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Great donor stewardship goes beyond thank-you notes — it creates a sense of meaning for the donor. In this kickoff episode of our new series on stewardship, Sami Zoss sits down with Dzenan Berberovic, Chief Philanthropy Officer at Avera Health, to explore how thoughtful stewardship can deepen relationships, celebrate generosity, and offer donors what they truly seek: a lasting sense of purpose and impact. Learn why stewardship isn't just a follow-up tactic — it's central to transformative fundraising. Free 30-minute fundraising consultation for NPFX listeners: http://www.ipmadvancement.com/free Want to suggest a topic, guest, or nonprofit organization for an upcoming episode? Send an email with the subject "NPFX suggestion" to contact@ipmadvancement.com. Additional Resources IPM's free Nonprofit Resource Library: https://www.ipmadvancement.com/resources [NPFX] Meaningful Donor Relationships: The Key to Financial Stability https://www.ipmadvancement.com/blog/meaningful-donor-relationships-the-key-to-financial-stability [NPFX] The Challenges Facing Higher Ed Fundraisers https://www.ipmadvancement.com/blog/the-challenges-facing-higher-ed-fundraisers [NPFX] Measuring More than Money: Why Donor Relationships Matter https://www.ipmadvancement.com/blog/measuring-more-than-money-why-donor-relationships-matter [Blog] The Secret to Keeping Your Donors Giving: Make Them Feel Special https://www.ipmadvancement.com/blog/the-secret-to-keeping-your-donors-giving-make-them-feel-special [Blog] Writing a Great Thank You Letter: The First Step in Successful Donor Stewardship https://www.ipmadvancement.com/blog/writing-a-great-thank-you-letter-the-first-step-in-successful-donor-stewardship Sami Zoss is the founder of Zoss Collaborations, a business solutions consulting firm specializing in nonprofit growth and operational efficiency. With an MBA in Finance and Marketing, Sami brings a wealth of expertise in donor engagement, technology integration, and strategic planning to her clients. Before founding Zoss Collaborations, Sami served as the COO and later as Acting CEO of the Dakota State University Foundation, where she led record-breaking fundraising campaigns and implemented innovative donor engagement strategies that significantly expanded DSU's donor base. In addition to her work with educational institutions, she has been a dedicated volunteer with organizations like Camp Gilbert Inc., supporting children with Type 1 diabetes. https://www.linkedin.com/in/samizoss/ https://samizoss.com/ Dzenan Berberovic was born in Bosnia, one of the poorest countries in the world. He spent six years as a refugee in Germany before immigrating to the United States when he was nine. Inspired by the generosity of strangers, Dzenan discovered his life's calling: philanthropy. Today, he serves Avera Health as Chief Philanthropy Officer. As the steward of Avera's 20,000+ annual benefactors, Dzenan has served and led teams to raise more than $600 million. Dzenan was named the Outstanding Young Professional by the Association of Fundraising Professionals (AFP) Global. Before transitioning to healthcare, he received the Rising Star Award from the Council for Advancement in Support of Education (CASE). The Association for Healthcare Philanthropy (AHP) honored him as a 40 Under 40 recipient. Dzenan received a graduate degree from Saint Mary's University of Minnesota in Philanthropy and Development. https://www.linkedin.com/in/dzenanb/ https://www.avera.org/ Russ Phaneuf, a co-founder of IPM Advancement, has a background in higher education development, with positions at the University of Hartford, Northern Arizona University, and Thunderbird School of Global Management. As IPM's managing director & chief strategist, Russ serves as lead fundraising strategist, award-winning content creator, and program analyst specializing in applied system dynamics. https://www.linkedin.com/in/russphaneuf/ Rich Frazier has worked in the nonprofit sector for over 30 years. In his role as senior consultant with IPM Advancement, Rich offers extensive understanding and knowledge in major gifts program management, fund development, strategic planning, and board of directors development. https://www.linkedin.com/in/richfrazier/
For years, finance in higher education has worked quietly behind the scenes—essential, but rarely seen as a force for change. Budgets got balanced, reports got filed, and institutions moved forward... slowly. But what happens when that model starts to crack? When rising costs outpace tuition revenue, and the math that once worked no longer adds up?It's a moment of reckoning—and an opportunity.In this episode of Navigating Change, Pete Wright is joined by Michael Gower, Andrew Simpson, and Howard Teibel—three leaders who are reimagining what's possible when finance steps out of the back office and into the strategy room. They're not just managing numbers; they're reshaping mindsets.Together, they explore a bold idea: that financial health isn't just about closing budget gaps—it's about leadership, influence, and building a future-ready institution. Through the lens of the Rutgers University case study, they reveal how finance can become a catalyst for innovation rather than a barrier to it. They talk about navigating resistance, sparking breakthroughs, and embedding financial thinking into the DNA of decision-making.So what does it really take to shift from financial survival to sustainability? Can higher ed let go of outdated models before it's too late?This isn't just a conversation about money. It's about power, persuasion, and the future of higher education. Because the real question isn't whether universities can afford to change—it's whether they can afford not to.Links & NotesAdopting a Financial StrategyFinancial Strategy Policy
In today's world, patients don't just want great dentistry—they want to understand it. In this episode of The Truth About Dentistry, I break down how leveraging technology can revolutionize the way you educate patients, leading to higher case acceptance, better patient trust, and a stronger brand presence both in and out of the office.
The Pretoria High Court will hear a high-stakes case today between the Information Regulator and the Basic Education Department. At the center of the dispute is the annual publication of matric results in newspapers, which the Information Regulator wants to block, citing concerns over the Protection of Personal Information Act (POPIA). To break down the case and its implications Elvis Presslin spoke to Legal Analyst, Advocate Modidima Mannya
In the second episode of our special series dotEDU Global Voices, hosts Sarah Spreitzer and Devorah Lieberman—ACE senior advisor and president emerita of the University of La Verne—welcome Sue Cunningham, president and CEO of the Council for Advancement and Support of Education (CASE), to discuss the importance of leadership, innovation, and building strong global connections in higher education. Cunningham shares how she transitioned from a stage manager in the arts to a top association leader in higher education advancement by discovering and embracing her own leadership style—a journey that has bolstered her success and one she encourages other women leaders to undertake. Cunningham is one of 10 women featured in Devorah's book, Spotlighting Female Leadership: Strategies, Stories, Perspectives, which highlights the experiences of women leaders from universities around the world. The book was developed as part of Devorah's work with the IAUP Women's Leadership Initiative. This podcast series is produced in partnership with the ACE Women's Network, which connects and supports women in higher education across the country, helping them develop leadership skills and advance in their careers. Learn more at www.acenet.edu/womensnetwork. Be sure to visit the dotEDU webpage for our regular policy-focused episodes.
Civil Rights: Does a school violate Title IX if it permits students to use bathrooms that conform to their gender identity? - Argued: Thu, 31 Oct 2024 9:46:36 EDT
Produced by KSQD 90.7, 895. & 89.7FM “Be Bold America!” Sunday, September 8, 2024 at 5:00pm (PT) “When somebody has taken the time to draw up a playbook, they are going to use it.” - Tim Walz, 2024 DNC Vice-Presidential Acceptance Speech (re: Project 2025) Call it what you want. The Republican Party is nakedly zealous about turning America from a democratic republic into a kingdom and the right-wing billionaires and their corporations are doing everything they can to make it happen … led by The Heritage Foundation, that also flew the American flag upside down after the January 6 insurrection just as did Justice Alito's wife. Everyone must realize that the Project 2025 scheme to dismantle the American government is for any future Republican president. It might be beaten back this upcoming presidential election but these people, who are fighting for a dictatorship, will not go away. The right wing is not hiding it. They say it out loud and have proudly written their manifesto; their painstakingly detailed, 922-page, step-by step instruction manual titled, “The Mandate for Leadership: The Conservative Promise - Project 2025.” This interview with Professor John Roth, cohosted by former KGO radio talk show host, John Rothmann, will peel back its pages with an emphasis on religion, health and education. Yes, this is a detailed plot for a coup. Interview Guest: John Roth, PhD, is the Edward J. Sexton professor emeritus of philosophy at Claremont McKenna College in Claremont, California. Dr. Roth was named the 1988 U. S. National Professor of the Year by the Council for Advancement and Support of Education (CASE) and the Carnegie Foundation for the Advancement of Teaching. Dr. Roth's expertise in Holocaust and genocide studies, as well as in philosophy, ethics, American studies, and religious studies, has been advanced by postdoctoral appointments as a Graves Fellow in the Humanities, a Fulbright Lecturer in American Studies at the University of Innsbruck, Austria, and a fellow of the national Humanities Institute, Yale University. In addition to lecturing widely throughout the United States and around the world, Dr. Roth has authored, coauthored, or edited more than fifty books, and he has published hundreds of articles and reviews. Dr. Roth graduated from Yale University with a Master of Arts and Doctorate of Philosophy degrees. Guest CoHost: John F. Rothmann is a renowned radio talk show host, formerly with KGO radio, and he is a popular lecturer and political and foreign policy consultant. John has also been involved in a broad variety of political campaigns on the national, state and local levels and Richard Norton Smith called John "a scholar of modern Republicanism.” John is the co-author of two highly acclaimed books and has been on the faculty of the Fromm Institute at the University of San Francisco since 2004. John's personal library of 15,000 volumes is widely recognized as one of the finest libraries of American political history and biography in the United States. Scholars, graduate students and authors in the process of research frequently access his extensive collection. Currently, John hosts his own highly successful podcast titled, “Around the Political World with John Rothmann.” John lives in San Francisco with his wife Ellen and their two sons, Samuel and Joel.
Set sail for the most un-fin-believable SHARKFEST to discover even more groundbreaking insights about the ocean's most fearsome predator. Nat Geo's annual must-see summer event will splash off with Marvel superhero Anthony Mackie navigating the waters of his hometown in New Orleans to learn why shark sightings are increasing in local fishing communities, plus ultra-athlete and shark advocate Ross Edgley will attempt to pit his mind and body against four of the ocean's most formidable sharks. Then, sink your teeth into more fin-tastic programming to explore a newly discovered great white shark nursery off the coast of New York City, unravel in forensic detail WHY sharks attack, investigate unusual shark encounters around the world, and learn more about the biggest tiger sharks on Earth dominating the shores of Australia. SHARKFEST is the de-FIN-itive destination for everything about these jaw-some predators — exclusively on National Geographic, Nat Geo WILD, Nat Geo Mundo, Disney+, Hulu and ESPN2.Dr. Mike Heithaus is dean of the College of Arts, Sciences & Education (CASE) and Professor in the Department of Biological Sciences at Florida International University (FIU). A marine ecologist specializing in predator-prey interactions and the ecological importance of sharks and other large marine species, Heithaus is the principal investigator and co-principal investigator on grants totaling $28 million. His research leverages a number of cutting-edge technologies, including drones and animal-borne cameras, to unravel the mysterious lives of hard-to-study marine creatures. His work in Shark Bay Australia is the most detailed study of the ecological role of sharks in the world. Working with several prominent non-governmental organizations, it has been used as the underpinning for affecting positive policy changes.Become a supporter of this podcast: https://www.spreaker.com/podcast/arroe-collins-like-it-s-live--4113802/support.
