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Jun 09

Giving circles and the classroom

By Feature, Fundraising, Programming

Compiled by Lynn Sygiel, editor, Charitable Advisors |

Emily Denton is a teacher, an original Giving Sum member and board member. What she values most about her experience with the giving circle is the exposure to many exemplary nonprofits in Indianapolis. Those connections have made a different in her classroom.

After meeting with VSA Indiana staff on a site visit, she continued the connection. That connection led to her St. Thomas students volunteering for the Arts-for-All event that was held on the lawn of the governor’s residence, a short walk from school. Her students worked side-by-side with VAS teaching artists to support children with disabilities, and met the state’s first lady Karen Pence.

Based on her experiences, she saw the value in replicating what young professionals were doing with her eighth-grade English students. Four years ago, she used the activity as a motivating end-of-the-year project.  

Application in the classroom

“As a writing teacher, I wanted to create an end-of-year project that would engage students in a meaningful way — but also still require writing.

I told my students a little about Giving Sum and my involvement. The students were especially interested in the philanthropic aspect and were surprised that a relatively small group was able to give a $50,000 grant to an organization each year.

The students bought into this project right away, and I think that was in part due to me opening up about my involvement in Giving Sum and the projects that Giving Sum members had made possible.  They were especially interested in the playground we’d built for the children at Coburn Place.

Organizations did not apply; I gave the students a list of nonprofits in our city, explained the request for proposal process that many nonprofits use to fund their programs, and told them they were going to get to create an RFP for the organization of their choice.

Students selected an organization. They did some research individually, and then worked in groups to devise a plan for convincing the class that their nonprofit was most deserving of the grant money. Students spent a week of class time creating presentations with slides to address each requirement of the proposal request. I used a rubric that included all the elements required in the Giving Sum RPF form.

They presented to the class and each student was allowed to vote for one organization, but not his or her own, to receive the grant money.  To add to the real-world element of this project, the students were told that one group’s organization would be chosen to receive an actual $100 grant. I actually provided the $100 grant, not the students and made a one-time donation to our class winner — the American Red Cross of Greater Indianapolis.

Volunteering was not involved, although my hope was that through exposure to these organizations, the students would be inspired to get involved in some of the great services these organizations provide in our city.

Junior high is a great age to be exposed to philanthropic and service organizations. St. Thomas students are required to complete service hours throughout the school year. My hope was that the Giving Sum grant proposal model would expose my students to nonprofits in our city, create a little competition through the request process and provide a real-world writing situation.

It is also a great age to introduce service learning and giving circles.  Students this age have so much to gain by looking beyond themselves and learning about how many people in our own city are in need.  When my students reflect on their time serving others, they often mention how positive and capable the experience made them feel.”

The impact they have on others leaves an impression on them, and they learn more about their own passions through their service. So often teenagers feel that, even if they have great visions, they can’t create real change on their own. Introducing the giving circle model empowers students and demonstrates the larger impact individuals can when they pull their resources for a common goal.”

Jun 09

Engaging a city, building a community

By Feature, Leadership

By Efrem Bycer for The Greater Indianapolis Progress Committee |

Indianapolis has the potential to become one of the most civically engaged cities in America. Currently, Indianapolis ranks 16th, placing it behind many of its peer metros, including Charlotte, Kansas City, Milwaukee, Minneapolis, Nashville and St. Louis. To break into the top 10, Indianapolis may seek to apply successful practices in these cities.

This report aims to identify those replicable practices and provide recommendations for short-term and long-term strategies to improve volunteerism, especially among young professionals.

Young professionals, or Millennials, are a focus of this report because of the key role this generation plays in supplying talent to the region’s leading companies. The youngest generation of the workforce, Millennials are staying single longer and waiting until later in life to have children. On one hand, they have time early in their careers to get engaged in the community. On the other, they are an increasingly mobile generation able to move from one city to another

for professional opportunities or a change of pace. Civic engagement and volunteering play key roles in helping this generation develop an attachment to place, a key indicator of an individual’s likelihood to move. This makes volunteerism an important component of any comprehensive talent attraction and retention strategy.

