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Descriptors:
Fund Raising; Parents; Teachers; Parent Associations; Teacher Associations; Parent Teacher Cooperation; Web Sites; Donors; Computer Mediated Communication; Social Networks

Abstract:
Just as online tools are connecting school communities, so, too, are the ways of raising the funds for grassroots projects changing. Over the past 10 years, increasingly sophisticated tools have been developed to assist with the process of raising money online. Crowdfunding is a new approach that offers donors a gamelike experience, with pledges being collected only if the project reaches its funding goal by a certain deadline. What makes crowdfunding different from the first generation of fundraising sites is that it does not discriminate on the basis of organization type. One can represent a registered charity, a nonprofit association, a for-profit business, or a group of volunteers, so long as one meets the other criteria of the particular website. The other difference is that crowdfunding creates a more gamelike dynamic which has been shown to be very successful in getting people involved and excited. Crowdfunding campaigns must be for specific projects and last a limited amount of time. In this article, the author discusses what one needs to know to successfully launch an initiative and provides a list of online fundraising options. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Community Schools; Private Financial Support; Fund Raising; Disadvantaged; Homeless People; Youth Problems; Community Action; Community Coordination; Group Dynamics; Social Services

Abstract:
Twenty-one students were homeless. One student had asked a cafeteria worker on a Friday afternoon for leftover food to take home for the weekend. Those were among the facts that high school English teacher Ann Haugland heard at a professional development event in her Boone, Iowa, Community School District. "I couldn't sleep that night," Haugland said. The next morning, she presented her superintendent with a plan of a one-day fundraiser for needy students in the district. The superintendent gave permission, but said the fundraising had to be separate from the school's own foundation. Haugland quickly found three other teachers--Rhonda Getschman, Jane Dupuis, and Georgiann Hagen--who were willing to help organize a fundraiser the following month. They asked departments in the schools to donate gift baskets to be auctioned. They also ran a coffee shop and bake sale, serving coffee and hot cider in mugs that people could keep. They raised $15,000. Rather than make this a one-time, feel-good event, the teachers saw the potential for doing more. So, they started their own philanthropy. This article describes how this group of teachers leads a community to band together to provide for the urgent needs of its least fortunate students. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Alumni; Donors; Fund Raising; Financial Services; Financial Support; College Graduates; Higher Education; Educational Finance

Abstract:
For college fund raisers, one bright spot in the economic doldrums is that it is easier to talk with potential donors about their deaths. As donors worry about outliving their assets, fund raisers find success--and often bigger donations--in asking them for bequests. Many college fund raisers have raised the subject of bequests more actively with alumni over the past few years. As fund raising makes a slow recovery nationwide, development officers have found bequests to be one of the most resilient forms of giving and, often, a source of growth. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Educational Finance; Alumni; Community Colleges; Success; Models; Institutional Advancement; Fund Raising; Public Relations; Outreach Programs; Financial Support; Change Strategies; Organizational Change; Performance Factors; Program Effectiveness

Abstract:
Community colleges are often viewed as the gateway to higher education as well as institutions that can rapidly prepare students to enter the workforce. Yet, in spite of widespread acclaim for their effectiveness and success, community colleges have done very little to garner volunteer and financial support from their alumni. Admittedly, many community college leaders have not invested institutional resources into cultivating former students as an engaged alumni community. This lack of investment has left community college alumni with little, if any, affinity to their alma mater or idea as to their role as alumni. As a new decade unfolds, community colleges throughout the country are beginning to engage alumni as donors and advocates who can testify to the value of a community college education. Community colleges today face external and internal challenges. On the external side, they face diminishing financial support from state and local funding sources such as school districts and county governments, their historical funding streams. On the internal side, the leaders of community colleges resist tuition increases to make up for funding shortfalls for fear of restricting access to the students they serve. As a result of these financial pressures, institutional leaders are actively seeking new revenue streams from nontraditional sources, including community philanthropists, corporate and government grants and earmarks, and special events. Community colleges recognize the success that four-year institutions have had in securing alumni support of institutional priorities and are now determining how they can achieve similar success. As the student population becomes more mobile and advancement programs respond to this changing dynamic, the author encourages both community college and other higher education advancement professionals to explore one another's programs and to be open to learning from them. They may be surprised by what they can learn from each other. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Colleges; Global Approach; Fund Raising; Interpersonal Relationship; Alumni; College Administration; Institutional Advancement; Donors; Educational Finance; Financial Support; Institutional Mission