Civil Rights: When is a school liable for the acts of one student against another? - Argued: Tue, 07 May 2024 17:35:0 EDT
Sergio M. Gonzalez joined Brown University as Senior Vice President for Advancement in 2017. He oversees all advancement areas across the institution, including development, alumni relations, corporate and foundation relations, international advancement, the Brown Sports Foundation, and the Brown Annual Fund. Before landing at Brown, Gonzalez served as Senior Vice President for University Advancement and External Affairs at the University of Miami from 2001-2017. He was the architect and leader of two successful fundraising campaigns that together raised more than $3 billion. Prior to joining the University of Miami, Gonzalez served in multiple roles in Miami-Dade County government, including Chief of Staff for the Miami-Dade County Executive Mayor, Director of the Miami-Dade County Homeless Trust, and Executive Director of the South Florida 1999 Super Bowl Host Committee. Gonzalez is chair of the Board of Trustees for the Council for Advancement and Support of Education (CASE). He also chaired the CASE U.S./Canada Regional Council. Gonzalez also chaired an annual CASE conference for Latin American university presidents and advancement practitioners over a number of years, and speaks frequently on the advancement profession to diverse audiences in the US and abroad. Gonzalez has a long history of civic service both in Miami and since coming to Providence. He is a Henry Crown Fellow at the Aspen Institute and has served on the Board of Directors of UnidosUS, the largest national Hispanic advocacy and civil rights organization.Other past board service includes Belen Jesuit Prep School in Miami, the Orange Bowl, Breakthrough Miami, the Make-A-Wish Foundation, and the Arsht Center for the Performing Arts. In Providence, Gonzalez served on the board of the Trinity Repertory Theater and currently serves on the board of the Wheeler School.
In this episode, Jaime sits down with Rachel Reuben Senor, a 25-year veteran of higher education marketing now serving as the VP of Account Strategy for OHO Interactive. The conversation centers around a shared frustration: the challenges posed by silos in higher education – and offers insight into the ways marketing and communications offices can bust those silos.Takeaways include:Insight into organizational models, such as centralized, center-led, and decentralized structures, dissecting why each model may or may not work in certain contexts. Practical advice on how to determine the best organizational model for a specific institution and strategies to break down silos beyond just structural changes.Ideas around how schools can effectively leverage storytelling to create impactful narratives.Insight into the key roles that higher ed CMOs should focus on developing over the next 2-5 years.Tips for fostering a culture of teamwork and collaboration. Guest Name: Rachel Reuben Senor, Vice President of Account Strategy, OHO InteractiveGuest Social: https://www.linkedin.com/in/rachelreuben/Guest Bio: Rachel Reuben Senor is a seasoned veteran in marketing and communications in the higher education industry. She has worked on staff in leadership positions in both public and private institutions. She fuses her experience into a comprehensive, strategic approach to marketing that identifies challenges and develops creative solutions to improve marketing processes. As VP of Account Strategy at OHO Interactive, Rachel brings new perspectives to clients on long-term strategy, organizational design, and enrollment marketing. She leads and hosts monthly OHO U webinars, the annual OHO U Online Conference and Senior Marketing Leadership Summit, and monthly Brain Trusts with current clients.Prior to joining OHO, Rachel ran her own senior marketing leadership consultancy for higher education for nearly five years. Before consulting she was the vice president of communication at Colgate University, associate vice president for marketing communications at Ithaca College, and the director of web communication and strategic projects at the State University of New York at New Paltz. During her consultancy, she served as interim vice president for marketing and communications at California College of the Arts, as well as interim executive director of marketing for the San Francisco Art Institute.Rachel has been a speaker at a variety of higher education events over the past couple of decades, among them the American Marketing Association's Symposium for the Marketing of Higher Education, the Council for the Advancement and Support of Education (CASE), the Public Relations Society of America (PRSA), eduWeb, HighEdWeb, the University and College Designers Association (UCDA), the Association to Advance Collegiate Schools of Business (AACSB), and the State University of New York Council for University Advancement (SUNY CUAD).Rachel's insights have been featured in The Chronicle of Higher Education, Inside Higher Ed, University Business, CASE Currents, Campus Technology, and on many blogs. She was an early adopter of social media, and pioneered its use in marketing higher education. - - - -Connect With Our Host:Jaime Hunthttps://www.linkedin.com/in/jaimehunt/https://twitter.com/JaimeHuntIMCAbout The Enrollify Podcast Network:Confessions of a Higher Ed CMO is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Talking Tactics and Higher Ed Pulse. Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com. Connect with Us at the Engage Summit:Exciting news — Jaime will be at the 2024 Engage Summit in Raleigh, NC, on June 25 and 26, and we'd love to meet you there! Sessions will focus on cutting-edge AI applications that are reshaping student outreach, enhancing staff productivity, and offering deep insights into ROI. Use the discount code Enrollify50 at checkout, and you can register for just $99! This early bird pricing lasts until March 31. Learn more and register at engage.element451.com — we can't wait to see you there!
Carla Willis joined Washburn & McGoldrick in 2019, following a 25-year campus-based fundraising and consulting in higher education advancement and thought leadership. Carla has worked in just about every area of frontline advancement, including major and principal gifts, planned gifts, corporate and foundations, campaign planning and execution, and began her career in annual giving at the University of Missouri-Columbia. She has worked at two Big Ten institutions, other large public universities, both public and private liberal arts colleges, law schools, an HBCU and an academic medical center.Prior to joining the firm, she served in chief advancement roles at UNC Asheville, Kean University and Florida A&M University (FAMU) (she also served in a long term interim CAO role at Saint Leo University). In each of these leadership roles Carla also led each university's foundation operations. Carla was instrumental in setting a new pace for major gift fundraising and led a fundraising feasibility study, which launched the planning and silent phase of UNC Asheville's first sizable comprehensive campaign of $100M. Additionally, it was her innovative approach to fundraising and resource investment that enabled many new platforms and social media fundraising optimization tools for the advancement offices in each of her chief advancement posts. While serving FAMU, Carla honed her corporate engagement skillsets, securing gifts from the likes of Disney, Eli Lilly, Medtronic, Northern Trust, 3M, Walmart, the Orlando Magic and Tyson Foods, to name a few. Additionally, she created and executed a CEO to CEO Forum, engaging several Fortune 500 CEOs and other executives, along with their corporations in philanthropy at FAMU. Carla is also credited with launching one of the very first higher education text to give campaigns while serving at FAMU.Carla has been part of comprehensive and capital campaigns ranging in size from $40 million to two campaigns exceeding $2.5 billion. Carla served as a major gift officer for the University of Toledo during its UT40 Campaign and as a regional director of development in the east coast for the University of Michigan Law School during its Michigan Difference Campaign, securing many principal and major gifts for these universities. She also served as an Assistant Vice President for Development for The Ohio State University Wexner Medical Center during its But for Ohio State Campaign and worked to close many major and principal gifts including a cross disciplinary $13.5 million dollar gift which benefited several units of the university.Carla has served a diverse range of clients including DePauw University, Duke University, Guilford College, Haverford College, Lincoln University (PA), the UNC System, the University of Pittsburgh, the University of Toledo and Virginia State University. Her projects have included pre-campaign readiness assessments, feasibility studies, executive and staff coaching, staff and volunteer training. Additionally, in the late 90s Carla served as founder and principal of her own small, boutique development consulting firm, Willis Development and Communications Associates and also as a senior consultant for John Brown Limited, a boutique development consulting firm specializing in comprehensive campaigns and planned giving. Carla had a successful career at the IBM Corporation prior to beginning her career in advancement.Carla is active in the Council for Advancement and Support of Education (CASE), currently serves on the CASE Industry Advisory Council and has served on the CASE Commission on Philanthropy, the District V Board of Directors and chaired the District V Committee on Equity (COE.) She is a frequent presenter at conferences on advancement related topics, leadership and more recently on Diversity, Equity and Inclusion (DEI) as related to the advancement profession. In the fall of 2020 Carla earned a certification in DEI from Cornell University. Carla is a member of Alpha Kappa Alpha Sorority, Incorporated, the Links, Incorporated and serves on the board of the Kendal Charitable Funds, a Quaker non-profit organization headquartered in Newark, Delaware supporting communities, programs and services for older adults.
Alicia Juarrero, is Co-Founder and President of VectorAnalytica and Professor Emerita of Philosophy at Prince George's Community College (MD). She is the author of Context Changes Everything: How Constraints Create Coherence, published last year: https://direct.mit.edu/books/oa-monograph/5600/Context-Changes-EverythingHow-Constraints-Create Her other books are Dynamics in Action: Intentional Behavior as a Complex System (MIT 1999) and co-editor of Reframing Complexity: Perspectives from North and South (ISCE Publishing, 2007), and Emergence, Self-Organization and Complexity: Precursors and Prototypes (ISCE Publishing, 2008). Alicia was named the 2002 U.S. Professor of the Year by the Council for the Advancement and Support of Education (CASE) and the Carnegie Foundation for the Advancement of Teaching; in 2003 she received the Edward T. Foote Alumnus of Distinction Award of the University of Miami; in 1995 the Distinguished Humanities Educator Award of the Community College Humanities Association. In 1992 Alicia was appointed by the President of the United States and confirmed by the U.S. Senate to the Advisory Board of the National Endowment for the Humanities (NEH) where, from 1992-2000 she served as NEH's Chair of Council Committee on State Programs. In that capacity she was responsible for the oversight of approximately $32 million in NEH funds distributed annually to the States Humanities Councils. Born in Cuba, Alicia has played a leading role in introducing complexity concepts and theory to that island nation and currently serves as Secretary-Treasurer of Friends of Havana's January Complexity Seminars, a 501(c)3 not for profit organization which supports the work of complexity scholars in Cuba.
Joe Manok is the Vice President for University Advancement at Clark University where he provides executive leadership to all aspects of fundraising, corporate and foundation relations, and alumni engagement.Prior to joining Clark, Joe held senior-level positions for eight years in the Office of Resource Development at the Massachusetts Institute of Technology (MIT) as part of the MIT's $6.2 billion Campaign for a Better World. Most recently serving as senior director of philanthropic partnerships. Before joining MIT, Joe worked between 2003 and 2014 at the Office of Development of the American University of Beirut (AUB). He served as associate director of development for major gifts and advancement services in New York, and as the assistant director for development services in Beirut.Joe earned his Bachelor of Science in computer science from AUB and is working toward his Master of Science in nonprofit management from Northeastern University. He is a certified fundraising executive through CFRE International and completed an executive certification in strategy and innovation at MIT's Sloan School of Management. He sits on the board of the Association of Fundraising Professionals (AFP) in Massachusetts and has been recognized by the Council for Advancement and Support of Education (CASE) with the Rising Star Award for his consistently high level of professional achievement and commitment to the advancement profession.
