extremely grateful for the faith you have placed in this Project and the investment of the W.K. Kellogg Foundation in its development. Enclosed is our formal proposal. We look forward to continuing this critical work for philanthropy. Sincerely, Robert S. Collier President-Elect Council of Michigan Foundations Enclosures Kathryn Ann Agard, Ed.D. Executive Director K-12 Education in Philanthropy Project �W.K. Kellogg Foundation Grant Request 2000-2003 Page 4 K-12 EDUCATION IN PHILANTHROPY PROJECT 2000-2003 Submitted to the W.K. Kellogg Foundation by the Council of Michigan Foundations December 1999 Robert S. Collier President Elect Council of Michigan Foundations 1 South Harbor Avenue, Suite 3 Grand Haven, Michigan 49417 616/842-7080 �W.K. Kellogg Foundation Grant Request 2000-2003 Page 5 K-12 EDUCATION IN PHILANTHROPY PROJECT 2000-2003 Submitted to the W.K. Kellogg Foundation by the Council of Michigan Foundations December 1999 Table of Contents Page Number I. OVERVIEW Background, Purpose, and Definition Mission of the Project W.K. Kellogg Foundation Grant Support 1997-2000 II. 1997-2000 GRANT GOALS AND PROGRESS Conceptual Framework Curriculum and Lesson Plans/Unit Development Integration into the Michigan Core Academic Curriculum Three Year Implementation Service-learning Assessment Improved Academic Achievement and Classroom Behavior Dissemination Colleges of Education, Centers on Philanthropy, and K-12 Systems Commitment to Teaching about the Third Sector Longitudinal Study 1 1 1 1 2 2 3 5 7 7 9 10 11 12 14 14 III. RELATIONSHIP TO OTHER W.K. KELLOGG FOUNDATION PROJECTS 15 Service-learning 15 Learning In Deed 16 Michigan Community Foundations' Youth Project 16 Bridges Project 17 Middle Start Initiative 17 IV. PROPOSAL Why Teach Philanthropy Expanding the Project Beyond School Role as Content Provider and Standard Setter Focus Beyond the K-12 School System Commercial and Nonprofit Agreements Outcomes Proposed Logic Models 17 17 18 18 18 18 19 19 �W.K. Kellogg Foundation Grant Request 2000-2003 Overview of the Goal Areas Research and Development of the Philanthropy Curriculum Content Strategic Partnerships, Sustainability, and Dissemination Governance, Human Resources, Office, Evaluation, and Public Relations Budget Request Page 6 19 19 20 20 V. GOALS AND TASKS TO BE ACCOMPLISHED 21 Goal 1 Development of the Lessons and Completion of the Philanthropy Curriculum21 1.1 Themes (Learning Outcome Statements) 23 1.2 Expand and complete the pool of lessons 23 1.3 Complete the standardized assessment 24 Goal 2 Teacher, Parent, and Youth Materials 25 Goal 3 Professional Development 3.1 Summer residential teacher institutes (2000, 2001, 2002) 3.2 Teacher-Consultants 3.3 Supporters of Philanthropy Education Organization 3.4 Pre-service education at Colleges of Education 3.5 Discipline based university courses 3.6 Americorps Volunteers 3.7 Parent Involvement, Youth Groups, and Congregations 3.8 Service-Learning 25 25 25 26 26 26 27 27 28 Goal 4 Standard-Setting Role 4.1 Publications 4.2 Produce an Online, Quality Journal 4.3 Conference and Speaker Circuit 4.4 Endorsements 28 28 28 28 29 Goal 5 Market Research 29 Goal 6 Partnerships Agreements 29 Goal 7 Web-based and Electronic Dissemination 30 Goal 8 Dissemination of the Content Directly to Consumers 30 Goal 9 Evaluation 9.1 Formative evaluation and consultation 9.2 Summative evaluation 9.3 Student learning outcome assessment 9.4 Longitudinal evaluation 9.5 Lessons in curriculum change 9.6 Evaluation questions 31 31 31 31 32 32 32 �W.K. Kellogg Foundation Grant Request 2000-2003 Page 7 Goal 10 Public Relations and Marketing 10.1 Publications 10.2 Article placement 10.3 General Media 32 32 32 33 Goal 11 Steering Committee/Governance/Human Resources 11.1 Current Steering Committee 11.2 Office Space 11.3 Staffing and Volunteers 11.4 CMF Support 33 33 33 33 33 VI. BUDGET Budget Spreadsheets W.K. Kellogg Foundation Request Combined Grant Request 34 VII. 34 34 BUDGET NARRATIVE TABS, TABLES, AND CHARTS Tabs A. Curriculum with Benchmarks by Grade Level B. Sample Unit of Four Lessons C. Assessment Test Specifications Charts 1. Written, Defended Rationale for Philanthropy 2. Curriculum and Units 3. Michigan Core Academic Curriculum 4. Three-year Implementation 5. Service-Learning 6. Assessment 7. Academic Achievement and Classroom Behavior 8. Dissemination 9. K-16 Relationships 10. Commitment to Teaching about the Third Sector 11. Longitudinal Study and Evaluation 12. Overview of the Funds to Date: Current Funding 13. Overview of the Funds: Prior Funding 14. Infusion of Philanthropy Education Contents in Schools 3 5 7 7 9 10 11 12 13 14 15 20 21 22 �W.K. Kellogg Foundation Grant Request 2000-2003 Page 8 �W.K. Kellogg Foundation Grant Request 2000-2003 Page 2 K-12 EDUCATION IN PHILANTHROPY PROJECT 2000-2003 Submitted to the W.K. Kellogg Foundation by the Council of Michigan Foundations December 1999 I. OVERVIEW Background, Purpose, and Definition In 1997, the Council of Michigan Foundations (CMF), with key nonprofit, foundation, and educational advisors, decided to develop and infuse in to the core academic curriculum of public and private schools, the teaching of philanthropy. Philanthropy is broadly defined as giving, serving, and private citizen action intended for the common good. This decision was based on two years of research by CMF, and a separate study by the Indiana University Center on Philanthropy, that confirmed no similar curriculum existed and no similar effort was underway anywhere in the nation. Mission of the Project The K-12 Education in Philanthropy Project seeks to perpetuate a civil society through the education of children about the independent sector, and to inspire their commitment to private citizen action intended for the common good. W.K. Kellogg Foundation Grant Support (1997-2000) With an initial investment from the W.K. Kellogg Foundation of $1.5 million for the years 1997-2000, CMF explored and is in the process of creating a unique K-12 curriculum, initial classroom lessons, standardized assessment, and teacher support materials that teach philanthropy. In addition, seventy pioneering K-12 classroom teachers have been trained as Teacher-Consultants. The curriculum is designed to work within the schools, engage classroom teachers, and teach students both about this critical tradition and to build skills in citizen voluntary involvement. The Project has operated in collaboration with a companion effort in Indiana sponsored by the Lilly Endowment. The Indiana Partners, through the "Habits of the Heart" project, has been working to assist student learning about the philanthropic tradition through youth groups and religious congregations. In 1999, the direct ties between the two programs were severed by the Lilly Endowment, in order for each effort to evolve with more freedom. Close working relationships still exist between the partnering organizations. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 2 II. 1997-2000 GRANT GOALS AND PROGRESS The following details the progress made on the original eleven goals for the grant funds, for the years 1997-2000: Conceptual Framework Publication of up to 20 essays defining the conceptual framework for the teaching of philanthropy and the use of service learning in public and private school systems. We had hoped to write 20 essays supportive of the philanthropy curriculum. These essays were developed from the fall (1997) national conference on teaching philanthropy. The essays are due to be published by February 2000. In addition, the Indiana Center on Philanthropy has put in place a program with graduate students writing 20-25 essays each semester as briefing sheets for teachers related to the curriculum. We will end this grant cycle with approximately 30 essays published. The titles of the first set of briefing papers (essays), written during the spring of 1999, are: Alexis de Tocqueville Charity Altruism Service Think tanks Lilly Endowment W.E.B. Du Bois Madam C.J. Walker Mother Teresa Freedom of Religion Philanthropic Fundraising Dorothy Day Noblesse Oblige The New York School of Philanthropy Corporate Giving Osceola McCarty Voluntarism The second set of 15-20 essays is expected to be received in January 2000, following the completion of the fall semester 1999. The senior faculty member at the Center on Philanthropy who assigned the essay writing validated each essay for accuracy. An interesting side note, is that a new Program Officer at the Arizona Community Foundation is requesting information about implementation of the K-12 Project as a result of having written one of the essays in her graduate class at the Center last year. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 3 Chart 1: Written, Defended Rationale for Philanthropy Products Promised Written, Defended Rationale for Philanthropy-20 Essays Results October 19-21, 1997 Conference Completed: 150 Teachers, Youth Workers, Faculty, and Youth attended from Indiana and Michigan Manuals: four 4" binders of background materials were given to teacher participants National Advisors - faculty from the conference have served as intellectual advisors to the Project on the themes. Briefing Papers: Indiana University Center on Philanthropy graduate students are writing briefing papers on the key components of the philanthropy curriculum Speeches: Dr. Richardsonpublished on the web-site Curt Meadows-published on the web-site Interviews: Dr. John Gardner published and video-taped Additional Outcomes "Arizona GIVES" (funded by the Arizona Community Foundation) high school curriculum on grantmaking given to the Project for placement on the web-site. "Student Service in Philanthropy Project" (funded by the Surdna Foundation) high school curriculum on grantmaking given to the Project for placement on the website. Family foundations requesting the curriculum and lessons for use with the next generation of foundation trustees. Publication due Spring 2000. Council on Foundations is using the curriculum as a basis for a similar national publication in 2001. Key concepts have been identified in the curriculum that require further background for teachers. A lexicon is being developed in addition to the briefing papers. The Indiana Center on Philanthropy has received separate funding from the Lilly Endowment to create a new Encyclopedia of Philanthropists. This new encyclopedia is a direct result of the needs of the teachers in the project. Dr. Mawby - videotaped interview ready for publication Curriculum and Lesson Plans/Unit Development Development of an integrated and articulated curriculum on philanthropy with at least 32 completed and field- tested teaching units. We had hoped to define what students should know about philanthropy when they graduate from high school. We have developed a comprehensive set of four themes and sub-themes that define learning goals at grades 5, 8, and 11. The themes were developed with the assistance of a national level Delphi panel, and careful editing by classroom teachers. The structure of the philanthropy themes mirrors the "Strands", "Standards", and "Benchmarks" structure of the Michigan Educational Frameworks that are tested by the Michigan Educational Assessment Program (MEAP). This parallel structure makes for easy integration into the core academic curriculum, which is another outcome goal of the project. The integrated and articulated curriculum at the Strand and Standard level follows. The complete curriculum, including the benchmarks by grade level, follows under Tab A. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 4 Curriculum Outline I. Definitions of Philanthropy Students will be able to describe, and compare/contrast the characteristics, sub-sectors, basic operations, and changing roles of the three sectors of democratic society: 1) government, 2) commerce, and 3) the nonprofit independent sector; and the role of the family in society. II. Philanthropy and Civil Society Students will be able to describe the relationships between private voluntary action intended for the common good and democracy, community, and civil society including the direct ties to economics, geography, government, and history. III. Philanthropy and the Individual Students will be able to analyze and describe the benefits to individuals from participating in the nonprofit sector. This includes the exploration of nonprofit careers. IV. Volunteering and Service Students will be able to demonstrate skills in volunteerism and will have authentic learning experiences in service. The products, results, and additional outcomes achieved are detailed in the following: �W.K. Kellogg Foundation Grant Request 2000-2003 Page 5 Chart 2: Curriculum and Units Products 32 Units and lessons, developed in rural, suburban and urban classrooms by 32 teachers Use of computer technology 32 teachers involved Results 106 lessons placed on the website and prepared for publication (K-12) 250 initial lessons drafted. Each reviewed for fairness, and piloted. Selected high quality lessons rewritten, field-tested, and completed. Over 900 teachers from thirtysix states volunteered to fieldtest the lessons in their classrooms. Additional Outcomes Funding from the Ewing Marion Kauffman Foundation has been received to write specific lessons on "Economics and Philanthropy". Seminars for teachers were completed in the fall 1999, lessons are due winter 2000. Use of computers for the writing of curriculum by geographically disbursed teachers is very new. A Ph.D. paper has been completed on the lessons learned from the Project on technology mediated curriculum development. The paper will be used as a basis for future publications about the Project. Another 200+ lessons currently in process 44 teachers involved from rural, suburban, and urban public and private schools Teachers have met almost monthly for two years, enhancing their professional skills in curriculum and test design. 29 new teachers and 6 servicelearning coordinators have become involved in the project as a result of the summer institute -1999 Total participation: 70 Teacher Consultants Integration into the Michigan Core Academic Curriculum Integration of the teaching of philanthropy statewide as part of the Michigan Core Academic Curriculum Each lesson identifies the core academic standard and the benchmarks that are fulfilled by the philanthropy lesson. Most of the lessons achieve several of the social studies and the language arts standards. The lessons on the Web-site, refer back to the National Standards and Benchmarks. The printed lessons give both the code number for the standards and the actual standards and benchmarks written out completely. This allows teachers from other states to see how the Michigan standards tie in to their state standards. Since each states' standards mirror the national standards, the standards and benchmarks coded on to each �W.K. Kellogg Foundation Grant Request 2000-2003 Page 6 lesson have national applicability. A sample lesson is included under Tab B to illustrate the integration. In addition, the professional development efforts associated with the Project reinforce its design as a part of the core academic curriculum. Active Michigan classroom teachers are using the lessons as the content materials in meeting their core standards. We had hoped to offer one summer residential institute for at least 15 teachers. One summer residential institute for thirty classroom teachers was successfully held, with a waiting list for next year. Three hours of graduate credit in education were offered to participants through Central Michigan University. A second institute is planned for the summer of 2000 in Michigan for fifty teachers and also an additional institute at the Ewing Marion Kauffman Foundation in Kansas City for thirty teachers. The summer institute at the Ewing Marion Kauffman Foundation will be focused on the development of lessons that support the core curriculum in English Language Arts and are supportive of their America's Promise goals. These will be integrated in to the Project curriculum following their field-testing. We had hoped to recruit thirty-two teachers representing urban, suburban, and rural school districts of public and private schools as volunteer teachers. Forty-four volunteer teachers were recruited in the first two years from a pool of one hundred and fifty initial volunteers, another twenty-nine teachers joined as a result of the summer institute. This brings the number of involved teachers to approximately seventy, instead of the goal of 36. We had hoped to provide computers to the teachers and to learn how to use computer technologies both in the development of curriculum and in dissemination. While budgeted for thirty-two computers, the project obtained, through gifts from other sources, computer hardware, software, and Internet access for all forty-four teachers volunteering for the Project. Although the teachers needed much greater orientation and training for use of the computer than had been planned, the teachers are currently computer literate, and the computers have changed their teaching. In addition, an educational leadership Ph.D. candidate from Michigan State University is currently defending her dissertation to be published in the winter of 1999 regarding the use of computers for curriculum development by classroom teachers from geographically diverse areas. This original research focuses on the K-12 Philanthropy Project. Final integration of the lessons in to the Michigan Core Academic Curriculum will occur once there are units supporting each of the benchmarks, and there is a completed and validated assessment test. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 7 Chart 3 Michigan Core Academic Curriculum Products Integration of the Units across the curriculum Results Each unit and each lesson specifically indicates the standard and benchmark in social studies/English language arts that are met by the lesson In addition, each unit and lesson identifies the new philanthropy standard and benchmarks that have been developed by this Project. Additional Outcomes The Michigan Department of Education (MDE) had several versions of the social studies standards. In order to achieve the goal of identifying the state standards, the K-12 Project reorganized and clarified the state social studies standards and benchmarks. This editing has been shared with MDE, as a gift, for their use. Three Year Implementation Implementation of the teaching of these units for at least three years. Of the original forty-four teachers involved in the project, forty-two continue to teach the lessons. (The other two teachers have changed careers.) These forty-two teachers will complete three years in June 2000. They are in the third year during this school year. Chart 4 Three-Year Implementation Products Implementation of the teaching of philanthropy for three years (16,800 students approximately) Results Students have been exposed to the philanthropy curriculum in 42 classrooms during the school years: - 1997-1998 Spring - 1998-1999 Two Semesters - 1999-2000 Two Semesters In 1999-2000 students are being exposed to the curriculum in 70 classrooms of the Project Teachers Additional Outcomes In addition, 900 teachers volunteered to field-test the lessons from 36 states in school year 1998-1999. The students in the field-tests have not been included in the outcome report. If there are approximately 20 students in a classroom, another 18,000 students have been exposed to a lesson or two. Field-testing is beginning again for school year 1999-2000 to a similar number of teachers. Service-Learning Implementation and testing of Service-learning as a part of the teaching strategy for the philanthropy content We have become deeply involved in regenerating interest in service learning in Michigan. This has resulted in: • • a strategic plan and mission for the State-that every child will participate in an academic service-learning experience each year the first full-time professional staff member appointed to work on service-learning in the Michigan Department of Education (MDE) �W.K. Kellogg Foundation Grant Request 2000-2003 • • • • • • Page 8 a joint proposal with the Michigan Community Service Commission (MCSC) and MDE for a policy-level staff person at the MCSC initiation of a three-state (Ohio, Indiana, Michigan) joint venture proposal to the National Corporation for Service that brings together the K-12 Project, the three State Commissions, the three Centers on Philanthropy, the three regional associations of grantmakers, and the three Campus Compacts around the issue of the long-term sustainability of service-learning direct technical assistance provided by the K-12 Philanthropy Project to the state for: - development of the MDE service-learning web-site - a baseline survey on the status of service-learning in Michigan - direct consultation to 16 schools, and - professional development for six MDE sub-grantees on service-learning at the summer institute the first senior level policy advisory committee in Michigan has been convened to advocate for service-learning (including representation from the State Board of Education, Governor's Office, and education officials) the Project has received funding for a joint venture with the Michigan Department of Education and the Michigan Community Service Commission from the Aspen Institute's Michigan Nonprofit Research Fund, to develop testing instruments on student academic achievement through service-learning. This instrumentation will occur during 2000 and a service-learning project has been included as an integral part of each of the K-12 Philanthropy units. