474 24 26018 https://digitalcollections.library.gvsu.edu/files/original/a338c67174aab84ed555e957e33e1e5d.pdf d4eea6ed4bb2ea62c2a6bcb087cb6211 PDF Text Text Date: December 22, 1999 To: K-12 Education in Philanthropy Project Planning Committee From: Kathy Agard, Executive Director Re: Report from the December 7, 1999 Planning Meeting Enclosed is the report from the December 7, 1999 planning meeting. We have made adjustments in the W.K. Kellogg Foundation grant request based on our decisions at the meeting, and have developed a list of ideas for further discussion. We expect a formal proposal regarding the next steps by the first week in January. If, as you read the report, you have ideas or comments, please give us a call. Thanks for your help. Happy Holidays! � 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_1999-12-22_Report-to-Committee-Memo Title A name given to the resource Learning to Give 1999-12-22 meeting report to 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 1999-12-22 meeting report to 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, 49440 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 1999-12-22 https://digitalcollections.library.gvsu.edu/files/original/6b25a338f278c83d5c238743247cadd1.pdf 6a2efee81cdea64f0920d6d9089f7842 PDF Text Text 8/8/00 ________________________________________________________________________ K-12 Education in Philanthropy Project A Project of the Council of Michigan Foundation A Summary Report of the K-12 Education in Philanthropy Lessons Field Test Description During the 1999-2000 school year the K-12 Education in Philanthropy Project conducted a field test of 69 lessons involving 236 field test teachers. The grade levels in this field test ranged from kindergarten to twelfth grade. As part of the field test, teachers were asked to complete an evaluation form pertaining to their experience with the field test lesson. This is a summary report of those evaluation forms focusing exclusively on the 21 statements and the teachers’ endorsements relative to those statements. Each field test teacher was requested to complete an evaluation form. The form gathered teacher data for three broad areas: the effectiveness and clarity of the lessons, teaching experience, and familiarity with the subject of philanthropy. Teachers were asked to rate six statements pertaining to their background in philanthropy, six statements regarding the unit, and eight statements regarding the lessons. The ratings consisted of an endorsement ranging from 1 to 5, with 1 representing “Strongly Disagree” and 5 representing “Strongly Agree.” In addition to rating 21 statements using a scaled response, teachers were asked to complete two open-ended questions by listing specific positive and negative aspects of the lessons and unit. A copy of the evaluation form is provided in Appendix A. Completed evaluation forms were received from 236 teachers. This report is a summary of those evaluation forms focusing solely on the 21 statements and the teachers endorsements relative to those statements. The results from this field test are very similar to those found in the last field test. Demographics of Sample The teachers participating in the field test spanned all grade levels and varied widely teaching experience. One teacher had only 2 years of teaching experience and six ___________________________________________________________________________________ 1 �8/8/00 ________________________________________________________________________ teachers had 36 years of experience. The respondents’ experience breaks down as follows: 37.3% having 2 - 10 years experience, 21.6% having 11 - 20 years experience, 28.8% having 21 - 30 years of experience, and 12.3% having 31 - 36 years of experience. The following graph summarizes this information. Years of Teaching Experience 40 30 20 10 0 2 to 10 11 to 20 21 to 30 31 to 36 Teachers were asked to classify their schools according to three categories: 1) Urban 2) Rural 3) Suburban. The result show that a good representation of all three types is found in the field test sample, but urban schools are the least represented. The actual breakdowns are: Urban = 28.0% Rural = 29.7% Suburban = 38.6% Type of School 40 30 20 10 0 Urban Rural Suburban (3.8% of the teachers did not respond to this question.) ___________________________________________________________________________________ 2 �8/8/00 ________________________________________________________________________ Background in Philanthropy Most of the teachers in the field test felt that they were familiar with the area of philanthropy and the topic covered in the lesson they were field-testing. Approximately three-fourths of the teachers felt that the lessons were complete enough so that they did not need to conduct additional research prior to using the lesson. It appears from the results that most of the teachers volunteering for the field test were already including philanthropic topics in their teaching and had used topics similar to those found in the lessons. Despite the fact that most of these teachers currently include philanthropy in their teaching, few found that other teachers in their school had a desire to participate in this field test. The results from the ratings of statements 1 - 6 are provided in the following charts. A rating of “1” corresponds to “Strongly Disagree” and a “5” corresponds to “Strongly Agree.” The numbers 2 - 4 represent variations of the extremes. Statement 1. Prior to using this lesson I was very familiar with the area of Philanthropy. Statement 1 60% 40% 20% 0% 1 2 3 4 5 ___________________________________________________________________________________ 3 �8/8/00 ________________________________________________________________________ Statement 2. I was familiar with the lesson topics. Statement 2 60% 40% 20% 0% 1 2 3 4 5 Statement 3. I did not need to do additional research before conducting the lesson. Statement 3 40% 30% 20% 10% 0% 1 2 3 4 5 Statement 4. I currently include philanthropic topics in my teaching. Statement 4 40% 30% 20% 10% 0% 1 2 3 4 5 ___________________________________________________________________________________ 4 �8/8/00 ________________________________________________________________________ Statement 5. I have used topics similar to those found in this unit/lesson in my teaching. Statement 5 30% 20% 10% 0% 1 2 3 4 5 Statement 6. While I was teaching this unit/lesson other teachers expressed a desire to participate in this field test. Statement 6 40% 30% 20% 10% 0% 1 2 3 4 5 Appraising the Learning Sequence The results from the teacher ratings in this section clearly show that the teachers found the unit/lessons clear and easy to use, producing a cohesive instructional set. Most teachers felt that the assessments provided useful information and overall, the unit/lessons were beneficial for the students. Almost 77% of the teachers gave a rating of 4 or 5 when asked if they would use the lesson again in their teaching. This certainly speaks well for the quality of the unit/lessons. The results from the teachers’ ratings for the six statements in this section are ___________________________________________________________________________________ 5 �8/8/00 ________________________________________________________________________ summarized in the charts below. A rating of “1” corresponds to “Strongly Disagree” and a “5” corresponds to “Strongly Agree.” The numbers 2 - 4 represent variations of the extremes. Teachers were also given the option of “Not Applicable” (N/A). Statement 1. I was able to understand and use all of the materials I received. Statement 1 100% 50% 0% 1 2 3 4 5 N/A Statement 2. The unit/lesson objectives were clear. Statement 2 100% 50% 0% 1 2 3 4 5 N/A Statement 3. The lessons in this unit produced a cohesive set. Statement 3 100% 50% 0% 1 2 3 4 5 N/A ___________________________________________________________________________________ 6 �8/8/00 ________________________________________________________________________ Statement 4. The unit/lesson assessment (when available) provided useful information. Statement 4 80% 60% 40% 20% 0% 1 2 3 4 5 N/A Statement 5. Teaching this unit/lesson was beneficial for my students. Statement 5 80% 60% 40% 20% 0% 1 2 3 4 5 N/A Statement 6. I would use this unit/lesson again in my teaching. Statement 6 80% 60% 40% 20% 0% 1 2 3 4 5 N/A ___________________________________________________________________________________ 7 �8/8/00 ________________________________________________________________________ Teaching the Lessons The results from the teacher ratings indicate that generally, teachers found the objectives clear and the support materials useful, understandable, and complete. One area of concern before field-testing was the completeness of the lessons’ instructional procedures. The teachers who wrote the lessons certainly understood the intent of their own instructional procedures, but the concern was whether field test teachers with different experiences and teaching styles would perceive or understand the original intent of instructional procedures. When presented with a statement addressing this issue (statement 8) almost 93% rated it 4 or 5, indicating sufficient detail in the instructional procedures. Most teachers found the lessons’ grade levels appropriate and felt that their students found the lessons interesting. Statement 14 was intentionally worded so teachers would have to circle a low scale number to show that the lessons were clear, which was the opposite of statement 7. This was done to ensure that teachers were reading each of the statements and rating them individually rather than simply “circling all the 5s” without carefully reading the statements. The results for statement 14 indicate that teachers were taking the time to read the statements. Nearly 88% of the teachers disagreed that lessons were confusing, and when compared with statement 7 where almost 95% of the teachers agreed that the lessons were clear, demonstrating a consistency in the ratings. The results from the ratings of statements 7 - 15 are summarized in the graphs below. A rating of “1” corresponds to “Strongly Disagree” and a “5” corresponds to “Strongly Agree.” The numbers 2 - 4 represent variations of the extremes. Teachers were also given the option of “Not Applicable” (N/A). Statement 7. The unit/lesson objectives were clear. Statement 7 100% 50% 0% 1 2 3 4 5 N/A ___________________________________________________________________________________ 8 �8/8/00 ________________________________________________________________________ Statement 8. The outline of the instructional procedures provided sufficient detail. Statement 8 80% 60% 40% 20% 0% 1 2 3 4 5 N/A 5 N/A Statement 9. The support materials were useful.. Statement 9 60% 40% 20% 0% 1 2 3 4 Statement 10. The support materials were easily understandable. Statement 10 80% 60% 40% 20% 0% 1 2 3 4 5 N/A ___________________________________________________________________________________ 9 �8/8/00 ________________________________________________________________________ Statement 11. The support materials were complete. Statement 11 60% 40% 20% 0% 1 2 3 4 5 N/A Statement 12. The lesson assignments provided useful information. Statement 12 80% 60% 40% 20% 0% 1 2 3 4 5 N/A Statement 13. The lessons were grade appropriate. Statement 13 80% 60% 40% 20% 0% 1 2 3 4 5 N/A ___________________________________________________________________________________ 10 �8/8/00 ________________________________________________________________________ Statement 14. I found the lessons confusing and hard to follow. Statement 14 80% 60% 40% 20% 0% 1 2 3 4 5 N/A Statement 15. My students found the lessons interesting. Statement 15 60% 40% 20% 0% 1 2 3 4 5 N/A Summary The results from the evaluation forms used in the 1999-2000 field test are very similar to those found in the 1998 - 1999 field test, thus giving strong support for the quality of the lessons. As with all summative information, it must be noted that some teachers did not consider the lessons clear or useful in their classroom. Some did not find the procedural instruction complete and others did not plan to use these lessons again in the teaching. Overall, the results show that most teachers considered the lessons to be of high quality, with clear and understandable instructions. Most teachers felt that the supporting materials were sufficient and easily understandable. ___________________________________________________________________________________ 11 �8/8/00 ________________________________________________________________________ Conclusions • • • • The units and lessons were judged to be of high quality The units and lessons were judged interesting and beneficial to students The lessons were constructed clearly and were easy to execute Field test teachers doubted that their colleagues would be willing to field test the material. ___________________________________________________________________________________ 12 � 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_1999-2000_Field-Test-Report Title A name given to the resource Learning to Give 1999-2000 evaluation field test 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 1999-2000 evaluation field test 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, 49463 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 1999/2000 https://digitalcollections.library.gvsu.edu/files/original/f8df09217c9688833dc7f7059ae74eb9.pdf 54e38a9435dcad44d7d1b249788ee3d4 PDF Text Text K-12 Education in Philanthropy Project Evaluation Report: Journals Round 6 Summer 2000 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 6 asks five questions, four seeking written comments and one scaled response to questions about computer literacy. In addition, Round 6 surveyed three groups: 1) the Summer Institute participants (21 responses); 2) the Kansas City program (22 responses); and 3) the Berrien Springs group of teachers (13 responses). The questions and a summary of responses are detailed in this report. Q1. What prompted you to participate in the K12 Education in Philanthropy Project? This question sought motivations for participation in the Project. Responses can be placed into three groups: 1) community commitment; 2) professional expertise; and 3) further education. Each of these groups of responses is discussed below, including differences between the three Project events. First, the most common motivation for teachers is their interest in serving their community and developing a sense of commitment to community in their students. This response was strongest in the Kansas City group (two-thirds noted this interest) but also important for the other groups, with over half of the teachers in each group citing a commitment to community. Teacher comments included: “I feel a tremendous sense of pride and satisfaction involving myself and students [in community projects]. I have a passion for this and want to make a lifelong difference in other’s lives.” “I want to get kids involved in changing our negative world.” “I would like to begin to explore ways to help children become lifelong ‘givers’ rather than lifelong ‘takers’.” 1 �“I feel we all improve ourselves and those we deal with by giving back.” “Young people need to have meaning in their school experiences.” Second, many teachers saw the Project as a way to gain professional expertise and to develop their teaching and curriculum development skills. For example: “I am interested in the connection between themes in a philanthropic curriculum and hands on application in a drama/public speaking/video setting.” “This was one way to begin to think about teaching the Core Democratic Values.” “To gain more experience that will help me as a professional in the future.” “I wanted to learn and practice lesson plan/unit plan structures that utilize a service learning methodology.” “My concern about how my community was addressing the needs of people who were not in the ‘mainstream’ economically.” “I want to know how to do a better job of making service learning a priority.” “I wanted to learn ways to incorporate the fine arts into my classroom. The philanthropy aspect was an added bonus to bring more awareness into my community of giving instead of expecting.” The third motivation, noted by several teachers, was to learn more about philanthropy, such as: “To learn more about philanthropy work and how to incorporate it better into my curriculum.” “I want to learn more about how the philanthropic sector works in our society.” Q2. What are the professional and personal goals you would like to achieve through the Project? Teachers were asked about their professional and personal goals for participating in the project. Professional goals predominated in responses, and can be divided into:1) incorporating philanthropy; 2) teaching and curriculum; and 3) citizenship. No distinct patterns emerged across the three groups in their responses to this question. 2 �The desire to incorporate philanthropy into the curriculum was noted by most of the teachers as a major goal of their participation in the Project. Comments include: “To help classes connect to their community.” “I want to learn how to incorporate service learning in the classroom and involve students in the project.” “To increase my knowledge so that I can continue to motivate and make a difference in the lives of my students.” Many teachers were also eager to learn more about teaching as a craft and profession, and to develop new skills around teaching and curriculum development. “I would like to become a better teacher.” “Confidence in the implementation of service learning.” “To become more familiar with benchmarks in curriculum and to network with other educators.” “I am hoping to gain techniques/strategies on how to teach the concept of philanthropy to my students so that they may become lifelong contributors to their communities.” “I would like to acquire more ideas and lesson plans to use with my class.” “Gaining new techniques keeps the teaching process new and exciting.” “Have more opportunities, experience, and credentials for doing in-service training.” The third professional motivation was an interest in citizenship: “To become better acquainted with ways to promote community service projects in my neighborhood and my school.” “I hope to meet others who can widen my spectrum of volunteerism, not only for my students but myself.” ”Be a productive citizen of society doing God’s will as my focus in life.” “I would like to become a better citizen and become more involved with the community.” 3 �Personal goals varied across many interests, including the development of networks, being energized about teaching, personal growth, and further educations. Among the comments for this question are: “Increase personal knowledge on history of philanthropy.” “Re-energize myself.” “Earn college credit.” “Have fun and learn!” “By helping others in the community (and our children) I feel a great self worth and sense of making a difference in the lives of others.” “I am looking at retirement . . . and see community service as a possible second career opportunity.” “A direction for me in volunteer work for the community, especially in retirement.” “Get ideas on how to implement philanthropy in my life through church and family.” “Personally, I hope to physically survive this very intense institute.” Q3. 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? Across all projects, teachers generally report that their schools are very supportive of their participation and the goals for the project. A number of teachers noted the availability of resources and release time for their projects. In some cases teachers are expected to report on their experience or to train other teachers. There are several cases where the school has little knowledge of the Project or provides only weak support. Unlike the initial years of the project, the issues of release time and resource availability are not raised as major points. Participants seem not to expect significant levels of release time for participation, although this survey was conducted during Summer 2000 before the start of the school year. Among the comments on this question are: “My Principal went to this Program last year and recommended it.” “Very supportive. They would like me to take my knowledge and get others at my school fired up about this and help them implement it into their classrooms.” “School is very supportive. Funds are available.” 4 �“Very supportive. The upper level team in my building is interested in implementing this project into our Social Studies instructions.” “Very supportive on my participation. Now . . . we will see how supportive they will be about implementing this program.” “My school sees this as a wonderful avenue to draw people together.” “I agreed that come August that I would share what I have learned with other colleagues during an in-service day.” “My principal agreed to three release days next year and to a staff development presentation. Several teachers raised points of caution about their participation: “Very supportive at the administrative level, however, other teachers at my school are less enthused by the philosophy of the Project.” “My principal is cautiously supportive.” “I had to explain to my administrator why I wanted to come and how I felt it would be helpful.” Q4. Can you identify any factors or resources that would assist you as the project continues (resources, time, structure, information, etc)? Additional needs were identified by approximately half of the teachers, falling into categories of: 1) time/release time; 2) project advocacy; 3) education resources. As the survey was conducted at the start of each program there was also some uncertainty about needs, while some of the identified needs are already well met by existing Project resources. As with past surveys of participants, time is always a valued commodity that is in short supply. Unlike past years, release time was not always requested but the need for time was acknowledged. Comments on this aspect include: “Time to plan and connect with partner.” “Release time to organize and discuss what we’re experiencing in the classroom.” 5 �Several teachers identified a need for communication with principals, schools, and the community about the goals and purpose of the project, such as: “Principals need training. Superintendents should be made aware.” “Inform the principal, and superintendent, and the board for support.” Education resources includes: “Lesson plans to try in the room.” “Specific examples of lessons.” “1) On-line resources; 2) workshops; 3) continued correspondence with facilitators.” “Appropriate literature lists.” Q5. How much experience do you have using any of the following computer functions? Computers have always been an essential element of the Project, providing significant technology for research, communication and lesson preparation, as well as being the source of some frustration for some teachers. Each year, greater computer facility is reported by teachers participating in the project. For the most recent group in general, teachers appear to be experienced in their use of e-mail and the World Wide Web. Less experience is reported for using attached documents and presentation software, such as Powerpoint. Despite the generally high comfort levels for basic Internet applications, there remain a number of teachers who report little experience. Of the total group, eight report little experience (1 or 2) with e-mail while 12 report little experience with the World Wide Web. The average response for each computer application is presented in bold below: Little/No Experience….Considerable Experience E-mail 1 2 3 4 5 3.76 World Wide Web 1 2 3 4 5 3.47 Attached documents 1 2 3 4 5 2.33 Presentation software ( eg. Powerpoint) 1 2 3 4 5 2.15 If all computer competencies are summed, for a score out of 20, differences become apparent by group, with the lowest ratings noted by the Kansas City teachers (10.7/20) followed by the 6 �Summer Institute (11.6/20) and the Berrien Springs group (13.5/20). These findings suggest that computer assistance may be required by the current members of the Project, with the Kansas City teachers reporting the lowest levels of experience with computers. 