Civil Rights: May a state require student athletes to play on sports teams that align with the gender they were assigned at birth? - Argued: Fri, 27 Oct 2023 13:11:54 EDT
Produced by KSQD 89.5, 89.7 & 90.7FM (Note: If you have not yet heard about Project 2025 , a $22M scheme to destroy democracy once and for all, it is discussed in this interview.) “Be Bold America!” Sunday, September 10, 2023 at 5:00pm (PDT) “Holocaust education must sound the alarm—clearly, insistently, repeatedly: The Holocaust is a warning.” write the philosophers John K. Roth and Leonard Grob, two of the most respected Holocaust scholars in the world As extreme right-wing political movements, anti-liberal fury, disrespect for truth and the rule of law, rampant “othering” and "whataboutism" gain traction in the U.S. and throughout the world—stoked by demagogic figures like Trump and Putin— we must heed that warning. A dangerous contempt for democracy lies at the heart of recent and alarming developments, including the January 6 insurrection, the persistence of Trump and his MAGA rightwing, and Putin's invasion of Ukraine. These events warn Americans that democracy must not be taken for granted. It is in the crosshairs of authoritarian forces that will undermine our democracy unless renewed commitment—ethical as well as political—resists them. Interview Guests: Leonard Grob, Professor Emeritus of philosophy at Fairleigh Dickinson University Teaneck, NJ, where he taught full-time for thirty-nine years and part-time for another fifteen. Dr. Grob was the Chairperson of Philosophy Studies and Director of the University's Humanities Core Curriculum. Dr. Grob's Holocaust Studies have also provided the necessary background for him to begin exploring ideas related to resolution of the Israeli-Palestinian conflict: memory of the genocide of the Jews has most certainly informed Israeli political thought. Dr. Grob centers his scholarship on lessons of the Holocaust for those alive today. John Roth, is the Edward J. Sexton professor emeritus of philosophy at Claremont McKenna College in Claremont, California. Dr. Roth was named the 1988 U. S. National Professor of the Year by the Council for Advancement and Support of Education (CASE) and the Carnegie Foundation for the Advancement of Teaching. Dr. Roth's expertise in Holocaust and genocide studies, as well as in philosophy, ethics, American studies, and religious studies, has been advanced by postdoctoral appointments as a Graves Fellow in the Humanities, a Fulbright Lecturer in American Studies at the University of Innsbruck, Austria, and a Fellow of the National Humanities Institute, Yale University. (Along with being colleagues, Roth and Grob, a Christian and a Jew, have enjoyed an interfaith, philosophical friendship for decades. It has been rich in the kind of respectful and vigorous dialogue and debate that promotes and nurtures democracy.) Guest Cohost: Mike Clancy is the current Chair of the Monterey County Chapter of the Citizens' Climate Lobby and serves on the Question Review Team for the Annual Leon Panetta Lecture Series. He has authored over 100 publications and is the recipient of the Navy's highest civilian award, the Distinguished Civilian Service Award.
Justin Fincher is Vice President for Advancement and Executive Director of the Stony Brook Foundation. Reporting directly to President McInnis and serving as a member of her senior management team, Fincher provides leadership for the university's development and alumni relations operations.Since 2013, while at Ohio State University (OSU), Fincher has been responsible for strategy, operations, and resources to mobilize multibillion-dollar campaigns effectively and engage hundreds of thousands of alumni and donors in developing philanthropic support for the institution's mission and goals. In that role, he manages a team of 125 staff and cultivates philanthropic support for academic departments and medicine. He led the successful conclusion of OSU's previous $3 billion campaign, one that engaged 750,000 donors, and oversaw the planning and launch of its latest $4.5 billion campaign. He served as Chief Operating Officer of the OSU Alumni Association and worked closely with its board, and is providing interim leadership for the 80-person fundraising team for Ohio State's Wexner Medical Center and Health Science Colleges, which raises $200 million annually. Before his work at OSU, Fincher held leadership roles at Rutgers University and Johns Hopkins University.A higher education leader with a growing national reputation in the advancement profession, Fincher is an active volunteer leader in the Council for Advancement and Support of Education (CASE). He also developed and leads the Advancement Leadership Lab, a joint venture of nine public research universities to accelerate the growth of senior leadership in their advancement organizations.
EPISODE 1577: In this KEEN ON show, Andrew talks to John K. Roth, co-author of WARNINGS, about the Holocaust, the Ukraine and an endangered American democracy JOHN K. ROTH was named the 1988 U. S. National Professor of the Year by the Council for Advancement and Support of Education (CASE) and the Carnegie Foundation for the Advancement of Teaching. He is the Edward J. Sexton Professor Emeritus of Philosophy at Claremont McKenna College (CMC) in Claremont, California, where he taught from 1966 through 2006. In 2003, Roth became the founding director of the Center for the Study of the Holocaust, Genocide, and Human Rights (now the Mgrublian Center for Human Rights). Roth received his BA from Pomona College in 1962, graduating magna cum laude and with honors in philosophy and membership in Phi Beta Kappa. He joined the CMC faculty after taking his MA and PhD in philosophy at Yale University. In addition, Roth has been awarded the Doctorate of Humane Letters (Honoris Causa) by Indiana University, Grand Valley State University, Hebrew Union College–Jewish Institute of Religion, Western University of Health Sciences, and Transylvania University. He holds the Holocaust Educational Foundation's Distinguished Achievement Award for Holocaust Studies and Research. Roth's expertise in Holocaust and genocide studies, as well as in philosophy, ethics, American studies, and religious studies, has been advanced by postdoctoral appointments as a Graves Fellow in the Humanities, a Fulbright Lecturer in American Studies at the University of Innsbruck, Austria, and a Fellow of the National Humanities Institute, Yale University. Roth has served as Visiting Professor of Holocaust Studies at the University of Haifa, Israel, and as Visiting Professor of Philosophy at Franklin College, Lugano, Switzerland, and Doshisha University, Kyoto, Japan. He also served as Fulbright Lecturer in American Studies attached to the Royal Norwegian Ministry of Education, Research, and Church Affairs, Oslo, Norway. He has held invitational fellowships from the Oxford Centre for Hebrew and Jewish Studies in England and the Center for Advanced Holocaust Studies, United States Holocaust Memorial Museum, Washington, DC. In addition to lecturing widely throughout the United States and around the world, Roth has authored, coauthored, or edited more than fifty books, and he has published hundreds of articles and reviews. His books include: Ethics During and After the Holocaust: In the Shadow of Birkenau (Palgrave Macmillan); The Oxford Handbook of Holocaust Studies (Oxford University Press), The Failures of Ethics: Confronting the Holocaust, Genocide, and Other Mass Atrocities (Oxford University Press), Sources of Holocaust Insight: Learning and Teaching about the Genocide (Cascade/Wipf and Stock), and Advancing Holocaust Studies (Routledge). Roth has been a member of the United States Holocaust Memorial Council, Washington, DC. He is a former chair of the California Council for the Humanities (now Cal Humanities) and trustee of Humanities Washington, both affiliates of the National Endowment for the Humanities. He has served on the board of the Federation of State Humanities Councils, chairing that board from 2011 to 2013. Named as one of the "100 least connected men" by GQ magazine, Andrew Keen is amongst the world's best known broadcasters and commentators. In addition to presenting KEEN ON, he is the host of the long-running How To Fix Democracy show. He is also the author of four prescient books about digital technology: CULT OF THE AMATEUR, DIGITAL VERTIGO, THE INTERNET IS NOT THE ANSWER and HOW TO FIX THE FUTURE. Andrew lives in San Francisco, is married to Cassandra Knight, Google's VP of Litigation & Discovery, and has two grown children Learn more about your ad choices. Visit megaphone.fm/adchoices
Creating a Family: Talk about Infertility, Adoption & Foster Care
Do you wonder how to talk to your child about adoption? What if they don't seem interested? How do you talk about some of the hard stuff? This episode explores talking with children about adoption at different ages with Mari Itzkowitz, with the Center for Adoption Support and Education (CASE). She is an adoption-competent therapist and leader of the CASE Training Team, providing training and education to professionals and parents.In this episode, we cover:How does an adoptee's understanding of adoption differ by age? InfantsToddlers & Preschoolers School Age Tweens Teens Young Adults Older Adults How to talk about adoption at different ages? Should you wait for the child to ask questions before you tell them about their adoption story?What if your child or youth shows little or no interest in their adoption story?How does openness or lack of openness impact a child's understanding of adoption? Should adoptive parents bring up the idea of searching for birth family?How does transracial adoption impact a child's understanding of adoption? Our focus is often on birth mothers. How can you talk about adoption and the role of the birth father with young children who do not understand the concept of sex? What to say when you know very little about the birth parents? How to handle hard birth parent stories? Should you tell a child that they were conceived by rape or that their birth mother is in jail or birth father suffers from addiction? At what age should you share this information? Additional Resources:Resources on Talking about AdoptionBuilding the Framework for Adopted & Foster Children to Process the Hard Parts of Their StoriesSuggested books on talking with kids about birthparentsThis podcast is produced by www.CreatingaFamily.org. We are a national non-profit with the mission to strengthen and inspire adoptive, foster & kinship parents and the professionals who support them. Creating a Family brings you the following trauma-informed, expert-based content:Weekly podcastsWeekly articles/blog postsResource pages on all aspects of family buildingPlease leave us a rating or review RateThisPodcast.com/creatingafamilySupport the showPlease leave us a rating or review RateThisPodcast.com/creatingafamily
Check out the Vessi Boardwalk and their other styles at http://www.vessi.com/defranco. Get the style and size you want now for 15% off your entire order! Free shipping to CA, US, AUS, NZ, JP, TW, KR, SGP. GO SUBSCRIBE @ https://www.youtube.com/@ZaidTabani?sub_confirmation=1 and watch this week's Freestyle the News: https://youtu.be/pukOPo5ZFFM Catch Up on Tuesday's Show Here: https://youtu.be/U4qdx8ryRJU Catch Up on Sunday's Show Here: https://youtu.be/I18smenTJyU – 00:00 - Heroic Club Security Guards Prevent Club Shooting 01:37 - Andrew Tate's Custody Extended 02:01 - Tekashi 6ix9ine Hospitalized After Being Jumped in Gym Bathroom 02:19 - KPop Star Chaeyoung Apologizes for Wearing Shirts with Nazi and QAnon Symbols 02:56 - 29-Year-Old Pretends to Be A Teenager and Enrolls Herself in High School 03:28 - 2 Inmates Tunneled Out Of Prison with a Toothbrush to Go To an IHOP 03:56 - Gamestop Stock Jumps Nearly 50% 04:10 - Google's New AI Calls Them Out For Monopoly 04:28 - Is AirBnB Dead or Just Maturing? 06:16 - Sponsored by Vessi 07:03 - DeSantis Takes Aim at Trump Facing Possible Indictment 07:26 - SCOTUS Sides With Deaf Student in Education Case 07:38 - Idaho Abortion Bans Lead to Doctor Shortage While Oklahoma Protects Limited Rights 08:24 - U.S. Announces Sweeping Overhaul of Problematic Organ Transplant System 11:55 - Uganda Parliament Passes Law Banning Identifying as LGBTQ+ 14:19 - Ukraine and IMF Agree to $15 Billion Loan Package – ✩ TODAY'S STORIES ✩ Heroic Club Security Guards Prevent Club Shooting: We make it a point to not include the names and pictures of those who may have been seeking attention or infamy and will not link out to websites that might contain such information. Andrew Tate's Custody Extended: https://www.bbc.com/news/world-europe-65041668 Tekashi 6ix9ine Hospitalized After Being Jumped in Gym Bathroom: https://variety.com/2023/music/news/tekashi-6ix9ine-hospitalized-beating-gym-1235560991/ KPop Star Apologizes for Wearing Shirts with Nazi and QAnon Symbols: https://www.avclub.com/k-pop-star-apologizes-for-wearing-a-swastika-on-her-shi-1850250238 29-Year-Old Pretends to Be A Teenager and Enrolls Herself in High School: https://news.yahoo.com/29-old-south-korean-woman-160000293.html 2 Inmates Tunneled Out Of Prison with a Toothbrush to Go To an IHOP: https://www.insider.com/2-virginia-inmates-tunneled-out-jail-toothbrush-went-to-ihop-2023-3 Gamestop Stock Jumps Nearly 50%: https://www.marketwatch.com/story/gamestop-stock-soars-more-than-30-on-surprise-quarterly-profit-higher-sales-fdb00b37 Google's New AI Calls Them Out For Monopoly: https://www.vice.com/en/article/z3meyj/googles-ai-explains-googles-monopolistic-practices-in-great-detail Is AirBnB Dead or Just Maturing?: https://www.businessinsider.com/airbnbust-airbnb-short-term-vacation-rentals-investors-real-estate-reckoning-2023-3 DeSantis Takes Aim at Trump Facing Possible Indictment: https://www.axios.com/2023/03/22/desantis-trump-piers-morgan-interview SCOTUS Sides With Deaf Student in Education Case: https://abcnews.go.com/Politics/wireStory/supreme-court-rules-deaf-student-education-case-98016277 Idaho Abortion Bans Lead to Doctor Shortage While Oklahoma Protects Limited Rights: https://www.theguardian.com/us-news/2023/mar/20/idaho-bonner-hospital-baby-delivery-abortion-ban https://www.koco.com/article/oklahoma-supreme-court-women-abortion-life-risk/43381481 U.S. Announces Sweeping Overhaul of Problematic Organ Transplant System: https://www.washingtonpost.com/health/2023/03/22/transplant-system-overhaul-unos/ Uganda Parliament Passes Law Banning Identifying as LGBTQ+: https://www.aljazeera.com/news/2023/3/22/uganda-passes-tough-antigay-law-bans-identification-as-lgbtq Ukraine and IMF Agree to $15 Billion Loan Package: https://apnews.com/article/ukraine-imf-loan-package-russia-war-a88adb2e9778337d8655eeb268826ff8