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 9 Chart 5 Service-Learning Products Promised Experiential service projects 672 Results Each of the units has a servicelearning experiential component that has been taught by the 42 teachers for three years. In addition the 900 field-test teachers have been involved in testing the service projects. With two semesters in each school year, the number of experiential projects is estimated to be 252 in Michigan and another 400 nation-wide. An addition 25 teachers and service-learning coordinators are working with service-learning projects 1999-2000 Additional Outcomes  A strategic plan for the State of Michigan  A dedicated staff member for service-learning in the curriculum division of the MDE  A joint proposal for a dedicated staff person on service-learning public policy at the MCSC  A baseline survey on the status of service-learning in Michigan (K-12 Project directly produced this through Grand Valley)  Development of the MDE web-site for service-learning (K-12 Project directly produced this)  Onsite consultation to 16 servicelearning schools  Initiation of a senior-level Michigan service-learning advisory group  Funding for developing tests for academic achievement related to service-learning  Development of a service-learning brochure, video-tape, and overheads for teachers to use (Eastern Michigan University)  Development of an extensive resource guide on service-learning (University of Michigan)  Establishment of an ad hoc, high level, policy advisory committee for service-learning  A joint venture between K-12, MDE and MCSC regarding evaluation of academic achievement and service learning.  Initiation of a three-state planning group for Summer learning policy advocacy. Assessment Development of validated student learning outcome assessment tools in the area of civic involvement We have completed the first steps for development of assessment tests at grades 5, 8, and 11. These are the grades where achievement testing occurs under the Michigan Educational Assessment Program (MEAP). The teachers have designed the test outline. Questions have been written at each grade level and will be piloted this winter. The process is following national testing industry procedures for production of two valid testing instruments for each of the three grade levels (six tests). The psychomatrician leading this effort is the same �W.K. Kellogg Foundation Grant Request 2000-2003 Page 10 consultant who is developing the Michigan Department of Education MEAP test in social studies. He has also designed the standardized testing for the State of Washington. The test specifications and samples of the initial questions follow. Chart 6 Assessment Products Development of a tested assessment tool of student learning Results Student learning objectives at grades 5, 8, and 11 are defined Assessment test specifications are completed Draft assessment questions are prepared for piloting Subgroups of the teachers have met monthly for two years to complete the curriculum and to generate the first set of test questions Additional Outcomes The Project has led a joint venture with the Michigan Department of Education and the Michigan Community Service Commission for funding of the development of academic assessment tools for service-learning that has been funded by the Aspen Institute's Nonprofit Michigan Research Fund. In addition, each individual lesson has specified assessments of student learning. An example is available in the sample lesson under Tab B. Improved Academic Achievement and Classroom Behavior Realization of improved student academic achievement and classroom behavior Because there is not yet a valid assessment test for the philanthropy curriculum, and because the curriculum has not been taught in an articulated fashion over multiple grades and years, and because there is not yet a validated testing instrument for assessing the academic achievement related to service-learning, the data in support of improved academic achievement and classroom behavior continues to be antectodtal. Comments and journal entries from the teachers suggests that teaching philanthropy has a very positive impact on behavior. The outside evaluators for the Project have also suggested that teachers are observing engaged learners and progress in behavior. Early national research on service learning suggests there are strong impacts supporting positive classroom behaviors, and surprising correlations between service learning and improved math achievement. Improved academic achievement and classroom behaviors have "face validity" in conjunction with the content being taught (giving, and serving) and the process of servicelearning (experiential education), but little solid research currently exists. The Project is seeking to help with measurement through the development of an assessment of student academic achievement related to the curriculum, and through the development and implementation of an assessment of student achievement under a service-learning teaching model. Progress has been made. The results are not in. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 11 Chart 7 Academic Achievement and Classroom Behavior Improved Student Academic Achievement and Behaviors Anecdotal information from the teachers suggests substantial changes in behaviors/until the curriculum is taught across a few grades, academic achievement will be difficult to assess. The assessment currently under development will measure academic achievement and the philanthropy curriculum The service-learning assessment will measure both academic achievement and behavior when service learning is used as a teaching method (as it is in the philanthropy curriculum). Dissemination Local, state, and national dissemination of the curriculum and teaching units The Web-site is operational and includes many original resources for teachers on the teaching of philanthropy. These resources will continue to be developed. The first set of lessons is online and available to all teachers in the world for free. The lessons can be printed as they are, or they can be downloaded to a personal computer so teachers may personalize the lessons to their school and/or classroom. The lessons include applicable handouts and also bibliographic references. The first newsletter has been published and distributed to 10,000 educators and interested individuals nationwide. The Project has been introduced in the State and nationally to key educational and philanthropy groups, including public mention at the first White House Conference on Philanthropy, and teachers and philanthropists from other states and nations are requesting information. The Project has been contacted by the Time magazine, "Family Life" for information. A calendar sponsored by Congressman Pete Hoekstra includes three drawings developed by students in the project. Verbal endorsement in face-to-face meetings has been secured, and will be followed up with formal letters of endorsement in early 2000, from: the Independent Sector, Forum of Regional Associations of Grantmakers, Aspen Institute Nonprofit Research Fund, Urban Institute, National Nonprofit Research Center, National Society of Fund-Raising Executives, and GuideStar. These national networks of locally based organizations, and programs, will be used to aid in the dissemination. Presentations about the Project have been made, for example, at the National Council for Social Studies annual conference (in 1998 and 1999), the national conference of Black Philanthropy Executives, the Forum of RAG's annual meeting (1997 and 1998) and at key educational organizations in Michigan. A new dissemination strategy, going directly to parents, teachers, and students through electronic and Internet technologies, is currently under development. This strategy acknowledges the power of teaching tools that are outside of the formal school classroom. In addition, these new electronic communication systems allow the Project to reach students, parents, and teachers directly to achieve the mission of teaching philanthropy. The new �W.K. Kellogg Foundation Grant Request 2000-2003 Page 12 technologies include the World Wide Web, electronic and video games, interactive web sites, television, radio, music videos and similar communications. Chart 8 Dissemination State and National Dissemination Dissemination efforts are well underway 106 lessons are on the web-site for access by any teacher any where 70 Project teachers are trained to be Teacher-Consultants and are committed to two in-service training experiences in 19992000 State and national presentations are underway The Center on Philanthropy and Nonprofit Management at the Urban Institute have invited the Project to have an office in Washington, they will be cosponsoring a workshop on the Project in the spring 2000 Family foundations are contacting the Project re: using the lessons to teach the next generation about philanthropy Unsolicited requests for the curriculum have been received from England, Brazil, and Japan. Visitors from South Africa and Slovakia have requested the lessons. A field-test teacher from Tennessee attended the summer institute and is asking for assistance in bringing the curriculum to his state. Requests for the curriculum have been received from around the country The Ewing Marion Kauffman Foundation has funded a summer institute for teachers for the summer of 2000 Colleges of Education, Centers on Philanthropy, and K-12 Systems Realization of strengthened relationship between Centers on Philanthropy, Schools of Education, and K-12 systems Relationships are under development with the Colleges of Education, the Centers on Philanthropy, and the classroom teachers, and the Project. Many interesting initial discussions are underway. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 13 Chart 9 K-16 Relationships Products Improved relationships Centers on Philanthropy Schools of Education K-12 Systems Results Michigan State University (MSU) has made all of its library resources available to the teachers A MSU faculty member is teaching a series of three seminars on economics and the nonprofit sector as background for the teachers to write economics and philanthropy units Grand Valley State University has donated graduate student time for two full years for research on materials for the web-site. GVSU has also completed the first baseline survey on Service-learning for the Michigan Department of Education through the K-12 Project. Indiana Center on Philanthropy is donating the development of the briefing papers, and is serving as faculty for the summer institutes. Senior faculty members at IU are reviewing the briefing papers Northern Michigan University has provided three undergraduate students to bring the curriculum to teachers in Marquette County. Western Michigan University faculty have offered to write the proposed "textbook" for high school students Wayne State University has offered to be involved in the parent initiative once the research is completed Eastern Michigan University faculty taught the servicelearning component at the summer institute/and have been very involved in promoting Additional Outcomes A joint venture (K-16) proposal is under development joining the Project and Campus Compact A tri-state proposal is underway in Indiana, Michigan, and Ohio bringing together the K-12Project, the Centers on Philanthropy, Campus Compact, the regional associations of grantmakers, and state commissions around service learning. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 14 service-learning Central Michigan University has been home to the summer institutes 1999 and 2000 Ferris State University will be involved in the new servicelearning achievement test development, and in the second annual service-learning baseline study. Commitment to Teaching About the Third Sector Community and school commitment to teaching about the third sector Inquiry has been made by the Community Foundation for Southeastern Michigan, the Kalamazoo Foundation, and the Marquette Community Foundation regarding developing models for knitting together the K-12 Project with the Michigan Community Foundations' Youth Project, Youth Advisory Committees. The ideas for this effort are still under development. Chart 10 Commitment to Teaching about the Third Sector Products School-community interaction Results Each of the original Project teachers has met with the local community foundation and United Way Additional Outcomes The McGregor Fund has provided support to study, develop and integrate a parent component in to the K-12 Project curriculum The community foundation and United Way in Marquette County have initiated a joint venture with Northern Michigan University for three college honors students to take the curriculum to local schools Potential donors and sponsors are calling the Project for estimates of costs for bringing the curriculum to their communities Longitudinal Study A longitudinal study of the effect of teaching about philanthropy, volunteerism and the third sector on future adult philanthropic behavior and citizen action Substantial energy has gone in to attempting to develop and implement a longitudinal study. This includes meetings with nationally known educational researchers, consultation from staff at the National Board for Professional Teaching Standards, and consultation with the evaluation staff at the W.K. Kellogg Foundation. There are many difficult issues, including, but not limited to: �W.K. Kellogg Foundation Grant Request 2000-2003 Page 15 The curriculum has not yet been taught in an articulated fashion, grade to grade, in one school. There are many, many intervening variables in a child's life (from age 5-18) that can effect philanthropic behavior in both positive and negative ways Any measurement would be very expensive, very long-term, and would provide equivocal results. We have looked at secondary measurement options and these will be explored in the next grant cycle. Chart 11 Longitudinal Study and Evaluation Longitudinal Study Evaluation Substantial research on how to do a longitudinal study has been completed Formative Evaluation by MSU has been completed - Baseline survey - Teacher journals - Stakeholder interviews A new teacher advisory subcommittee has been established to meet two times a year and provide feedback on the Project. Student assessments are in each lesson with appropriate rubrics Standards testing is under development Classroom observations were completed on two different occasions by outside evaluators from Indiana University and Columbia Teachers' College Summer Institute had a daily and a summary evaluation Each teacher meeting has a feedback evaluation form III. RELATIONSHIP TO OTHER W.K. KELLOGG FOUNDATION PROJECTS The K-12 Education in Philanthropy Project has developed relationships with a variety of other W.K. Kellogg funded initiatives. In addition, future relationships hold great promise. The following areas are rich in opportunity for continued leveraging of relationships and forward movement: Service-learning As mentioned above, the K-12 Project has been in a leadership position regarding the regeneration of energy around academic service-learning in the State of Michigan. We plan �W.K. Kellogg Foundation Grant Request 2000-2003 Page 16 to continue to encourage, support, and assist the development of academic service-learning as a teaching method. With a grant from the Michigan Department of Education for the 1999-2000 school year, the K-12 Project will be: a. completing a second survey on the status of service-learning in Michigan and disseminating to all schools the results of the 1999 baseline survey, b. continuing the development of the MDE web-site for service-learning, c. including service-learning coordinators in a special “track” at the summer residential institute and, d. delivering direct consultation to 16 school districts in the State. CMF, through the K-12 Project, and the Michigan Community Service Commission are working together to develop and implement a policy agenda to institutionalize academic service-learning in Michigan. This agenda includes work, already in progress, with a senior level advisory committee representing key stakeholder systems (the Michigan Board of Education, Governor's Office for example). In addition, CMF and the Commission are working to develop a three-state proposal (Michigan, Indiana and Ohio) for collaborative work in public policy, youth empowerment, the Education in Philanthropy Project and service-learning from the Corporation for National Service. Partners in each state are proposed to be each Commission, each Center on Philanthropy, each Department of Education, and the K-12 Project. Learning In Deed The Project has been involved in discussions about the development of the Learning In Deed program since its inception. When Michigan was not selected as one of the initial States, the K-12 Project has been involved in leading efforts to assure that the State of Michigan will regain a national leadership presence in service-learning. In the meantime, the Project has been in touch with the work of Learning In Deed in order to bring some of the products that are being produced to the service-learning community in Michigan. Michigan Community Foundations' Youth Project The Philanthropy Project teachers have been required to visit with their local community foundation to discuss the potential relationships between education in philanthropy and MCFYP. These relationships are just beginning. The Philanthropy Project offers a vehicle for the MCFYP youth to fulfill their obligation to encourage community-wide youth volunteerism. In addition, the schools can provide to the MCFYP committees with young people having solid academic backgrounds in philanthropy. The Community Foundation for Southeastern Michigan has expressed a special interest in leading the State in linking the K-12 Philanthropy education project with their Youth Advisory Committee under MCFYP. This interest and the offer of leadership will be pursued during this next grant cycle. The Kalamazoo Foundation and Marquette Community Foundation have expressed interest. The Midland Foundation may also be added to this group. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 17 Bridges Project Dr. Mark Wilson from Michigan State University is involved in both the K-12 Project as an evaluator, and the W.K. Kellogg sponsored Bridges Project. We have discussed at some length how the K-12 Project is well-suited to achieve some of the objectives of the Bridges Project. One part of the work to be done is to mine the ideas and resources being developed on philanthropy at the university level and to translate them in to tangible and usable background papers for classroom teachers in the community. Not only does each Center on Philanthropy hold important information at the graduate level, but each of the social studies, language arts, and visual and performing arts departments also have knowledge critical to the K-12 Philanthropy Project goals. Now that the curriculum is initially drafted, the K-12 Project is in a position to speak with academics in the various disciplines, particularly the social studies and English language arts, regarding how their knowledge can be useful to the teachers in their local community, and communities across the country. The Project goal is to provide classroom teachers with briefing papers on each of the concepts articulated in the curriculum. A chart outlining the needs for briefing papers follows each of the themes in Tab A. Also, in the chart showing the themes there is a column for logging the lessons already completed to teach the individual concept, by grade level, and where we currently have briefing papers from Indiana University. Middle Start Initiative In relationship to the introduction of service-learning in the Middle Start schools in Michigan, the K-12 Project has been involved in a peripheral way in the early efforts to encourage these schools to include service-learning as a teaching method. An opportunity exists to knit some of the K-12 Philanthropy curriculum in to the Middle Start Schools, as they become more aware of service-learning. The teaching method of service-learning lends itself as an introduction for the content of the philanthropy curriculum. IV. PROPOSAL Why Teach Philanthropy The need for such a curriculum comes from three main sources. First, CMF's direct experience with young people as grantmakers, through the Michigan Community Foundations' Youth Project (MCFYP), provides direct evidence that young people do not recognize the independent sector and that they are woefully ignorant of both its operational, and more importantly, its key social function in a democracy. Second, visitors from emerging democracies seeking to build an independent sector continuously challenge CMF to answer the questions, "how do you transmit the philanthropic tradition to the next generation?": "Will you share this curriculum and the body of knowledge with us so that we can begin to build this tradition in our youth?" While willing, there is no curriculum and no intentional system to share or to assure that American youth continue to volunteer, give, and organize themselves for action. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 18 Finally, a continuing array of senior level scholars and futurists have reported that, in fact, the historic and traditional systems for acculturation about philanthropy are breaking down. Many Americans learned to volunteer and to be engaged citizens by the role modeling of their families, their participation in character building youth groups, their engagement in formal religious instruction, and the expectations that individuals in our society can and do make a difference for the common good. These institutional supports are breaking down, and many young people are increasingly cynical about their power to effect change in their society. Expanding the Project Beyond School The Project started as a pilot in the State of Michigan with the intention of eventually growing to a national and international scale. The mission remains consistent to transmit the philanthropic tradition to the next generation through the vehicle of formal public and private schooling. The Council of Michigan Foundations and a key group of national philanthropic and educational leaders, who are based in Michigan, serve as the Steering Committee for this effort. The Project has an early and deep commitment to the use of new technologies both in curriculum development and dissemination. During a recent planning retreat for the project, a revised role and design has been adopted. The major decisions from this discussion are: Role as Content Provider and Standard Setter The role of the Project will be in the Research and continuing Development of the content related to teaching philanthropy to the next generation. Over time, the Project hopes to become the "Standard Setter" for materials, lesson plans, pre-service and in-service training in philanthropy education, and similar content related products. This will be a long-term and continuing content role targeted to a variety of audiences. The audiences include parents, teachers, children and youth, youth groups, religious congregations, and the media for example. Focus Beyond the K-12 School System The focus of the Project is proposed to change by extending beyond the formal K-12 system. This means that efforts will continue to integrate the teaching of philanthropy in schools both as a means to achieve the mission, and as a source for the development of age-appropriate content. But, other venues will be added, specifically direct outreach to parents, teachers, youth workers, and the next generation outside of the school system. Particularly, new modalities (CD-ROM, the use of the Internet as a resource and inter-active teaching tool, game technologies for students, and television/radio/popular culture vehicles) will be utilized in new ways. Commercial and Nonprofit Agreements The Project will form strategic partnerships with commercial enterprises and/or large nonprofits to deliver the philanthropy curriculum content through the financial support of these systems. The revenue generated through these relationships will provide the ongoing �W.K. Kellogg Foundation Grant Request 2000-2003 Page 19 financing for the continued Research and Development of the content, and the establishment of standards. Partnerships might include, for example: Licensing of the curriculum to an electronic game developer Sponsorship of an interactive web-site for students by an Internet provider Royalty arrangements for publications of the curriculum, briefing papers, lesson plans and hand-outs, teacher support materials (posters, student workbooks, the assessment tests), original music, theater, or literature, parent materials Royalty agreements with textbook publishers Sales agreements with book publishers (Utilizing the database of teachers and schools as a product as well as a dissemination resource) Advertising opportunities for corporations with market interests to schools, non-profits, parents, students, teachers, and community leaders Licensure, advertising, or sponsorship arrangements for teacher professional development training and teacher interactive materials. The Project will be working with advertisers who have experience in taking small technical research and development corporations to scale, and who have experience in working in the e-commerce and the new technologies. OUTCOMES PROPOSED Logic Models The following Logic Models outline the Project. The first Logic Model shows the core function of the Project which is and will continue to be the research and development of content materials related to the teaching of philanthropy to the next generation. Much of the research and development work will be done within the school context due to the high quality standards demanded within this system. Materials and lessons developed can then be easily transposed to other dissemination systems (web, games, etc). The second Logic Model shows the new plans for non-profit and corporate partnerships for the project. This is a series of variables to be considered in building a sustainability plan based on joint ventures, licensing options, sponsorships, and advertising opportunities. The curriculum materials will be directly disseminated to youth, parents, and teachers, and the income will help support the long-term viability of the Project. Overview of the Goal Areas In the next three years, the K-12 Education in Philanthropy Project will be working on the following eleven goals in three major categories. Details of the goals and the tasks to be accomplished follow in Section V. Research and Development of Philanthropy Curriculum Content 1. continued development of the themes, lessons, and assessment to complete the initial curriculum 2. continued development of teaching materials, parent materials, and content for students �W.K. Kellogg Foundation Grant Request 2000-2003 Page 20 3. professional development for teachers (in-service and pre-service), parents, and youth workers 4. establishing the Project in a Standard-Setting role Strategic Partnerships, Sustainability, and Dissemination 5. Complete market research in support of a business case statement to approach potential partners 6. Partnership arrangements resulting in at least one major sponsorship 7. Develop and implement web-based dissemination for the content of teaching philanthropy 8. Deliver other teaching materials and content products directly to teachers, parents, youth workers and students themselves through partnerships and agreements with private vendors Governance, Human Resources, Office, Evaluation, and Public Relations 9. Evaluation the Project through a variety of formative and summative strategies 10. Public relations and marketing, and 11. Governance, human resources, location, and public relations raised as a part of the new strategic directions of the project Budget Request We project that the total budget to achieve these goals and outcomes will be approximately $5 million. Nearly $1.5 million has already been raised. We are asking the W.K. Kellogg Foundation for $1.5 million to support the core Project components that follow. We will continue to raise funds from other interested grantmakers to reach our goal. Chart 12: Overview of the Funds Raised to Date Current Funding Funder Anonymous Donors Ford Foundation Elizabeth and Guido Binda Foundation Ewing Marion Kauffman Foundation Lilly Endowment McGregor Fund Michigan Department of Education (annual renewable contract) Charles Stewart Mott Foundation Earned Income Task Field testing lessons/assessment Summer institutes Public Relations Staff Person Calhoun County ISD K-12 articulation of lessons Summer Institute 2000 in Kansas City Economics and Philanthropy Lessons General Program Support Parent Involvement in the Philanthropy Curriculum Service-learning Web-site, baseline survey, coordinator training, onsite technical assistance Planning for a “textbook” for high school philanthropy education Tuition splitting with universities/sales of materials Total *Not reflected in the attached budget numbers. Years 1999-2001 Amount $600,000 1999-2001 1999-2000 $200,000 $40,000 1999 $75,000 2000-2001 1999-2001 $500,000 $160,000 2000 $59,000 Fall 1999 $25,000 1997-2000 $7,000* $1,660,000 �W.K. Kellogg Foundation Grant Request 2000-2003 Page 21 Chart I3: Prior Funding (1997-2000) Surdna Foundation Community Foundation for Muskegon County Manistee County Community Foundation Kalamazoo Foundation Michigan Department of Education Earl-Beth Mawby Fund Kettering Foundation Lilly Endowment Muskegon Area Intermediate School District National Board for Professional Teaching Standards Gift of Student Service in Philanthropy Project and Consultant Computer for Muskegon area teacher 1997 $25,000 1997 $2,000 Computer for Manistee area teacher 1997 $2,000 Computers for four Kalamazoo area teachers Service-learning contract 1997 $8,000 (in-kind) 1999 $62,500 Original research on the project Original research and start-up funds Materials for all Project teachers October Conference and evaluation Subsidized offices for the three staff members, and access to equipment 1995-1996 1996-19997 1997-2000 1997-2000 1997-2000 $5,000 $21,000 $30,000 (in-kind) $300,000 (in-kind) $225,000 Subsidized office space for one staff member and access to equipment 1997-2000 $75,000 $775,500 Total Total Raised In Addition to W.K. Kellogg Funds $2,435,500 V. GOALS AND TASKS TO BE ACCOMPLISHED Goal 1. Development of the Lessons and Completion of the Philanthropy Curriculum Develop an original curriculum on philanthropy, suitable for infusion in to the core academic curriculum of schools and direct marketing to students, parents, youth groups and the general public. The curriculum will teach children about philanthropy and will inspire them to continue as active volunteers and citizens. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 22 Chart 14 Infusion of Philanthropy Education Content in Schools Themes Science Biology Chemistry Environment Ecology Geology/Eart h Science Psychology Space and Astronomy Definition of Philanthropy Philanthropy and Civil Society Philanthropy and the Individual Volunteering and Service Math All subjects will be eventually related Arts Music Performing Arts Visual Arts Language Arts Reading Literature Journalism Writing Social Studies Anthropology Civics and/or Government Economics Geography Law Related Education Psychology Sociology State History U.S. History World History Other (Private Schools) Unlike most curriculum efforts focused on content, the K-12 Education in Philanthropy Project must create the curriculum and the lessons, at the same time as advocating for the adoption of this new curriculum and the creation of new teaching methods. In geography, economics, math and science, there is general agreement regarding the major ideas to be taught. The basic curriculum has been accepted. The body of knowledge is known. In philanthropy education, there is a diffuse "body of knowledge" deeply ingrained in political theory, psychology, sociology, philosophy, religion, economics, history, and cultural anthropology at the university level. The definition of a "body of knowledge" about the role and function of the independent sector is in the early stages at the graduate school level. The Education in Philanthropy Project is teasing out this content and organizing the ideas in ways that will both integrate in to the core curriculum of schools, and also that teach these concepts directly to parents, youth workers, youth, and teachers as important components of American society. The development of this content for ages 5-21 will be the primary focus of the Project for dissemination both within and outside of the school setting. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 23 1.1 Themes (Learning Outcome Statements) Refine and publish the initial K-12 Philanthropy Curriculum Themes with specific learning objectives for grades 5, 8, and 11. The four themes define what the graduating high school senior will know about philanthropy. (TAB A) Students will be able to: Define philanthropy and compare and contrast to business and government Discuss the relationship between philanthropy and civil society including the ties to economics, geography, government, and history (the social studies) Identify the relationship between philanthropy and the individual, including possible careers in the nonprofit sector Experience philanthropy and volunteerism and develop skills, including service on nonprofit boards and academic service-learning. Tasks to Be Accomplished The four philanthropy themes will be cross-indexed to the national educational standards The themes will be organized for promotion in a variety of ways (Posters, online, in training packets for parents) The themes are a part of the content that can be distributed as a product through the commercial and non-profit partnerships. 