Updated 8/7/14

University of San Diego Fall 2014 Syllabus

Resource Development & Marketing LEAD 506

3 units Class will be held in Mother Rosalie Hill Hall – Room 133 (MRH 133) Faculty Shannon Stubblefield Development Director, North County Lifeline sas@theatertech.com 619.227.8162 (cell) or 760.842.6257 (office) Jessica Hanson York Director of Marketing and Visitor Experience, Mingei International Museum jessicahansonyork@gmail.com 619.206.4595 (cell) Office Hours We are glad to make appointments at a mutually convenient time – please call or email. Emails will be returned within 24-48 hours. Class Schedule The course runs for 14 sessions on Mondays 6pm-9pm, beginning September 8 and ending December 8. Course Description This course is intended to examine the fundamental role of marketing and fundraising programs within nonprofit organizations. Students will learn to craft messages and communications materials for key constituencies and stakeholders, identify and develop a well-balanced base of support from individual donors and institutional funders (foundations, corporations, government agencies), and gain knowledge of common fundraising cycles and philanthropy programs. Students will learn about developing a brand and marketing strategy and implementing tactics including public relations, social media and advertising. The course will also cover the cultivation and solicitation of individuals, the role of boards in fundraising, grant writing, and special events. Throughout the course, there will be discussions on ethical issues, technical tools and skills and the management of fundraising and marketing departments within an organization. The goal of this course is to ensure that each student gains a broad and sophisticated understanding of resource development/fundraising and marketing/communications. Course Objectives

To increase understanding of the pivotal role of resource development and marketing in the operation of a successful nonprofit organization.

To build skills in the assessment and planning of resource development, including the analysis of organizational fundraising capacity, and the distinct roles of boards, staff, and volunteers in securing philanthropic support for nonprofit organizations.

To increase knowledge regarding the role and purpose of individual, foundation, and corporate philanthropy.

To illuminate the distinction between branding, marketing and public relations, indentifying clear examples and best practices in each area.

To expose students to fundraising and marketing ethics, models, and strategies of relationship-

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building leading to development of individual donors, stewardship of a strong donor pool, and expanded community awareness.

To increase students’ technical skills in fundraising and marketing, such as the research and development of grant proposals, development administration, record-keeping and data systems, writing the case for support, and developing strategic marketing plans.

To integrate and extend student knowledge gained in earlier courses, and to apply the principles and concepts learned in class through case analysis and practical application.

Required Reading Texts and Publications The Complete Guide to Fundraising Management, Third Edition; Stanley Weinstein; 2011, John Wiley & Sons, Inc. (note: this is the new edition that replaces the 2nd edition, 2002)

The Nonprofit Marketing Guide: High Impact, Low-Cost Ways to Build Support for Your Good Cause, Kivi Leroux Miller (The Jossey-Bass Nonprofit Guidebook Series), June 2010 Subscribe to The Chronicle of Philanthropy online. E-Reserves Throughout the course, you will be required to access reading material through the Copley Library electronic reserves. To get there: • Go to http://sally.sandiego.edu • Click on E-Reserves • In the Library Services section, click on “Reserves” • Click on “Find Materials on Reserve” • Using the pull down menu, choose the department or the last name of the faculty and click on “go” • Click on the course you are looking for • Enter the password (fundraising2014) and click on “accept” • Then, click on any of the titles of the documents and it will open the document. Course Requirements Class Participation: 70 points (20%)

Weekly Discussion Attending class, arriving on time and actively participating in class discussion are required. You are expected to do the assigned readings each session, complete assignments on time, and contribute to the discussion at every class session. Fundraising and marketing are all about communication, and the class dialogue and discussion of issues are important parts of the learning experience. Laptops and tablets are permitted if they don’t hinder class participation.

Chronicle of Philanthropy – reading and presentations Students will sign up to present one recent article from the Chronicle of Philanthropy. Teams will summarize key points from the article, relate themes to the course material, and lead a short discussion (total of 10-15 minutes including class discussion).