Civil Rights: Do parents have a right to be informed if their child changes their gender identity at school? - Argued: Fri, 10 Mar 2023 9:58:15 EDT
In this new series on applying Deming to education, Andrew talks with John Dues, Chief Learning Officer at United Schools Network and long-time Deming practitioner. This is the first in a series of 12 episodes using John's school system as a case study for applying Deming in education. 0:00:02.3 Andrew Stotz: My name is Andrew Stotz, and I'll be your host as we continue our journey into the teachings of Dr. W. Edwards Deming. Today, I'm here with featured guest, John Dues. John, are you ready to share your Deming journey? 0:00:17.7 John Dues: Yeah, Andrew I'm really glad to be here and looking forward to speaking with you today. 0:00:22.6 AS: Yeah, we've been talking about this for a while, and so it's exciting to kick it off. So let me introduce you to the audience. Ladies and gentlemen, John A. Dues is an accomplished education systems leader and Improvement Science scholar practitioner with more than two decades of experience. He is the Chief Learning Officer of the United Schools Network, where he directs the network's continual improvement fellowship and serves as an Improvement Advisor. He draws heavily on the work of Dr. W. Edwards Deming and his System of Profound Knowledge. He's currently continuing his education through the Improvement Advisor program at the Institute for Healthcare Improvement in Boston, Massachusetts. John, can you take a little bit and tell us about the story about how you first learned about the teachings of Dr. W. Edwards Deming and what hooked you? 0:01:21.8 JD: Yeah, happy to do that. I sort of, I'm about 20 years into my career as an educator, and I sort of think about my career across four stages or so. Stage zero, I was a teacher, I didn't really know anything about classroom management or how to lead a class, it was a lot of trial and error type learning, and then I start to figure stuff out over time and stage one, I transitioned into now working at a series of Public Charter Schools is on the founding team of seven schools or non-profits sort of than this next stage. And I think a lot of my learning was sort of what I would call subject matter learning, so cognitive science, curriculum and lesson planning, how to use data to drive instruction, those types of things, and then about 2016 or so, I started learning about improvement science. I got an e-mail, it mentioned a book called Learning to Improve, and that got me sort of started on this path to learning the tools of improvement science, and I did that for four or five years, and then in about a couple of years ago, I stumbled across the W. Edwards Deming Institute website. 0:02:53.0 JD: And I had previously come to the website a couple of years earlier, and truth be told, I went to the System of Profound Knowledge page, it didn't make a lot of sense to me, and so I sort of let it lay for a year or two, and I came back to it in 2020, and not that all of a sudden it made sense. But there was something there that sparked this interest that's been going on for three years now, where I've devoured books, listened to interviews, and really gone on this journey to learn exactly what Dr. Deming was talking about with the System of Profound Knowledge. 0:03:36.5 AS: And when you think about the improvements that you're trying to do, or the problems that you were trying to solve, and then you started to see, let's say the System of Profound Knowledge, what was it that stood out as, Oh, that explains why this is happening, that explains why... What were some of those revelations and things that you could then bring back to your work... I'm just curious. How did that unfold? 0:04:06.2 JD: Yeah, it took some time. I mentioned sort of discovering the Institute website in about 2018 or so, and it not initially making a lot of sense, there's probably two things. One, candidly, I saw a System of Profound Knowledge, and I was like, Well, who talks like that? What is that... Like who calls their stuff profound knowledge? And then the second thing was when I looked over the four components, systems theory and the theory of variation and the theory of knowledge and psychology, frankly, most of it was incomprehensive to me, and a couple of years later, I come back, I'm a little further in this learning journey, and I go back to it, not that I had any type of instant revelation or anything like that, it has taken a lot of deep study, it did start to slowly make sense and what I realized... In one of the books I was reading is sort of this idea that there's these two complementary types of knowledge, one is subject matter knowledge, so in my case, it's those things I mentioned, knowing how to plan lessons, knowing how to do classroom management, the things that an educator that needs to know how to do. 0:05:28.3 JD: And then there was this whole other bucket of knowledge, which I realized when Deming said System of Profound Knowledge he meant the components interact, that's the system part. And then the profound part is just that you have a deep knowledge about your organization across those four components, and I realize there's this whole other sort of bucket of knowledge that we're not attending to, that tells us some of the most important information we need to know about our organizations, and it's only when you bring those two things together, the subject matter knowledge with the profound knowledge that you actually then can transform your organizations. And so that realization along the way was a big part of me sort of latching on to Dr. Deming's philosophy. And I'd say the second thing that I did very early on, besides reading the books and listening to a lot of the Deming Institute's podcast interviews was I started talking to people that appeared on those interviews, and so I reached out to Kelly Allan and then he turned me on to David Langford, who's probably the guy doing Deming in Education and started relationships with both of them, and they were very, very generous with their time and expertise, and that really allowed me to clarify my thinking now because I have this expert in Deming philosophy helping to guide me answer questions, and sort of that rounded out some of the knowledge I was doing in my self-study. 0:07:02.4 AS: Which I guess accelerates things. In my age when I was young, I sat into two seminars with Dr. Deming teaching and yeah. Okay, that answers a lot of questions, but we don't have that luxury anymore, so it's gotta be number one, reading the materials, watching the videos and all that, but also checking our understanding. And I know both Kelly and David are great resources. Kelly helped me when I was writing my book, Transform Your Business with Dr. Deming's 14 Points to help me think about things, and I know there's even more, so much more to learn, and I think that's where... What I think about the profound knowledge aspect, and I think what you said was, there's kind of... You have to have these two components. And its subject matter aspect, that's just a given when you're teaching and understanding how to teach, but then this whole other thing about the system aspect of it, the psychology aspect of that. 0:08:09.0 AS: And I have a question for you about education, let's say I graduated from high school, from a pretty good public high school in Ohio, and I'm just curious, if we went back to that school today, and I spent... I don't know what it was, seven hours a day at school, arrive at 8:00 and leave at 3:00 or whatever that was. I spent X amount of time at school and I accumulated X amount of knowledge during that time, and my question to you is, if we go now from 1983 when I graduated to here we are 50 years later, or so or 40... 50 years later, so now we're... Here we are in the future with so much knowledge, so much experience, our students are attending high school for either the same time and accumulating much more knowledge, or are they attending school for a much shorter time and accumulating the same amount of knowledge, or are we doing the same thing? 0:09:28.3 JD: Yeah, that's a really good question. I think there's sort of a relevant Deming quote that's something to the effect of "experience teaches nothing" and it's, basically it was saying, you have to have an underlying theory and then you build the knowledge and testing that theory and see how it works in the real world. So in a lot of respects, I think in the 40 years or so since you were in high school, probably a lot of schools haven't changed much, they do the same thing year in and year out, they're not really learning, they're... Like I said, across that 40-year time period, it's just sort of a repetition. Now, of course, if you went into that high school, there would be differences like the type of technology you'd see in classrooms. I think by and large, when you're talking about school, effectiveness people will argue about this, I think depending on how you're measuring that outcome, I think that schools are, generally speaking, better maybe than they were 40 years ago. Now, the problem is that better typically means that test scores are better, and of course, there's variation in this in both time and place and the variation, I don't think it's linear. 0:10:58.1 JD: I think there are ups and downs in different places based on a whole host of factors like the pandemic or even... There's less spending in schools out of the 2008 hiring crisis... Oh sorry, housing crisis, and those had an impact on things like test scores, but I think with Deming, and he was very interested obviously in education, he was a professor for 50 years, as you know at New York University. The subtitle of his last book had education in the subtitle. What he was really talking about when he was thinking about talking about education was transformation, and that was a complete change in state. And so when I hear your question, that's what I think of... I think of have schools, if they know the Deming philosophy, have they undergone a transformation following Deming's teachings, and I would say by and large, the answer to that question, not withstanding the sort of test score question, the answer to the transformation question is no. I think by and large, that's not what I've seen across my career. 0:12:11.6 AS: And if we think about a person listening into this conversation who's an educator and they're looking for new answers to maybe old problems. [chuckle] And they come across this podcast, they come across the material like you did, what's the hope that you can provide to them about how they could benefit either individually by thinking about and learning about Dr. Deming's teachings for their performance as a... Maybe as a teacher or as an administrator, and what hope or excitement can you provide them if they're an administrator of a school thinking, "Hmm, this is interesting, maybe this could provide me some things that I need to start to think differently about it." Tell me a little bit about the journey of you then learning about Deming and then start to... Bringing it into your institution. 0:13:11.2 JD: Yeah, there's a few things that I think of. So one thing is, if I've discovered the Deming philosophy and I'm an educator, how do I bring that to my school, or how do I bring that to my classroom or if I"m a systems leader, how do I bring that to my school district? And I think one of the things that I learned from David is you preach to the masses and work with the willing, and so thinking about intrinsic motivation, which I know David has talked about on your podcast, is you want people to opt in to going on this sort of learning journey with you, so that's one thing I think of. 0:13:50.8 JD: The second thing I think of is, and this was from David as well, when he started doing the Deming philosophy in his classroom and using the System of Profound Knowledge, he was a classroom teacher. And so everybody has this circle of influence, this circle that they have control over, and in his case, he didn't have control over the school building, the high school where he was... He didn't have control over the school district at the time, but he did have control over his classroom, and it was basically through applying the Deming ideas in his classroom that people started coming and saying, "Hey, what are you doing in here? There's something very different that's going on here," and then the principal got so interested in it, he said, "I'd like you to sort of teach people how to do this building-wide," and he became the director of continuous improvement there at his high school in Alaska. 0:14:42.6 JD: And then ultimately, he was encouraged by Deming to go off and consult across the world to bring these ideas to schools all over the world. So I think that's another thing that I think of. I also think that in some sort of ways, you can learn aspects of the Deming philosophy and start to apply them tomorrow. So when I think about something like knowledge about variation, I may know nothing about the technical aspects of a control chart, for example, but what I can do is I can take any data that I have that occurs across time and just plot those dots on a simple line chart and start to understand what that data looks like versus having those numbers in a spreadsheet, and then there's other aspects that do take time. 0:15:34.1 JD: I think one thing that Deming said in one of his books was, there's no instant pudding, and basically he meant that when it comes to organizational transformation, you're talking about a four or five or even 10-year journey and beyond to get this to take root in an organization. At the same time, it doesn't take 1000 people. And I heard David talk about this, and I heard Deming talk about this idea of you need to capture and educate and bring along about the square root of the number of people in your organization that really have a strong grasp of the System of Profound Knowledge and so if you're in a roughly 100-person organization, like mine I need 10 people that have learned these ideas and are interested in spreading them to their classroom or to their school, or in our case, into the network as a whole. 