1.2 Expand and Complete the Pool of Lessons Involve practicing classroom teachers in research, writing, pilot testing, field-testing and approving an ever-expanding pool of high quality original classroom lessons, K-12, that teach the four new themes of philanthropy education. Assure that each lesson ties directly into the Standards and Benchmarks currently promulgated for educators and that they can be infused into the academic core curriculum of a variety of public and private schools. Develop the lessons with a long-term view of disseminating them to a variety of non-school audiences. Tasks to Be Accomplished Teachers will complete at least two unit lessons for each learning objective in the curriculum Revise the teacher lessons, add philanthropy curriculum themes, tie to the Michigan Standards and Benchmarks, and prepare for publication and placement on the Web-site. Editing of the lessons requires full-time editing along with research and tying lessons to the Standards and Benchmarks. Teachers will, also, continue to write and test new lessons as part of a strategy to engage teachers in ownership of the curriculum. Even though the curriculum might be completed with enough units and lessons for each learning outcome, the process of teachers adding to the pool of lessons with their own original work is an important support for the strategy of teachers ownership. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 24 During the summer of 2000 teachers at the Ewing Marion Kauffman sponsored summer teacher institute will write lessons related to literacy and philanthropy, tying these lessons to America's Promise. Content material developed for the classroom audiences has several advantages in the translation to other audiences (such as parents) and in other venues (such as an electronic game). By building the content materials within the educational context, there is an assurance of: Age appropriate content and process Reinforcement of learning that occurs within the classroom Sound educational process Established credibility and authenticity through the process used to develop and approve the content 1.3 Complete the Standardized Assessment Teachers will write, pilot-test, field-test and set standards for student achievement tests at grades 5, 8, and 11. These are the grades where the Michigan Educational Achievement Test (MEAP) is given. There will be two standardized tests developed at each of three grade levels (5,8 and 11) The tests will meet national educational testing industry standards for validity. They will determine what and how much students in the Project have learned about philanthropy. The test specifications have been determined. The test will be under one hour in length. It will be composed of multiple choice and written short-answer questions. The test can be used as the basis for assessment in other settings-youth groups, or families, for example. The questions may also be used as the “threshold” for advancement in such things as a philanthropy electronic game. The test sample is included under TAB C. Tasks to Be Accomplished Finish writing draft test questions. A small group of volunteer teachers, and/or graduate students in philanthropy will meet in 1999-2000 to complete this task. Develop three sample test booklets at each of the three grade levels (9 tests) for field-testing Assess the questions for fairness by an independent Fairness Review Committee, rewrite any questions where there may be fairness issues Pilot the questions in participating teacher classrooms and rewrite questions based on student outcomes. Piloting will occur in Project classrooms during the spring and fall 2000. Complete a portion of the incentive grants discussed with the original participant schools in the first grant cycle. Develop the local approach in Calhoun County, Michigan �W.K. Kellogg Foundation Grant Request 2000-2003 Page 25 Authorize a Michigan philanthropy education day tied to Thanks-giving Goal 2 Teacher, Parent, and Youth Materials Develop and disseminate high quality, K-12 focused, teacher support materials related directly to the expectations of the new curriculum and that support the lessons. Because this content is new, a concerted effort must be made to develop and distribute materials supporting the teaching of philanthropy. These materials are such things as posters and timelines for the wall, manipulatives, bibliographies, and other supports at each of the grade levels for each of the curriculum objectives. In addition, web-based educational resources will be developed for both teachers and students. Tasks to Be Accomplished Utilize the affinity groups in grantmaking to obtain materials in support of the lessons related to philanthropic diversity Continue to develop and publish briefing papers regarding the body of knowledge about philanthropy on each major concept in the curriculum Develop a "Textbook"-like resources at early elementary, late elementary, middle school and high school Involve children and youth in writing and producing original art, music, dance, and theater supporting philanthropy education Work with other teacher discipline organizations (Michigan Geographic Alliance, Economics America, etc.) to add philanthropy education to their discipline. Goal 3 Professional Development Orient practicing and pre-service teachers to the philanthropy curriculum, encourage their writing of additional lesson plans, and assist them in developing expertise in teaching philanthropy. 3.1 Summer Residential Teacher Institutes (2000, 2001, 2002) Provide week-long summer residential institutes for teachers on philanthropy Tasks to Be Accomplished Summer 2000 Summer 2001 One institute in Michigan for 50 teachers One institute in Kansas City for 30 teachers One institute in Michigan for 50 teachers each (50 teachers) 3.2 Teacher Consultants Continue to develop the Teacher-Consultant pool composed of successful original Project teachers, and successful graduates of the summer institutes. Each Teacher- �W.K. Kellogg Foundation Grant Request 2000-2003 Page 26 Consultant will provide two in-service professional development experiences to colleagues in other schools or at education conferences each year. Tasks to Be Accomplished Provide small stipends for Teacher-Consultants as they offer in-service educational experiences to teachers in school districts other than their own. Develop and implement a fee structure for Teacher-Consultant based workshops based on the licensing agreements and sponsorships developed in the sustainability strategy Meet with Teacher-Consultants semi-annually as a total group and develop "team support" efforts (periodic printed updates, LISTSERV, conference calls etc) to continue the commitment of the Teacher-Consultants. 3.3 Supporters of Philanthropy Education Organization Initiate an international organization to provide ongoing materials and support the teaching of philanthropy to school aged children. Tasks to Be Accomplished Identify a name, role, and membership criteria for the organization Launch a new organization to support the Project with broad-based membership. 3.4 Pre-service Education at Colleges of Education Continue the development of relationships with each of the major Colleges of Education in Michigan and develop a strategy for infusing the teaching of philanthropy in to the training of new teachers. Export this strategy to other Colleges of Education across the nation Tasks to Be Accomplished Involve each of the major teacher education colleges in Michigan in research related to teaching philanthropy. Develop an elective course in philanthropy education for pre-service teachers (One in ten educators in the nation are prepared by Michigan universities and colleges). 3.5 Discipline Based University Courses Involve each of the social studies discipline organizations at the college level (economics, geography, government (political science), and history) in writing K-12 resource materials for teachers. Encourage the development of discipline based courses for majors that will include pre-service teachers. Tasks to Be Accomplished Involve university faculty in teaching background courses for teachers on their subject area and philanthropy Involve university faculty in monitoring graduate student created briefing papers on their discipline and philanthropy �W.K. Kellogg Foundation Grant Request 2000-2003 Page 27 Involve university faculty in development of "textbook" like materials for teachers and students. 3.6 Americorps Volunteers Select two Americorps Volunteers: one to work on web-site development and student materials, the second to work on parent and, youth group and general audience materials. Keep the Americorps workers program for three years (fall 2000-2003) 3.7 Parent Involvement, Youth Groups, Congregations Research, develop, field-test and implement a thoughtful strategy and materials for parent involvement in their children's education, particularly around the teaching of philanthropy: use content materials to reach youth groups, congregations, and directly to students. Tasks to Be Accomplished Write and publish a manual for Family Foundations utilizing the materials generated by the K-12 Education in Philanthropy Project. Develop and publish materials for families of wealth utilizing the parent and philanthropy curriculum materials as a basis. Complete and publish research on the major school reform initiatives and their successful parent involvement models/and focus group results with parents representing the diversity of the state Develop new parent involvement materials based on the research results Pilot the parent involvement materials and strategies, followed by publication and dissemination of results Build tested parent involvement strategies in to the units and the curriculum Utilize the Interned for directly communicating with parents Research home schooling and other efforts to involve parents in teaching philanthropy as part of the sustainability effort. Implement a state youth advisory committee to the Steering Committee for the Project staffed by the MCSC Y.E.S. Ambassador. Orient annually the Michigan community foundations to the progress of the K-12 Education in Philanthropy Project and encourage their leadership of a local advisory committee. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 28 Meet two times per year with school building level principals or superintendents involved in the Project and encourage them to reach out to local community groups 3.8 Service-Learning Participate in strengthening and extending service learning as a teaching tool in Michigan schools. Utilize experiences in service-learning technical assistance and consultation to build the Standard Setting Role of the Project Tasks to Be Accomplished Build on the 1999 survey of the status of service-learning through annual surveys Build and extend the utilization of the MDE service-learning web-site Provide direct technical assistance to teachers in selected schools systems Involve Learn and Serve grantee schools in the Summer Institute Continue professional development of service-learning school coordinators through the Summer Institute Require each philanthropy unit to offer a service-learning component Remain actively involved in issues of public policy related to service-learning Collaborate with MDE, MCSC on developing academic achievement measurements related to using academic service-learning as a teaching methodology. Goal 4 Standard Setting Role Engage in research, publication, speaking, and the development of materials that establish the Project in a Standard Setting Role for Philanthropy Education at the K-12 level 4.1 Publications Publish lessons being learned and materials being developed along the way. The strategy is part of the Research and Development content function of the Project, the publications will be supported by the strategic partnerships/sponsorships 4.2 Produce an Online, Quality Journal Publish a "Journal of K-12 Philanthropy" online on a semi-annual basis. Develop a "jurred" process for submission and acceptance that assures a high quality to the materials made available. Tasks to Be Accomplished Develop publication criteria for each article Establish jury panels of youth, clergy, teachers, and scholars Submit final articles to ARNOVA for print publication Retain copyright rights for publication in support of the curriculum 4.3 Conference and Speaker Circuit Attend and present materials regarding the philanthropy curriculum at all key educational and philanthropic conferences in Michigan and across the United States. Utilize the teacher-consultants as authentic presenters at these meetings. Utilize Steering Committee members as keynote speakers. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 29 Tasks to Be Accomplished Present the Project to: Independent Sector, Society for Experiential Learning, CIVICUS, etc. Each area will present individually to groups organized specifically in their areas of interest (education, religion, youth development, graduate philanthropy education), humanities councils). Prepare Teacher Consultants and Steering Committee members to represent the Project at national and state conferences. 4.4 Endorsement Seek the formal endorsement of the key educational and philanthropic organizations in Michigan, in each state, and across the United States. Engage these organizations in the dissemination of the Project ideas and materials. Tasks to Be Accomplished Identify key endorsing organizations Utilize Steering Committee members and funders to assist in obtaining key endorsements Goal 5 Complete market research The sustainability plan is based on developing high quality, unique content related to teaching philanthropy to children at the K-12 level. There are a number of potential markets for these materials including teachers, schools, parents, youth groups, and students themselves. One approach will be to go directly to parents, students, and teachers, outside of the formal school setting. In order to find corporate or large non-profit sponsors willing to invest in the long-term sustainability of the R and D effort and the continual production of philanthropy content, a sound business plan supported by marketing research on each target audience will need to be completed early in this grant cycle. Goal 6 Partnership Agreements At least one or more partnership agreements will be completed. The sponsorships will have the following characteristics: Partnering with a “high quality” non-profit institution or corporation Funds will be provided by the partner to support the continued Project development of content related materials Products will be made available directly to the “customer”: teacher, parent, student, youth worker, without necessarily going through an intermediary such as the school. �W.K. Kellogg Foundation Grant Request 2000-2003 Agreements may include, for example, licensing arrangements, royalties, advertising sponsorship, in-kind services such as printing and distribution or other financial arrangements such as: Membership Dues Publications and Royalties Sponsorships Web-site Income Project Grants Institute Fees Government Contracts Tuition splitting with Universities Endowment Income Endowed Fellowships Professional Development Conference Fees Fees from Schools for Professional Development Fund-raising and earned income Workshops and Presentation Fees Page 30 �Goal 7 Utilize Web-based and Electronic Technologies to Disseminate the Content Arrangements will be made to take the philanthropy content developed by the Project in its Research and Development role as a “content” deliverer…and through the partnership resources, deliver the content utilizing the Internet and other electronic technologies such as electronic games or interactive video. Web-site Dissemination Disseminate individual lessons and teacher support materials through the Web-site for ease of access throughout the world. Develop a philanthropy education meta-web-site that utilizes current materials available on the Interned with ideas for students and teachers on how these materials can be used to teach philanthropy Tie materials in to other initiatives and Web-sites. Utilize Listserv functions to support the national dissemination advisory committee, and the national content advisory committee Goal 8 Disseminate the Content Directly to the Consumer Through the partnership strategy, philanthropy content will be delivered not only through the school systems, but also directly to the consumer (student, or parent, or teacher). Tasks to Be Accomplished Begin to work in collaboration with international funders such as private foundations, and the International Youth Foundation, CIVICUS, and the European Foundation Center Utilize the Interned as an international communications vehicle Utilize new electronic media: games, interactive Web-sits, etc. to reach youth. Z:\Reorganization in Progress - Council of Michigan Foundations\Learning to Give -- Word and Excel\LTG_1999-12-17_Original Grant Request.doc �W.K. Kellogg Foundation Grant Request 2000-2003 Page 4 Goal 9 Evaluation Implement and report on appropriate evaluation for the Project. The evaluation team proposed is from Michigan State University. The team is Dr. Robert Church, Dr. Brian Silver, Dr. Robert Flogan, Dr. Mark Wilson. 9.1 Formative evaluation and consultation Tasks to Be Accomplished Consultation: The Michigan State University based evaluation team will be available for regular meetings with the Project senior staff during the work of the next cycle. They will serve as formative consultation advisors for such items as the selection of the six school systems in Michigan. In addition, senior program staff will begin to provide journals regarding their insights in to the Project development on a weekly basis. Finally, members of the Evaluation Team will be invited to observe and participate in "key events" of the Project such as the summer institutes. 9.2 Summative Evaluation Tasks to Be Accomplished Student Outcomes: will be measured by tests, an analysis of products and artifacts employing both quantitative and qualitative measures. Student test results, both on the MEAP and in this curriculum will be used. Review of student work will evaluate the application of knowledge. Survey of selected students to learn their attitudes toward philanthropic behavior Teacher Outcomes: will be measured by surveys, analysis of journals of teachers participating in professional development opportunities, analysis of essays written by teachers, and selected onsite classroom observation. Curriculum Dissemination and Transferability: Interviews and on-site observations will be used to inform about the Project dissemination and which methods of contact, initiative, and followthrough appear to be working. An online questionnaire will also be used to evaluate participants on the Web-site. Partnering Outcomes with Business Non-profits: Assessment of the success in securing and utilizing partnership arrangements to support the Project and extend its reach. 9.3 Student Learning Outcome Assessment Development, piloting, field-testing, publication, and standard setting for standardized tests at grades 5, 8, and 11 will provide comparable data regarding student learning. Assessments with leach lesson provide individual measurements of student learning. �W.K. Kellogg Foundation Grant Request 2000-2003 9.4 Page 5 Longitudinal Evaluation Tasks to Be Accomplished Longitudinal Study: to develop a longitudinal study the number of student participants will need to be doubled to insure a large enough base for following over time. The proposed methods outlined above would provide the initial baseline data, but further funding would be required. 9.5 Lessons in Curriculum Change By observing and documenting the process of diffusing of this new curriculum, information important to educational reform can be gathered and synchronized. This "adds value" to the evaluation information gathered solely to judge success. In addition, publications by the evaluation team helps to build the Standard Setting role of the Project. 9.6 Evaluation Questions Did the Project achieve its anticipated outcomes? Does each benchmark have a unit or lesson teaching that item? Did the summer residential institutes bring 130 new teachers on board? Are briefing papers published on major topics of the curriculum? Has a partnership been reached that provides financial support to the Project? Was further funding received to complete the work of the plan in its full articulation? How has the commercialization strategy worked in supporting the Project, and reaching key audiences directly, as well as through schools? How did the Project evolve during the implementation in this three-year cycle? Did the Project emerge as a Standard Setter for philanthropy education? Goal 10 Public Relations and Marketing Provide ongoing public relations and marketing visibility to key educational and philanthropic audiences in Michigan, across the nation, and internationally. 10.1 Publications Develop and disseminate, at least, the following public relations materials: Tasks to Be Accomplished Implement a semi-annual newsletter with substance on the teaching of philanthropy �W.K. Kellogg Foundation Grant Request 2000-2003 Page 6 10.2 Article Placement Place articles in key, strategic, newsletters, journals, and the publications of other organizations 10.3 General Media Develop and implement strategies with the state and national general media including print materials, public radio, public television, and commercial television Goal 11 Steering Committee/Governance/ Human Resources Continue Steering Committee leadership and involvement in the project implementation. Build professional resources to accomplish the tasks assigned. 