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Assignments: 120 points (34%)

Assignment 1: Fundraising and Marketing Assessment

Assignment 2: Making the Case for Support

Assignment 3: Foundation Grant Proposal with Attachments

Assignment 4: Donor Cultivation Letter and Strategy Late assignments will be deducted 5 points for each week they are late. Please submit both a hard copy of the assignment in class and upload the assignment to TaskStream before class begins. Final Project: 140 points (40%) – DUE SESSION 13 (Hard copy and electronic version on task stream)

Working in small groups, students will create an Integrated Marketing and Fundraising Strategy for one organization. Elements of this project will include:

Part 1: Executive Summary Part 2: Overview of the Organization

2A: Mission, Brand Platform, Core Programs 2B: Organizational Budget & Gift Revenue

Part 3: Fundraising and Marketing Audit Part 4: Fundraising and Marketing Plan

4A: Fig. 2 Fundraising Revenue and Expenses 4B: Fig. 3 Fundraising Revenue by Source 4C: Fig. 4 Three Year Fundraising Revenue and Expense Budget 4D: Fundraising Revenue by Strategy, Narrative

Part 5: Marketing Plan 5A: Marketing Goals 5B: Audience 5C: Key Messages 5D: Marketing Strategies and Evaluation 5E: Fundraising and Marketing Timeline 5F: Marketing Expense Budget

Part 6: Fundraising Area of Opportunity Part 7: In-Class Presentation with Visuals (last 2 weeks of class) References Appendices

Reflection Paper: 20 points (6%) – DUE ON LAST DAY OF CLASS The Reflection piece is a 3-4 page narrative/reflection piece (done separately by each participating

student) describing the leadership dimensions of the process you undertook to create this product.

What were the dynamics you encountered as part of your working group and how did those dynamics

you encountered as part of your working group detract from or contribute to the process and product

(e.g., did your team cohere easily, and if so, how; did much negotiation take place; was there a need for

conflict resolution, etc.)? What portion of the product were you specifically involved in creating or,

what was your major role in developing that product? What organizational dynamics within your client

organization impeded or contributed to the effectiveness of the work (for example, how did individual

clients or the culture of your client organization shape your work?). What theories/models did you learn

in the course that you applied in the process of creating this document (please be sure to write a

sentence or two defining those for the benefit of the reader)? Please think about how you may have

addressed or solved a problem creatively through this process and product.

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TaskStream Please ensure your account is current and activated. All assignments should be submitted in both hard copy at the beginning of class and online to TaskStream before class begins. Grading Criteria/Rubric Grades will be awarded using the following percentage system: A 94-100 A- 90-93 B+ 87-89 B 84-86 B- 80-83 C+ 77-79 C 74-76 C- 70-73 D+ 67-69 D 65-66 F 0-64 Please submit all papers double-spaced, and refer to APA guidelines when citing authors or other references in your work. ASSIGNMENTS & REFLECTION PAPER will be graded using the following rubric:

Criteria D/ Poor C/ Amateurish B/ Good A/ Exceptional

Content Weak response to the assignment; weak connection to theories and practices from the readings

There is a solid response to the assignment or question at hand, including references to theories and practices from the readings and class discussion.

There is a careful and thorough response to the assignment or question at hand, including relevant references to theories and practices from the readings and class discussion.

Writing Significant spelling, grammatical, punctuation, and/or capitalization errors. Little evidence of coherence and following appropriate writing standards.

Ideas are presented but do not flow logically in the construction of the paragraphs and/or the entire paper. Minor spelling, grammatical, punctuation, and/or capitalization errors were noted.

Ideas flow throughout paragraphs and the paper in a logical manner. Work is without typos and spelling errors and is grammatically correct.

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The FINAL PROJECT will be graded using the following rubric:

Criteria D/ Poor C/ Amateurish B/ Good A/ Exceptional

Content and Utility

The product is incomplete and would have limited utility at best.

The product is mostly complete but needs additional information and refinement before it should be used. The presentation/ appearance is less than professional.

The product is comprehensive and could be used in its current form by a nonprofit organization. The presentation/ appearance is professional.

Best practice/evidence based research knowledge and application

One best practice example/source was cited. There is little evidence of a correlation between the best practice model or reference source in the development of this product.

Two or more examples/models of best practices are referenced and/or research was cited. These were not strongly linked to the final product.

Three or more examples/models of best practices are referenced and/or in-depth research is cited and clearly linked to the final product.

Writing No or little flow of ideas or logic. Work lacks required components such as citation page, APA format or does not meet the required page length. Significant spelling, grammatical, punctuation, and/or capitalization errors. Little evidence of coherence and following appropriate writing standards.

Ideas are presented but do not flow logically in the construction of the paragraphs and/or the entire paper. Lacks citation page or does not meet the required page length. Minor spelling, grammatical, punctuation, and/or capitalization errors were noted.

The product is written in a professional and/or scholarly manner. It is logically organized, clearly written, without typos and spelling errors and is grammatically correct. The document looks professional.

Presentation Class presentation is disorganized, seems to lack rehearsal/preparation, and does not effectively communicate the work process or final product.

Class presentation is mostly professional. It may lack polish or need some reorganization. Might have over-relied on supporting materials. Perhaps one or more members of the group did not participate.