0:16:32.2 AS: And how did it go finding those people, and as you say, it's voluntary, you want those people to come, you wanna attract them, attraction rather than promotion. How did that journey go for you internally? 0:16:43.9 JD: Well, it's definitely ongoing. It's definitely ongoing, and I think it's going really well, it's a process, we're probably about two years into that process, and so in some ways it's now a core part of who we are. So a good example of that is going back to this idea of knowledge about variation two years ago, none of us had any knowledge of what a control chart or a process behavior chart was, and now we have dashboards that are shared system-wide on all kinds of measures that are important to us, where we're now looking at data over time and realizing that until we sort of understand the patterns that we see in that data, we don't really know anything about whatever that area is. So that's something that's taken hold and we've spread it pretty quickly across the network. Before we would say we overreact to maybe like a single test score or attendance is down this month. Now we step back and say, "Okay, what does that look like over 12 months, for 15 or 20 months? What are the patterns? Is it sort of a common cause, is it just a part of our system, or is there a signal here that we need to pay attention to." 0:18:01.4 JD: So in many aspects like that it's taken hold and in other aspects, it does take longer to implement and that... A good example there is, Deming said abolish grades, and he was pretty unequivocal about that he didn't good grades in his graduate statistical courses at NYU. That's a much harder thing to change, it's a much harder thing to get people to understand why he said that, even for myself to learn sort of... Why did he say that? Is it feasible? What's the replacement? Those all have... There's practical considerations when you're in a school system, you have to give grades, you have to have report cards, or you think you do anyway, and so things like that take time, and we're not there yet on some of Deming's ideas, like abolishing grades or changing our grading practices. 0:19:01.4 AS: It's interesting, one of the beautiful things about having a private company is that you can implement these things without kind of... I don't know, kind of regulatory oversight or that type of stuff. You just can implement it, and so there's an enormous constraint in that field. Now, let me ask you about the charts that you talk about. I wanna ask two questions. First question is, from your experience of having, looking at different charts related to education, if someone's listening to this, that it is working in a school or a classroom or whatever, they're looking at it, what would be one chart that you think that they could start on today and implement? And that's the first question I have, and the second one is about how do you prevent people from obsessing about the data in a chart and help them understand that this is about understanding a system, it's not obsessing about some KPI type of thing. So, curious what you would say to that. What would be a chart that someone could start with? 0:20:13.8 JD: That's a really good question. I have a lot of different ideas. One thing because it's so prevalent in our education system it's pretty much across the United States, is state test scores. Now in some of the aspects or... Yeah, I mean in some aspects, it's not the best thing to put in a chart because they typically only happen one time a year towards the end of the year. So it's hard to gather enough data to sort of use in practice on a day-to-day basis. On the flip side, I do think it's helpful to put something like state test scores, even though they only happen on an annual basis in a control chart or a process behavior chart, because I think people forget, frankly, they forget what happened just a couple of years ago in their system when it comes to state test scores. And so you see all these documents created all the way from State Departments of Education to individual schools that are marketing to parents in their area that basically are writing fiction about their test scores. "We improved from last year." Well, yeah, technically, maybe it went up 2%, but then it's down 5% from two years ago. And so I think plotting the dots to your test score data over 12 or 15 years gives a sense of how the data is bouncing around in average probably. 0:21:41.8 AS: Okay. 0:21:43.0 JD: And not in a meaningful way. I think in most circumstances. And I think allowing them to see those patterns is really important. And I think another sort of helpful layer to that is annotate that chart with things that have happened in either your school, your district, or even at a state policy level. Label when the test format changed. Label when the state standards change. Label the year that what kids needed to do to be you considered proficient, the cut score for the proficiency, label when that changed, 'cause these are all things that have happened in the last five or six years in most states, including Ohio where I am. And when you start to label those things and then you see the ups and downs that are associated with those labels, you start to say, "Oh, this picture of what's been happening in my system makes a lot more sense." And most of that is completely sort of out of the picture for most people. We don't really remember what happened three or four years ago, even if we have a general idea, we don't have it pinpointed to a specific year. When do we start testing on computers instead of paper and pencil? That's another example. Those all have impacts on tests scores. 0:23:01.2 AS: Okay. That's a great one for the administrators, but if you were in a classroom and you say, "I don't really have control over what goes on in my school so much, but I do enjoy this Deming journey, and I want to start to bring some of that into my classroom," what would be one chart that you would make? 0:23:23.1 JD: A couple of ideas that come to mind, maybe two, I'd share with you. One would be something like homework completion. What percent of the kids are doing either in class or it doesn't have to be homework, it would be in-class assignments? And I think the key here is, one, you have to operationally define what completion means. And that can vary by a classroom as long as everybody's on the same page. And then with that, put it up on the wall, on a piece of chart paper, because so often the things that we want kids to improve are hidden from them. They don't... Oh, I didn't know that 35% of the kids in this class didn't do the assignment from the day before right, but if they start to see that, and then we start to talk about it, and then we start to say, "Well, what are the barriers or obstacles to completion?" 0:24:13.9 JD: And then kids start to say, "Well, how can I help you?" You start to create this completely different mentality in your classroom. One classroom also that we had in our network of schools, it was a fourth grade Science teacher, she started tracking how much joy did you find in today's lesson? And so she would actually... The kids would do a short little survey and assign a number out of 100%. And then they would also have us. There was a spot in the survey to say, "What did you like about it, what didn't go so well? Or whatever, what could I improve?" This is the teacher saying that to fourth graders and they're charting that on a piece of paper. And then she's starting to learn, "Okay. These types of lessons are engaging, these types of lessons are not so engaging. The kids want more of this, enjoyment goes up when we do this as a class." And then they did that over the course of three or four months, and slowly over time, you see the engagement levels, the joy raising, kids are happier. They're more engaged in class. The teacher is having more fun. And so those are just sort of two things that I've seen done in our network of schools that I think had a really positive impact. 0:25:33.9 AS: That's exciting. And I think it goes back to the intrinsic versus extrinsic motivation. And ultimately kids wanna be engaged, everybody wants to be engaged in what they're going through. And the reason why they disengage oftentimes, is because we don't involve them. 0:25:55.9 JD: Right. Yeah, I agree, 100%. I think kids are really... Students and schools are the improvement secret weapon. I think a mindset shift for me was when you think about in your system, who is the worker? And a lot of educators think when you ask them that question, they'll say, "Well, teachers." And not that there's a right or wrong answer to this, but I think it's actually the students, because the thing that has to be created, high quality learning has to happen in their minds. So if they're the ones where the work has to happen, they have to be the workers. So I think of students as the workers and I think more of the teachers as the supervisors of that work. 0:26:43.6 AS: That's a great way to think about it, because it also kind of pushes it down for the teachers to think that their objective is really creating that environment for learning. I wonder when you started bringing the Deming philosophy into schools and your operations there, was there one point that was like there was resistance to or what do you think is the hardest to digest for teachers or a school system when they're looking at this? 0:27:21.6 JD: That's a really good question. I think in my own sort of personal opinion, I think that a lot of the Deming philosophy is paradoxical to typical management practices. And I think there's a lot of counterintuitive ideas in the philosophy. So I think you have to sort of be open to that from the start. And so when I first started talking with people about these ideas, I did it, both internally and with some people externally, and I just put together a presentation, I said, "I'm gonna show you this thing and I wanna collect your thoughts." And one of the first things I said is, "Before I say anything, I want you to have in your mind preemptively that you're gonna experience some serious cognitive dissonance with these ideas because they're so different than what you've heard before." So I did that as a primer, so people sort of had that expectation. I think, generally, what I find from folks is openness to the ideas. I think there's a challenge in unpacking, going back to something like I was talking about abolish grades. Unpacking why exactly did he say what he said? Whether it's abolish grades or any number of other points that he made. 0:28:52.4 JD: I think there's this sort of realization for a lot of people that when you say, "Well, what's your philosophy, or what's your educational philosophy, what's your management philosophy?" They don't really have an answer. I didn't have an answer, frankly, before I started studying this stuff. And that's a little bit convicting. And then once you decide to go on the journey, you realize, "Why do we do the things that we do?" You could ask that about a thousand things a day, whether it's a policy, a practice, just something we do, 'cause that's the way we've always done it here. And again, it's a little daunting when you start to think about, "Well, what is the underlying reason that we do this?" And so... 0:29:40.3 AS: It kind of shakes the foundation of your thinking. 0:29:43.1 JD: Yeah. It shakes the foundation, so you have to be open to that. And I think that's where the, "No instant pudding," quote from Deming comes in, is that you really have to be committed to this. And I think about a story I read in a book, Henry Neave's book, The Deming Dimension, where he basically says, "A Board engineer, a quality control guy comes to a Deming seminar one week, a four-day seminar, goes back the following week and he read the 14 Points. And one of them's about inspection and not relying or overlying on inspection. And he went the next week and fired all the inspectors in his plant." I think it was a Ford Plant. 0:30:32.7 JD: And basically, Henry Neave says, "That's not the right approach. You have to understand why you're doing what you're doing first before you do it." And you have to remember that that thing, in this case, it's inspection is a part of your system, so you can't remove it before you understand why you're doing that and what you're gonna replace it with. And that should probably happen deliberately and probably over time and not the next Monday after you've heard this idea. So it's a little of both. It's how do you start moving the needle and then how do you do it thoughtfully with an underlying understanding of the theory under all of these ideas? 0:31:13.7 AS: Another question is, if we think about the... Really, you have to, if you're bringing the Deming philosophy into a school as an example, you have to kind of convince administrators and you have to kind of... Let's say educate administrators, you gotta educate the teachers, and also there's the kids. And I'm curious, what are the things that teachers really get from the Deming like, "Okay, that makes sense." And let's strip away some of the complexity sometimes in the way that it's presented, but let's just take some of the basic principles, what are some of the things that the kids would naturally get like that makes sense to them? I'm just curious what your observations have been there. 