Abstract:
The rapid growth of international fundraising by educational institutions is an outgrowth of an unprecedented, large-scale exchange of products, people, and cultures. Institutions that previously had taken a piecemeal approach to global education have embraced a global mission, and advancement is falling in sync. International fundraising also acknowledges shifting wealth patterns, particularly the rise of Asian economies. Whether at home or abroad, successful fundraising must align with institutions' missions, say advancement professionals. Given the obstacles and the expense, international fundraising isn't for the meek or "the faint of purse." It is a matter for explorers. Education has become an interconnected global enterprise, and the pursuit of funds to support it inevitably must follow--wherever that pursuit leads. The basic strategy comes down to making friends and visiting them often. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Career Development; Fund Raising; Talent Development; Talent Identification; Skill Analysis; Skill Development; Change Strategies; Professional Development; Personnel Management; Institutional Advancement

Abstract:
A growing number of institutions are being more deliberate about bringing in fundraisers who fit the culture of the development department and about assessing skills and providing training that fill specific needs. Development shops are paying more attention to cultivating their staffs, staying attuned to employees' needs and creating career paths that keep them challenged and in their seats. Institutions will likely continue to invest in talent management as it becomes more difficult in some regions to find seasoned fundraisers, who often come at a premium, and too costly to lose effective ones already on staff. The available pool of "movable talent" is small as the weak economy fuels anxiety among top fundraisers about changing jobs, particularly if they need to sell a home or are part of a two-income household. In some markets, nontraditional talent will get a second look, but institutions will have to set them up for success with training programs and mentoring. Whether they're developing their own talent, recruiting seasoned professionals, or tapping into the transferable skills of nontraditional candidates, development shops are paying close attention to a candidate's fit for the culture. A person bringing ideas for changing the department may not fit into a hierarchical one steeped in tradition. Besides ensuring fit, several institutions are finding that extensive training, mentoring, and career coaching are essential to fundraiser success. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grants; Grantsmanship; Publish or Perish Issue; Fund Raising; Financial Needs; Educational Finance; Teacher Researchers; Predictor Variables; Communication Research; Compliance (Legal); Theory Practice Relationship; Faculty College Relationship; Financial Support

Abstract:
Although communication program faculty have traditionally not enjoyed large grants for research, administrators are pressuring them to garner external funding. This article examines the success rate of securing external funding that communication administrators reported for their units. Results show that while the pressure has increased on most communication programs, the success rate for getting those grants has not. In addition, support for seeking grants is not growing with the pressure, and there seems to be little difference in support between high research-oriented programs and those in lower Carnegie classifications, with the exception of help from graduate students. (Contains 43 notes and 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Males; Fund Raising; Adults; Children; Well Being; Social Problems; Philanthropic Foundations; Financial Support; Achievement; Success; Tuition; Mentors; Minority Group Teachers; Graduation Rate; High School Graduates; Racial Differences; African Americans; Whites; Grants; Databases; Attendance Patterns; College Preparation; Achievement Gap; Dropouts; Prevention; At Risk Students; Employment Level; Family Structure; Acquired Immunodeficiency Syndrome (AIDS); Poverty; United States History; Leadership; Geographic Location