Class presentation is professional, energetic and adheres to time boundary. Format and supporting materials enhance communication of the product. Process and final recommendations are clear. All group members speak and participate.

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Requests for Accommodation Reasonable accommodations in accordance with the Americans with Disabilities Act will be made for course participants with disabilities who require specific instructional and testing modifications. Students with such requirements must identify themselves to the University of San Diego Disability Services Office (619.260.4655) before the beginning of the course. Every effort will be made to accommodate students’ needs, however, performance standards for the course will not be modified in considering specific accommodations. Course Outline

Before session 1 Required reading before Session 1: “After the scandal, Livestrong works to rebuild trust” – available on e-reserves Complete Guide to Fundraising Management: Chapter 1 (Five Major Fundraising Principles) and

Chapter 2 (Your Organization in the Nonprofit World) The Nonprofit Marketing Guide: Chapters 1, 2 and 3 (Getting Ready to Do It Right) For Session 1, be prepared to discuss the following: Which of the five major fundraising principles in the Weinstein book is most critical and why? Which of the ten marketing realities in the Miller text means the most to you and why? How do these fundraising principles and marketing realities intersect? Differ? What is one example of a marketing goal? Can you name one example of a key message? What is alarming about the Livestrong case? Was it a marketing crisis or a funding crisis?

September 8: Session 1 (Introduction to Fundraising and Marketing) Introductions & Syllabus review Final Projects, Written Assignments, and Reading Integration of Fundraising Principles and Marketing Realities Giving USA Audience and Funding Sources (Individuals, Foundations, Corporations, Government)

Assignment for following week: Select client organization and project team. Bring to class at least five documents from the list on page one of your Assignment handout,

including fundraising and marketing budgets if possible. Begin analysis of your selected client organization utilizing Weinstein text pages 20-22 and the five Ps on page 14 of the Miller text.

Begin collecting direct mail appeals and email appeals to bring to class in Session 5

Required reading for the following week:

The Complete Guide to Fundraising Management: Chapter 3 (Managing Resource Development)

Review the Donor Bill of Rights Next week, be prepared to answer the following:

Funding sources: What is contributed income? Name revenue categories in addition to contributed income. Why is contributed income important?

Budgeting: Does your client organization have a marketing budget? Fundraising budget? Does it articulate fundraising needs?

Messaging: Can you find an example of a memorable message from your client organization? A clear call to action? What channels is your client organization using to deliver key messages and call to action?

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September 15: Session 2--(Messaging for Money) Mission, Brand and Key Messages Brand vs. Marketing vs. PR Analysis and Planning for Fundraising and Marketing Elevator Speeches Project Teams

Assignment for following week: Assignment 1: Fundraising and Marketing Assessment

Required reading for the following week:

The Complete Guide to Fundraising Management: Chapter 4 (The Case for Support and Materials) and Chapter 5 (Managing Information)

“Power of persuasion” – available on e-reserves

IRS Publication 1771 http://www.irs.gov/pub/irs-pdf/p1771.pdf

Chronicle of Philanthropy, current issue

September 22: Session 3 (The Cycle of Fundraising) Current Events in Philanthropy (Chronicle of Philanthropy) Constituency Model Theoretical Models for Fundraising Cycle of Fundraising (research, cultivation, solicitation, stewardship, evaluation) Gift Acknowledgement

Required reading for the following week:

Review samples of Case for Support – available on e-reserves

Achieving Excellence in Fundraising, Chapter 4 (Case for Support) – available on e-reserves

The Nonprofit Marketing Guide: Chapters 4 -7 (Writing a Marketing Plan)

“The role of brand in the nonprofit sector” – available on e-reserves

Read four nonprofit brand case studies on Hauser Center website: http://www.hks.harvard.edu/hauser/role-of-brand

Next week, be prepared to answer the following:

What are the elements of a marketing plan?

What is brand? Give examples. Describe Brand IDEA.

September 29: Session 4 (Brand and Case) Brand IDEA Role of the Brand in nonprofit Case for Support - Carole Fish, guest speaker Assignment for following week: Assignment 2: Case for Support

Required reading for the following week

The Complete Guide to Fundraising Management: Chapter 9 (Mail and Email)

The Nonprofit Marketing Guide: Chapters 8-12 (Building a Community of Supporters)

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Review research study by economist John List http://home.uchicago.edu/~jlist/papers/Small%20matches%20and%20Charitable%20Giving_Evidence%20from%20a%20natural%20field%20experiment.pdf

Bring to class one sample direct mail piece from any nonprofit and/or one sample email appeals (print them) from any nonprofit

Chronicle of Philanthropy, current issue

October 6: Session 5 (Solicitation Strategies, Part 1) Current Events in Philanthropy (Chronicle of Philanthropy) Direct Mail Appeals Email Appeals

Required reading for the following week The Complete Guide to Fundraising Management: Chapter 10 (Telephone Solicitations); Chapter 11 (Special Events); Chapter 12 (Grants) Next week, be prepared to answer the following:

What elements must be in place for a successful Phone-a-thon? What follow up activities should be planned?