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Jun 02

The impact of giving together

By Feature, Fundraising

By IU Lilly Family School of Philanthropy, research study report |

Giving circles are made up of individuals who pool their resources and then decide together where these resources should be distributed. They also include social, educational, and engagement aspects that seem to engage participants in their communities and increase their understanding of philanthropy and community issues.

This research report presents data from a study to understand the impacts of participating in giving circles on members’ philanthropic and civic behavior, knowledge, and attitudes. Philanthropy is defined here as giving money and other resources, including time, to aid individuals, causes, and organizations. Civic describes areas related to government’s roles and responsibilities, political and social values, and engagement in the community and political process. Beyond exploratory research to understand the overall giving circle landscape and motivations of members, and a number of case studies on specific types of giving circles, insufficient research has been done to understand giving circles’ impacts on members.

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Jun 02

Giving circles’ influence

By Feature, Fundraising

By Dr. Angela Eikenberry and Jessica Bearman, the Center of Philanthropy, University of Nebraska |

Ever since giving circles — groups of individual donors who pool their money and other resources and decide together where these should be distributed — emerged as a philanthropic trend, we have speculated about their impact. Do donors give more or give differently because they are involved in a giving circle? Do they become more engaged and active in their communities? Are they more politically active? Until now, the evidence of giving circles’ impact on donors was mainly qualitative. This study examines, in a more comprehensive and quantitative manner, the impact of giving circles on their members’ giving and civic engagement.

Members of giving circles give more, on average, than donors who are not in giving circles. Although this finding is tempered when income is taken into consideration, giving circle member self-reports and interviews suggest that giving circles cause members to increase their giving. Different activities within the circle also influence giving. For example, donors involved in a circle’s grantmaking decision process give the most overall. When donors are more engaged in a giving circle, are in a giving circle longer, or are in multiple giving circles, their giving is higher.

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Jun 02

Nonprofits need knowledge of law

By Governance, Sponsor Insight

By Rebecca Trimpe, writer and editor, Office of External Affairs and Alumni Relations at Indiana University Robert H. McKinney School of Law |

The Indiana University Robert H. McKinney School of Law educates most of the state’s lawyers, and many of our alumni are in positions of leadership in the public and private sectors throughout Indiana and across the nation. McKinney alumni hold leadership positions in a variety of nonprofit organizations, including the Center for Leadership Development, USA Funds, Lilly Endowment, Inc., the NAACP, the Central Indiana Community Foundation and Outrun the Sun.

It makes sense that lawyers are in leadership positions in these organizations, according to IU McKinney Professor Robert Katz.

“The legal system informs almost every aspect of the nonprofit sector,” Katz said. He serves as the school’s expert on nonprofit organization law.

“It defines what it means to be a nonprofit organization, sets their parameters and restricts how they engage with for-profit entities, spells out their governance structures, prescribes how its officials must behave, lays out what they must do to obtain and retain tax exemption and other legal advantages and how these various requirements are implemented and enforced.”

According to Katz, IU McKinney’s Master of Jurisprudence degree could provide those who work in the nonprofit sector with a deeper understanding of how the legal system operates, how to ascertain what the law expects them to do, what they must do to stay on the safe side of the law, recognize when they ought to seek legal guidance and converse more fluently with lawyers.

As the law surrounding nonprofits changes, and the way nonprofits conduct their work evolves, knowledge of the law becomes critical for staff and board members alike.

“Nonprofit and tax-exempt law is constantly developing as a result of new legal requirements by legislatures and agencies, rising expectations of the public, and increased scrutiny from state attorneys general, elected officials, and the media,” Katz said. “In recent years, for example, the Internal Revenue Service has revamped the annual report forms that nonprofits must submit to retain tax exempt status and issued new rules restricting the commercial and political activities of nonprofits and the ability of a nonprofit’s insiders to benefit from its operations.”

Those interested in learning more about the M.J. program, and how it can be tailored to fit individual needs, may contact IU McKinney directly.

rebecca-trimpeRebecca Trimpe is the writer and editor of the Office of External Affairs and Alumni Relations at Indiana University Robert H. McKinney School of Law.  She has 26 years of experience as a professional writer.