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-EVAL_2000_Summer-Journals-Round-6-Evaluation-Report Title A name given to the resource Learning to Give 2000 summer journals round 6 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 2000 summer journals round 6 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, 49464 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 2000 https://digitalcollections.library.gvsu.edu/files/original/f3ce85eb57333f466463e35076d43acd.pdf b8238e14061088022e501d2234d4f586 PDF Text Text Council of Michigan Foundations K-12 Education in Philanthropy Project In what appear to be times of abundance in America, there is an unprecedented and troubling undercurrent in our culture – a lack of understanding of the lifeline that connects individual acts of service and our common welfare. Unselfishness as a principle of action has diminished as a distinctive feature of our national character. The creative tension between individualism and voluntary community responsibility that helps define America is unbalanced. It has not always been so. The honor rolls of diverse American institutions memorialize the selfless acts and ongoing service of committed citizens – individuals dedicated to creating a better tomorrow for all. Citizen engagement is the “Great American Way” which makes it possible for commerce, democracy, and social life to flourish. Today, that spirit is being reinvented by a remarkable educational undertaking in the State of Michigan. Three years ago, The Council of Michigan Foundations created the K-12 Education in Philanthropy Project (EPP) whose mission seeks to perpetuate a civil society by the education of children about the independent sector, and to inspire their commitment to private citizen action intended for the common good. The project seeks nothing less than the education of this generation of schoolchildren in the principles of philanthropy – giving, serving, and taking action for the common good. The project is unique in four powerful ways: • It expands the traditional concept of philanthropy (financial giving) to include volunteerism (the giving of time and talent to help others), and private citizen action (the acknowledgement of individual leadership outside of government of the great civic innovations in our culture) • It mobilizes the great change agents of American life; children • It has created an academic foundation for teaching young people to fulfill their highest potential through esteemable acts of generosity and • It educates children about the value of the independent sector, which comprises 13 percent of the American economy, yet is virtually ignored in classrooms and public life that focus solely on government and commerce. The EPP has discovered a national hunger for its work. With primary support from the W.K. Kellogg Foundation and other national foundations, the project has exceeded every operational goal in each year of its existence. School principals e-mail the Project to ask if they might send teams of teachers to the professional development. Educational �leaders from emerging democracies are requesting the lesson plans. A recent White House Conference on Philanthropy recognized this new Project. The Girl Scouts have developed a national patch based on the curriculum. Working within the school curriculum, working with practicing teachers, the Project has identified what children should know about the critical role of giving and serving in our society-deep democracy. The Project uniquely brings together the formal educational system and the formal philanthropic system to intentionally transmit this tradition to the next generation. At a time when key traditions important to our way of life are crumbling, the project can infuse traditional and vital American values in children who might not otherwise encounter such noble ideas. As Pamela McIntosh, a Detroit, Michigan kindergarten teacher, put it: “It is often said that history repeats itself. Perhaps by teaching the good and unselfish acts of mankind, we may steer youth toward repeating the positive aspects of our history”. � 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_2000-02-23_Case-Statement-Redraft Title A name given to the resource Learning to Give 2000-02-23 case statement redraft 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 2000-02-23 case statement redraft. 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, 49405 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 2000-02-23 https://digitalcollections.library.gvsu.edu/files/original/077900c884957e90e0bc442eed2aba43.pdf 007e256be733e4bc1b3438aa73830173 PDF Text Text Council of Michigan Foundations K-12 Education in Philanthropy Project In what appear to be times of abundance in America, there is an unprecedented and troubling undercurrent in our national character – a lack of understanding of the lifeline that connects individual acts of service and our common welfare. Altruism, unselfishness as a principle of action, is culture shock to the “me generation”, those who have learned exploitation rather than stewardship. The creative tension between individualism and voluntary community responsibility that helps define America is unbalanced. It has not always been so. The honor roll of diverse American institutions memorialize the selfless acts and ongoing service of committed citizens – individuals dedicated to creating a better tomorrow for all. Citizen engagement is the “Great American Way”. The social fabric the makes it possible for commerce, democracy, and family life to flourish. Today, that spirit is being reinvented by a remarkable educational undertaking in the state of Michigan. Three years ago, The Council of Michigan Foundations created the K-12 Education in Philanthropy Project (EPP) whose mission seeks to perpetuate a civil society by the education of children about the independent sector, and to inspire their commitment to private citizen action intended for the common good. The project seeks nothing less than the education of this generation of schoolchildren in the principles of philanthropy – giving, serving, and taking action for the common good. The project is unique in four powerful ways: • It expands the traditional concept of philanthropy (financial giving) to include volunteerism (the giving of time and talent to help others), and private citizen action (the acknowledgement of individual leadership outside of government of the great civic innovations in our culture) • It mobilizes the great change agents of American life; children • It has created an academic foundation for teaching young people to fulfill their highest potential through esteemable acts of generosity and • It educates children about the value of the independent sector which comprises 13 percent of the American economy, yet is virtually ignored in classrooms and public life that focus solely on government and commerce. The EPP has discovered a national hunger for its work. With primary suppport from the W.K. Kellogg Foundation and other national foundations, the project has exceeded every operational goal in each year of its existance. School principals e-mail the Project to ask if they might send teams of teachers to the professional development. Educational leaders from emerging democracies are requesting the lesson plans. A recent White House Conference on Philanthropy recognized this new Project. The Girl Scouts have developed a national patch based on the curriculum. Working within the school curriculum, working with practicing teachers, the Project has identified what children should know about the critical role of giving and serving in our society-deep democracy. The Project uniquely brings together the formal educational �system and the formal philanthropic system to intentionally transmit this tradition to the next generation. At a time when key traditions important to our way of life are crumbling, the project can infuse traditional and vital American values in children who might not otherwise encounter such noble ideas. As Pamela McIntosh, a Detroit, Michigan kindergarten teacher, put it: “It is often said that history repeats itself. Perhaps by teaching the good and unselfish acts of mankind, we may steer youth toward repeating the positive aspects of our history”. � 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_2000-02-23_Case-Statement-Redraft Title A name given to the resource Learning to Give 2000-02-23 case statement redraft 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 2000-02-23 case statement redraft. 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, 49422 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 2000-02-23 https://digitalcollections.library.gvsu.edu/files/original/cb40a074b8271955fc496431e7441879.pdf 1e0d32fb35e0bee45f591b32bcc0f572 PDF Text Text May 4, 2000 Mr. Michael Deaver Vice Chairman Edelman Public Relations Worldwide 1875 Eye Street Washington, D.C. 20006 Dear Mike: I have enclosed the K-12 Education in Philanthropy Project materials we spoke about yesterday on the telephone. I’m delighted for this opportunity to familiarize you with their good works and for your gracious offer to “pass the message” on your trip to Seattle. With highest personal regards as always, Ed Stone Address change: Ed Stone P.O. Box 106-165 4200 Wisconsin Avenue, N.W. Washington, D.C. 20016 Tel. 202 966-2830 Email: ecstone@mindspring.com � 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_2000-05-04_Project-Materials-Letter_Mike-Deaver Title A name given to the resource Learning to Give 2000-05-04 project materials letter Mike Deaver 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 2000-05-04 project materials letter Mike Deaver. 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, 49423 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 2000-05-04 https://digitalcollections.library.gvsu.edu/files/original/5e08ca2c91cce68816d1be22da65c2c8.pdf 1efb52b01bcdda0c7594922b7474cd27 PDF Text Text Versions 5 year 3 year Staff Current staff These are the current staff members on salary with the Project. PT=part-time. These staff members are “early retirees” working less than ½ time on specific programs without benefits Costs for other staff include benefits. Salary and other increases are budgeted at a 4% annual rate. Executive Director: Project leadership and management Executive Secretary: Office management, support for Executive Director, Judy could also do the basic accounting if the Project became independent of CMF. Marketing and PR: Management of the marketing and public relations functions Curriculum Director: Management of the development of the units, lessons, professional development, and content of the teacher support materials. PT Editor: Reviews all lessons for content accuracy and relationship to philanthropy themes PT Pilot Rep: Is just starting. Will represent the Project to obtain and implement pilot testing (K-12) in schools in Michigan. Second group of staff These are the proposed staff. Fund-raising Assistant: entry-level professional position for assistance in grantwriting, reporting, prospecting, and the Philanthropy Education Network membership. Secretary: entry-level secretarial position to support Rita, Barbara, Evelyn, and Dennis. (We could probably use a second secretary if money was available) Data Manager: entry-level support position with responsibility for tracking multiple databases- newsletter mailing lists, teachers, field-test teachers, state coalitions etc. Also, responsible for fact checking on the lessons. Publications Editor: entry-level support position to review and complete the final editing of materials for publication and web placement (lessons, teacher support materials, other publications). Part-time Editor: part-time position for a retired, experienced teacher, to edit the lessons and teacher support material for content. The position allows for speeding up the review process of a substantial amount of lessons and would be recruited to complement Evelyn’s expertise. (Evelyn-geography, economics: New staff-history, government). Lesson Assistant: entry-level position for an educator to assist Barbara in coaching the teachers in writing lessons. This could be a teacher-in-residence where a teacher would come to work with us for a year and then go back to the classroom (that would increase the costs since the benefit package is 30% more) Pilot Rep: part-time position for a retired, experience teacher to represent the Project in the State of Michigan in securing pilot schools that will teach the lessons K-12. This is the basis for the development of the standardized assessment, and will also provide us with demonstration sites where the lessons are being taught at every grade level. �Four Regional Consultants: full-time professionals responsible for working with state coalition development and support. New national staff members Four PT lesson writers: part-time position for four retired teachers to write specific lessons required by the Project. One teacher at each grade band (K-2, 3-5, 6-8, 9-12). Consultants These are the consultants currently working for the Project, and those proposed. There are considerable holes in the numbers and they will add substantially to the bottom line. Assessment-Dr. Tom Hirsch: Tom is a psychomatrician with responsibility for developing assessments within the lesson plans/units and standardized assessment tests at grades 5, 8, and 11. The tests will meet national testing industry standards for development. There will be two tests printed at each grade level. Service-learning: the Project has a contract with the Michigan Department of Education to provide servicelearning technical assistance to schools in Michigan. This could be dropped. It is now fully funded. Content Research: Luana works from home in researching and writing original materials on K-12 philanthropy education. Newsletter: Gretchen writes the newsletter. Publications: Jim is interested in working as a Project representative placing stories in the national educational-and philanthropic media. He can also assist with publications. National PR: Doug Monroe-assistance in obtaining national public relations support through the general media and in support of the sponsors. Textbooks: Dr. Joe Stoltman is working with us on writing a high school level textbook, CD-Rom, and materials for the website. We would then take this and “write down” for a similar textbook at the other three grade bands. This is partially funded. Endorsements: This is consultation to obtain formal endorsements from national educational organizations Business development: Ed Legal: Mike Sponsorship/funding: Lynn Web-site development: I am unsure of the number of staff, the type of staff, or the costs involved. This area needs the most work. Student lessons: this would be working with Gary Rowe on the process of student’s developing their own lessons and video materials. Professional development online: Sandy Evaluation: our foundation funders require formal outside evaluation. The MSU team is contracted to work with us for three years. This is fully funded. Team of five PhD’s, one grad student, and one assistant. Summer Lesson Writers: this is to pay 32 classroom teachers (8 at each grade level) to write two units during the summer time to add to the lesson pool. �Office Supplies/Telephone/Equipment This is as it sounds. If we continue to work out of the Muskegon Intermediate School District offices we have extremely beneficial rates on telephone, access to technology (like large scale copying/binding machines), and technology support. If we cannot stay at the ISD, our costs will be much higher. If we move from Muskegon (or any small town) to a major city, our costs will be much higher. Equipment is for additional office equipment and computers for new staff. Curriculum National Content Advisors: This is 10 high profile philanthropic scholars as advisors on the content meeting one time per year. The cost is a $1,000 honorarium and travel/meeting expenses. Fairness: this is a committee that meets several times a year to review materials and lessons to assure cultural fairness. Field-testing: this is sending original lessons out for field-testing (each lesson is taught by 5-7 other classroom teachers and independently evaluated.) We pay the field-test teacher $50-100 for the testing, depending on the size and complexity of the lesson/unit. Also, there are considerable copying and mailing costs. Lesson publication: this is simple copying and comb binding of the lessons. We sell them for cost + shipping. Briefing papers: these are original 2-3 page papers on the philanthropy content ideas. Teachers can use these as “cliff notes” on a complex topic. They are about concepts (civil society), people (Jane Adams), or organizations (Red Cross). We pay graduate students $50 per paper. Publication is simple copying and comb binding. Assessment questions: this is to pay for the final writing of the assessment questions for the last to philanthropy strands-the first two strands are completed. Pilot schools: this pays for substitute teachers during inservice training, and small expenses for schools that volunteer to be pilot schools. Piloting of the tests: once the assessment tests are assembled, they need to be piloted in selected schools. This pays a small stipend for their involvement as well as lay-out and publication, etc. Field-testing tests: once the tests have been piloted they then need to be field-tested in schools across the country. This includes lay-out, printing, mailing back and forth. Publishing tests: once completed the tests will be published in booklets (two tests per grade level 5, 8, 11) as a way of providing standardized assessment of student learning. Range finding: this is a meeting in order to determine what constitutes passing at (a,b,c,d) on the tests Summer writing meetings: this covers the cost of the summer teachers writing new lessons for the project. It covers food, travel, meeting space for 8 weeks etc. Library resources: technical resources to support the lesson writers and staff. Professional Development National teacher conference: this is a once a year conference for teachers from across the country who are committed to teaching the lessons and belong to the Philanthropy Education Network. �Classroom support materials: this is publication of support materials: bookmarks on philanthropists, posters, manipulatives. Textbooks: this is the cost for development of the textbooks (without publication costs): writers, research, CD-Rom, preparation for the web-site. Briefing papers: this is for publishing the briefing papers. Website Questions here regarding-one website or three, what the costs will be etc. MSU-we currently have a contract with MSU to put the lessons on the web through December 2000 Novagate-we currently have the web-site on this internet platform Publicity Newsletter: we currently do 2 newsletters per year at approximately $15,000 per newsletter without postage. We would like to go to 3 newsletters and expand the reach. Conference presentations: this is mainly for travel expenses to national educational conference for presentations about the project ClubPhil buses: this is to purchase and outfit/staff two traveling busses to cross the country promoting philanthropy education. Collateral materials: mugs, t-shirts, tote bags, magnets and other promotional items. State Coalitions These are funds to support the development of state based coalitions. There will be ten-fifteen states added each year. Travel-this is for the regional rep’s to travel to meetings to establish the coalitions/includes cost of the first meetings Summer orientations-this is for the Project to pay 100% for the first summer orientation for teachers (10 states) and to pay for 50% as a challenge for the second summer orientation, and then the cost will be picked up by local coalitions. Teacher meetings- this supports meetings of the teachers in a state, two times per year in the first year, and then to be picked up by state coalitions Two year state coordinator-this covers the cost of paying for the state coordinator salary for two years ($30,000 per year per state). This allows the state coalition to hire someone (probably buy-out a university faculty member’s time, or a retired teacher as a consultant) while raising the money for long-term support. Year 1: ten states @ 30,000 $300,000 Year 2: ten new states + second year on Year 1 states etc. Coalition Directions This pays for the writing and preparation for the website of directions for the coalition partners on how to start and build a coalition for philanthropy education at the state level. Regional Offices These are estimated costs to support the regional directors-assuming a “base” in a university or other major institutional setting that will provide basic support (copy machines, technical support etc). � 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_2000-08_Proposed-Staff-Assumptions Title A name given to the resource Learning to Give 2000-08 proposed staff assumptions 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 2000-08 proposed staff assumptions. 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, 49446 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 2000-08 https://digitalcollections.library.gvsu.edu/files/original/84c668f25e59ea31879bb5784fbb1717.pdf 7ca89d835effb4870299a624155baef8 PDF Text Text August 22, 2000 Dr. C. Phillip Kearney 3759 Bridle Pass Court Ann Arbor, Michigan 48108 Dear Dr. Kearney: Thank-you for taking my call during your vacation time out west. I trust you have had a wonderful visit with your family and a safe return home to Ann Arbor. As we discussed on the phone, enclosed are materials describing the Council of Michigan Foundations’ sponsored K-12 Education in Philanthropy Project. In addition, you may wish to visit our Web site, www.k12edphil.org which contains the first set of over 100 K-12 lessons on giving and serving, and an array of teacher support materials on philanthropy education. Now in our fourth year, we are planning the process for scaling the Project to a national audience, and to seek national corporate sponsorship with a multi-year commitment. A major element for our potential success in attracting corporate sponsors will be the formal written endorsement of the Project by key professional educational organizations. We need your help. We have waited to seek endorsements until after the creation of the learning objectives and some sample lesson plans in order to allow educators tangible products to assess the content and value of the Project. The work is now far enough along that we can speak with some confidence about what is being taught, how it is being taught, how students are reacting to the material, and the overwhelming acceptance and enthusiasm from teachers and schools. Jim Kelly, Adrian Davis, and Dottie Johnson are members of the Steering Committee and have been key leaders since the Project’s inception. You should feel free to contact them regarding their perspective on this effort. The other Steering Committee members are listed in the first newsletter (enclosed). The Committee is a balanced group of foundation/nonprofit leaders, educators from various levels of public and private education, and other interested organizations. I am sure you will be familiar with other names as you peruse the list. Please call me at your earliest convenience. I would be happy to meet you personally, or to discuss by telephone how we might move forward. Sincerely, Kathryn Ann Agard, Ed.D. Executive Director Enclosure BCC: James A. Kelly Dorothy A. Johnson Russell G. Mawby Robert S. Collier � 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-END_2000-08-22_Dr-Kearney Title A name given to the resource Learning to Give 2000-08-22 Dr. Kearney endorsement 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 2000-08-22 Dr. Kearney endorsement. 