In the Grants chapter of the Weinstein text, there are several understatements. Which stand out to you? Are there other statements you disagree with? Or particularly agree with?

October 13: Session 6 (Solicitation Strategies, Part 2) NOTE: Class will meet at the USD Telefunding Center at 6PM SHARP in the Degheri Alumni Center Room 112/113 to learn about USD’s Telefunding program. This presentation and visit to the Telefunding room is scheduled for 6-7:30. The second half of class will resume in the regular classroom.

Telefunding (Phonathon) Grants Membership Assignment for following week: Assignment 3: Foundation Grant Proposal with Attachments

Required reading for the following week

The Nonprofit Marketing Guide: review again Chapter 4 (Audiences/Personas)

The Nonprofit Marketing Guide: Chapters 13-16

Chronicle of Philanthropy, current issue

October 20: Session 7--(Solicitation Strategies, Part 3 & Target Audience) Current Events in Philanthropy (Chronicle of Philanthropy) Audience Personas in Marketing Events

Required reading for the following week:

The Complete Guide to Fundraising Management: Chapter 6 (Prospect Research), Chapter 7 (Nurturing Relationships), Chapter 8 (Major Gifts), Chapter 15 (Human Resources)

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Next week, be prepared to answer the following:

What is your client organization’s definition of a major gift?

Does the organization have the volunteer base to engage in effective prospecting? If not, how can the organization build this base?

Does the organization engage in-person (face to face) solicitation – whether for annual fund, special projects, or major gifts?

What are the most critical steps in major gift solicitation?

Do 100% of your client organization’s board members make personal financial contributions? Is there a board policy in place to guide board giving? Is board giving discussed at recruitment?

October 27: Session 8 (Major Gifts & Relationships) Prospecting The Role of the Board Relationships in Fundraising (Constituencies; Cultivation; Stewardship) Major Gifts In-Person Solicitation

Required reading for the following week:

Watch Dan Palotta TED talk http://www.ted.com/talks/dan_pallotta_the_way_we_think_about_charity_is_dead_wrong.html

The Complete Guide to Fundraising Management: Chapter 16 (Evaluation) and review again the budgeting sections in Chapter 3

Chronicle Article on Social Impact Bonds: With a Few Pay-for-Success Plans Under Way, the Idea Is Gaining Currency and Criticism

Case Study: The Big Gift

Chronicle of Philanthropy, current issue Assignment for following week: Assignment 4: Donor Cultivation Letter and Strategy November 3: Session 9 (Trends in Philanthropy) Current Events in Philanthropy (Chronicle of Philanthropy) Evaluating Fundraising Effectiveness (Budgeting; Results; ROI) Overhead vs. admin – Dan Palotta TED talk, Charity Navigator ratings Trends in Philanthropy – Nancy Jamison, San Diego Grantmakers, guest speaker The Big Gift – Case Study Analysis Status on final projects Required reading for the following week:

Review community giving websites for Union Bank and SDG&E

Chronicle of Philanthropy, current issue November 10: Session 10 (Corporate Panel) Panel discussion: corporate giving

Kathy Patoff, Union Bank

Pedro Villegas, SDG&E Current Events in Philanthropy (Chronicle of Philanthropy) Office hours – final project check-in

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Required reading for following week:

“The permanent disruption of social media” – available on e-reserves

“3 Nonprofit PR lessons from the Susan G. Komen debacle” (PR Daily) http://www.prdaily.com/Main/Articles/3_nonprofit_PR_lessons_from_the_Susan_G_Komen_deba_10746.aspx#

“Three important PR lessons…” (Forbes) http://www.forbes.com/sites/amywestervelt/2012/02/02/three-important-pr-lessons-from-this-weeks-komen-sierra-club-scandals/

“Komen Foundation struggles to regain wide support” (New York Times) http://www.nytimes.com/2012/11/09/giving/komen-foundation-works-to-regain-support-after-planned-parenthood-controversy.html?pagewanted=1