IU McKinney is located on the Indiana University Purdue University Indianapolis campus. The law school is named for Robert H. McKinney, a distinguished lawyer, businessman and civic leader who received his law degree from IU in 1952. A founding partner at Bose McKinney & Evans LLP, McKinney also served as chairman and CEO of First Indiana Corporation, parent company of First Indiana Bank (now BMO Harris Bank), until his retirement in 2005.

May 28

Keys to a master fundraiser’s success

By Feature, Fundraising

by Dan Schipp at Johnson Grossnickle Associates |

During my years at JGA I have had the opportunity to work with several score development officers. When it comes to effectively soliciting gifts, there is one who I would put at the head of the class. This individual wishes to remain anonymous, so I’ll refer to him as “Joe.”

A donor once said of Joe, “He’s not flashy or pushy, but he is persistent and he gets the job done.” Joe, by the way, successfully solicited three seven-figure gifts from this donor . . . for one campaign!

Recently I sat down with Joe for a conversation about how he approaches inviting gifts for his organization and why he feels he has done so well at it.

The first thing Joe said to me was, “You can’t have an ego. You can’t be in it for yourself. The mission of your organization must be primary.” I heard the words of Hank Rosso, the founder of The Fund Raising School, echo in Joe’s response: “When you are knocking at the door of the prospective donor, you have to kick your ego aside and let your cause – its mission, vision, and values – walk into that home.”

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May 26

The time bank solution

By Feature, Fundraising, Leadership

By Edgar S. Cahn and Christine Gray, TimeBanks USA, Stanford Social Innovation Review |

Thirty-five years ago, one of us (Edgar S. Cahn) started to experiment with a new way to link untapped social capacity to unmet social needs. He created a practice known as “time banking” — a mode of exchange that lets people swap time and skill instead of money. The concept is simple: In joining a time bank, people agree to take part in a system that involves earning and spending “time credits.” When they spend an hour on an activity that helps others, they receive one time credit. When they need help from others, they can use the time credits that they have accumulated.

Long before Occupy Wall Street, time banking represented a commitment to pursuing a more equitable and inclusive economic order. Those of us who developed time banking wanted to show that a different kind of currency could exist alongside the dollar. We refused to give money a monopoly on the definition of value. The money-based market system fails to reward many types of critical work — the work of raising healthy children, building strong families, caring for the elderly, revitalizing neighborhoods, preserving the environment, advancing social justice, and sustaining democracy — and we believed that there should be a way to honor and reward that kind of work.

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May 26

Penn State researcher creates app to make time banking mobile

By Feature, Governance, Leadership

By Katie Jacobs, Penn State News |

For Katherine Watt, a cookie isn’t just a cookie. Sometimes — with the help of a system called time banking — it can be turned into a wool cape.

Time banking is the exchange of services based on the number of hours it takes to complete them. Members of a time bank earn hours by performing services, bank those hours and then redeem them for a service from another member. Someone may trade an hour of raking leaves for an hour of roof patching, for example.

Watt, a member of the local Happy Valley Timebank, earned hours baking and delivering homemade cookies before redeeming them for sewing lessons.

Until recently, time banking had been mostly managed with desktop transaction systems. But in an ever-more-mobile society, Jack Carroll — a distinguished professor in the College of Information Sciences and Technology (IST) — got the idea to create an app in which members of time banking communities could record their hours, post jobs and hire other members from their smartphones.

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May 26

In pursuit of board diversity: Join us June 16

By Governance, Sponsor Insight

By Bryan Orander, president, Charitable Advisors |

Many nonprofit boards are striving to increase their diversity. Most recognize that diversity increases effective governance by bringing new perspectives, energy, and new ideas. Sometimes the motivation comes as an expectation of a funder or accreditation body.

While some funders, such as United Way of Central Indiana, place a high priority on diversity and inclusion, the latest BoardSource Governance Index shows slow progress.  Though we tend to think first in racial/ethnic terms, you likely know boards dominated by one gender, a limited age group or common background.