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, 49451 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 2000-08-22 https://digitalcollections.library.gvsu.edu/files/original/b9394c5a00448e51bc99e70e7ecd07eb.pdf 2082f5d259103ef7e6f23b3cf7950e60 PDF Text Text Date: September 7, 2000 To: Consultants and Friends K-12 Education in Philanthropy Project Council of Michigan Foundations From: Kathy Agard, Executive Director Re: Summary of the July Planning Meeting Attached is a two page summary of the results of our discussions in Chicago regarding scaling the Philanthropy Education Project to a national audience, and securing corporate sponsorship. A more detailed set of minutes is available. Please e-mail or call if you would like a copy. We are delighted with the thoughtful guidance, experienced insight, and helpful suggestions provided by the group. The draft business plan incorporates this thinking, and will be available early this fall. Thank you for your interest and enthusiasm for this important project. �Council of Michigan Foundations K-12 Education in Philanthropy Project Summary of Technical Advisors Meeting Accessing Primary Markets: The primary markets are Elementary and High School Teachers, Curriculum Directors, and students. Materials must be acceptable to parents The key issues for these markets are that: the units must fulfill the current requirements of the standardized tests, they must be easy to use and immediately available. Differences in the needs of students must be taken in to account and students must enjoy the content. The units must be affordable. There needs to be administrative and parental support. Assumptions to Access Each Market Teachers: tie to their motivation to be successful “value-added strategy” Use the term “learning units”, or “curriculum support materials” so is not a zero-sum game for time. Curriculum Directors: Secure endorsements from major national professional educational organizations. Be creative with good technology links. Tie in with Education Commission for the States Students: Fun, entertaining, with a sense of meaning and accomplishment, technology oriented, visual and experiential, based on stories, sense of community, student led learning-teacher mediated Dissemination: Influence the book publishers, Position the current success of the Project. Start with states that would have a predisposition to be supportive and are already committed to service-learning, make classroom teachers the champions Dissemination Issues Politics: must be acceptable to parents, school boards, community organizations, teachers will lead so it will be acceptable to unions, units meet the approved standards to there is no need for formal, external approval Cost: Fully funded; School districts should be asked for a commitment not necesarily cash Uses of Technology Multiple technologies must be used for new forms of learning- different strategies for reaching each audience Teachers Students Print Computer Web Web Person-to-person Service-learning Cable Portable Audio/video Computer Teachers Need to plan both delivery strategies: print and electronic-purely electronic strategy still excludes too many teachers. This is not an either/or strategy, but needs to be a continuum of options Utilize CD not the Web or DVD, the technology is best to CD and it is inexpensive Don’t use technology terms with teachers, use friendly words like “appliances” and assistance �The content is what is most important, not the delivery system The web will not have the same impact as the face-to-face summer institutes; we need to use a mixture of outreach efforts Video that would be helpful immediately: PowerPoint presentation and Kathy discussing the Project Kids photos and work Lecture components of the summer institute CalstateTEACH is a model Members of this group need to fill-in a matrix of media/technology to audience Technology/Media Teachers Students Print Video TV CD-ROM e-mail Web Web delivery allows for “just in time”, inexpensive access to the units Scale of Dissemination Multi-state Incremental approach Include teacher training Include material dissemination Utilize existing national networks, with local chapters A national or regional workshops/conference on philanthropy education would be helpful Hire five to ten regional directors using multiple networks of dissemination Professional Teacher In-service Training Technology can be used to deliver cost effective teacher training (Workshops with print, web-sites, CDROM) that are delivered by local experts. Support offered to the trainers. Set simple understandable goals Online discussions that follow web-based delivery of content Keep face-to-face experiences for teachers in order to build a sense of community Consider the C-SPAN bus idea ($2,500 per day)…K12phil Bus There may be links to Public Television for use of their archived content Consider electronic field trips Note: to use the lessons, teachers do not need any special training-not mandatory Marketing might be used to help teachers find materials; content development will need to be another strategy Proposed Action Plan Consider carefully a separate entity for Philanthropy Project with a governing board Need to position as a national project-this might only mean a change in name and additional membersincluding corporate members CMF provides positioning within the foundation community/may restrict national reach Pro Con Need a 12-month growth strategy developed Need a 20-minute CD-ROM based training module �Need sample lessons both print and web, with video components Keep the logo and tag line Address the word philanthropy in the name Set a point to be truly national, define what it means, build an incremental approach Add one state each quarter for the first year A cutting-edge web-site with a good web-master is an expensive proposition/will need Major support Develop a media-based version of the lessons Develop a media-based program for teacher training Get money to market the program Keep open the possibility of some commercial value for some of the products Do not use the word curriculum Get the endorsing organizations as soon as possible Continue to seek foundation funding for institutes and lesson plan development Seek corporate sponsorship for the entire project or for pieces Pursue corporate underwriting with an advertising option Utilize the “civic good” as primary positioning arguments Follow-up: Ed will look over the results of the meeting and task out portions for writing the business plan � 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_2000-09-07_Two-Page-Summary-of-July-2000-Meeting Title A name given to the resource Learning to Give 2000-09-07 two page summary of July 2000 meeting 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 2000-09-07 two page summary of July 2000 meeting. 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, 49406 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 2000-09-07 https://digitalcollections.library.gvsu.edu/files/original/37da59d193ad24f90e15d82b66228e03.pdf d03ee8058d017dbd937ad0ce88fa10db PDF Text Text Function Curriculum Content Deliverables Published philanthropy education 4 strands, ___standards, and _____benchmarks as outcome expectations at grades 5, 8, 11 Operations National Content Advisory Committee Meeting annually Staff publication of the strands, standards and benchmarks Staff and teachers build K-5 scaffolding of expectations toward the 5th grade benchmark 10 articles for educational juried journals by National Content Advisors National Content Advisory Committee responsible for writing Staff produce a list of key influential educational journals that accept academic articles on K-12 Education Staff assist, as requested, in editing and placement of articles Produce an annual online juried journal opportunity for univeristy level K-12 education in philanthropy scholars Staff provide the technical resources for an online journal including ties to appropriate LISTVERV’s in education and in philanthropy Establish a “jury” for reviewing proposed documents Outcomes Establish an agreed upon outline of what American students should know and be able to do relative to private citizen action for the common good, by high school graduation Strategy Provide clear definition of what students will learn and be able to do as a result of learning about philanthropic concepts K-12. Imbue this definition with authority from the endorsements of leading “experts”. Development of an expectation in the scholarly educational literature that “good” K-12 education will include an orientation to philanthropy Build a pool of published work that defines, explores, and continues to advocate for K12 Philanthropy Education. Develop a published bank of scholarly articles (50 articles at the end of five years) from respected authorities on the efficiecy of K-12 philanthropy education to be used: in disseminating the lessons, working with administrative bodies, working with teachers, and as a basis for approaching Colleges of Education regarding pre-service preparation in K-12 philanthropy education. Develop a published bank of scholarly articles from respected authorities on the efficiecy of K-12 philanthropy education Engage university scholars (who are responsible for training new teachers) in the exploration of this topic in a way that holds meaningful benefit for them (ie tenure consideration). Purchase one issue of the ARNOVA journal each year Build a pool of published work that defines, explores, and advocates for K-12 Philanthropy Education. Engage university scholars (who are responsible for training new teachers) in the exploration of this topic in a way that holds meaningful benefit for them (ie tenure consideration). Provide an opportunity for participation in publications by a wider group of scholars. Who �Function Deliverables Add_____new lessons and ____new units to the lesson pool each year Operations Engage 32 classroom teachers in writing original lessons/units each summer to teach the benchmarks Require one lesson from each participant in a summer workshop Subject each lesson to standards of quality: pilot in the writing teacher’s classroom Review the lesson by an independent Fairness Review Committee Have each lesson field-tested and evaluated with written evaluation by at least 5 other teachers Review all factual information and references by an outside editor Ask Affinity Groups of COF for key ideas, people, and organizations from at least 7 different minority groups (native American, hispanic, asianpacific, Japanese, African-American, women, recent immigrants etc) that should be in the lesson pool. Student generated units/ materials Specific lessons related to the arts Specific lessons related to English language and literature Include parent involvement steps Meet multiple intelligences expectations for inclusiveness Outcomes Easy to use, teacher developed and teacher-tested lesson plans that meet both the core academic standards, and the philanthropy standards are easily and immediately available Minority groups will be represented in the lesson pool Strategy Position the Project as primarily a teacher-to-teacher effort Utilize practicing teachers for their expertise with current classroom situations Utilize both web and print media for dissemination to assure ease of access and use Maintain a reputation of quality, authentic lessons Foundation program officers with special interests will both know that the Project exists and meets their needs-and will verify that the key elements of their interest area are available within the lesson pool Comments from field-test teachers can be used as testimony for publicity Samples of student work can be used to assist dissemination Who �Function Deliverables Publish the following materials that are currently on the web-site: Operations Staff to publish in-house materials and sell above production/mailing costs Outcomes Philanthropy K-12 education will be visually supported in classrooms Annotated bibliographies of chidren’s literature that teaches philantropy Graduate students in philanthropic studies at major univerities generate original material supporting the lessons The Project will generate some small financial support as revenue American history and world history philanthropic timelines Quotations about philanthropy from famous people Publications can include: posters, table mats, book marks, and classroom displays as well as simple books. Increase sales each year of tangible products Current: For the Benefit of All (book) If God Gives You Lemons (video) Lesson plans by grade band Briefing papers Annual calendar of philanthropic events Annotated bibliographies of children’s literature Bookmarks Possible: T-shirts/tote bags Philanthropy logo pins Posters of various kinds Family Foundation Book Family Involvement Research Textbook supplements/CD-Rom Aspen service-learning research Annotated bibliographies of films Briefing papers on literature Staff to investigate the most effective way to fulfill purchase orders Strategy Pull-out key ideas, people, and organizations from the lessons so that the collateral material relates directly to the teaching units Utilize “public domain” art and ideas to reduce the cost of purchasing copyrights Use the teachers involved with the Project as informants on what materials would be helpful Printed collateral materials will provide a feeling of “substance” for non-educators (parents, funders) for whom the lesson plans are less accessible Who �Philanthropist profiles Publish a manual for family foundations on how to use the curriculum to teach their children about philanthropy Staff has completed the initial draft Publishers are currently interested in the book Publish either inhouse, or contract with a professional publishing house This adds another distribution network to private schools, in particular CMF will assist in dissemination of the book within the Family Foundation community Family foundation members add another stakeholder audience that might be of interest to sponsors Selected members of the Steering Committee involved in other family foundation networks will assist in dissemination Members of family foundations may assume future leadership positions in their communities that will assist the ultimate outcomes of the Project related to civil society Conference presentations will be used as a means of promotion. Publish with the lessons, three standardized and validated tests at grades 5, 8, and 11. Family foundations will know about the K-12 Philanthropy Project which will assist with future funding Work under the leadership of a nationally known testing consultant Develop a pool of questions that meet the benchmarks 1. write questions 2. use teachers to judge age appropriateness 3. pilot the questions with 90,000 students to check understanding Assemble three draft test documents at each of the three grade levels (9 tests) Pilot the teaching of the lessons in at least 10 different types of K-12 schools (rural, urban etc) and then pilot the tests with students after at least 2 years of instruction Analyze the results of the pilot students taking the test and edit accordingly Establish a small revenue stream based on book royalties Philanthropic knowledge will be formally tested Classroom teachers will be able to compare how their children are learning this content in relationship to other children across the country Baseline data on student knowledge about philanthropy can be established and progress can be measured over time Utilize the philanthropy curriculum rewritten specifically for the interest of family foundations Use this publication as a means to establish a relationship with a professional publishing house Developing a standardized tests reinforces that this is a serious academic effort-not fluff By meeting national testing industry standards in development of the tests, a state might chose to utilize some of the questions in state-wide testing in the social studies….thus assuring that the philanthropy curriculum will be driven deep in to the core curriculum of schools The test is being developed, piloted, field-tested, and scored by classroom teachers who are sensitive to all of the time constraints and other issues involved in standardized testing �Assemble and publish two test booklets per grade level (5, 8, 11) At the lesson and unit level, other authentic assessment vehicles are developed by teachers-including scoring rubrics-so that the individual student’s grades in class are not dependent upon the standardized test…there are other teacher oriented measures such as observation, student work, and products. Establish a rubric for scoring based on ranges set by content advisors and teachers Publish a Lexicon for Philanthropy Education Graduate students will write definitions Staff will write definitions Content consultant will write definitions The Lexicon will be published inhouse/or by a publisher and will be on the web-stie Publish a minimum of 100 briefing papers per year on the people, ideas, and/or organizations in the philanthropy units Publish a supplemental high school level textbook, CD-Rom, and place the content on the web Publish companion teacher guides and student guides Graduate students in philanthropy write the papers as a part of their requirements for introductory classes in philanthropy at selected Centers on Philanthropy and Non-Profit Management at universities across the country Staff publishes the papers both in print and on the web Contract with a university faculty member with experience in K-12 textbook development in the social studies Secure foundation funding for development of the content Utilize leading national philanthropy experts as writers Use project teachers as reviewers Teachers, parents and students will have easily accessible definitions of key terms that may be new to them A small amount of revenue will come to the project Teachers, parents and students will have easily accessible definitions of key terms that may be new to them A small amount of revenue will come to the project Published resources for the high school level teachers and students that support philanthropy education Supplemental textbook CD-Rom of textbook Teacher guide Student guide Placement on web-site Royalty revenue for the project Provide teachers, students and parents with quick and easy references to aid understanding of the more complex concepts in the units Engages major university resources in the philanthropy project (universities produce teachers) Provide teachers, students and parents with quick and easy references to aid understanding of the more complex concepts in the units Engages major university resources in the philanthropy project (universities produce teachers) Use foundation support for the development of the textbook as an inducement to a publisher Make the supplements easy to use and available both in print and on the web Once the high school book is completed, books at middle school and elementary school �Publish the textbook through an corporate publisher Arrange for “just in time” publication options for teachers through the website Combine all curriculum related materials and publish on a CDRom Continued maturation of philanthropy education as a legitimate supplement to enhance the core curriculum Organize all of the components in to a logical order for CD Another vehicle for distribution of the materials Find a CD developed/vendor Some revenue for the project Burn CD’s and distribute Publish a list of books that would be helpful for a school library to own Dissemination Establish one-three interactive web-sites for the electronic dissemination of the philanthropy education content and process Teachers Students Parents K-12 Distribute 100 packets (at least 1 per state) on how to establish a philanthropy project in your school or state Develop a resource library for the researchers and writers in the project can follow in the same format An independent supplement of quality might encourage textbook publishers to include the philanthropy content in mainstream textbooks sold to schools CD allows a cost-effective and efficient way to disseminate the project materials Supplemental material (pictures, quotes, drawings, data) can be provided on the CD that is ready for classroom use within a lesson Provide local funders with a list of resources school libraries might need Purchase the books through the ecommerce agreement with a national retailer Hire the appropriate expertise to build and maintain one or more interactive web-sites that meet the needs of the three primary audiences Easy, free world-wide access to philanthropy education material, interactive discussions, advice, and homework resources Undergo web-site redesign Web-based delivery allows the project to be disseminated internationally immediately Obtain the source code for current web-site from MSU Develop a packet for how to bring the philanthropy lessons to a school Develop a packet for how to establish a state coalition to integrate A decision needs to be made whether there is one or three web-sites based on the needs of the three audiences Web trends will be kept as important primary market data on interest areas and geographic markets _____schools utilizing the units and lessons as a result of reading the packet 52 “ state” coalitions supporting Develop a few models of how the project can be replicated through state coalitions in other states �philanthropy education in a state philanthropy education in their state (states plus DC and Puerto Rico) Establish and support 52 “state” coalitions with responsibility to implement philanthropy education in their K-12 schools. Partners to include: Corporate sponsors Foundations/community foundations Regional Assoc. of Grantmakers NSFRE Rotary Clubs Universities Centers on Philanthropy Education State Community Service Commissions State Nonprofit umbrella organizations Governor’s Office State Department of Education Identify the states to be approached (10 per year) 52 state based coalitions leading the implementation of philanthropy education in their state Distribute three newsletters annually to a national audience, build readership Add a third newsletter and develop a schedule Dissemination of lessons and information about the project Write, produce and mail Sales of tangible products Maintain mailing lists Heightened awareness Disseminate on the web Up to date national database Get formal endorsements in writing Project leverages other systems’ resources and reach in disseminating the message Continue to grow national partnerships with key organizations Identify key contacts Call together a series of organizational meetings/educate Deep integration of the units in to the state core curriculum Develop each individual state strategy National networks of locallybased organizations will be used to bring together the right group for each state The Project will provide written direction and onsite consultation for the establishment of the coalition Train local teachers Tie to each state’s educational standards and benchmarks Follow-up on opportunities currently Utilize the pilot schools (setup for the test development) to demonstrate school-wide participation in philanthropy education Education is state-based and must be led by state leaders Sponsors will support the first two years of salary, and first two teacher training workshops in order to allow time for the coalition to gather state based resources Through the foundation network, at least one larger funder will be identified who is willing to early financial support and provide leadership to the coalition High quality newsletter Focus more on useful information for teachers/students/parents and make pr function more subtle Offer tangible resources in each issue (publish a lesson, original music etc). Workshop participants will add new lessons to the lesson pool Look for opportunities that provide a win-win for the partners �Urban Institute-research NSFRE-local nonprofit expertise Aspen Institute-research GuideStar-web based original data for students Forum of RAG’s-national