Abstract:
Nearly every major indicator of economic, social, and physical well-being shows that black men and boys in the U.S. do not have access to the structural supports and opportunities needed to thrive. This results in negative consequences not only for black males themselves, but also for the larger well-being of society. Several prominent foundations have sponsored initiatives supporting black men and boys over the past two decades, and funding in this area has risen modestly in recent years. In 2011, George Soros and Michael Bloomberg brought a new wave of visibility by committing $30 million each to a New York City initiative designed to improve the life outcomes of men of color. It is within this context that the Open Society Foundations' Campaign for Black Male Achievement commissioned this report, which examines U.S. foundation giving explicitly in support of black males by issue area, type of support, and geographic area served. The analyses explore patterns of giving by larger U.S. foundations over the past eight years, with a focus on giving from 2008 to 2010. Key findings are discussed in this paper. Methodology is appended. (Contains 15 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Public Schools; Private Schools; School Closing; School District Reorganization; Rural Schools; School Safety; Seismology; Educational Facilities Improvement; Enrollment; Graduation Rate; Educational Finance; Financial Support; Well Being; Academic Achievement; Teacher Student Ratio; Teacher Employment; Gender Differences; State Aid; Tuition; Fund Raising; Taxes; Poverty; Educational Attainment; Educational Benefits; School Libraries; Enrollment Projections; Canada Natives; American Indian Students; English Language Learners; Foreign Students; Special Needs Students; Class Size; Adult Education; Adult Students; Specialists

Abstract:
This report presents facts and figures on British Columbia's education for 2012. It is divided into the following seven sections: (1) Schools, which covers: (a) Number of public schools; (b) Number of independent (private) schools; (c) School closures; (d) Rural schools and students; (e) School-district amalgamation; and (f) School safety: Seismic upgrades; (2) Student Enrolment, which covers: (a) FTE [Full-time equivalent] enrolment (public and independent); (b) FTE Kindergarten enrolment on the increase--public schools; (c) Headcount enrolment (school-age and adult students); (d) Enrolment projections; (e) Aboriginal students; (f) English Language Learning (ELL); (g) International (non-resident) students; (h) Students with special needs; (i) Class size and composition; (j) Distributed Learning (DL) students; and (k) Adult Education students; (3) Graduation Rates, which covers: (a) Six-year completion rate; and (b) 20 to 24 years old; (4) Staffing: Teachers and Administrators, which covers: (a) Student/educator ratios--BC and Canada; (b) Teaching employment decreasing; (c) Full-time and part-time teaching employment--Gender differences; (d) Learning Specialist Teachers; and (e) Teacher/administrator ratios; (5) Education Funding, which covers: (a) Provincial funding; (b) BC falls behind the rest of Canada; (c) Independent (private) schools; (d) International (non-resident) student tuition; (e) School-generated funds; (f) Fundraising for school resources; and (g) Education funding and taxation policy; (6) Economic Well-Being, which covers: (a) Family poverty; (b) Educational attainment and economic well-being; and (c) Overall benefits of public-school education to individuals and society; and (7) Student Achievement, which covers: (a) Benefits of school libraries to student achievement; and (b) How does Canada's education system compare to those in other countries? (Individual sections contain references.) [This paper was compiled by the British Columbia Teachers' Federation (BCTF) Information Services and BCTF Research Department.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Fund Raising; Middle School Students; Institutional Advancement; Technology Planning; Athletes; Social Capital; Athletics; Program Descriptions

Abstract:
Think back to when you were a middle school student.... Wouldn't it have been awesome to put your athletic skills up against those of a former Super Bowl athlete? Wouldn't you have been excited to hit the game-winning three-pointer against a hometown hero? Students at Hopewell Crest School in Bridgeton, NJ, did just that during the last school year when they held an NFL Night fundraiser to support their Pitsco-based technology lab. It occurred to the author that other technology educators might want to put on a similar event to raise additional funds for their programs. In this article, the author shares how they went about it at Hopewell Crest School. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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