The BoardSource Index highlights two related findings about board diversity:

1) Board composition — size and diversity — is changing, slowly. BoardSource research shows that average board size has declined from 19 members in 1994 to 15 members in 2014 while the percentage of board members of color increased from 16 percent in 2010 to 20 percent in the 2014 survey.

2) Best-in-class boards pay attention to culture and dynamics. While leaders report that 69 percent of board members understand their responsibilities and 81 percent of organizations have written expectations of board members, less than 40 percent are satisfied with the level of board discussion in meetings or overall board member engagement. In addition, 88 percent of board chairs see potential for new board member orientation to be strengthened. These factors tie directly to engaging new members, helping them understand how they are expected to bring their skills and interests, and building effective board teamwork.

The real secret to board success — leadership culture — is difficult to measure. A productive leadership culture requires having the right people on the board, achieving clarity around roles and responsibilities, and educating and engaging board members.

Please mark your calendar for the morning of June 16 and plan to join us and your colleagues for a discussion with a panel of local nonprofit leaders about ways you can “move the needle” on diversity and inclusion in your organization.

This free program is part of the Quarterly Nonprofit Forum, hosted by Conner Insurance at Indiana Wesleyan – North. Linda Kirby of Leadership Indianapolis and Bryan Orander of Charitable Advisors are developing the program and to date the panelist list includes: Yvonne Harrington, Key Bank; Terri Garcia, Southeast Community Services; and Rafael Sanchez, Fineline Printing Group.

The emphasis of discussions will be on both attracting diversity and also helping a more diverse group to work together effectively. You will hear how these panelists have experienced both success and frustration in their efforts to build and lead effective nonprofit boards and community working groups, and participants will have time to discuss and apply these lessons.

bryanBryan Orander is founder and president of Charitable Advisors. After 18 years of for-profit leadership in the Fortune 50 business world and a disability-related nonprofit, Bryan joined a large regional accounting and consulting firm. In 2000, he founded Charitable Advisors with the vision of going beyond traditional consulting to become a connector, advocate and problem solver for the nonprofit sector.

May 19

Legislative session: few changes for nonprofits

By Feature, Legislation

Compiled by Lynn Sygiel, editor, Charitable Advisors |

This year’s Indiana legislative session was not without controversy. Of the over 1200 bills that were originally filed for the session, several hundred made it through the entire process and were eligible for action by the governor. In addition, lawmakers approved a two-year $31 billion budget, which includes a $464 million increase in K-12 education spending.

While there were no surprises for nonprofits, here are bills that may have an effect on the way nonprofits do business.

If you want to learn more about any bill, click here.


HB 1009: Innovation Network Schools. (Behning)

Provides for innovation network school programs in school corporations. Establishes the career pathways pilot program. Establishes the innovation network school pilot grant. Repeals the article relating to the establishment of innovation network schools by the Indianapolis Public Schools.

Status: SIGNED BY GOVERNOR 5/7/2015

HB 1015: Benefit corporations (Cox)

Allows a business entity to incorporate as a benefit corporation under Indiana law.

Status: SIGNED BY GOVERNOR   4/30/2015

HB 1042: Education loan information. (Cox)

Requires a postsecondary educational institution that enrolls students who receive state financial aid to annually provide each student with certain information concerning the student’s education loans. Provides that an eligible institution does not incur liability for any information provided to students.

Status: SIGNED BY GOVERNOR 4/15/2015

HB 1435: Beer, wine, liquor prizes/charity auction sales (Olthoff)

Allows a nonprofit corporation that is a qualified organization under the charity gaming law (qualified organization) to give sealed bottles or cases of alcoholic beverages as prizes in a charity gaming event without obtaining an alcoholic beverage permit. Allows a qualified organization to auction purchased or donated alcoholic beverages in sealed bottles or cases, without obtaining an alcoholic beverage permit. Prohibits alcoholic beverages that are auctioned or given as prizes from being consumed on the premises. Repeals and replaces the current statute regarding payments to the commission. Requires the commission to accept payments by certain financial instruments. Allows the commission to charge certain fees.