dissemination at the state and local level Education Commission of the States-state government ties Ohio-Michigan Service-learning grant Teach for America-teacher training Integrate the K-12 Philanthropy Curriculum in to the servicelearning movement’s expectations for quality available to engage in joint ventures of benefit to both organizations Obtain formal written endorsements when engaging a partner Implement the joint ventures Implement the partnership Formal endorsement from Learning in Deed, Education Commission for the States, National Youth Leadership Council, and the Corporation for National Service Retain service-learning expertise on staff as consultants to schools Philanthropy content will be taught as a part of every service-learning activity Academic knowledge from the philanthropy curriculum will be internalized and reinforced through service-learning Include service-learning lessons as part of the lesson pool (strand 4) Continue to include service-learning in teacher workshops Present the Project to at least ____national educational conferences and ____national philanthropic conferences each year Continue to have a service-learning component in each unit Staff will keep the calendar of conferences and dates Staff, Advisory Committee Members, Board members, and Teachers will present Visibility with key national networks in philanthropy and in K-12 education Service-learning has over a 10 year developmental history, is currently popular, has federal funding support, and a growing body of research regarding positive educational results with students. The Philanthropy Education Project can go “hand in glove” with servicelearning….sliding in to the core curriculum in schools that have already adopted service-learning. Utilize volunteer presenters with knowledge of the project and the field, prepare them with a stock presentation that can be personalized A professional conference program will be established for volunteers to use Utilize network relationships to build support for state coalitions Teachers will be trained in how to demonstrate their lessons in a conference setting Utilize education conferences to recruit teachers and schools Collateral materials will be made Utilize philanthropy �available as “hand-outs” An e-commerce agreement will be established with a major online book retailer conferences to build financial resources, including the local and state level Staff will negotiate the online agreement A small amount of revenue for the project Staff will identify the books that are used within the lessons Easy access to book resources for the teacher The web-site will provide automatic “click-over” from each lesson plan to the retailer selling the book The retailer will pay the project for each book sold from the web-site A membership organization for individuals and organizations interested in philanthropy education will grow to 10,000 Philanthropy Education Network All teachers involved in the project will be initial members All funders of the project will be initial members The current 900 field-test teachers in 36 states will be members Membership agreements will be negotiated with other related teacher membership organizations-such as social studies A data person will keep track of membership renewals and services Website, print, and conference A visible and tangible network of individuals and organizations involved in philanthropy education Supporting classroom teachers in presenting their lessons to national conferences helps to recruit teachers to the project, and to encourage their growth and leadership Developing a relationship with a large online book retailer will provide some cash Teachers and parents can easily purchase books that have been reviewed and recommended by classroom teachers-and they know what the idea is that is being taught by the book A retailer might develop some interest in both the internally and externally published materials from the Project itself Provide a vehicle for identifying and holding together teachers and other individuals/organizations that are interested in philanthropy education K-12….but are not necessarily teachers ready to be teacher-consultants Utilize the membership network as a pool of human resources for the development of new state coalitions in philanthropy education �Professional Development Disseminate materials to major national youth development groups and major religious denominations Provide at least 100 inservice workshops per year nationally for teachers who are new to philanthropy education (2 per year per state) presentations will be used to build membership Regional staff will coordinate State coalitions will organize, promote, and fund after 2 years Teacher-consultants (peer teachers who have been in the project and produced a unit) will serve as faculty University content faculty will train the Teacher-consultants Establish at least one Masters Degree in Philanthropy Education Provide both on campus, and by distributed education (online) Governance/Managem ent Develop a student teacher guide to philanthropy education A new 501c3 organization as a national entity Formal, written, outside evaluation of the Project’s progress Staffing and Consultants Office/Equipment/Structure Fiscal Management Staff needs to write a proposal to a large teacher preparation program with advanced degree authority University needs to accept the proposal and develop the program Staff needs to build involvement of teachers in this degree program through scholarships/p.r./recognition Workshop participants will add new lessons to the lesson pool The number of teachers with training in K-12 philanthropy will grow from 125 (current) to______over five years A core of teachers in each state will be trained to teach the lessons A core of teachers in each state will be trained to serve as Teacherconsultants to other teachers in their state A core of Masters prepared teachers with a depth of knowledge about philanthropy education Utilize a “train the trainer” peer method to provide professional development in philanthropy Build state-based teachertraining resources Provide training for teachers to continue to build “grassroots” demand for the project-a movement as well as an academic area Select one or two universities with a special interest in this area (a teacher preparation university, a Center on Philanthropy on campus, a core group of teachers with an interest in an MA, advanced degree authority, experience in delivering online teacher education) Youth advisory committee Content advisory committee Education advisory committee Technology advisory committee Virtual office Use of technical consultants � 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_2000-09-08_Business-Plan-Outline-of-Deliverables-and-Outcomes Title A name given to the resource Learning to Give 2000-09-08 business plan outline of deliverables and outcomes 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 2000-09-08 business plan outline of deliverables and outcomes. 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, 49407 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 2000-09-08 https://digitalcollections.library.gvsu.edu/files/original/c562584fef176b62fbc55a6b9f72b2b2.pdf af06094ede7195389946d34ca0a8ca3e PDF Text Text Date: September 11, 2000 To: Caroline Tower From: Kathy Agard Re: October Visit to California Hello! This is Kathy Agard from the Council of Michigan Foundations' K-12 Education in Philanthropy Project...I am hoping that you might remember me from our work together several years back on RAG staff development. I have tried to e-mail this message since last Thursday, and it keeps being sent back…so thought I should fax it instead. The reason I am writing is to see if you would have any interest in hosting a meeting for us in the Bay Area to introduce the K-12 Education in Philanthropy Project to key organizations. For many reasons, Northern California is one of the first areas where we would like to demonstrate the Project and see if there is any interest in California in replicating it (in a California way :-) We are planning to be in the area October 4-6th and would be available anytime on the 5th or 6th. In case the Project is new to you, the web-site is K12edphil.org. For the past four years we have been piloting the concept in Michigan of infusing in to the core academic curriculum of K-12 schools the teaching of philanthropy-broadly defined as "giving, serving, and private voluntary action for the common good". You might think of it as taking the graduate program at the IU Center and translating the concepts for elementary and high schoolers. Dottie is on the Committee and is still actively involved with us. Russ Mawby, Chairman Emeritus of the Kellogg Foundation, is our steering committee chair. John Lore, former national president of NSFRE is on the committee. Jim Kelly, former Ford Foundation Program Officer and Founder of the National Board for Professional Teaching Standards, and Adrian Davis, incoming national chairwoman of the National Council for Social Studies are also working with us. Also, the Forum of RAG's has endorsed the Project and we have had a number of conversations with Allyson regarding working through the RAG network for national dissemination. We now have over 125 K-12 lessons on the web-site, and another 200-300 in the development pipeline. They are teacher-tested and are written to assist teachers in meeting their state mandated curriculum objectives in social studies and language arts. So the lessons are �"knit in" to the curriculum and are not "stand alone". We have found schools and teachers to be extremely receptive to the units since they are written to assist the teachers-not add another burden. We have about 125 teachers trained as Teacher-Consultants, including a group from Kansas City who were with us this summer at the Ewing Marion Kauffman Foundation. If you think you might help us, we can send a lot more information. I am hoping for a 2 hour meeting. One hour to present the project (we have a PowerPoint presentation, and many hand-outs) and then an hour to see if there is interest in Northern California, and to identify who else should be involved...who might take the lead etc. If it would help attendance or scheduling, we would be happy to pay for a breakfast, luncheon, or late afternoon reception. We would love to meet with foundations who have grantmaking interests in civil society, volunteerism, service-learning, and/or K-12 education.....representatives from public education, NSFRE, government and other large nonprofits. I know California is one of the key "Learning in Deed" grantees for service-learning. They will be interested in the project as well. Our goal for the meeting would simply be to introduce the concept and see if there is any interest for California.......it will be a discussion, and low-key approach. If this doesn't work for you, could you give me some quick advice about other avenues to begin discussions in Northern California? We are looking to talk to a group that, if interested, could develop and lead a coalition to infuse these new lessons into California classrooms. Thanks in advance. Hope all is well! Kathy � 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_Memo_2000-09-11_Memo-to-Caroline-Tower-California Title A name given to the resource Learning to Give 2000-09-11 memo to Caroline Tower California 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 2000-09-11 memo to Caroline Tower California. 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, 49417 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 2000-09-11 https://digitalcollections.library.gvsu.edu/files/original/77a74af2a95bee7212c63be7ebe9f12b.pdf 5453a7af8d7d10c5e7a263fa2c39b97a PDF Text Text The K-12 EDUCATION IN PHILANTHROPY PROJECT Business Plan Executive Summary PRELIMINARY CONFIDENTIAL DRAFT The purpose of the K-12 Education in Philanthropy Project (EPP) business plan is to secure funding from corporate and foundation sponsors to assure the financial viability and growth of the Project. Vision Three years ago, the Council of Michigan Foundations (CMF) embarked on a bold project to counteract an unprecedented and troubling undercurrent in American culture – the erosion of national values that prize and honor the contributions of individual service to our common welfare. With primary funding from the W.K. Kellogg Foundation and other national foundations, the Council created the K-12 Education in Philanthropy Project, whose mission is to educate schoolchildren in the principles of philanthropy – giving, serving and taking action for the common good. Working within the school curriculum, and with classroom teachers, the Project has identified what children should know about the critical role of giving and serving in our democracy. The Project brings together the formal educational system and the formal philanthropic system to transmit this tradition to the next generation. The Project is unique in four powerful ways:  It expands the traditional concept of philanthropy (financial giving) to include volunteerism (the giving of time and talent to help others).  It mobilizes the great change agents of American life: children and youth.  It endows children with knowledge of their capacity to define and further the common good.  It educates children about the value of the independent, not-for-profit sector. Background Traditionally, commerce, government and the independent, not-for-profit sector coexist as interdependent entities in American culture. Many social theorists believe the independent sector serves as a vital buffer between the other two segments of our society. The three legs serve as an operating system to manage our social complexity. In order to preserve the best aspects of American life, it is necessary to understand and manage this system in an intentional way. Today, the system seems out of balance. There is a growing sense the government has lost the trust of the people. Disconcerting gaps have developed in the distribution of wealth. Citizen alienation with these dynamics is being reflected in the not-for-profit sector. Volunteerism is at risk, with a diminishing effect on American civility. �A number of reports have expressed the need for extending knowledge of the rich American philanthropic tradition to a new generation, including “A Nation of Spectators,” issued by the National Commission on Civic Renewal. The commission created an overall index showing a decline of 17 percent in civic health from 1974 to 1996, measuring such trends as political participation, political and social trusts, association membership, family stability and crime. Compared with the past generation, the report stated, “our overall civic condition is weaker than it was – and in need of significant improvement.” Correcting the nation’s current course can only come from individual actions. Individual citizen involvement must help change the debilitating focus on our differences rather than on our common values. The nation’s need still echoes President John Kennedy’s call to the nation: “Ask not what your country can do for you, ask what you can do for your country.” As in the past, the independent sector must again become the primary vehicle for citizen engagement in our common welfare. Individuals must regenerate the best traditions of America’s past by transmitting them to our children. Finding a Solution No formal system currently exists to transmit the values of the third sector of our society. To address this urgent need, the Council of Michigan Foundations acted to find a way to increase the visibility of the independent, sector. Although the philanthropic sector represents 13 percent of the economy and employs 9 million people, most Americans have no knowledge of it or understanding of how to participate in it. The Council determined the best way to achieve this goal is to renew citizen engagement in this sector and by doing so, stimulate its capacity to transmit core American values from one generation to the next. The Council critiqued numerous approaches to identify the “critical path” to America’s children. Included were schools, families, churches and traditional youth-oriented organizations. The Council concluded that schools are the only formal institution left to protect and socialize children in many parts of the United States. Schools are the only institution that serves all children everywhere. Schools are designed to assure that content is fair and meets the needs of the whole community. They have a charter to prepare citizens for democracy. They are designed to deal with ideas and content, as well as activity. They understand human growth and development, and know age-appropriate materials. They are responsible for educating the next generation and they know how to do it. Project Mission 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. �Education Market With approximately 90,000 public schools and 25,000 private schools serving 54 million students, the market represents a diverse collection of institutions catering to the needs of a vast array of students. Operating under increasing pressure to improve student achievement and develop stronger school accountability measures, the U.S. education industry is currently embroiled in ideological debate about effective delivery models for the future. The 3.25 million U.S. K-12 teachers and curriculum directors comprise the target market for EPP products and services. Since EPP lesson units meet approved standards, teachers can assimilate the materials without formal or external approval. They are the collective “point of sale”, advocates and implementers of EPP products and services and the critical delivery intermediary to reaching Project’s ultimate consumer - students. Teacher’s primary “buy-in “requirements, which are fulfilled in the EPP’s offerings, include:  The resources being affordable, easy to use and immediately availablesaving teacher’s time and helping them do their job better  The content being value-added and resonating with teachers; they must feel it is important and  The lessons having measurable performance outcomes and help with standardized test scores There is widespread concern about the apparent threat to civic engagement and civil behavior in the United States. Programs and strategies such as servicelearning, character education, ethics training, “life-skills” training, and asset development have approached this same need with different strategies. The Project is involved with these efforts and provides a unique value-added component to this good work where it exists, as well as to the core academic curriculum. Schools provide a rare opportunity to enable students to learn about hands-on philanthropy while also acquiring a structural cognitive understanding about the important historical role of philanthropy in American culture. Traditional servicelearning imbues children with good feelings about acts of citizenship, and offers experience in service, however it fails to impart the underlying knowledge that allows them to put civil behavior into the greater structural context. The K-12 project provides meaning to giving at all levels. �The Project’s Progress A strong foundation for philanthropy education…….(Ed is developing) Content, Teaching Units, Classroom Lessons, Evaluating Learning  Created original quality assurance protocols to govern content development and learning outcomes. ____specific learning benchmarks define what children will know and be able to do when completing the lessons.  Over 750 lessons have been written and are in various stages of development. Each lesson meets state educational requirements and has strong authentic assessment.  Every lesson has been reviewed by an independent Fairness Committee and is field-tested by at least 5 other teachers who teach the lesson and submit a written evaluation of its usefulness, student responses etc. Over 900 teachers in 36 states serve as field-test teachers.  The standardized tests at grades 5, 8, and 11 have been framed regarding length and type of questions. Draft questions are written. Professional Development  Approximately 133 teachers have been through weeklong training, are writing/have written original units and lessons, and have been trained to present this material to other teachers.  Three four-inch notebooks of background materials for teacher professional development have been organized.  Graduate credit and State approved continuing education credits for teacher participation in training has been received from two universities and states in Michigan and in Missouri.  A Philanthropy Education Network organization has been launched to develop a professional identity among the teachers involved. Dissemination  Piloted in ____ schools and used by ___teachers  Designed and developed the Project Website which filled with original material, including historical philanthropy timelines and annotated bibliographies of children’s literature that teaches philanthropy.  Pending projects include books, CD-ROMs and manuals for philanthropy education and functions. � Recognitions  A recent White House Conference on Philanthropy recognized this new Project The South Carolina Public Broadcasting Station is working with us to develop lessons that utilize portions of the video from the White House Conference. The Project lessons will be distributed with the video for the use of teachers across the country  Educational leaders from emerging democracies are requesting the lesson plans.  The Girl Scouts have developed a national patch based on the curriculum.  Unsolicited reports about the Project have appeared in:  The Oregonian newspaper  Family Life Magazine  Chicago Tribune Sunday Family Life Section  Worth Online, newsletter interview  Atlantic Constitution Journal Products and Services The Project will finance and operate philanthropy education, production and distribution systems. Content Creation The project has created a “value added” approach to philanthropy education by infusing existing social studies curriculum with philanthropic enhancements, thereby eliminating the need for teachers to undertake a curriculum change. The content creation takes place in two stages:  The intellectual content for the Philanthropy Education Project resides at the graduate level within the academic disciplines. As the Project scales up to a national level, strategic relationships with these university centers are essential as a ongoing source of academically sound history, economics, political science, and geography content related to philanthropy education.  Operating within stringent protocols, EPP teacher panels translate the academic outputs to age appropriate K-12 lessons and plans. An independent Fairness Review Committee reviews every word in every lesson. Dissemination The Project will expand its existing Website to serve as a comprehensive resource for audiences interested in the creation and uses of philanthropy �education content. The portal will host three interactive Websites to distribute philanthropic educational content to teachers, students and parents. In addition, the consortium will assist interested parties in mobilizing “on the ground” resources to support the Project’s mission at the grassroots level. This will be accomplished by helping organize and consulting with state and community- based coalitions comprising organizations such as service clubs (Rotary International), universities, philanthropy groups, state associations, teachers and others who wish to be involved with the Project throughout the nation and the world. The model combines the depth and commitment of a flexible state and community- based implementation model with the unparalleled power of the Web and collateral technologies. The website will contain five sets of directions for specific constituency groups to use in leading the development of a philanthropy education coalition in their state: nonprofit guidebook, corporate guidebook, foundation guidebook, university guidebook, and educational organization guidebook. Professional Development Outcomes Each child who participates in the Education in Philanthropy Project will be exposed to the full meaning of citizen action for the common good through giving and serving. Additonally The child will understand the importance, both to democracy and to his or her life, of major ideas of philanthropy such as:  The risk of factions and how voluntary association helps keep society together.  