0:32:01.8 JD: That's a really good question. How would I answer that? I think I'd start with myself first. I think because Deming talked about an individual transformation has to happen as a precursor to a larger organizational transformation. And so for me, it was starting to take many of the ideas I was reading and then think about the application in my own life, maybe as a student myself. And as I did that and I thought through those things, I never came up against something that didn't make sense to me. I think the trick is, especially for adults, is that I think in a lot of ways, a lot of people would latch on to the ideas for themselves, but this won't work for... Other people need something different. [laughter] 0:33:06.1 JD: I think that's... A good example of it is like performance appraisals. They've never been effective for me. I never have gotten great feedback from them, or I've felt they're unfair, or I got rated on my use of technology in my classroom early in my career, but there were no working computers, but everybody else needs a performance appraisal. So you come across a lot of stuff like that I think what you have to say, "Yep, that works for me in my life." And we have to take that same lesson and apply it to others, that's one thing I think about. It wasn't the exact question you asked, but that's one thing I think about. I actually find... There's things to learn in terms of teachers, but I actually think a lot of teachers sort of have a natural inclination for the general Deming perspective, Deming philosophy. I think things like grading, I think teachers would latch on to Deming's idea of abolishing grading, I think actually much faster than maybe the administrators would in a lot of ways. 0:34:13.3 AS: I think that would be a hard one for them. I remember when I went to my first Deming seminar and I was a young supervisor at a Pepsi factory in the US. And I appreciate that Pepsi put me into those seminars 'cause it really helped me, and I think I brought back stuff to the Pepsi factory in Torrance, California. But the one thing that really struck a cord with me is I didn't realize I was operating within a system. I saw individual efforts of myself and others and everybody running around trying to get things done, but I didn't see that the limitation on the output of our activity was, to a large extent, determined by the system within which we were operating. If we didn't have the resources, if we had an accounting department that was just trying to cut cost, and so we couldn't get the replacement parts for the machinery. I totally understood that once I studied Deming and learned about that. And so that's why I'm kind of thinking about what makes sense to teachers. 0:35:27.8 AS: So let's talk about kids for a moment. I think about joy in work, as Deming says, and just the intrinsic motivation. And I think about kids, they're just full of positive energy and rolling around, and there's just so much positive energy and it's like the world just starts beating them down over time. It's hard enough to overcome some of the challenges you're facing with your family at home, and then you come into a school and you've gotta operate within this framework. And it's like, I suspect that kids would appreciate the idea of bringing joy to the classroom, but what have you seen from kids? 0:36:11.5 JD: Well, I think you're onto something when you say, as kids sort of go on in their educational career, a lot of times are sort of beat down by certain aspects of the educational system. So I think one thing is there's a process to undo some of that. And that's probably what I see most with my own kids or students that I'm working with in our network. So if you ask a student or if you ask your own kids something like, "How was school today? Or how are you doing in science?" What they'll often tell you is a grade. "I got... I got... " "Okay, you had a test today. How was it?" "Well, I got a B." "Well, what did you learn?" And often times it's really hard to pull that out because they've been so trained to think about school as a series of grades or a series of silence, a series of percentages versus what did you learn? What are you taking from that? What does that mean? So I see a lot of that. I also see a lot of... There's a lot of reward and punishment that is a part of a lot of school systems, whether it's treasure boxes or reward systems in the classroom. And I was just as guilty as a teacher and frankly as a principal in that other school of having those systems. 0:37:49.0 JD: But when you say at the end of the day, "How was your day?" And they sort of tell you back what they were doing in the behavior point system versus what did they learn, and who did they talk to that day, and what did they take from the day. I think you quickly realize that even if the behavior system or the grading system had good intentions behind it, that kids are often experiencing those systems in a very different way. And so I think kids are very open to it, just like adults when you explain it, I think what's... The tough part is that they've been in the system that has all of these different sort of things that are wearing them down. And I think you have to unpack that and untie that and sort of re-educate I guess this, re-train them to think about school and academics and how they're interacting in school in a different way. 0:38:46.0 AS: And it makes you think that students are the secret weapon of the implementation of some of this, because I think there's a lot of... At first, when you come across the Deming material, it doesn't feel intuitive. It feels hard sometimes to understand, it can be confusing, but once you start to realize and understand it, you start to realize that there's a lot of intuitive nature of things. And a kid can observe random outcomes, and then they see adults rewarding random and then they're like, "Well, Johnny just got lucky in that particular thing or whatever." And so they can understand a lot of things, so maybe we can say that there is a little bit of a secret weapon there. 0:39:33.0 JD: Yeah, and kids are very intuitive, and so I think in going back to some of those rewards systems, I think one of the things that happens and we maybe don't pay enough attention to it, is as soon as there is a reward system, there's a game that starts. And so a good example of this is there's a number of reading, online reading programs where kids read a book and then they take a quiz that sort of assesses comprehension. And on the face it seems like a positive thing, oh, kids have read X number of words, I'll hear there's a lot, or X number of books, and they weren't reading before and this program gets him to read. But when you start to unpack that, you go ask a kid, "Well, what do you think of this program?" "Ah it's pretty boring, but I do get prizes." Or something like, "Well, I'm impressed, you've read 10 books this in the past couple of months, and that seems to be because you're doing this program." And he's like, "No, I just pick short books because I know I can read them faster." 0:40:41.9 JD: And so as soon as you start to put those you take sort of intrinsic nature of enjoying a book for the book's sake, for the story, and you instead tie it to some type of point system. There's all types of things, many of which are hidden that are the motivations just under the surface for why kids are doing what they're doing that you're missing because you're not talking to them, and not really listening to how they're responding to that reward system. So like even a positive thing like a reading program, that seems good on the face can often have an underlying darker nature that's going on. 0:41:17.9 AS: Yeah, and I think... I wanna wrap up this section of the discussion, and I think what I would like to wrap that up with is taking on what you were just saying is that when you are measuring anything and you find yourself wanting to add on additional measures, because they're getting... Things are getting disincentivized. So okay, now you say, "Okay, well, we've gotta track it by the length of books or we gotta track their eyeballs, or we gotta... " Every time that you find yourself having to add on some different type of measurement, I think it's a good time to step back and say, "What are we really doing here, and do we really understand the incentives that we're... The activities that we're really incentivizing by this, and are we really getting to our goal of that." And that's a painful discussion because as you say, you're still sometimes, you're gonna have to search for what's the replacement, what's the solution. But when you find yourself trying to add on more things to try to box the kids in, you're probably now caught up in this system of testing and scoring and measuring that is going out of control. 0:42:41.2 JD: Yeah, I think that's right. And the thing that I think of, and I can't remember where I saw it, if it was a Deming thing, or maybe I heard it from David Langford, it was a shift in perspective. In terms of your role as a teacher, or if you're the CEO of a company or the principal school, whatever it is, many of those folks myself included at one point, when you ask them what their job is, many people will tell you it's to motivate my students or motivate the people that work in my company. But probably a better frame is not to motivate them, but rather to remove the obstacles to them finding joy in learning or joy in work, and that's a different mindset, right? And so instead of incentivizing or coming up with different metrics in the case of that reading program, what I would be thinking about is, have I created a comfortable spot for kids to read in the classroom? Is there a good supply of books with lots of different interesting topics? Have I talked to kids about what they're interested in reading? Have I carved out a time in the day where everybody is reading? And so then instead of me pushing, now I'm removing obstacles that would prevent kids from reading in that example, and creating an environment that makes it much more likely that kids are gonna enjoy it and wanna keep doing it in an intrinsic fashion, rather than trying to monitor extrinsically. 0:44:11.0 AS: So let's wrap up by talking about what you've been working on, you've been working, you've been writing and maybe you can share where you're at and what you're producing. And then after that, I think we'll highlight to the audience what we're gonna do in the future episodes. So maybe tell us about what you're working on and kind of where that's at, and then why you're doing it, and what's the value that you think it can bring. 0:44:37.9 JD: Yeah, I'm actually, I'm writing a book on applying Deming's ideas to schools, it's sort of the tentative title is Win-Win, W. Edwards Deming the System of Profound Knowledge in the Science of Improving Schools. So I've actually found a publisher, I've completed a draft and submitted it to them, and so we're working right now on getting the book published. And so I'm hopping by the end of the school year that'll be out and published and available for folks, so that's the big thing I've been working on, I actually started in September of 2020. So it's been quite the project to bring it from just an idea to an almost published project, so hopefully soon that'll be ready. 0:45:25.6 AS: Exciting, and I think that leads us into we're gonna... You and I are gonna have some conversations about that book and about the things that you're learning and teaching throughout that, and we'll have a series that we'll be going through, which I'm excited to learn from you. Ultimately I have businesses, and I apply Deming's thinking in business, but also I'm a teacher so I enjoy everything that I can learn from people like yourself and David, and I know the audience will learn. So let me ask one last question, and that is, why Deming? And why now? Why is it important that it's Deming and why is it important that we are looking at this now? 0:46:14.1 JD: That's a really good question, I would say I consider myself a learner, I read a lot, I watch a lot, I listen to a lot of podcasts, and across my 20 years I've never found anything quite like the Deming philosophy. You search for these magic or silver bullets and they really don't exist, but the Deming philosophy really has been that thing for me, because I think what I didn't realize is the importance of an underlying philosophy for then everything else that you're doing. And that foundation is what the System of Profound Knowledge has really provided to me in my work. And I also mentioned as I thought through the ideas pretty deeply, and wrote about those ideas in the book, every time I had some dissonance initially with the Deming idea and then I put it in my own life, I worked it out and said, "Yep no, that... He was exactly right. Have we thought about how we interact in our organizations, how we interact with each other." And so not that the dissonance has gone away, not that I understand all of the ideas perfectly, but every time I've tested it and tried to falsify the philosophy or the theory I haven't been able to do it. And there's nothing else that I can say that I've worked with that has held up to that scrutiny like this philosophy. 0:47:49.7 AS: Fantastic. Well, John, on behalf of everyone at the Deming Institute, I wanna thank you again for coming on the show, and I wonder, do you have any parting words for our audience? 0:48:00.1 JD: Yeah, I think one of my favorite Deming quotes is really short and to the point, he said, "I make no apologies for learning." And I think that's a really good way to end the conversation, and what he meant by that was, you might have not have been doing it right before, but there's this opportunity to learn this new way. And that's sort of the opportunity that I've taken as I've discovered Deming's work. 0:48:28.4 AS: And that concludes another great story from the worldwide Deming community, remember to go to Deming.org to continue your journey. This is your host Andrew Stotz, and I'll leave you with my favorite quote from Dr. Deming, and that is people are entitled to joy in work.