Status: SIGNED BY THE GOVERNOR 5/4/2015

HB: 1635: Various education matters. (Behning)

Allows grants from the safe schools fund to provide school wide programs to improve school climate and professional development and training in alternatives to suspension and expulsion and evidence based practices thatcontribute to a positive school environment. Provides that a consolidated school corporation shall offer to transfer property to the township from which the consolidated school corporation received the property for any purpose if the property is no longer needed by the school corporation. (Current law requires the transferred property to be used for park and recreation purposes.) Allows the township to sell or lease the property to an Indiana nonprofit corporation that is exempt from federal taxation.

Status: SIGNED BY THE GOVERNOR 5/7/2015

HB 1636: Charter schools. (Behning)

Provides that a governing body of a school corporation, a state educational institution, and a nonprofit college or university must register with the state board of education (state board) if it has not previously issued a charter for any charter school prior to July 1, 2015. Makes changes to the definition of an “organizer.” Requires the state board to provide a formal evaluation of the overall state of charter school outcomes in Indiana every five years. Provides that a charter school may give enrollment preference to children of the charter school’s founders, governing body members, and charter school employees, as long as preference is not given to more that 10% of the charter school’s total population. Provides that if a proposal to establish a charter school concerns an existing charter school overseen by a different authorizer than the authorizer to which the organizer is submitting the proposal, the proposal must include written acknowledgement of the proposal from the current authorizer. Provides that a charter school may limit admissions to allow preschool students who attend a Level 3 or Level 4 Paths to QUALITY program preschool to attend kindergarten at a charter school if the charter school and the preschool provider have entered into an agreement to share services or facilities. Provides that a governing body is not bound by a collective bargaining agreement for employees of a conversion charter school. Provides that employees of a conversion charter school may collectively bargain.

Status: SIGNED BY GOVERNOR 5/7/2015

SB 267: Dual language immersion; biliteracy. (Kruse, Lanane)

Establishes the dual language immersion pilot program to provide grants to school corporations and charter schools that establish dual language immersion programs in certain foreign languages. Creates the state certificate of biliteracy. Requires that the appropriate designation appear on the student’s transcript. Requires the state board of education to adopt rules and to direct the department of education to administer the state biliteracy program. Provides that a school corporation, a charter school, or a nonpublic high school is not required to participate in the biliteracy program.

Status: SIGNED BY GOVERNOR 5/7/2015

SB 317: Community foundations. (Head)

Defines an “eligible community foundation” for state income tax purposes as an organization that: (1) is a tax exempt charitable organization; (2) satisfies the public support test for public charities; (3) is an autonomous, nonsectarian philanthropic institution with component funds established by many separate donors; (4) is accredited under national standards for United States Community Foundations; and (5) supports a broad range of charitable activities in a specific area of the state.

Status:  SIGNED BY GOVERNOR 4/23/2015

SB 327: Charity gaming. (Leising)

Provides that the prize for a progressive bingo game may not exceed $2,000. Provides that the total prizes for one pull tab, punchboard, or tip board game may not exceed $10,000. (Current law provides that the total prizes may not exceed $5,000.) Provides that the prize limit for a game using a seal card is $1,000 and a progressive or carryover pull tab game is $5,000. Requires that a qualified organization may pay for licensed supplies only with a check drawn on or by an electronic funds transfer from the qualified organization’s gaming account. Provides that a licensed distributor may obtain licensed supplies to be used in charity gaming only from an entity licensed by the gaming commission as a manufacturer or distributor or from certain qualified organizations. Reduces from three years to one year the amount of time that an Indiana affiliate of a qualified

organization holding an annual comprehensive charity gaming license must be in existence in Indiana before it may conduct a raffle or door prize event. Adds “bona fide state foundations” and “bona fide state organizations” to the list of qualified organizations that may receive an annual comprehensive charity gaming license. Requires a licensed distributor to notify the gaming commission of the sale of any licensed supply that has a certain prize level.

Status:   SIGNED BY GOVERNOR 5/8/2015