11.1 Current Steering Committee Continue to build and strengthen the Steering Committee including semi-annual meetings and active working committees. Committees serve ad hoc. Tasks to Be Accomplished Continue with key committees and assignments Utilize Steering Committee members as speakers and presenters Add a Youth Advisory Committee with the YES Ambassador serving as staff Obtain key national endorsements from education, philanthropic, and parent organizations Reconfigure the Public Relations Committee to add professional public relations staff Decide on an organizational structure, name and scope and adjust the governance structure as needed. 11.2 Office Space Continue current office space Tasks to Be Accomplished Upon acceptance of the plan, begin negotiations with the Muskegon Area Intermediate School District and the National Board for Professional Teaching Standards 11.3 Staffing and Volunteers Add staff as needed and funded Tasks to Be Accomplished Consultant Pool Utilize a pool of consultants as adjunct staff for special services. Volunteers Utilize volunteers, students, "Teach for America", and Americorps/Vista workers Graduate Student Research Utilize graduate student assistance on research needs. 11.4 CMF Support �W.K. Kellogg Foundation Grant Request 2000-2003 Page 7 Provide for support costs from CMF President, Vice President-Finance, Accountant, Auditor, and Public Relations VI. Budgets (Follow) Two budgets are presented. The first shows the funding requested from the W.K. Kellogg Foundation. The second budget shows the full project budget inclusive of all funding and core expenses. The budget reflects the activities shown in the Logic Model. VII. Budget Narrative - W.K. Kellogg Foundation Request The W. K. Kellogg Foundations funds support portions of the line items listed below. Salaries This line item supports the major portion of the current staff salaries. Increases in staff salaries are supported by other funders. Consultants This line item support a portion of the current technical consultants to the Project Curriculum Development This line item supports a portion of the costs of completing the initial curriculum Evaluations This line item covers a portion of the costs of the outside evaluations from Michigan State University Meetings and Travel This line item covers a portion of the costs for meetings and travel including dissemination trips to national educational conferences Office/Supplies/Equipment This line item covers a portion of the costs for the office support, supplies and equipment. VIII. Budget Narrative - Combined Grant Request Salaries Cover the current staff members: Executive Director Project Director Marketing and Public Relations Director Executive Secretary Current Consultants Cover the current consultants assisting the Project: Psychomatrician on Assessment-An anonymous donor contributes Lesson Editing Service-Learning-Michigan Department of Education support Parent Involvement-McGregor Fund support Lessons and Curriculum This item includes the meetings of the teachers and support for the development of the themes, lessons, units and the development of the assessment. �W.K. Kellogg Foundation Grant Request 2000-2003 Page 8 Teacher Development This includes the summer residential institutes (covered by an anonymous gift in Michigan and by the Ewing Marion Kauffman Foundation for one year in Kansas City) and other meeting for support including the teachers. Parent Involvement This component is funded by the McGregor Fund and includes research on parenting strategies that work in various school improvement efforts, and then the application of parent involvement principles on the lessons Michigan Service-Learning This is the contract for service-learning support from the Michigan Department of Education Evaluation Other funders have not required an outside evaluation component, so the evaluation costs are being expensed to the W.K. Kellogg Foundation's contribution to the Project. Public Relations These are the direct costs for the newsletter, brochures and other public relations related activities. Sponsorship Products These are the products that lend themselves to partnerships and financial agreements that will develop over time to support the Project. They include professional training, the textbook development, teacher support materials, and other physical and training resources for which a fee can be charged. Meetings and Travel These are meetings of the committees and the teachers, and travel for the teachers and staff in making presentations about the project. Office, Supplies and Equipment These are the general operation costs for the project. �Council of Michigan Foundations’ K-12 Education in Philanthropy Project Sustainability Model—Variables to Be Considered in Partnerships Breadth and Depth of Options will be scaled to resources available. Audiences Schools Products Vehicles Nonprofits Themes Print • Teachers • Parents • Students • Administrators • Public Schools • Home Schools • Private Schools Partners Units & Lessons • • • Briefing Papers Service Clubs International Organizations Quasi-Government Organizations (USAID) Options Licensing Royalties Web Sponsorship Assessment Test • Religious For Profit Corporations Video Textbook Advertising • Independent • Charter Schools General Public • Youth • Parents Youth Groups Government Teacher and Student Materials Electronic Professional Development Training • • Membership Organization CD ROM Games & Simlulations Fee for Service Graduate Credit Television • Sales Youth • Youth Workers • Parents Religious Congregations • Youth • Youth Workers • Parents U.S. Communities Online Journal Original Research Music M.A. in Teaching Philanthropy Movies Web Site Materials Interactive Games Training with Philanthropy Content Z:\Reorganization in Progress - Council of Michigan Foundations\Learning to Give -- Word and Excel\LTG_1999-12-17_Original Grant Request.doc International Communities Memberships ��Council of Michigan Foundations K-12 Education in Philanthropy Project W.K. Kellogg Foundation Proposal 2000-2003 Line Item 2000-01 2001-02 2002-03 Total 900,000 50,350 64,345 161,040 100,000 224,265 Salaries Consultants Curriculum Development Evaluations Meetings & Travel Office, Supplies & Equipment 300,000 300,000 0 50,350 0 64,345 0 90,305 0 55.000 0 140,000 300,000 0 0 70,735 45,000 84,265 Totals 300,000 700,000 500,000 1,500,000 Z:\Reorganization in Progress - Council of Michigan Foundations\Learning to Give -- Word and Excel\LTG_1999-12-17_Original Grant Request.doc �W.K. Kellogg Foundation Grant Request 2000-2003 Page 30 K-12 Philanthropy Plan of Work Combined Budget Line Item Budget Salaries Consultants Curriculum Development Teacher Development Parent Involvement Michigan ServiceLearning Evaluation Public Relations Sponsorship Products Meetings & Travel Office, Supplies & Equip. $356,018 301,000 220,900 Grand Total 2000-2001 Funded 2001-2002 Funded Needed Budget 2002-2003 Funded Budget $356,018 221,000 89,625 $0 45,000 131,275 $373,819 336,350 160,134 $373,819 251,350 85,134 $0 0 75,000 160,000 12,000 62,600 150,000 12,000 62,600 10,000 0 0 110,000 44,000 0 100,000 44,000 0 10,000 0 0 10,000 0 0 0 0 0 10,000 0 0 280,000 56,000 62,600 250,000 56,000 62,600 30,000 0 0 30,000 6,000 276,000 65,000 150,000 30,000 0 0 20,675 84,000 0 6,000 276,000 44,325 66,000 90,305 82,000 286,000 70,000 151,000 90,305 23,836 35,000 20,000 151,000 0 58,164 251,000 50,000 0 70,735 82,000 316,000 75,000 145,500 70,735 0 30,000 0 87,783 0 82,000 286,000 75,000 57,717 191,040 170,000 878,000 210,000 446,500 191,040 23,836 65,000 90,675 322,783 0 146,164 813,000 119,325 123,717 $392,510 $341,482 264,000 0 82,000 3,000 $1,639,518 $1,025,918 $578.608 $1,703,608 $1,174,444 $334,164 $1,437,745 $433,000 Needed Total Budget Needed Funded $151,028 $1,122,347 $1,071,319 229,000 786,350 512,350 79,000 463,034 237,759 Needed $51,028 274,000 225,275 $869,745 $4,665,871 $2,883,362 $1,782,509 � Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Our State of Generosity Creator An entity primarily responsible for making the resource Grand Valley State University. Dorothy A. Johnson Center for Philanthropy Description An account of the resource Collection contains the records of four Michigan nonprofit organizations: Council of Michigan Foundations, Michigan Nonprofit Association, Michigan Community Service Commission, and the Johnson Center for Philanthropy at GVSU. The documents are compiled by the Johnson Center for Philanthropy, and records document the history of the organizations from the 1960s to the 2010s. Coverage The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant 1968-2014 Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Council of Michigan Foundations Michigan Nonprofit Association Michigan Community Service Commission Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Fundraising Records Michigan Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49401 Contributor An entity responsible for making contributions to the resource Council of Michigan Foundations; Michigan Nonprofit Association; Michigan Community Service Commission Identifier An unambiguous reference to the resource within a given context JCPA-04 Language A language of the resource eng Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Identifier An unambiguous reference to the resource within a given context JCPA-04_CMF-LTG_1999-12-17_Second-Grant-Request-to-WKKF Title A name given to the resource Learning to Give 1999-12-17 second grant report to WKKF for $1.5 million Creator An entity primarily responsible for making the resource Council of Michigan Foundations. Learning to Give Description An account of the resource Learning to Give 1999-12-17 second grant report to WKKF for $1.5 million. Records are compiled in the Our State of Generosity collection by the Johnson Center, along with the files of the Michigan Nonprofit Association (MNA), the Michigan Community Service Commission (MCSC) and the Dorothy A. Johnson Center for Philanthropy. Originals are at the Council of Michigan Foundations. Subject The topic of the resource Dorothy A. Johnson Center for Philanthropy Charities Philanthropy and Society Records Fundraising Council of Michigan Foundations Learning to Give Michigan Format The file format, physical medium, or dimensions of the resource application/pdf Type The nature or genre of the resource Text Language A language of the resource eng Publisher An entity responsible for making the resource available Grand Valley State University Libraries, Special Collections and University Archives, 1 Campus Drive, Allendale, MI, 49404 Rights Information about rights held in and over the resource <a href="http://rightsstatements.org/page/InC/1.0/?language=en">In Copyright</a> Source A related resource from which the described resource is derived <a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/515">Our State of Generosity collection, JCPA-04</a> Date A point or period of time associated with an event in the lifecycle of the resource 1999-12-17