the independent sector provides ideas and energy for democracy and social renewal.  How the independent sector protects minority voices.  How the independent sector has worked throughout history.  The motivations of philanthropists and the lasting impact of their lives.  Giving is a powerful way for children to demonstrate creativity in their lives and to excel in this most healthy channeling of youthful idealism and energy. Operations Governance At the Council’s direction, a 501c3 Consortium will be formed to govern the entity. This structure will provide the Project with a clean slate for financing and other governance considerations and, in addition, infuse the Project with a national identity. �Advisory Board Phases of Development Phase 1 “Proof of Principle” Demonstration Project - Complete In its initial three years of operation, the K-12 Education in Philanthropy Project proved its value as a demonstration project by exceeding each of its operational goals in each year of operation. In its next stage of development, EPP’s primary challenge is to assure the project’s long-term sustainability by combining grant funding with revenue generation from other sources to grow the project to national scale based on current and foreseeable market dynamics in the for-profit and not-for-profit sectors of the education industry. The striking success of Phase One efforts has laid the foundation for the next phase in the Project. Funds are now being sought to underwrite Phase 2 of the “The K-12 Education in Philanthropy Project.” Phase 2 Rollout to National Scale Phase 2 of the Education in Philanthropy Project will build upon the infrastructure, experience and curriculum resources developed in Phase One. The core management group will be expanded to provide more detailed direction and oversight for the project as it grows into a sustaining national effort. A national outreach effort will be mobilized that will include the recruitment and training of state Project representatives to bring the assets of this project into every possible school in the country Additional funds will be used to create significant additions to the library of lesson plans, to increase the number of test and assessment vehicles, and to enhanced outreach activities critical to nurturing the growth of awareness of the value of philanthropy in contemporary society. To assure that the Project is disseminated throughout the country and available at the little or no cost to all teachers, parents and students the project will publish and make available through robust internet sites all of the materials developed by the Project. Additional resources will be dedicated to extending the messages developed by the Project into all available media. The goal is to build community awareness of the value of philanthropy as a binding force in communities and to build upon work underway within local schools Phase 2 Goals �Dissemination  Expand the Education in Philanthropy Web site and move to an interactive site(s) for teachers, parents, and students.  Publish two newsletters per year and send to key educational, philanthropic audiences, and the general media.  Project teachers/staff will deliver conference workshops at strategic national conferences related to philanthropy and education  Publish collateral materials that support the philanthropy curriculum and spread interest in the project, such as posters, bookmarks, tablemats, and pictures for student drawings.  Establish 50 state-based, philanthropy education coalitions that take leadership for integrating philanthropy education in to their state educational structure Reach of the program by year. Teacher students parents administrators Sponsorship Model Corporate, not- for- profit, individual sponsors and strategic partners will be solicited to fund all activities of the Consortium through 2004. The education industry is currently undergoing a restructuring in whole, making it a high- risk revenue generation environment. By relying on a sponsorship model to finance the Project through the Phase 2 development phase, exposure to unproven revenue sources is avoided and the flexibility to integrate future revenue sources as they become more certain is maintained. Key revenue modeling assumptions include:  The uniqueness and appeal of the Project’s mission separate it from other offerings, making it a prime candidate for sponsorship financing. Other types of financing are limited because of inherent conflicts between the Project’s ideological underpinnings and return on investment requirements of private equity financing. The sponsorship model aligns all aspects and functions of the business model with the mission and philosophy of the project.  The mix of commerce and technology in education sector is highly uncertain in the foreseeable future. Even beyond the private vs. public ideological approaches being debated, uses of technology and associated issues regarding E-commerce and online advertising revenue modeling very problematic. �Potential Revenue Opportunities in Future Phases After achieving national scale, the Project anticipates becoming self-sustaining by developing revenue streams from:  Advertising sponsorship of the Web site.  Charging annual user fees to state coalitions.  Royalties from sales of Project materials such as books, CDs posters, etc. The Education in Philanthropy Project is designed to be supported by private philanthropy provided by corporate and foundation sponsors. While the Project will exploit to the extent appropriate any revenue-generating opportunities created during the course of the project, it is expected that sponsorships will constitute the bulk of Project funding for this phase of the project. The Project's approach to its sponsors will be guided by principles first developed by American public broadcasting to manage sponsors and underwriters of television and radio programming. Those principles, modified for this project, are that:  Editorial control of the Project and its component parts will rest solely with the Project's principals (its management and governing bodies).  No funding arrangements will create the perception of editorial control by anyone other than project principals or that the Project has been inappropriately influenced by its funding sources.  All rights to the Project shall remain with the Project's principals. Within these limits, sponsors and underwriters will be afforded every opportunity to associate their activities with the vision, mission and goals of the Project and to extend the level of the association through all appropriate venues. The Project represents an opportunity of unassailable merit for corporate stewardship by using the economic power and influence of the private sector to fuel this critical action for the common good through the independent sector – the nonprofit arena that has produces so many benefits for civic life in America. Companies and other sponsors that become associated with the Project, through sponsorship, will accrue both prestige and a large measure of national good will. . � 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_2000-09-12_Draft-Case-Statement-for-Corporate-Sponsorship Title A name given to the resource Learning to Give 2000-09-12 draft case statement for national corporate sponsorship executive summary 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 2000-09-12 draft case statement for national corporate sponsorship executive summary. 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, 49408 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 2000-09-12 https://digitalcollections.library.gvsu.edu/files/original/8058c9f8681699c4934f3958f9d6eb89.pdf e8febab2fa8461092923e47d6c3dc96f PDF Text Text Council of Michigan Foundations K-12 Education in Philanthropy Project Evaluation Team-Planning Meeting September 15, 2000 Centennial Room-A Kellogg Center Michigan State University 9:00 a.m.-11:00 a.m. Welcome Self-Introductions Bob Church Review of the Next WKKF Evaluation Questions Purpose of this Meeting Kathy Agard Review the Planned Evaluation Measurements Dianne Zimmerman Student Outcomes Analysis of Student Products-Bob Floden, Leah Kriell Analysis of MEAP tests ught Survey Selected Students Teacher Outcomes Survey Research of Project Teachers-Brian Silver Teacher Quarterly Reflection Journals-Mark Wilson Onsite Observation of Lessons Being Taught Development of Evaluation Tool for Teacher-Consultants Stakeholder Perceptions Stakeholder Interviews-Bob Church Ongoing Consultation Review of Planned Assessment Measurements Field-testing of lessons Pilot school process Standardized test development Tom Hirsch Additional Measures Tracking “deliverables” Kathy Agard Discussion of How to Knit the Evaluation Together Adjourn �K-12 Education in Philanthropy Project W.K. Kellogg Foundation Approved Evaluation Questions 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? �Meeting Attendees: MSU EVALUATION TEAM Dr. Robert L. Church University Outreach Dr. Robert Floden College of Education Leah Kriell College of Education Patricia P. Miller University Outreach Dr. Brian D. Silver Institute for Public Policy and Social Research Dr. Mark I. Wilson Institute for Public Policy and Social Research Dr. Dianne Zimmerman University Outreach K-12 STAFF and ASSESSMENT CONSULTANT Dr. Kathy Agard Executive Director Rita Higgins Marketing and Public Relations Barbara Dillbeck Teacher-in-Residence Dr. Dennis VanHaitsma Michigan Representative Dr. Thomas Hirsch Assessment and Evaluation Services Eaton County Intermediate School District Larry Casler Student Assessment Connie Donovan Career Planning/Service-learning � 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_2000-09-15_Team-Planning-Meeting-Agenda Title A name given to the resource Learning to Give 2000-09-15 evaluation team planning 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 2000-09-15 evaluation team planning 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, 49465 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 2000-09-15 https://digitalcollections.library.gvsu.edu/files/original/fc0a4bcad31b6da4a1cdca05a9262f13.pdf 6913b27adaf0e7ac20a73939c5590259 PDF Text Text Evaluation Team-Planning Meeting Friday, September 15, 2000 Kellogg Center Centennial Room Lansing, MI Attendees: MSU: Bob Church, Bob Floden, Leah Kirell, Brian Silver, Mark Wilson, Diane Zimmerman, Eaton County ISD: Connie Donovan, Larry Casler K-12 Project: Kathy Agard, Barbara Dillbeck, Rita Higgins, Tom Hirsch, Dennis Van Haitsma Student Products (Bob Floden, Leah Kirell) • Pilot Sites • Project Teachers • Field-Test Teachers 1. Examples of what students can do a. Collect b. Rubric for assessing quality of student work c. Assess over time d. How much they can do over time e. Tie in to Field Tests/ Assessment Tests f. Evaluate lessons & curriculum 2. For evaluation, paper products preferred. For presentations, video and digital can be powerful. 3. Need to allow for classroom and group products. 4. Search for exemplary products 5. Collective & Individual Products 6. Many of the things that students are producing are in MEAP-like format MEAP – Student / Teacher Outcomes 1. Helps address content standards and benchmarks. 2. Point out connections to the Framework & Standards in Michigan 3. Benefit teachers get by having / seeing quality lessons. 4. Analysis of the philanthropy lessons against the SOC benchmarks. Determine how many are covered by current K-12 lessons 5. Data Display in math. 6. Measuring a. Deep knowledge b. Substantive conversation c. Links beyond the classroom 7. Professional Development Experience for Teachers—Craft of teaching (teachers learn competencies and become peer educators, as well). Survey of Selected Students 1. Short survey (some attitudinal piece re: students) Pilot Schools Evaluation MeetingK-12 Education in Philanthropy Project 9-15-00 �NEW - School Climate measurement (environment, safety) • Parent, Student, Teach (Pre & Post / During) • Must be tracked over time and also track how many of the lessons are being used • When to survey? Immediately after lesson is taught or later?) Immediacy & “other” variable issues • Cautionary Note: Hard to evaluate given no control over numerous other variables. Teacher Outcomes (Brian Silver) 1. Survey of Project Teachers / Pilot Teachers (Questions will need to be different). a. Evaluation of recruitment & training b. Their motivation and commitment c. Their competencies (journal stories re: their role in their schools) d. Use of our resources (Web, materials, meetings) e. Their evaluation of resources f. Problems/sggestions/feedback f. overall evaluations Two Surveys 1. Project 2. Pilot Teachers a. BOTH MEAP AND TEACHER OUTCOMES - Greater exposure to concepts of Standards & Benchmarks Teacher Journals / Quarterly (Mark Wilson) 1. Role of individual a. Motivation 2. Curriculum • How developed • What I liked • Problems) 3. Student experience (filtered by teachers) 4. School experiencediscover the social context (e.g., lack of administrative support because finding substitute teachers a problem) Consider Journal activity for one quarter with Pilot teachers (Journal provides “early warning” benefits to fine tune Project progress). Outcome 1. Evidence that curriculum successfully implemented somewhere. Evaluation MeetingK-12 Education in Philanthropy Project 9-15-00 �Pilot Schools Plans • Survey start / finish • Meetings (3x per year) • Onsite Observation (MSU) • Essays • Survey Current Project Teachers at last K-12 Project Teacher Meeting of School Year) Stakeholder Perceptions / Stakeholder Interview (Diane Zimmerman) • 2001 • 2003 Field-Testing Lesson Evaluations (Tom Hirsch) Discovers questions about the lessons (very positive feedback to date) Pilot Schools (Tom Hirsch) • Survey which will focus on evaluating the lessons • Climate • Ease of use • Do teachers use as time goes on? • Do they go to the Web to get new lessons? Standardized Test Development for Grades 5, 8 & 11 (Tom Hirsch) • Less than an hour in length (an add-on) • How well the curriculum is being taught in the school (Program evaluation) ISD Feedback • Links to Service-Learning & Core Curriculum – ease of linking (From Connie Donovan) • Lansing is ripe for K-12 Project per Larry Casler. Contact Dr. Nino Rodriguez & Sherry Miller (new deputy principal) Brian Silver: Not as much energy / resources into original Project teachers – new focus on the pilot school evaluations Use journals to keep the pulse on Project teacher feedback… Focus on best way to evaluate the Pilots—next phase. January / February – Meeting to collect Pilot Student Work Project Teacher Student Work to be collected at similar time frame Classroom Teacher/Student Video Segments -- MSU Journalism & Communications contacts a possibility Tom, Dennis & Barbara will do a list of Pilot School questions, etc. and feed back to whole group. Evaluation MeetingK-12 Education in Philanthropy Project 9-15-00 � 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_2000-09-15_Team-Report Title A name given to the resource Learning to Give 2000-09-15 evaluation team 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 2000-09-15 evaluation team 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, 49466 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 2000-09-15 https://digitalcollections.library.gvsu.edu/files/original/a93b6e517eabbbe05147084543bf4c40.pdf 7d3041cf6d1f17a0e437f0fdf18b8cfc PDF Text Text Date: November 7, 2000 To: California Colleagues From: Kathy Agard, Executive Director, K-12 Education in Philanthropy Project Ed Stone, Consultant to the President, Council of Michigan Foundations Re: The K-12 Education in Philanthropy Project in Northern California We have enclosed a recap of our recent “feasibility” visit to northern California and an outline of next steps. We will return during the week of December 4th for meetings to identify new stakeholders and to begin organizing a Steering Committee. We will call to arrange these meetings. In the meantime, if you have questions or ideas, please call or e-mail. We greatly appreciate your assistance. Recap of Visits California State University-Monterey Bay Dr. John Iddelston was our host at CSU-Monterey Bay. We spent the day in meetings with key faculty and administrators who understand the philanthropy concept and have offered to assist in bringing this effort to California. CSU-Monterey Bay is unique in requiring a service-learning course for every major on campus. The course includes the same theory of service as the K-12 Project. The CalTEACH experience at CSU-Monterey Bay provides immediate access to over 1,000 classroom teachers and experience in delivering teacher professional development online. This existing network with reach into K-12 classrooms offers a wonderful potential vehicle for the Project. President Peter Smith endorsed the idea of the Project and expressed a willingness to explore CSUMB involvement. As the service-learning leader in the CSU system, CSUMB would serve as an ideal professional development anchor for the Project in California. Panetta Institute We briefed Sylvia Panetta on the Project and discussed potential synergies with the Institute, in particular utilization of the speakers and content resources the Institute attracts for the further development of the teaching resources-video tapes of speakers, important speeches. San Francisco State University Lucianne Geiselman, Dean of the College of Extended Learning at SFS, offered to help develop an initial pool of candidates to lead a small Steering Committee and to assist us in the organization of the California effort. _________________________________________________________________________________________________ K-12 Education in Philanthropy Project, 630 Harvey Street, Muskegon, MI 49442-2398 Telephone: (231) 767-7206 Fax: (231) 773-0707 e-mail: k12edphil.org �Political Consultant We had an excellent discussion about the Project with a resource well connected in California and national political circles. We were offered assistance in discussing the Project with senior state officials and in identifying potential leaders for the Steering Committee. Northern California Grantmakers We met with members of the Northern California Grantmakers, who expressed keen interest in the Project. They endorsed the idea and could see the connections to programs already in place. Several offered to assist us as the Project continues to take shape Prior to our next visit, we plan to: Next Steps • Identify a California-based consultant-organizer person who can assist us in pulling together the appropriate resources to bring the Project to California. • Raise a small fund to support the planning and exploration of a northern California effort. Let us know if you would be interested in entertaining a formal funding proposal to support the initial exploration and planning stage. • Identify a preliminary roster of potential Steering Committee members. • Schedule meetings with current advisors and reach out to new stakeholders. In addition, we will have completed our formal plan for the ramping of the Project to national scale and should have made the initial calls to potential national corporate sponsors. We are in the final stages of considering a name change and that should be finalized before we meet again as well. Thank-you! We appreciate your help. _________________________________________________________________________________________________ K-12 Education in Philanthropy Project, 630 Harvey Street, Muskegon, MI 49442-2398 Telephone: (231) 767-7206 Fax: (231) 773-0707 e-mail: k12edphil.org � 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_Memo_2000-11-07_K12-Project-Northern-California-Final-Follow-up Title A name given to the resource Learning to Give 2000-11-07 final follow-up for the K12 Project Northern California 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 2000-11-07 final follow-up for the K12 Project Northern California. 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, 49418 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 2000-11-07 https://digitalcollections.library.gvsu.edu/files/original/96f67a3a4092e2de1a0f211d482ed5de.pdf 476d21ab1618a905d8d3884a7c9daf0a PDF Text Text The “Learning to Give” Project The Learning to Give Project is seeking funding to extend and expand the work of the K-12 Education in Philanthropy Project to a national scale. With sufficient funding in place the Project will bring a renewed understanding of the value of community involvement through personal giving back into communities throughout the United States. Applying the Sponsorship Model. The Learning to Give Project is designed to be supported by private philanthropy provided by corporate and foundation sponsors. While the Project will exploit to the extent appropriate any revenue-generating opportunities created during the course of the Project, it is expected that sponsorships will constitute the bulk of future Project funding. The Project's approach to its sponsors will be guided by principles first developed by American public broadcasting to manage sponsors and underwriters of television and radio programming. Those principles, modified for this project, are that:    Editorial control of the Project and its component parts will rest solely with the Project's principals (its management and governing bodies). No funding arrangements will create the perception of editorial control by anyone other than project principals or that the Project has been inappropriately influenced by its funding sources. All rights to the Project and its component parts shall remain with the Project's principals. Within these limits, sponsors and underwriters will be afforded every opportunity to associate their activities with the vision, mission and goals of the Project and to extend the level of the association through all appropriate venues. The Learning To Give Project will be designed to generate a high, positive public relations profile to support its national outreach objectives. The Project will work to actively raise the awareness of the significance of public philanthropy among many targeted constituencies as a way to build support for the Project and its local partners. This environment will provide potential sponsors with significant opportunities to associate themselves with this attractive, positive, community-focused effort. Specifically, the Project will make sponsorship an attractive promotion opportunity by:      Generating significant print, Internet and other media materials that will allow sponsors to receive supporting credit, Providing the sponsors with a path to building image awareness with American youth, Actively positioning the Project favorably with opinion-leading demographic groups, among business leaders and other key constituencies, Promoting the Project aggressively in national media, and Creating a positive association between the sponsor and a positive, community-building program with a nationwide audience. The Project represents an opportunity of unassailable merit for corporate stewardship by using the economic power and influence of the private sector to fuel this critical action for the common good through the independent sector – the nonprofit arena that has produced so many benefits for civic life in America. �-2Companies and other sponsors that become associated with the Project, through sponsorship, will accrue both prestige and a large measure of national good will. Proposed Application of Funds Funds received to support of the Project will be used to:  Complete, validate, and distribute the full K-12 philanthropy curriculum begun by the K-12 Education in Philanthropy Project,  Establish