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The Value of Capstone Projects to Participating Client Agencies Appendix B. Online Survey – Explanation Letter. Thank you for participating in the 2006-2007 NYU Wagner Capstone program. In addition to being a critical part of our graduate school students’ education, we envision Capstone as a university resource for the public good. We have received anecdotal evidence and feedback that hints to the benefit of the Capstone program to participating organizations, and in order to more formally measure any long-term impact the Capstone program has had on the greater community through our students’ projects with participating agencies, we are now embarking on a more comprehensive survey. Toward that end, we ask that you please answer a series of questions regarding your experience with last year’s Capstone program. We understand that many people in your organization may have worked with the NYU Wagner Capstone team or have worked on the project since the end of the team’s academic year, so please feel free to forward the link to this survey to any colleagues who are familiar with the project. We welcome responses from more than one individual at each organization. Journal of Public Affairs Education 461
Indirect Giving to Nonprofit Organizations: An Emerging Model of Student Philanthropy Indirect Giving to Nonprofit Organizations: An Emerging Model of Student Philanthropy Julie Cencula Olberding Northern Kentucky University ABSTRACT Student philanthropy is an experiential learning approach that provides students with the opportunity to study social problems and nonprofit organizations, and then make decisions about investing funds in them. The limited literature on student philanthropy has focused on the original model, called “direct giving,” which provides students with funds to make small grants to nonprofit organizations. But the literature has not addressed an emerging model, called “indirect giving,” which partners a class with a corporation or foundation, and has students evaluate “real” grant proposals and make funding recommendations. This article examines the impact of an indirect-giving program on MPA students at Northern Kentucky University (NKU). A majority of students indicated that the program helped them to become more aware of social problems (64.8%) and nonprofit organizations (77.8%), learn the curriculum (75.7%), apply the course principles (75.7%), and gain academic skills or knowledge (62.1%). The article also discusses some “lessons learned” about the indirect-giving model of student philanthropy. INTRODUCTION Student philanthropy has been defined as an experiential learning approach that provides students with the opportunity to study social problems and nonprofit organizations, and then make collective decisions about investing funds in one or more nonprofits (Ahmed & Olberding, 2007/2008). To date, student philanthropy has been the subject of a very limited number of scholarly articles in public administration and nonprofit management outlets. The existing literature has focused on one approach to student philanthropy, which provides students in a class with funds in the range of $1,000 to $5,000. Participating students are responsible for researching community problems and nonprofit organizations, conducting a request for proposals (RFP) process, and deciding which proposals to fund or not to fund (Ahmed & Olberding, 2007/2008; Irvin, 2005). This could be seen as the original model, because it seems to be the earliest means of directly engaging students in philanthropy and JPAE 15(4): 463–492 Journal of Public Affairs Education 463
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