“Cause-related marketing…” (PR Watch) http://www.prwatch.org/node/4965

November 17: Session 11--(Public Relations and Social Media) Public Relations & Crisis Communications – Pam Hardy, guest speaker Social Media – Katherine Shenar, guest speaker Current Events in Philanthropy (Chronicle of Philanthropy) Required reading for following week:

Optional: The Complete Guide to Fundraising Management: Chapters 13-14

“A ransacked endowment at New York City Opera” (New York Times) http://www.nytimes.com/2013/10/12/business/ransacking-the-endowment-at-new-york-city-opera.html?_r=0

November 24: Session 12 (Brand and Fundraising Case Study) Angela Titus, guest speaker Office hours – final project check-in Assignment for following week: Continue work on Final Projects

December 1: Session 13 Final project presentations

December 8: Session 14 Final project presentations

Grade of Incomplete:

The grade of Incomplete (“I”) may be recorded to indicate (1) that the requirements of a course have

been substantially completed but, for a legitimate reason, a small fraction of the work remains to be

completed, and, (2) that the record of the student in the course justifies the expectation that he or she

will complete the work and obtain the passing grade by the deadline. It is the student’s responsibility to

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explain to the instructor the reasons for non-completion of work and to request an incomplete grade

prior to the posting of final grades. Students who receive a grade of incomplete must submit all missing

work no later than the end of the tenth week of the next regular semester; otherwise the “I” grade will

become a permanent “F.”

A Petition for a grade of incomplete must accompany all requests for an incomplete at the end of the

course term. Criteria for changing a grade of incomplete to a letter grade must be negotiated with the

instructor before the final class. The criteria must be outlined on the signed Incomplete Request Form. A

completed form with both the instructor and student signature must be turned in by the last session of

the class. Without a student signed form the registrar requires assignment of a grade of F. A student

must complete an incomplete by the 10th week of the next session or a grade of F is permanently

calculated in the overall grade point average. Any attempts to complete an incomplete after the 10-

week deadline requires the approval of the Associate Dean of the School of Education.

SOLES On-line Course Evaluation

Student evaluations in SOLES are collected via an on-line system that maintains student anonymity.

SOLES uses these evaluations for continuous improvement of course content and instruction and as a

component of its regular performance review of faculty members, so please take them seriously.

Course evaluations are available to students in their MySanDiego accounts via the Active Registration

link on the One-Stop Services tab. Your instructor will provide you with instructions on how to access

the evaluations once they are activated near the scheduled conclusion of your course.

Statement on Plagiarism

The complete plagiarism policy is available for your review at:

http://www.sandiego.edu/associatedstudents/branches/vice_president/academics/honor_council/inte

grity_policy.php

All members of the University community share the responsibility for maintaining an environment of

academic integrity since academic dishonesty is a threat to the University.

Acts of academic dishonesty include: a) unauthorized assistance on an examination; b) falsification or

invention of data; c) unauthorized collaboration on an academic exercise; d) plagiarism; e)

misappropriation of resource materials; f) any unauthorized access of an instructor’s files or computer

account; or g) any other serious violation of academic integrity as established by the instructor.

It is the responsibility of the instructor to determine whether a violation has occurred. An act of

academic dishonesty may be either a serious violation, or, if unintentional, an infraction (a non-serious

violation of course rules). If the instructor determines that an infraction (as opposed to a serious

violation) has occurred, the instructor can impose penalties that may include: a) reduction in grade; b)

withdrawal from the course; c) requirement that all or part of the course be retaken; and d) a

requirement that additional work be undertaken in connection with the course or exercise. Students

may formally challenge the instructor’s determination of infraction (see below).

Instructors shall report all violations, whether, infractions or serious violations, both to the Dean’s office

and the student using the Academic Integrity Violation Preliminary Worksheet. The Associate Dean will

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contact the student and ensure she or he is aware of the Academic Integrity policy. The Associate Dean

will appoint a hearing committee only when: 1) the instructor reports that a serious violation occurred,

or 2) the instructor reports that an infraction occurred and the student wishes to appeal the

determination of infraction.

The hearing committee will include, in addition to the Associate Dean, a faculty member and two

students from the School of Leadership and Education Sciences, and a faculty member from outside the

School of Leadership and Education Sciences. If the hearing committee determines that a serious

violation has occurred it also will determine sanctions to be applied which may include: a) expulsion

from the University; b) suspension from the University for up to one year; c) a letter of censure; and d)

imposition of a period of probation. If the hearing committee determines an infraction has occurred the

penalty imposed by the faculty member will be upheld. If the hearing committee determines that no

serious violation or infraction has occurred, it will request the instructor to take action consistent with

that determination. If the hearing committee determines that expulsion is the appropriate sanction the

student may appeal to the Provost.

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