a national network of regional Project coordinators to facilitate and support state-based Learning to Give organizations,  Create and disseminate testing tools and textbooks in support of classroom teachers integrating the Project into their classrooms,  Rebuild and substantially extend the Internet presence of the Project and its utility to teachers, students, and other interested parties, and  Guide a national movement to develop renewed interest in applying the principles of personal philanthropy at the community level. The Project is designed to expand the conventional concept of philanthropy (financial giving) to include volunteerism (the giving of time and talent to help others). It will also,    Mobilize the natural change agents of American life, its children and youth, Educate these children about the value of the independent, not-for-profit sector to their communities and to society, and Empower children to contribute to that society through their own personal philanthropy. Learning to Give will also leverage today’s communications technologies to create, distribute and support a set of educational tools and other resources intended help local communities teach their children the value of personal philanthropy – the value of giving, serving and taking personal action for the common good of their community. The Project will work with local supporters and through public schools to integrate a complete philanthropy curriculum into the existing courseware at all grade levels. The goal is to make an understanding and appreciation of the value of personal giving a fundamental part of each child’s core education. �-3The Operating Plan Establish a 501(c)(3) Entity The Project will establish itself as a new 501(c) (3) not-for-profit organization and will assume all of the existing assets and liabilities of the K-12 Education in Philanthropy Project with the concurrence and support of Council of Michigan Foundations -- founders of the original Project. This change is intended to allow the Project to easily establish itself as a “national” entity and enable it to pursue national funding. Establish A Board of Directors A Board of Directors with eleven members will provide governance to the Project. The Board will include at a minimum:    The Executive Director of the Council of Michigan Foundations The Senior Executive of the Learning To Give Project, and A representative named by each of the three largest financial supporters of the Project. It is expected that the Board will meet monthly during the first two years operations and will meet thereafter as determined to be necessary by the Board. Establish Additional Advisory Boards A National Content Advisory Board will be established to review and provide advice on all content developed by the Project. Members of the Board will be expected to publish articles in professional journals and other research related to K-12 philanthropy education in support of the Project. A State Coalition Advisory Board will be established once the Project’s state-based support system is in place. Members of the Board will be selected from members of the state coalitions participating in the Project. A system will be adopted to assure that all states have a voice on this Board and that membership rotates among participating states. The Board will advise the Project on areas of mutual concern and serve as a communications path between the state-based organizations and the national Project. Identify National Project Management All normal management and Project executive responsibilities for the Project will reside with a National Executive Director who will be selected by and directly accountable to the Board of Directors. The Director will be empowered to create the national staff necessary to accomplish the Project’s objectives consistent with budgets approved in advance by the Board. Learning To Give will utilize the substantial foundation created by the K-12 Education in Philanthropy Project. From this existing infrastructure the Project it will expand its operating base in 4 distinct areas consistent with available resources: 1. Management and Operations, �-42. Curriculum Development, Testing and Assessment, 3. Regional - State Project Dissemination, and 4. Promotion, Development and Professional Training. Management and Operation Plan National leadership for Learning To Give will be drawn from the experienced staff brought together to execute the Education in Philanthropy Project. That core staff will be expanded in several key skill areas to bring additional operating expertise into the Project. This core staff, structured to be operational effective and financially efficient, will be expected to utilize a wide circle of sustaining advisors, consultants and subject matter experts to guide and direct the “national” execution of the Project. The following chart presents the proposed Functional Organization for the national Project. Funded By Learning to Give Funded By State Coalitions Organizational development will proceed according to a Project Timeline from 2001 to 2005 and will be designed to:       Complete the development, testing and assessment of the courseware needed to support an entire K-12 curriculum, Establish a validated procedure for revising and refreshing these materials using outside experts and feedback from those using the materials in the field, Optimize the use of the internet as the preferred method of distributing content, class materials and other Project information to 3 distinct audiences: students, parents, and educators, Develop and support a national project dissemination strategy through a regional office structure that will stimulate and support state-based Project Coalitions, Support the professional growth of educational professionals actively teaching Learning To Give principles in any environment, and Build national awareness of and support for the concept of teaching the principles of philanthropy giving, serving and taking personal action for the common good. The Project expects to make extraordinary use of new internet-based communications tools to make Project materials available to the widest audiences possible. Project Web sites will be  Curriculum Development, and  Testing and Assessment Plan. The Project will build upon the “value added” approach to philanthropy education established by K-12 Education in Philanthropy Project. This approach infuses the existing school curriculums with philanthropic enhancements, thereby eliminating the need for teachers to materially change their existing lesson plans. �-5Content creation takes place in several stages:  First, intellectual content needed for the Project will be drawn from academic work in progress at graduate schools throughout the country. As the Project scales up to the national level, it will foster strategic relationships with key universities working in the fields needed by the Project. These relationships will be essential as an ongoing source of academically sound history, economics, political science, and geography content related to philanthropy education.  Second, operating within stringent protocols, Project teacher panels will translate the academic content to age appropriate K-12 lessons and plans. Lessons will continue to be added to the pool of resources by teachers in professional development institutes, by summer writers, and consultant writers.  Additionally, teaching support material will continue to be written, such as briefing papers on key ideas, people, and organizations. The Project will acquire all existing materials from the earlier project and expand that work into a complete curriculum and supporting materials. Over 750 lessons have been written or are in various stages of development. Each completed lesson meets state educational requirements. Every existing lesson has been reviewed by an independent Fairness Committee and has been field-tested by at least 5 teachers who have taught the lesson who submit a written evaluation of it to the Project. The Project will continue the practice of creating quality assurance protocols to govern all content development and learning outcomes. Project Dissemination Plan The project will develop an activist, multi-front plan to promote and disseminate the Project to all potential interest groups. Specifically, the Project will:    Create a nationwide network of regional offices supporting state-based coalitions in all 50 states and the District of Columbia, Puerto Rico, and the Virgin Islands, Exploit the Internet and the world wide web as communication and information dissemination tools to maximize the reach and economic efficiency of the Project, and Develop substantial outreach and communications programs to broaden the interest in philanthropy education to interested public service organizations and others. Regional Offices Simultaneous with the completion of the curriculum the Project will move to establish a nationwide outreach and support infrastructure to disseminate the Project throughout the country. National dissemination will be organized around ten regions, each led by a Regional Director and managed at the national level by a National Dissemination Director reporting to the Project Executive Director. �-6The role of regional directors is to stimulate and organize leadership coalitions in states in their regions. They will also be responsible for coordinating the efforts of the states and regions into the national program and providing state organizations with technical assistance. Each Regional Office will be funded with Learning To Give resources. Each state coalition (grouped in 5-6 states to make a region) will be locally funded and responsible for leading and funding the integration of the curriculum into classrooms in their respective states. Learning To Give national and regional resources will be focused on supporting these state organizations. Internet Portals The Project will expand the existing K-12 Web-site so that it can serve as a comprehensive resource for all audiences interested in the creation and uses of philanthropy education content and collateral materials. While curriculum materials are being developed within the framework of contributing to a formal K-12 Educational system, they are applicable to many other environments. They can be equally valuable to youth groups, churches, families, and the service organizations. Project Web sites will be designed to optimize access to the whole body of materials created by the Project by all interested parties. The Web site will contain five sets of directions for specific constituency groups to use in leading the development of a philanthropy education coalition in their state including a nonprofit guidebook, a corporate guidebook, a foundation guidebook, a university guidebook, and an educational organization guidebook. When completed, the Learning To Give portal will host three interactive Web sites that will distribute philanthropic educational content to teachers, students and parents and create online environments where a national dialogue about individual philanthropy can take place. Additional Dissemination Strategies To complement regional efforts and the Web site the Project will execute a broad publication and outreach plan designed to bring information about the project to the widest possible audience. The Project will:     Publish and distribute newsletters to key educational, philanthropic audiences, and the general media, Publish collateral materials that support the philanthropy curriculum and spread interest in the project, such as posters, bookmarks, tablemats, and pictures for student drawings. Deliver conference workshops at strategic national conferences related to philanthropy and education Continue the Philanthropy Education Network launched by the K-12 Project to develop a professional identity among the teachers active in the field. In addition, the Project will assist interested parties mobilize “on the ground” resources to support the Project’s mission at the grassroots level. The project will help organize and consult with state and community- based coalitions (comprised of organizations such as service clubs like Rotary International), universities, philanthropy groups, state associations, teachers and others) who wish to be involved with the Project. The Objective of this dissemination model is to combine the depth and commitment of a flexible state and community- based implementation model (thus creating local demand among vested parties) with the �-7unparalleled power of the Web and collateral technologies (to meet demand using the most cost-efficient and effective delivery systems currently available). Promotion, Development and Professional Training The success of the Project will depend on the success of its efforts to raise awareness about the need to renew American interest in personal philanthropy and develop support for that effort throughout the country. To achieve this goal the Project will undertake a significant promotion campaign to bring the Learning To Give Project to the attention of many critical constituencies. That campaign will include a national promotion campaign to build awareness of the program among the general public, a campaign to attract interest in participating in the Project among local, regional and nation organizations, and a program for developing continuing profession interest in the Project among classroom teachers. These efforts will be supported by an active campaign to print and distribute as widely as possible the materials created by the Project and to leverage the Internet as a content distribution medium. The Financial Plan All funds raised in support of the Project will be applied to the general operating expenses consistent with operating budgets adopted by the Project’s Board of Directors. For planning and budgeting purposes the Project has established a “preliminary operating budget” that reflects the operating plan outlined above. Exact details of final spending plans will depend on the priorities set by the Board in the Project’s Adopted Operating Budgets. Summary Budget Salaries & Benefits Technical Support State Coalition Development Web and Internet Publications & Promotion Test Development/Assessment Rent & Office Logistics Pilot Program Other, Miscellaneous Year 1 Year 2 Year 3 Total $1,620,000 216,000 397,000 368,000 265,000 185,000 195,000 130,000 170,000 $3,540,000 $1,790,000 225,000 550,000 300,000 275,000 240,000 200,000 135,000 342,000 $4,056,000 $2,075,000 235,000 555,000 280,000 75,000 140,000 210,000 140,000 325,000 $4,021,000 $5,485,000 676,000 1,502,000 948,000 615,000 565,000 605,000 405,000 831,000 $11,620,000 �-8Regional Office/State Coalition Schedule 2001 Region V Michigan Minnesota Ohio Illinois Indiana Wisconsin Region IX California Nevada Arizona Hawaii Region VI New Mexico Oklahoma Texas Arkansas Louisiana 2002 Region X Washington Oregon Idaho Alaska Region I Connecticut New Hampshire Maine Rhode Island Massachusetts Vermont 2003 Region II New York New Jersey Puerto Rico Virgin Islands Region III Pennsylvania West Virginia Maryland Delaware Dist. of Columbia Region IV 2004 2005 Mississippi Georgia Kentucky Florida Tennessee Alabama N. Carolina S. Carolina Region VII Nebraska Kansas Iowa Missouri Region VII Montana North Dakota South Dakota Wyoming Utah Colorado �-9- MaineStream Media 419 North Lincoln Street Arlington, Virginia 22201 E-mail - ltl@MaineStreamMedia.com C-Phone - 703.597.6946 Fax - 703.528.4941 � 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-SP_2000-11-07_Sponsor-Proposed-National-Rollout Title A name given to the resource Learning to Give 2000-11-07 sponsor proposed national rollout 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 2000-11-07 sponsor proposed national rollout. 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, 49474 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 2000-11-07 https://digitalcollections.library.gvsu.edu/files/original/c6e95028de804d497e177c52ab22b045.pdf d9d76dc87445868ce262a169fad368fd PDF Text Text Contact List for California Visits in September California State University Monterey Bay Dr. Seth S. Pollack, Assistant Professor Director, Service Learning Institute California State University Monterey Bay 100 Campus Center Seaside, California 93955-8001 831-582-3914 Telephone 831-582-3057 Fax seth_pollack@monterey.edu Northern California Grantmakers Janet Bankovich Northern California Grantmakers 116 New Montgomery Street, Suite 742 San Francisco, California 94105 (415) 777-1714 Telephone John Iddelston 1606 Hodges Court Marina, CA 93933 (831) 883-1362 Telephone john@monterey.edu Sandra Cohen Bank of America Foundation 315 Montgomery Street, 8th Floor CA5-704-08-03 San Francisco, California 94104 Sandy Allen The James Irvine Foundation One Market Street Steuart Tower, Suite 2500 San Francisco, California 94105 Pam Erwin Wells Fargo Foundation Corporate Community Development Group 455 Market Street, 3rd Floor San Francisco, California 94163 �Kaye Theimer 2846 Green Street San Francisco, CA 94123 Phone: 415-359-0992 Fax: 415-441-0992 Kayetheimer@earthlink.com Peter Smith President California State University Monterey Bay 100 Campus Center Seaside, California 93955-8001 831-582-3500 Telephone Sylvia M. Panetta Panetta Institute The Leon & Sylvia Panetta Institute for Public Policy 100 Campus Center, Building 86E California State University Seaside, CA 93955 831-582-4200 Telephone 831-582-4201 831-582-4082 Fax info@panettainstitute.org Lucianne Geiselman San Francisco State University College of Extended Learning 1600 Holloway San Francisco, CA 94132-4160 (415) 338-1371 Telephone Catherine Pike Teri Yeager William Randolph Hearst Foundation 90 New Montgomery Street, Suite 1212 San Francisco California 94105 Tracy Parent Bay Area School Reform Collaborative 90 West Ed 730 Harrison Street San Francisco, California 94107-1242 �Lorraine Rolff United Way of the Bay Area 1970 Broadway, Suite 340 Oakland, California 94612 Mialisa Bonta The San Francisco Foundation 225 Bush Street, Suite 500 San Francisco, California 94104-4224 Russell G. Mawby Chairman Emeritus W.K. Kellogg Foundation Heritage Tower, Suite 1701 25 W. Michigan Avenue Battle Creek, MI 49017-7153 Heritage.tower@WKKF.org Dorothy A. Johnson President Ahlburg Company President-Emeritus, Council of Michigan Foundations 41 Washington Avenue, Suite 347 Grand Haven, MI 49417 (616) 847-6881 Telephone (616) 847-6882 Fax daj@ahlburg.com �Potential Contacts for California Visits in December Haase Center Stanford University Barbara Kibby Program Officer The David and Lucille Packard Foundation Patricia L. Stirling V.P. of Education Golden Gate Chapter National Society of Fund-Raising Executives Harry Singer Foundation Delaine Eastin State Superintendent of Public Instruction Mike Brugh California Department of Education Commission on Improving Life Service Learning in Deed Evan Goldberg California State University Howard Alemeda Center Regional Leader for CalSERV (510) 670-4233 CalServe Partnership California Campus Compact (San Francisco) Chancellor’s Office of the California Community Colleges (Sacramento) Constitutional Rights Foundation (Los Angelas) Dan Wieler and Associates (Berkeley)-evaluators Regional Service-learning Leads (11 regional directors) Service-Learning Research and Development Center (UC Berkeley) California Commission on Improving Life Through Service (Sacramento) The Service Learning 2000 Center (Palo Alto-Stanford) East Bay Conservation Corps (Oakland) Farmers Insurance Group (Los Angeles) Volunteer Centers of California (Sacramento) Youth Service California (Oakland) �Don Hill Service Learning 2000 650-356-0288 Erika Randall Director Community Service Learning California State University Office of the Chancellor 562-951-9773 Michael Cortez Director, Institute for Nonprofit Organization Management University of San Francisco 2130 Fulton Street San Francisco, California 94117-1080 Todd Lueders Executive Director Community Foundation for Monterey County 99 Pacific Street, No. 155A Monterey, California 93940 (831) 375-9712 Winnie Chu Associate Director Community Foundation Silicon Valley 111 W. St. John Street, Ste 230 San Jose, California 95113-1104 (408) 278-0270 Telephone (408) 278-0208 Fax URL: http://www.cfsv.org Michael M. Howe Executive Director The East Bay Community Foundation 501 Wickson Ave. Oakland, California 94610 (510) 836-3232 Telephone (510) 836-3287 Fax admin@eastbaycf.org URL: http://www.eastbaycf.org �Mark Koenig Marin Community Foundation 17 E. Sir Francis Drake Blvd., Ste. 200 Larkspur, California 94939 (415) 461-3333 Telephone (415) 464-2555 Fax mcf@marincf.org URL: http://www.marincf.org Tom Ehrlich Carnegie Foundation on Teaching and Learning Palo Alto (650) 566-5137 Chuck Quigley Center for Civic Education Calabasas, California (800) 350-4223 Terry Pickeral Compact for Learning and Citizenship Education Commission for the States 707 17th Street, Suite 2700 Denver, Colorado 80202-3427 (303) 299-3636 Telephone (303) 296-8332 Fax tpickeral@ecs.org � 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_2000-12_List-of-California-Visits-to-Explore-Expansion Title A name given to the resource Learning to Give 2000-12 list of California visits to explore expansion 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 2000-12 list of California visits to explore expansion. 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, 49409 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 2000-12 https://digitalcollections.library.gvsu.edu/files/original/a3701bae14ba3e267866fe24392a070d.pdf 27d79f44c0947efe00bb9d0911a186d7 PDF Text Text Background Data Education Week January 2000 Estimated Reach of the Project These are direct reach estimates and the number do not include the casual use access to the materials available on the web-site. Audience States and Territories Potential State Market Total Teachers Involved Potential Teacher Market Total Students Reached Nationwide Potential Student Market in States for that year Potential Parent Market in States Reached for that year Total Parents Reached Nationwide Total 2001 2002 15 2003 2004 10 9 2005 8 Total 52 10 Percent Reached 100% 52 17,400 44,450 111,640 124,940 478,230 178,396 17% 3,178,000 1,566,000 4,000,500 10,047,600 11,244,500 16,055,640 42,914,340 21,428,000 4,105,000 7,246,000 9,460,000 3,842,000 46,081,000 43,000,000 8,000,000 14,000,000 19,000,000 7,000,000 92,000,000 3,132,000 8,001,000 20,095,200 22,489,200 32,111,280 85,828,680 4,715,400 12,045,950 30,254,440 33,858,640 48,345,316 129,221,250 Estimates based on the proposed plan as rolling-out in phases. The total numbers would be reached in the first two years with sufficient funding. The number of teachers by state his not readily available. The estimates include public schools only. Private schools and home schooled numbers of teachers and children will expand the potential market. The numbers do not include Puerto Rico, Virgin Islands, or Washington DC. The market is larger than indicated as a result. Parents are roughly estimated as two parents per child. This number would be modified because more than one school-aged child would be in a family, but is also modified by the fact that many children only have one parent involved in their schooling. Number of Teachers Involved 2001 2002 Number of States 15 10 2003 2004 9 2005 8 Total 10 52 93% 93% �New Teachers Trained through Institutes Cumulative Numbers of Teachers Trained Teachers Reached through In-service Workshops New Teachers Trained Online Cumulative Number of Teachers Trained Online Total Teachers Involved 450 750 1,020 1,260 1,560 5,040 450 1,200 3,220 3,480 5,040 13,390 13,500 36,000 96,600 104,400 151,200 401,700 1,500 2,500 3,400 4,200 5,200 16,800 1,500 4,000 7,400 11,600 16,800 41,300 17,400 44,450 111,640 124,940 178,396 478,230 Teachers Trained Through Institutes Institutes are face-to-face three day professional development experiences that orient classroom teachers to the teaching of giving and serving. These graduates then become “Teacher Consultants” in their state. Cumulative Teachers Trained Each year new teachers are added to the teacher pool and the teachers who are already Teacher-Consultants remain involved through the Philanthropy Education Network. In-service Workshop Each Teacher-Consultant commits to providing at least two in-service experiences for other teachers. For the purpose of example, it is assumed that 30 teachers per state per year will go through the professional institute and that each of the graduates will provide two further in-service experiences with 15 teachers in each in-service. Online Education The institutes will be translated to an online environment for teachers nationwide to have access to an online tutorial regarding using the lessons. Continuing education and graduate education credits will be sought for this online training. It is estimated that a minimum of 100 teachers per state per year will be involved in online education. Cumulative Number of Teachers Trained Online Each year new teachers are added to the teacher pool and the teachers who are already Teacher-Consultants remain involved through the Philanthropy Education Network. Student Reach 2001 Number of States Total Teachers Involved Elementary Students Secondary Students Total Students Reached in 2002 2003 2004 2005 Total 15 17,400 10 44,450 9 111,640 8 124,940 10 178,396 52 476,826 261,000 666,750 1,674,600 1,874,100 2,675,940 7,152,390 1,305,000 3,333,750 8,373,000 9,370,500 13,379,700 35,761,950 1,566,000 4,000,500 10,047,600 11,244,500 16,055,640 42,914,340 �Classrooms For the sake of projection, it is estimated that half of the teachers would be in K-5 environments reaching 30 children each year in their classroom. Half of the teachers would be in grades 6-8 environments where children move from classroom to classroom. A secondary teacher would reach approximately 150 children per year. � 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-RCH_2000-12_Proposed-Reach-Estimates Title A name given to the resource Learning to Give 2000-12 proposed Reach estimates 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 2000-12 proposed Reach estimates. 