How do you lead a global organization, across time zones and languages? How do you reimagine a governance structure that no longer serves your organization's strategic goals? How do you help your members advance their careers with intention?In this episode of Associations Thrive host Joanna Pineda interviews Sue Cunningham, President and CEO of The Council for Advancement and Support of Education (CASE). Sue introduces CASE, talks about why higher education is still worthwhile, shares her journey to becoming President and CEO, and then shares how CASE is thriving through:A nimble culture, a curious staff, and committee volunteersAn updated governance structure that saw CASE reduce from 11 fiduciary boards down to one fiduciary board, while retaining regional councils and district cabinetsUpgraded technology for CASEGlobal reporting standards that guide members in different areas, including donor ethics, fundraising, etc.A new career journey framework that gives members guidance on how to advance in their careers in the areas of strategic thinking, emotional intelligence, financial acumen, relationship building, etc. AMAtlas, a program wherein members participate in surveys and then receive aggregate data from all respondents; these metrics allow members to compare data around the world and share what's workingA new book called Global Exchange: Conversations with Sue Cunningham References:CASE websiteCASE Global Reporting StandardsSue's new book - Global Exchange: Dialogues to Advance Education by President and CEO Sue Cunningham
Almost a decade ago, I met Karen Osborne at my first ever CASE conference. Today, I have privilege of picking her brain on two very important topics—board diversification and stewardship. Karen and I agree that the overall thread we continue to pull in this episode is about being planful with everything you do. Karen believes in the power of philanthropy, generosity, and service. She built her career around these passions not only as a major and principal gifts officer, vice president, speaker, teacher, consultant, and coach, but also as a donor, volunteer, and board member. For eighteen of Karen's forty-four professional years, she held leadership positions–Director of Major Gifts, Director of Development, and VP for College Advancement–at colleges and universities. For the past 26 years, Karen served first as President and now Senior Strategist at The Osborne Group, an international management, consulting, and training firm. Karen enjoys a rich volunteer life. The Council for the Advancement and Support of Education (CASE) awarded her the Crystal Apple for Outstanding Teaching and Public Speaking, and the Ashmore Award for Outstanding Service to the Profession. In addition to volunteering for professional organizations, she serves on the governing board of Easterseals Florida. Karen is a suspense and mystery writer. Getting It Right, Akashic Books, published in June 2017. Award-winning and best-selling Tangled Lies, Black Rose Writing, launched July 22, 2021. Reckonings, Black Rose Writing, released June 16, 2022. Her weekly video Vlog, What Are You Reading? What Are You Writing? showcases authors and other creatives. --- Support this podcast: https://anchor.fm/devdebrief/support
Scott Mory is Carnegie Mellon University's vice president for University Advancement. He is responsible for overseeing the university's overall advancement efforts and for building partnerships with all of CMU's philanthropic and volunteer communities, including university alumni, parents and friends; charitable foundations; and corporate donors. Appointed in 2015, Mory works closely with administrative and academic leadership to develop advancement plans and resources to fulfill the university's potential and support its continued ascent. Under his leadership, in October 2019 the university launched its most ambitious philanthropic campaign to date — Make Possible: The Campaign for Carnegie Mellon University. Thus far, more than 56,000 supporters have supported the campaign, committing $1.9 billion of its $2 billion goal. Among the impacts these supporters have had include the creation of 50 new endowed faculty chairs, including 4 endowed deanships; more than 300 new endowed scholarships and fellowships; and new world-class facilities like the Tepper Quad and ANSYS Hall, as well as new planned facilities for science and for health, wellness and athletics.Mory was elected to the Board of Trustees of the Council for the Advancement and Support of Education (CASE) in July 2022. In the Pittsburgh community, Mory is a member of the Andy Warhol Museum Advisory Board and the AHN Cancer Institute Advisory Council. Prior to joining CMU, Mory served as associate senior vice president and campaign director at the University of Southern California, managing the day-to-day activities of the Campaign for USC, a historic effort to raise $6 billion. He joined USC in 2007 as associate senior vice president for Alumni Relations, a position he held until his promotion to campaign director in 2012. Prior to USC, Mory served as assistant vice president for Alumni Relations and Annual Giving at George Washington University. He also was an adjunct professor in the university's law school, teaching a first-year course on legal research, writing and oral advocacy. Scott holds a bachelor's degree from the George Washington University and a juris doctor from the George Washington University Law School. Following law school, he clerked for the Hon. John Garrett Penn of the U.S. District Court for the District of Columbia and practiced as a litigation associate at the New York office of Cahill Gordon & Reindel LLP.
Rod Kirsch, Senior Vice President, brings a wealth of experience in alumni relations and higher education fundraising to the firm. Over his 34-year career in university advancement, he has provided executive leadership in raising more than $5 billion of philanthropy. Rod is currently Senior Vice President Emeritus for Development and Alumni Relations at The Pennsylvania State University after serving as Senior Vice President for 20 years. Rare in the length of tenure and record of accomplishment at one institution, he led two seven-year, billion-dollar-plus capital campaigns from start to finish. Under his leadership, Penn State's endowment sextupled, its annual donor base increased from 125,000 to 193,000, and the Penn State Alumni Association grew to 177,000 members, the largest of any dues-paying university association in the country. Kirsch is widely credited as the driving force behind the success of “For the Future: The Campaign for Penn State Students.” This seven-year $2 billion effort took place amid an historic economic upheaval and during one of the worst crises a higher education institution has ever faced. The campaign concluded on schedule and exceeded its goal by raising $2.19 billion with donations from 176,000 alumni, setting a new alumni participation record among public and private institutions. Other institutions, such as Michigan State University, the University of Missouri, and professional organizations like the Council for the Advancement and Support of Education and the Association of Donor Relations Professionals, have benefitted from his expertise and experience as a leader during a major crisis. Rod currently consults on a range of topics, including campaign planning and management, organizational design and assessment, resource development and budget planning, crisis fundraising, professional staff development and mentoring, the alignment of academic and philanthropic priorities, and the role of academic leadership in fundraising. Rod serves as a faculty member of the Big Ten Fundraisers Institute, a premier educational seminar for senior development professionals, and as vice-chair of the Board of Nurturing Minds in Africa, a non-profit working to educate girls in Tanzania. He has been a frequent speaker at the Council for Advancement and Support of Education (CASE) seminars. He previously served as Senior Vice President for Development at the Indiana University Foundation; Executive Director, Capital Campaign at the University of California at Berkeley; Director of Annual Giving at Drake University; and Director of Undergraduate Chapter Services at Delta Upsilon International Fraternity. Rod is a recipient of the Distinguished Alumnus Award from the School of Education at Indiana University. In 2014, the Penn State Alumni Association granted him Honorary Alumnus status. In 2016, he was recognized by Penn State as its Renaissance Honoree of the Year. A proud native of North Dakota, Rod holds a Bachelor of Arts in English with Phi Beta Kappa honors from the University of North Dakota, as well as a Master of Science in higher education and student affairs from Indiana University Bloomington.
On this episode of the Enrollment Edge Jay talks to Dr. Terry Flannery, author, speaker, professor, college marketing consultant and newly appointed Executive Vice President and Chief Operating Officer at the Council for Advancement and Support of Education (CASE). Terry brings over 30 years of college marketing experience to today's conversation. Jay and Terry walk through the history of college marketing and how siloes developed, and are often maintained, in today's college structure. The episode discusses brand "power users" on a college campuses and how schools should be using a set of tools to develop "message maps", while building their institutional brand architecture. Through her years of consulting with colleges, Terry describes five big missed opportunities made all too often in college marketing, and provides suggestions on ways to bridge those gaps while looking ahead to the future of college marketing! If you're a college marketer, or an enrollment manager with oversight of or influence on your school's marketing office, you'll want to get Terry's book How to Market a University: Building Value in a Competitive Environment and make sure you set aside some time to listen to this episode of the Enrollment Edge—we're confident it will be a game changer for you. If you would like to register for Dr. Flannery's Master Course, How to Market a University, you can do so at the link HERE and use the code EDGEPOD for a 10% discount.About Our GuestTeresa (Terry) Flannery is a strategic, innovative, and collaborative higher education leader with more than 35 years of experience in a wide range of functions, including advancement, admissions and enrollment management, and student affairs. She has worked at large, medium, and small institutions, both public and private.One of the leading university marketing professionals in the world and recognized in 2018 as “International Brand Master,” Flannery has led some of the most successful brand campaigns in all of higher education. She is also a consultant, speaker and author of How to Market A University: Building Value in a Competitive Environment, a new book published by the Johns Hopkins University Press in their series for higher education. In cooperation with several leading higher education marketing agencies, Flannery launched an asynchronous master course based on the book.Flannery was recently appointed Executive Vice President and Chief Operating Officer at CASE, one of the largest global education associations in the world and the professional development home for advancement professionals, who build relationships, revenue, and reputation in support of their institutions. She begins this new role on July 1, 2022.Before coming to CASE, Flannery held the chief marketing officer role at three institutions, as Interim Vice President for Marketing and Communication at Stony Brook University, as Vice President of Communication at American University, and as Assistant Vice President at the University of Maryland. Flannery maintains an appointment as a Policy Fellow at American University's Center for University Excellence. She has been a fellow in the Academy for Innovative Higher Education Leadership and served for a decade on the CASE Board of Trustees, including as Chair. Flannery holds a BA in English (American Lit
Deb Taft is CEO and co-owner of Lindauer, a global search and talent firm serving nonprofits in the education, health and science, arts and culture, policy and advocacy, and civic and social justice arenas. An innovative leader in the education, healthcare/academic medicine, youth services and voluntary sectors, Deb was Senior EVP and Managing Director for Grenzebach Glier and Associates (GG+A) in Chicago, overseeing all global philanthropic consulting practices. Deb previously served as Chief Development Officer and Interim Chief Strategy Officer for Girl Scouts of the USA, where she led the launch of the $1 billion ToGetHerThere fundraising campaign and shaped the Alumni initiative to engage 50 million Girl Scouts. Deb held prior executive roles at Simmons University, Tufts Medical Center and Floating Hospital for Children, Dana-Farber Cancer Institute and the Jimmy Fund, and Concord Academy. She chairs the Industry Advisory Council and serves Ex-Officio on the Board of the Council for Advancement and Support of Education (CASE). She also serves on the Editorial Board of Giving USA, the Boards of The Giving Institute and Girl Scouts of Eastern Massachusetts, and on the AI in Advancement Advisory Council (AAAC); she recently completed her service and leadership of the Board of Directors for the Human Rights Campaign Foundation in Washington, DC. She continues to advance inclusion and equity in nonprofit leadership including through her service on the steering committee for Allies in Action for Women of Color in Philanthropy (WŌC) and through various appointed leadership roles for CASE, GSEMA, and HRC. Deb was a founding team member of City Year, which today has youth service teams in more than 31 regions across the United States, the United Kingdom, and South Africa. She was honored as a Girl Scouts of Eastern MA Leading Woman in 2019 and as a 2021 member of the YW Boston Academy of Women Achievers. Her expertise includes governance and strategic planning; organizational growth and restructuring; diversity, equity, and inclusion; fundraising, marketing, and communications; constituent engagement; and talent recruitment, development, and retention. A renowned speaker and facilitator, Deb holds a BA from Harvard University and an MBA from Simmons University.
