Connecting Through Giving: Understanding the Effect of the Mayerson Student Philanthropy Project

McDonald, Danielle; Miller, Whitney McIntyre; McDougle, Lindsey M.

doi:10.18666/jnel-2017-v7-i2-8177

Cited by 10 publications

(3 citation statements)

References 4 publications

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“…Literature consistently highlights the benefits of student philanthropy programmes (e.g., Ahmed & Olberding, 2007;McDonald et al, 2017;McDougle, 2022;Olberding, 2009Olberding, , 2012. Whilst most of the outcomes focus on US students, emerging evidence suggests that such programmes are transferable, as similar outcomes are experienced by students in China (Li et al, 2020).…”

Section: Student Philanthropymentioning

confidence: 99%

Teaching student philanthropy—Possibilities for practice within the UK higher education sector

Body

Lau

2023

Journal of Philanthropy and Marketing

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This practice paper reflects on lessons learnt from an undergraduate philanthropy module introduced across different programmes within the division for the Study of Law, Society, and Social Justice at the University of Kent, United Kingdom. The module applies service‐learning and experiential learning pedagogy to ensure students critically engage with community and societal issues; recognise themselves as philanthropists; and engage in a responsible decision‐making process with their cohort. As one of the first UK Higher Education student philanthropy modules, lessons learnt provide important general reflections for student philanthropy modules internationally, alongside offering a potential ‘blueprint’ within the UK context. Aligning with others (such as McDougle's study) and drawing on critical reflections from students and partners, suggests that experiential learning pedagogy is most successful when carried out in a diverse and multidisciplinary learning space where students reflect on their own moral position alongside others to build consensus.

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Section: Student Philanthropymentioning

confidence: 99%

Teaching student philanthropy—Possibilities for practice within the UK higher education sector

Body

Lau

2023

Journal of Philanthropy and Marketing

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“…Capstones and internships are deeply ingrained in NPS graduate education as are other forms of experiential learning including practica and fieldwork (Carpenter, 2014). Additionally, student philanthropy or "learning by giving" coursework, which place students in the role of grant makers to give actual dollars to local community organizations, has emerged over the past two decades as a significant form of service-learning in NPS (Millisor & Olberding, 2009;Olberding, 2012;McDougle, et. al., 2017;McDonald, Miller & McDougle, 2017).…”

Section: What Are Eportfolios?mentioning

confidence: 99%

The Case for Integrating ePortfolio Pedagogy Into Nonprofit and Philanthropic Studies

Freeman

2020

JNEL

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“…By any of those names, it is defined as a "teaching and learning approach that integrates charitable giving with academic study, in order to enrich learning, teach civic responsibility, and strengthen communities" (Olberding, 2009, p. 465). MSPP was established at NKU in 2000 with the goal of teaching students about nonprofit organizations through hands-on experience and has been successful at both the graduate and undergraduate level (Ahmed & Olberding, 2007;McDonald et al, 2017;McDonald & Olberding, 2012;McDougle et al, 2017;Olberding, 2009;Olberding, 2012;Olberding et al, 2010).…”

mentioning

confidence: 99%

High Impact Practices Through Experiential Student Philanthropy: A Case Study of the Mayerson Student Philanthropy Project and Academic Success at Northern Kentucky University

Larson

Downing

Nolan

et al. 2020

Journal of College Student Retention: Research, Theory & Pr

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High impact educational practices are active learning strategies that benefit learning outcomes, increase student engagement, and support student retention. This study examines the retention and persistence impact of student philanthropy, an active learning approach that engages students with the community by incorporating a philanthropy component into college courses. Results from this study demonstrate that students who participated in one or more student philanthropy courses had a substantially higher four-year graduation rate in comparison to students overall. Participants also exhibited a greater number of completed credit hours compared to the general university population and a higher semester-to-semester retention rate. This affirms the value of student philanthropy as a High Impact Teaching Practice (HITP) that actively engages students inside and outside of the classroom, around the university campus, and in the community.

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Connecting Through Giving: Understanding the Effect of the Mayerson Student Philanthropy Project

Cited by 10 publications

References 4 publications

Teaching student philanthropy—Possibilities for practice within the UK higher education sector

Teaching student philanthropy—Possibilities for practice within the UK higher education sector

The Case for Integrating ePortfolio Pedagogy Into Nonprofit and Philanthropic Studies

High Impact Practices Through Experiential Student Philanthropy: A Case Study of the Mayerson Student Philanthropy Project and Academic Success at Northern Kentucky University

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