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, 49469 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 2000-12 https://digitalcollections.library.gvsu.edu/files/original/379365c42152618890901f30adc6368b.pdf d6bb7d99eee955d98cf15d020c65c19a PDF Text Text K-12 Education in Philanthropy Project Evaluation Report: Journals Round 5 Spring 2000 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 5 asks 4 questions, all seeking written comments. In addition, Round 5 surveyed existing and joining teachers, with two similar questions directed to each group and remaining questions targeted to the experiences of the Matrix and Summer teachers. Responses came from 24 Matrix teachers and 10 Summer teachers. The questions and a summary of responses are detailed in this report. Q1. In your students do you see any evidence of their understanding or actions resulting from the philanthropy elements of the curriculum? This question was directed to both groups of teachers, with little difference between the responses. Not surprisingly, the Matrix teachers had implemented their lessons over a longer period and reported more examples. Teachers report students being interested, excited and engaged by the lessons on philanthropy. Students are more aware of themselves and their communities, and their ability to make a contribution to making their schools and neighborhoods better. Overall, the evidence cited can be listed in several categories. First, students recognize and use the terms associated with philanthropy, with comments from teachers such as; “They understand and use (philanthropy) correctly. They use it appropriately and apply it to subject areas other than the one they learned it in.” “Frequently, I hear my students cry out ‘That’s philanthropy’, during the reading of a piece of literature or an event in history. What pleases me is that I never ‘set up’ these responses. The students recognize philanthropy quite naturally now.” 1 �“Students are using the term philanthropy. Students understand actions that are philanthropic.” “The students are quick to identify examples of philanthropic activity, their own and others. Some students can identify philanthropy (without prompts) in a historical context.” “Students are relating philanthropy (and service learning) to units on economics and geography. It has become almost routine for many of my students to look for solutions when confronted with problems.” “They can point to it on the playground, in the classroom, and at home.” “..students used the word philanthropy in their writing for the MEAP.” A second set of achievements relate to students putting philanthropy into action in their schools and communities: “My students are actively involved with helping others through fundraising, donating their time and talent, tutoring, picking up trash, sweeping floors etc.” “This term 3 students lost their homes to fire but were still willing to help others by raising dollars for the March of Dimes. They stated that they felt they should still help because other groups, like the Red Cross, were helping them right now.” “The students are invariably finding their own ways to implement philanthropy in their daily lives.” “There has been an explosion of volunteer activity in the school – many factors are probably involved – but the lessons on philanthropy are definitely one factor.” The third set of factors is broader, associated with students’ own personal development and the way that understanding philanthropy has shaped personal growth. For example: “I have students doing very poorly at the middle school level but who are attending regularly so they will be able to ‘tutor’ their kids and help them.” “They show a caring attitude – desire to please but also do actions to support others when we do a philanthropy unit. They quickly forget kind acts unless repeat lessons are used.” “Students have learned valuable lessons of life from these lessons.” 2 �“Students are more aware of opportunities to volunteer and also seem to understand the importance of volunteerism and philanthropy to our society.” “Students have become involved in YAC – community foundation work. Students have given much to their community.” “Respect, caring for one another, sharing concern for others’ safety, happiness, and general well-being.” Q2a What stand out as the major lessons learned from the project? (Curriculum development, computers, philanthropy . . ) The Matrix teachers were asked this question to sum up their overall experience in the project. Many note that the entire project was significant for many reasons, with the following quotes capturing common themes: “The whole process was fascinating to watch as it developed – the group forming and working hard towards a common goal – the struggle to learn how to use a computer, develop curriculum and assessment – a very valuable personal and professional experience.” “As an educator I have learned so much from the others I have worked with. The diversity of this group and what it has accomplished underscores the importance of honoring and valuing a broad diverse population. It is a group rich in talent, expertise and commitment to a very worthwhile project.” The responses can be classified into four groups. First, teachers identify their knowledge of philanthropy as the major lesson from the Project. “The definition of philanthropy – a deeper understanding of what it is.” “I have gained a better understanding of how important philanthropy has always been in my life. I have never identified quite in the same way before.” “A greater understanding of the nonprofit sector. Namely that it is a viable career option.” “Philanthropy has been the medium, therefore much has been learned about philanthropy.” Second, the knowledge of computers remains a significant lesson for teachers. After the trials of learning and using computers and the Internet, the technology is now recognized as an important element of their learning: “Learning to use the computer as a user friendly tool.” 3 �“Computers, definitely! I never would have gotten ‘comfortable’ with them otherwise (I’m really not comfy enough yet!). “Computers, computer, computer. I had no knowledge of the computer. Now I am doing much better at locating valuable information. I wish I had more time to explore.” “Computer knowledge – great progress made from illiterate to functional.” “Computers – I was forced to step out of my box.” “There was no way I could have learned the bare basic computer skills I now have (without) being assisted in getting my lessons into this format.” The third set of lessons stems from the process of developing the curriculum, and the professional development that was integral to the design and implementation of the project. In addition to the lessons on philanthropy, many teachers valued highly their ability to understand and develop curriculum and assessment tools. Comments included: “I have learned to analyze and understand lesson plans 9especially paying attention to cultural fairness). I have also learned a lot about assessment (how to write fair questions and organize a ‘standardized’ assessment.)” “Curriculum development. They teach us in undergrad but when do we ever use it? This was a great applied teaching tool!” “I have gained a better understanding of working on and developing curriculum.” “It caused me to reevaluate what others were marketing. I now adapt lessons rather than taking them at face value.” Q2b Looking back, how do you assess the Summer Institute? Do you have any recommendations to make for organization or content of future Institutes? This question was directed to the Summer teachers to learn of their experience with the Summer Institute several months after its completion. Teacher comments are divided into two groups, overall assessment, and recommendations for the next institute. In general, all experiences seem to have been very positive and supportive of the program, with comments such as: “It was very complete and first class all the way.” “For me it was a fabulous experience. Well organized and well planned.” 4 �“Philanthropy – I was basically clueless when we started this. Now I know a lot, and so do my students.” “Outstanding – it was an inspiring professional experience providing great learning and collaborative opportunities.” “Excellent!” “I learned an awful lot at the Institute.” In terms of the next seminar there were several suggestions made, usually concerning having more time for assignments and collaboration. Recommendations include: “Time to work together to clean up lesson plans and ideas.” “I would have liked more information/preview about my role as a lesson plan writer. Had I brought resource/teaching materials with me, I feel I would have been more productive and efficient.” “We may need to spend a little more time on presentation technique for nonexperienced presenters.” “I wish there was more time during the Institute to develop all of the lessons and units. Too much left undone.” “Hold back a little content. One day’s worth was overwhelming .. . the week’s worth became hard to manage.” “Your way of doing things is incredible, but there’s no-one to even ask for help near me.” “I think an (optional0 session on grant writing would be helpful.” Q3. Do you use the Listserv? How could it be more useful for you? The Listserv does not seem to receive a lot of attention from teachers or to be a significant part of the project’s infrastructure. This question was directed to both groups of teachers. Of the Summer teachers, more than half do not use the system. Several noted that they did not know how to use it, while others said they did not have the time to access the Internet. For the Summer teachers, only several made recommendations and comments, suggesting that it will be used more when lessons are implemented, and that it may be necessary to promote its use. The Matrix teachers used the Listserv more often, but again the sense was that it was not a central resource. There seemed to be some confusion in responses, seeing the Listserv as the same as e-mail. 5 �Those who used the Listserv found it valuable when collaborating on lessons or projects, and note that it is an efficient way to communicate: “I have used it during the time we were meeting once a month on curriculum and assessment.” “The Listserv is great – I could no longer go back to mail or fax. E-mail is the most efficient use of communication, and Listserv is an even more efficient use of my time.” “I use it to reply to other members, but do not readily send information to all participants.” “Yes – it saves lots of time.” The lack of use seems to stem from uncertainty about how the system works and what it should be used for. While not stated by teachers, the reticence about Listservs may be associated with the general need for comfort with computers discovered during the first stage of the project. Comments about use/non-use of listserv include: “Originally I used it often, but that was before others understood the concept. Many still do not understand the value of communicating ideas and asking questions on a Listserv. I think the idea was foreign for the majority of project members. It would become useful only if more people used it.” “I do not use except for receiving incoming e-mail messages.” “I would use the Listserv if I had more examples of appropriate uses for it. Currently, it seems like the most I know about it is that it shouldn’t be abused.” “As people get their own e-mail address it may be easier to communicate as it was hard to get through to MSU.” “I have used it rarely because I am still not sure of the advantages.” “It is difficult for me to get online during normal hours.” The comments on use of the Listserv suggests that it is not well understood as a system, and that time may be needed at project meetings to discuss how and when to use the Listserv. A second issue may be problems getting online or not being a regular e-mail user. The value of e-mail, in particular, depends upon a critical mass of any organization being regular users. That way, when messages are sent out the, senders know that their colleagues will see their message. Also, Listserv users will know to check their e-mail as it is likely that they will have mail. If a Listserv is used sporadically, it does not appear to be a current or useful resource. 6 �Specific recommendations for the Listserv are to break it down to more specific, easily defined subsets of the Project. This would increase the relevance of traffic and emphasize the value of the system: “Update list and curriculum appropriate age levels – geographic.” “Could it be broken down by grade levels, geographic areas etc?” Q4a In the coming year, what are your plans for continuing philanthropy education in your school? Without exception, every teacher noted that they plan to continue teaching about philanthropy and continuing to be active supporters of the projects mission. Many also state that they will go beyond the teaching of the prepared lessons, to develop further materials and to extend the work that they started under the project. Among the plans for the coming year are: “I hope to continue with the service learning project with the curriculum. We have multi-age ‘angel groups’ that meet once a month in our school. We meet with a project to do monthly … for a local soup kitchen.” “I believe in the project and the value of teaching philanthropy. I will continue to incorporate my lessons in the curriculum.’ “I will continue finding pieces that will add to and enrich what I have already started.” “It has become the theme of our grade level and I have the support of the team of teachers I work with.” “I want all students to be lifelong philanthropists. I will teach, show, give, help from the heart and hope my students will role model after me.” “Continue teaching students about philanthropy and providing opportunities for practice.” “The lessons will be incorporated into 3 required classes at the high school; government, American history, and integrated social studies.” Q4b What form of meeting works best for you? How often would you like to meet as a group in the coming year? This question was directed to the Summer teachers. The responses suggest that 2-3 meeting per year would be best, with several suggesting a meeting each semester with one meeting in the Summer. In general, the Saturday meetings seem to be working, with no-one saying it was not a good choice of meeting day. One teacher suggested that a computer lab be one of the elements of the meetings to improve computer skills and to offer one on one instruction. 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-EVAL_2000-2003_Journals-Round-5-Evaluation-Report Title A name given to the resource Learning to Give 2000-2003 journals round 5 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 2000-2003 journals round 5 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, 49467 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 2000/2003 https://digitalcollections.library.gvsu.edu/files/original/185d37d01fc2d42c91878d24a8537459.pdf 0c791f4d3a992067d98c2f5a5388f167 PDF Text Text Diane, Executive Summary-Overview We would like the Executive Summary as it is without any additional charts. The fact that the report is separately bound from MSU helps us a lot with our funding, and it is well written as is. If we could have 100 copies that would be great (if this is more than you are funded for….let me know and we will pick up the additional cost). If you are comfortable, I would love to report the data on outcomes as either a separate component or an addendum to this report. It is the one we will use to new funders. Full Report 2-4 pages of outcomes (attached) Indiana’s report (we do not have electronically, I will ask Judy to retype and send it to you via e-mail as an attachment) Susan’s abstract (I will ask her to send) In the full report, if Brian could review some of the charts to report out the top two responses rather than just the top one response….that should dramatically change the perception from the casual reader re: the effectiveness of the Project without massaging the data too much. If, as a researcher, he would like to keep the single response reports….that would be ok as long as the follow-up charts are added showing the top two responses. (If this doesn’t make sense…give me a call). Quantity 100 Overviews 50 Full Reports Thanks. �K-12 Education in Philanthropy Project Council of Michigan Foundations Report on Outcomes 1997-2000 Curriculum Development 1997 Identified student learning outcomes None in philanthropy by grade level Developed and edited four strands Developed and edited nineteen standards Developed and edited 107 benchmarks per grade level (321 total) Created framework for K-12 philanthropy education K-12 Lessons and Units Teaching None the Philanthropy Benchmarks 120 lessons K-12 completed and online 90 lessons in final edit 300-500 in draft form Created lesson template including service-learning component and parent involvement components Reorganized MDE social studies benchmarks for State Pool of field-test teachers evaluating None philanthropy lessons K-12 900 teachers in 36 states evaluating lessons 120,000-140,000 students exposed to a lesson in their classroom Lexicon of Key Terms in Curriculum Initial draft completed None Briefing Papers on Concepts, People and Organizations Eighteen papers published 100 papers in progress Created template for briefing papers None Standardized Tests on Philanthropy Initial test format framed Test questions drafted None �Teacher Professional Development K-12 Teachers in Philanthropy None 120 K-12 Teachers trained as philanthropy Teacher-Consultants Teacher in-service training in None philanthropy education 1999 Summer institute CMU 2000 Summer institute CMU 2000 Summer institute Kansas City 2000 Summer institute Berrien County, Michigan Secured graduate credit CMU and U of Missouri Secured continuing ed. credit from MDE Created and tested teacher professional development curriculum Identified and secured faculty Created and published teacher professional development materials Classroom Support and Original Teaching Materials History/Philanthropy Timelines U.S. History Michigan History World History Almost None Annotated bibliography of children’s literature by grade level Calendar of philanthropic events during the year Bookmarks of philanthropists New book for Family Foundations that uses the curriculum Three original songs on philanthropy for students “Student Service in Philanthropy Project” curriculum donated to the site Arizona Community Foundation middle school curriculum donated to the site Philanthropic quotations Speeches and Interviews Specifically for the Project John Gardner-Why Teach Philanthropy in Schools Bill Richardson-Teaching Philanthropy Curt Meadows-The Philanthropic Tradition �Multiple links to related web-sites High school textbook, CD-Rom, web-site material under development: including a teacher guide, student guide, and parent guide Other Resources Original research on parent involvement initiatives completed and due to be published Baseline research on the status of service-learning in Michigan being completed � 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_2000-2003_Report-on-Outcomes-Data-for-Final-Report Title A name given to the resource Learning to Give 2000-2003 report on outcomes data 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 2000-2003 report on outcomes data. 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, 49468 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 2000/2003 https://digitalcollections.library.gvsu.edu/files/original/1750cfc4c07319211321ae958c443fbe.pdf 6af60241f4545093fea4bb3b73435b94 PDF Text Text Education in Philanthropy Project The Next Steps The Council of Michigan Foundations is entering the next stage of development of the K-12 Education in Philanthropy Project. Three specific goals are being pursued to position the Project as the research and development source for content and as the standard setting organization related to the quality of K-12 philanthropy education. First, the council has outlined the outcomes it hopes to achieve with students. Second, it has envisioned the process for achieving the desired outcomes. Third, it has begun development of an ambitious web site that can take the vision of philanthropy education throughout the world. I. Student Outcomes Intellectual Goals A. By participating in the Education in Philanthropy Project, each child will understand the full meaning of citizen action for the common good through giving and serving. B. Each child will understand the importance, both to democracy and to his or her life, of major ideas of philanthropy such as: 1. The risk of factions and how voluntary association helps keep society together. 2. Why big systems fail and how the independent sector provides ideas and energy for democracy and social renewal. 3. How the independent sector protects minority voices. 4. How the independent sector has worked throughout history. 5. The motivations of philanthropists and the lasting impact of their lives. 6. The power each student has to do good without needing adult permission to excel in this most healthy channeling of youthful idealism and energy. II. Actions and Behavior A. Every child will have a positive experience in volunteer service and will develop the basic skills to become an involved citizen. B. As they mature, students will become increasingly involved in positive social action and public service. III. Teachers Teachers will know how to teach philanthropy as an integrated part of the school curriculum. They will master the philanthropy content and the use of service-learning as a teaching process. IV. Parents Parents will know how to teach and reinforce the material at home. In time, they will be taught by their children and share the joy of personal growth with them. V. American Society The next generation of American schoolchildren will be fluent in the language of giving – they will understand the role of citizens and will have the skills to engage in both government and private action for the common good outside of government. VI. The World Emerging nations and other democratic countries can utilize these materials to build similar educational materials and outcomes in their countries, as well as to enhance the American curriculum with a worldwide perspective. �The Process I. Intellectual Content and Skill Development A. The definition of the content students should know and the skills they should have at each grade level has been identified. B. Curriculum themes are organized by standards and benchmarks as well as by grade band (K-2, 3-5, 6-8, 9-12) C. Sample units are being written with specific ties to the national social studies content standards in history, economics, geography, and government. D. Establish an intellectual "scaffolding" of what students should know at each grade level. E. For each benchmark, develop an age-appropriate definition for the student and a lexicon for the teacher that provides basic information on each concept. F. For each major topical area, write a three-to-five-page briefing paper to assist teachers who lack content knowledge in that area. G. For each standard, develop a standardized test at grades five, eight and eleven so teachers can compare what their children are learning to other students. H. For each benchmark, develop a sample unit or lesson that teaches the concept at the appropriate age level. I. Each lesson will be written to a standard educational template. J. Each lesson will have a rubric for assessment of learning. K. Each unit (a set of lessons) will have a service-learning component. L. Each unit will have a component involving the family. III. Material and Skill Sets A. Teachers and students will have support materials related to the age-based content and student skills. For example: 1. Posters for the classroom. 2. Philanthropic bibliographies, quotations, stories. B. Teachers will build their content knowledge in philanthropy and skill in teaching through service learning. For example through: 1. In-service workshops. 2. Teacher-to-teacher workshops. 3. Summer institutes. 4. Pre-service education. 5. Graduate education. C. Textbooks will be written and published with related student and teacher guides, and will include a CD-ROM version for students, and teachers. IV. Reaching Families A. Families will be reached to build their skill in supporting their children. 1. Through family-based homework. 2. Through orientations for families. 3. Through family communication with school. �Web-site/Mission Orientation The outcome and process goals are development strategies. The project’s web site is a delivery strategy. The site, which is already operational in a basic format, will evolve into a vehicle for delivering the content and skills to all audiences worldwide. I. Meta-site Strategy A. One major site with sections is a simpler approach than to have separate sites. B. A “Meta-site” would link the site with all other sites containing germane content. II. Students A. Age appropriate. The web site must work for students K-12 with different ages doing different things via the Internet. B. Interactive. The site should be interactive and use such common devices as games, self-instruction, video/audio, and original documents to be accessed by students. C. Instructional. The site should be a place for students to do their homework, for example a lesson on Jane Addams related to immigration and the early organizing of social institutions such as the NAACP, and the field of social work. 1. Web link to the Jane Addams home page and to Hull House. 2. Copy of Jane Addams speeches, plus real Audio of actress reading the speeches. 3. Video of what life was like during this period of time. 4. Q & A section with speedy response via e-mail to student questions. 5. Discussion in the chat room about how women have used the non-profit sector as an alternative power structure. 6. Link to social work career pages and content about what a student needs to study to become a social worker, community activist, or child care worker. 7. For younger students especially, the site should provide step-by-step assistance so the child also learns how to catalogue information and search for information. D. Across space. The site should allow international links, joining students learning similar things in other countries, through cyber-pen pals and joint homework. E. Youth Involvement. Young people should be empowered to add to the site and to the flow of ideas. F. Chat room and other ways to reach peers. The site should provide a chat room related to philanthropy (perhaps monitored by a class as a part of their volunteerism), in addition to e-mail, ListServ communications between youth, pages for pictures of student projects and discussion with teachers. G. Incentives for working on the net. The site should provide incentives for reading philanthropic books, watching movies (with a movie guide to be answered online), music, perhaps submitting original work (movies, music, poetry, essays). III. Teachers A. Teachers currently are using the web site for curriculum materials. The site should provide a wealth of such information for teachers. 1. Standards and benchmarks. 2. Lesson plans. 3. Testing booklets. 4. Briefing papers. 5. Definitions. �B. C. D. IV. The site also should provide access to original documents and background materials. 1. Timelines. 2. Bibliographies (web sites, music, art, books, places to visit). 3. Posters. 4. Textbooks. 5. Easy connections to other related and helpful sites. Teachers should be able to access a readily available discussion site. 1. Teacher chat room. 2. List-Serve. 3. E-mail. 4. Chance to be a part of an international network of teachers. Teachers also should have a connection to students. 1. Some way to receive or monitor student work (as appropriate). 2. Opportunity to give students feedback. Families A. Families should have an easy-access link to the web site, including an e-mail link with teachers to discuss projects and ideas. B. It is vitally important to assure a “safe site” for young people. C. Families can work together on projects, such as tracing a family’s philanthropic history, using a web-based form. D. Parents could review and check the students' work on philanthropy � 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_Action-Draft_2000-2004 Title A name given to the resource Learning to Give 2000-2004 business planning action draft 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 2000-2004 business planning action draft. 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, 49424 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 2000/2004 https://digitalcollections.library.gvsu.edu/files/original/04825d15a011dd82aace4f3ff4ce3886.pdf 09402b010c96350b656fcee8d23649a9 PDF Text Text A Sponsorship Opportunity In times of unprecedented prosperity at the dawn of the 21st century, America faces a civic crisis. A troubling undercurrent has entered our national culture—a failure to transmit the social and democratic values of civic engagement from one generation to the next. This breakdown poses a significant threat to our tradition as a civil society. Three years ago, the Council of Michigan Foundations created the K-12 Education in Philanthropy Project (now known as Learning to Give). The purpose of the project is to perpetuate a civil society by educating children about the independent sector and to inspire their commitment to private citizen action intended for the common good. In its initial phase of operations, the Project demonstrated its power to mobilize the great change agents of American life—our youth. Learning to Give is now seeking corporate support to launch the program onto the national stage. Corporate sponsorship will enable us to:  Implement a national dissemination plan to offer schools and communities access to Learning to Give resources;  Complete and test a comprehensive K-12 curriculum that can be adapted to any educational environment; and  Build understanding of civic responsibility and individual community service by young people. Sponsors will be actively and positively associated with a grassroots national movement to create an enhanced sense of community among our youth. Specifically, Learning to Give will:  Prominently credit sponsors in all print and media materials publicizing the Project;  Acknowledge sponsors as national corporate citizens in hundreds of state and national venues;  Ensure that sponsors receive branded presence on all multimedia presentations that we develop;  Recognize sponsors for their stewardship role formally and informally at meetings of national educational and philanthropic organizations;  Credit sponsors with integrating Learning to Give into their employee development programs; and  Encourage sponsors to participate in Project advisory groups and other affiliated organizations promoting the Project in the media. At a time when key traditions important to our way of life are endangered, Learning to Give will transmit fundamental American values of civic responsibility and community service to our youth. By doing so, the Project will not only add meaning and abundance to their lives, but will also renew our nation’s tradition of individual commitment to the common welfare. For further information, please contact: Kathryn Agard, Ed.D., Executive Director Learning to Give 630 Harvey Street • Muskegon, Michigan 49442-2398 • Tel: (231) 767-7206 • Fax: (231) 773-0707 E-Mail: kagard@remc4.k12.mi.us • Website: www.LearningtoGive.org � 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-SP_2001-01_Sponsorship-Opportunity_1 Title A name given to the resource Learning to Give 2001-01 sponsorship opportunity 1 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 2001-01 sponsorship opportunity 1. 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, 49475 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 2001-01 https://digitalcollections.library.gvsu.edu/files/original/d949286b6fda0e0398be9fdcfc987b0c.pdf 7adb237269cfb3a9cd5484aaf74677f1 PDF Text Text A Sponsorship Opportunity Three years ago, the Council of Michigan Foundations created a project without precedent to revolutionize the way students learn about the power of personal giving. The project began in response to the marked decline in civility in American society, as documented in such works as “Bowling Alone: The Collapse and Revival of American Community” by Robert D. Putnam. The project, initially known as the K-12 Education in Philanthropy Project, set out to expand the popular definition of philanthropy to include the giving of time and talent as well as money by people of all ages and from all strata of society. At the heart of the project was the desire to educate a new generation of young people about the value and historic role of the nation’s not-for-profit sector, which includes civic clubs and volunteer groups of all types. The visionary nature of the project has uncovered a hunger for education about making individual contributions. The project has evolved into a movement that can make a vital contribution to America’s future as a civil society. Already, it has spawned successful courses in philanthropy. The council’s research identified schools as the only viable conduit for reaching children in all parts of society and all parts of the country. The goal of the project is to create a demand for its materials and to make all the material available at little or no cost on an Internet portal. After its initial three-year phase, which was largely funded by the W.K. Kellogg Foundation, the project is moving into a bolder phase. It plans to grow nationally and has adopted a new name: Learning To Give. Much of the needed coursework and many of the supporting materials have been developed during the research and development period. Many teachers have been trained and plans have been created to train more on the Web. The first generation website is already on the Internet and will be expanded to serve teachers, students, parents and communities as the project progress. The project has formed a not-for-profit entity to oversee the growth of the program, from its initial phase. Learning To Give is now seeking corporate sponsorship to make the move onto the national stage. Sponsors will receive the extraordinary benefit of playing a leading role in a national movement to teach young people the best of American traditions, with the goal of perpetuating a civil society. Sponsorships will be based on the principles developed for Public Broadcasting System sponsors. Learning To Give is well established in Michigan. Soon it will move into California. It has been successfully replicated in courses at an Atlanta prep school and a major private university in the South. An enormously positive experience is available to the right sponsor. We invite and urge your participation in this vital undertaking. For further information, please contact: Kathryn Agard, Ed.D. Executive Director Learning to Give 630 Harvey Street • Muskegon, Michigan 49442-2398 Tel: (231) 767-7206 • Fax: (231) 773-0707 E-Mail: kagard@remc4.k12.mi.us • Website: www.LearningtoGive.org � 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-SP_2001-01_Sponsorship-Opportunity_2 Title A name given to the resource Learning to Give 2001-01 sponsorship opportunity 2 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 2001-01 sponsorship opportunity 2. 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, 49476 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 2001-01 https://digitalcollections.library.gvsu.edu/files/original/4047cb50cb1e7ee06a2501111be4a400.pdf ba680bfe97fd4b0164a0b45fa30ce3d1 PDF Text Text Learning to Give The Council of Michigan Foundations Progress Report and Products Three years ago, the Council of Michigan Foundations created a project without precedent to revolutionize the way students learn about the power of giving and servingphilanthropy. Learning to Give set out to expand the popular definition of philanthropy and to take this ambitious project into schools and homes throughout the nation, and the world. The broad definition includes the giving of time, talent, treasure, and private citizen action for the common good, without regard for the age or economic status of the giver. The visionary nature of Learning to Give has been based on organizing a movement. The founders have been motivated by their own experience in working closely with youth for over a decade, and their combined expertise in leading and funding national social change efforts. A status report on each aspect of the project follows: The Curriculum Strands, Standards, Benchmarks. The new philanthropy curriculum is organized into strands, standards, and benchmarks. Benchmarks are the written set of learning expectations defining what students should know about philanthropy and be able to do by grades 5, 8, and 11. There are four major “strands”. Within each strand, there are a series of idea sub-groups further refining what should be known-“standards.” Finally, under each of the standards are a series of very specific benchmarks defining what the student should know. An overview of the Strands and Standards and a sample of the benchmarks is attached at the end of this paper. Sample Lesson Plans. Over three hundred lessons are finished and are available for viewing and downloading from the Learningtogive.org Web site. Another two hundred are in the final editing stages. This summer, another 200 new lessons will be added to the pool. By fall 2001 there will be a sample lesson covering each of the philanthropy benchmarks. Learning to Give Page 1 of 5 �Service-Learning / Experiential Component. While the project is focused on concepts and ideas, each unit also contains one lesson with a “hands-on” experiential component called Service-Learning. For example, a unit on the role and history of the Red Cross may have the students spend a day working on stocking a food pantry in support of local Red Cross disaster relief. Family Support. Starting with the summer 2000 lessons, “Family Recipes” are being infused into current curriculum. These take-home ideas provide families with specific activities that help the child learn philanthropy content. National Lesson Plan Competition. The first national lesson plan competition was launched in 2000. The winning unit covered not only the philanthropy themes, but also science, math, and social studies benchmarks. Standardized Assessments The project is developing a set of standardized tests. The test design and half the questions are written. 1) The project plans to pilot-test the questions on students in the fall of 2001. 2) The project plans to assemble three test booklets and field-test them nationally. The final product will be two validated test booklets for grades 5, 8 and 11 (for a total of six tests) plus banked, validated questions for future tests. Teacher Developed Lessons All lessons are written by practicing classroom teachers who work in an environment of strong state-mandated learning objectives. The state objectives closely parallel the national educational proposed curriculum standards. Teacher Testing of Lessons Each lesson is being field-tested by five other teachers: three in Michigan, two in other states. Nine hundred teachers from 36 states have volunteered to field-test the existing Philanthropy lessons. Curriculum Support Definitions for Students The initial list is completed and on the World Wide Web site: Learningtogive.org Lexicon for Teachers The initial list is being compiled and is available on the Web site. Briefing Papers for Teachers Sixty papers dealing with Concepts, People and Organizations are completed. The first fourteen may be accessed from the “Resource Room” on the Learningtogivel.org Web site. Another forty-five are in the process of placement on the site. Forty to fifty additional papers will be written during spring term 2001. Learning to Give Page 2 of 5 �Bibliographies We have completed an annotated children’s literature bibliography by grade level for teacher use. It is currently on the Web site under the “Resource Room” and is undergoing further updating. Historic and Philanthropic Timelines Historic and Philanthropic timelines with events from Michigan, U.S. and world history are available on the Web site under “Resource Room,” “Timelines.” Foundation Founder Biographies The initial set of biographies of individuals who have founded private grantmaking foundations are now on the Web site. Nonprofit Careers Internet links have been established with related Web sites that focus on nonprofit careers. Lending Library of Books and Materials / Web sales This component of the project, which has enormous long-term potential, is under development. Videos of Leading Nonprofit Leaders We are compiling a bank of videos about leading nonprofit thought-leaders. Examples include John Gardner, founder of Common Cause, and a video on the Independent Sector is completed. A video on Russ Mawby, Chairman Emeritus of the W.K. Kellogg Foundation, is ready for editing. Textbook, Teacher Guide, Student Guide and CD-ROM The book outline, book development and CD-ROM development process are completed. The book will have content in economics, geography, government, history, English language arts and visual and performing arts. The book development will include a teacher guide, student guide and will be prepared for CD-ROM distribution. Calendar of Annual Philanthropy Dates A month-by-month calendar of the annual dates celebrated in the general culture (Memorial Day), to specific philanthropy days (Make a Difference Day), plus other related days (Kwanzaa) and how these days might be used to teach philanthropic behavior-is in the final editing stages. Teacher Professional Development Summer Residential Institutes Summer 1999 30 new teachers/CEU and graduate credit was offered. Each teacher produced a new unit for the curriculum. Summer 2000 Learning to Give 30 new teachers scheduled from Michigan. 25 new teachers scheduled from Kansas. 12 new teachers in the arts from Berrien County Page 3 of 5 �Summer 2001 30 new teachers scheduled from Michigan. 30 new teachers scheduled from Ohio. Philanthropy Educators Network (PEN) The membership association, with special Web access, is under development. Market research is completed on a selected group of related national and state professional educators’ associations that will become dissemination sources for our work. Inservice and Curriculum Development, District by District Twenty Michigan school districts currently interested in articulating the Philanthropy curriculum across multiple grade levels and buildings are being recruited. One district has volunteered to teach the lessons K-12, half of the buildings have been recruited the others will be on board for a fall 2001 start. Masters Degree Program Discussion is underway with Ferris State University for a Masters Degree in Education with a concentration in philanthropic studies. This degree will be offered with an emphasis in online learning. Michigan produces one out of every 10 of the nation’s teachers and has major teacher education programs. Undergraduate Teacher Preparation The preparation will be conducted within the disciplines in colleges of education. This concept is currently under discussion with Olivet College. Web site (Learningtogive.org) Curriculum, Lessons, and Resource MaterialsOnline for Teachers Everywhere The Learningtogive.org.org Web site is supported by Michigan State University. Links to Purchase Books Each lesson has a bibliography. We would like to link from within the lesson to easy online book purchasing from major Web bookseller(s). Meta-site This concept calls for one major Web site for all philanthropy Learning to Give Internet activity. We have identified and linked to many related sites. To be developed, for example, is a link between an individual DeTocqueville lesson discussing the importance of associational life in the United States-to the DeToqueville Web Home Page. Other Family Foundation Book Containing timelines, calendars and activities, is drafted printed and ready for distribtuion. Family Involvement Research This original educational research is ready for editing and publication. Learning to Give Page 4 of 5 �State and National Joint Ventures Indiana University / Grand Valley State University / Case Western Reserve University are assisting with writing initial briefing papers and test questions Formal partnerships and sponsorship agreements have been developed with: Independent Sector Council on Foundations Association of Fund-Raising Professionals United Way of America National Forum of Regional Association of Grantmakers National Center on Black Philanthropy National Center for Charitable Statistics Center on Nonprofits and Philanthropy Urban Institute National Council of Nonprofit Associations A Washington DC office is being established under partnership agreement with the Independent Sector. The Corporation for National Service has funded a joint venture between Michigan and Ohio to support philanthropy education and service-learning. International Inquiries Unsolicited, direct inquiries about replicating the project have been received from, for example, Australia, England, Brazil, Bulgaria, South Africa, Italy, the Czech Republic, and Japan. The project was discussed at the first White House Conference on Philanthropy in the fall of 1999. In addition, the project was presented at the International Society for Third Sector Research in Dublin, Ireland in June 2000. Learning to Give Page 5 of 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_2001-02_Progress-Report-and-Products Title A name given to the resource Learning to Give 2001-02 progress report and products 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 2001-02 progress report and products. 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, 49410 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 2001-02