This episode is sponsored by Hydronique Hydration. Purchase here: Link in the bio: www.hydroniquehydration.com Our Amazon listing is here: https://www.amazon.com/dp/B09JWXMX3R Coach Chelsea speaks to Jennifer Williams about how she exhibits the attributes of a Proverbs 31 Woman in Leadership in her role as Chief Development Officer of USA Basketball. Former Alabama State University director of athletics Jennifer Lynne Williams was announced on May 25, 2021, as the chief development officer of the USA Basketball Foundation. Williams will begin her duties on July 1. As chief development officer of the USA Basketball Foundation, Williams is responsible for all aspects of the USA Basketball Foundation, including developing a holistic fundraising platform to support various USA Basketball national team programs and youth and sport development initiatives. Named on Oct. 10, 2018, the director of intercollegiate athletics at Alabama State University, she previously served as Alabama State's interim athletic director and deputy athletic director for the 2016-17 and 2017-18 academic years. During her time at ASU, the Hornets experienced tremendous success, with athletic teams winning 43 Southwestern Athletic Conference (SWAC) championships, three consecutive commissioner cups and two conference academic awards for the highest GPA under her leadership. Williams spent four years (2012-16) at North Carolina A&T State University as the associate athletic director for development and executive director of the Aggie Athletic Foundation. While there, Williams oversaw all giving initiatives for athletics, while overseeing the athletics marketing department. She also was the liaison between IMG Sports Properties and the department of athletics. In 2014, the Aggie Athletic Foundation was recognized as a model booster organization by the Council for Advancement and Support of Education (CASE). Williams also worked at DePaul University as the assistant director of development for athletics (2009-12) and worked in development and marketing for Women Leaders in College Sports (formerly the National Association of Collegiate Women Athletics Administrators). Williams was named the 2018 Women Leaders in College Sports Division I (FCS) Administrator of the Year and was selected by her alma mater, North Carolina Central University, as a 40-under-40 Class of 2016 honoree, recognizing young NCCU alumni who have made significant contributions in the arts, entertainment, healthcare, sciences, education, law, business, entrepreneurship, philanthropy, public service or government. A four-year letterman and two-year captain in women's basketball at the University of North Carolina at Chapel Hill, Williams began her professional career as a reporter for the Tar Heel Sports Network and as a production assistant for Fox Sports South. The Detroit native earned her bachelor's degree as a double major in journalism and African American history at North Carolina, and a master's degree in athletic administration from NCCU, where she graduated magna cum laude. In 2018 Williams was appointed to the NCAA Division I Council, where she served on the Football Oversight Committee as part of her council duties; and was an executive committee member of the National Association of Athletic Development Directors (NAADD). She also served on the Women Leaders in College Sports Board of Directors, the NCAA Board of Governors Committee to Promote Cultural Diversity and Equity, the Black AD Alliance, and the Black Coaches United Board of Directors. --- Support this podcast: https://anchor.fm/chefranjohn/support
Public policy impacts decisions made around charitable giving. These policies can influence how people give, when they give, and how much they give. So what are the likely effects for 2022? In today's episode, you'll hear from Brian Flahaven to learn how policies have impacted giving over the past few years and what's ahead for the coming year. Listen in to hear what Brian has to say about his role in the Council for Advancement and Support of Education (CASE) and what they do, what current legislation is on the table, and whether Brian believes it will gain traction this year. Topics Discussed in This Episode: What CASE does How charitable giving has been impacted by change over the past couple of years How current legislation can encourage donation Whether Brian expects legislation that positively impacts giving to gain traction by the end of the year Trends that CASE is seeing in giving to education Call to action for listeners Resources: Brian Flahaven Blackbaud's Charitable Giving Report Quotes: “Having an incentive there, sending that signal, will encourage more Americans hopefully to give even more to charitable organizations during these difficult times.” “In the tax world, it's pretty much been a partisan game over the past few years.” “A lot of institutions are actually creating their own giving days.”
As the nation celebrates the 65th anniversary of the landmark Brown v. Board of Education case, the case is often recalled as one that “forever changed the course of American history.”
As the nation celebrates the 65th anniversary of the landmark Brown v. Board of Education case, the case is often recalled as one that “forever changed the course of American history.”
**This podcast was recorded using Zoom | October 8, 2021 **DRNY's PADD Program Director, Julie Michaels Keegan, Esq., DRNY staff attorney, Laura O'Brien, Esq., and New York State Attorney Emeritus Program volunteer, Lewis Steele, Esq., discuss a new resource publication, “Special Education Case Law Digest” for parents, families, advocates, and other special education stakeholders.**Resources**https://www.nyspecialedtaskforce.orgwww.drny.orgSpecial Education in Plain LanguageBullying & Students with DisabilitiesSupport the show (https://donate.democracyengine.com/DRNY/contribute)
Jennifer Lynne Williams is the Chief Development Officer for the USA Basketball Foundation. In this role, she is responsible for all aspects of the USA Basketball Foundation, including developing a holistic fundraising platform to support various USA Basketball national team programs and youth and sport development initiatives. Named on Oct. 10, 2018, the director of intercollegiate athletics at Alabama State University, Williams previously served as Alabama State's interim athletic director and deputy athletic director for the 2016-17 and 2017-18 academic years. During her time at ASU, the Hornets experienced tremendous success, with athletic teams winning 43 Southwestern Athletic Conference (SWAC) championships, three consecutive commissioner cups and two conference academic awards for the highest GPA under her leadership. Williams spent four years (2012-16) at North Carolina A&T State University as the associate athletic director for development and executive director of the Aggie Athletic Foundation. While there, she oversaw all giving initiatives for athletics, while overseeing the athletics marketing department. She also was the liaison between IMG Sports Properties and the department of athletics. In 2014, the Aggie Athletic Foundation was recognized as a model booster organization by the Council for Advancement and Support of Education (CASE). Williams also worked at DePaul University as the assistant director of development for athletics (2009-12) and worked in development and marketing for Women Leaders in College Sports (formerly the National Association of Collegiate Women Athletics Administrators). Williams was named the 2018 Women Leaders in College Sports Division I (FCS) Administrator of the Year and was selected by her alma mater, North Carolina Central University, as a 40-under-40 Class of 2016 honoree, recognizing young NCCU alumni who have made significant contributions in the arts, entertainment, healthcare, sciences, education, law, business, entrepreneurship, philanthropy, public service or government. In 2018 Williams was appointed to the NCAA Division I Council, where she served on the Football Oversight Committee as part of her council duties; and was an executive committee member of the National Association of Athletic Development Directors (NAADD). She also served on the Women Leaders in College Sports Board of Directors, the NCAA Board of Governors Committee to Promote Cultural Diversity and Equity, the Black AD Alliance, and the Black Coaches United Board of Directors. To connect with Jennifer Williams follow her on LinkedIn and Instagram. About Sivonnia DeBarros Sivonnia DeBarros – the Protector of Athletes – is a first-generation lawyer and law business owner, woman in business and a former track and field Division-I College athlete. DeBarros is passionate about helping athletes in business protect their brands through collaborative partnerships, education and support necessary to carry them to the next level. DeBarros's practice areas are Business, Employment, Sports, and Entertainment. Learn more about her services at www.prosportlawyer.com and www.sldebarros.com.
Jennifer L. WilliamsJennifer Lynne Williams is the Chief Development Officer for the USA Basketball Foundation. In this role, she is responsible for all aspects of the USA Basketball Foundation, including developing a holistic fundraising platform to support various USA Basketball national team programs and youth and sport development initiatives.Named on Oct. 10, 2018, the director of intercollegiate athletics at Alabama State University, Williams previously served as Alabama State's interim athletic director and deputy athletic director for the 2016-17 and 2017-18 academic years. During her time at ASU, the Hornets experienced tremendous success, with athletic teams winning 43 Southwestern Athletic Conference (SWAC) championships, three consecutive commissioner cups and two conference academic awards for the highest GPA under her leadership.Williams spent four years (2012-16) at North Carolina A&T State University as the associate athletic director for development and executive director of the Aggie Athletic Foundation. While there, she oversaw all giving initiatives for athletics, while overseeing the athletics marketing department. She also was the liaison between IMG Sports Properties and the department of athletics. In 2014, the Aggie Athletic Foundation was recognized as a model booster organization by the Council for Advancement and Support of Education (CASE).Williams also worked at DePaul University as the assistant director of development for athletics (2009-12) and worked in development and marketing for Women Leaders in College Sports (formerly the National Association of Collegiate Women Athletics Administrators).Williams was named the 2018 Women Leaders in College Sports Division I (FCS) Administrator of the Year and was selected by her alma mater, North Carolina Central University, as a 40-under-40 Class of 2016 honoree, recognizing young NCCU alumni who have made significant contributions in the arts, entertainment, healthcare, sciences, education, law, business, entrepreneurship, philanthropy, public service or government.A four-year letterman and two-year captain in women's basketball at the University of North Carolina at Chapel Hill, Williams began her professional career as a reporter for the Tar Heel Sports Network and as a production assistant for Fox Sports South.The Detroit native earned her bachelor's degree as a double major in journalism and African American history at North Carolina, and a master's degree in athletic administration from NCCU, where she graduated magna cum laude. In 2018 Williams was appointed to the NCAA Division I Council, where she served on the Football Oversight Committee as part of her council duties; and was an executive committee member of the National Association of Athletic Development Directors (NAADD).She also served on the Women Leaders in College Sports Board of Directors, the NCAA Board of Governors Committee to Promote Cultural Diversity and Equity, the Black AD Alliance, and the Black Coaches United Board of Directors.To connect with Jennifer Williams follow her on LinkedIn and Instagram.About Sivonnia DeBarrosSivonnia DeBarros – the Protector of Athletes – is a first-generation lawyer and law business owner, woman in business and a former track and field Division-I College athlete. DeBarros is passionate about helping athletes in business protect their brands through collaborative partnerships, education and support necessary to carry them to the next level. DeBarros's practice areas are Business, Employment, Sports, and Entertainment. Learn more about her services at www.prosportlawyer.com and www.sldebarros.com.
Jennifer L. WilliamsJennifer Lynne Williams is the Chief Development Officer for the USA Basketball Foundation. In this role, she is responsible for all aspects of the USA Basketball Foundation, including developing a holistic fundraising platform to support various USA Basketball national team programs and youth and sport development initiatives.Named on Oct. 10, 2018, the director of intercollegiate athletics at Alabama State University, Williams previously served as Alabama State's interim athletic director and deputy athletic director for the 2016-17 and 2017-18 academic years. During her time at ASU, the Hornets experienced tremendous success, with athletic teams winning 43 Southwestern Athletic Conference (SWAC) championships, three consecutive commissioner cups and two conference academic awards for the highest GPA under her leadership.Williams spent four years (2012-16) at North Carolina A&T State University as the associate athletic director for development and executive director of the Aggie Athletic Foundation. While there, she oversaw all giving initiatives for athletics, while overseeing the athletics marketing department. She also was the liaison between IMG Sports Properties and the department of athletics. In 2014, the Aggie Athletic Foundation was recognized as a model booster organization by the Council for Advancement and Support of Education (CASE).Williams also worked at DePaul University as the assistant director of development for athletics (2009-12) and worked in development and marketing for Women Leaders in College Sports (formerly the National Association of Collegiate Women Athletics Administrators).Williams was named the 2018 Women Leaders in College Sports Division I (FCS) Administrator of the Year and was selected by her alma mater, North Carolina Central University, as a 40-under-40 Class of 2016 honoree, recognizing young NCCU alumni who have made significant contributions in the arts, entertainment, healthcare, sciences, education, law, business, entrepreneurship, philanthropy, public service or government.A four-year letterman and two-year captain in women's basketball at the University of North Carolina at Chapel Hill, Williams began her professional career as a reporter for the Tar Heel Sports Network and as a production assistant for Fox Sports South.The Detroit native earned her bachelor's degree as a double major in journalism and African American history at North Carolina, and a master's degree in athletic administration from NCCU, where she graduated magna cum laude. In 2018 Williams was appointed to the NCAA Division I Council, where she served on the Football Oversight Committee as part of her council duties; and was an executive committee member of the National Association of Athletic Development Directors (NAADD).She also served on the Women Leaders in College Sports Board of Directors, the NCAA Board of Governors Committee to Promote Cultural Diversity and Equity, the Black AD Alliance, and the Black Coaches United Board of Directors.To connect with Jennifer Williams follow her on LinkedIn and Instagram. About Sivonnia DeBarros Sivonnia DeBarros – the Protector of Athletes – is a first-generation lawyer and law business owner, woman in business and a former track and field Division-I College athlete. DeBarros is passionate about helping athletes in business protect their brands through collaborative partnerships, education and support necessary to carry them to the next level. DeBarros's practice areas are Business, Employment, Sports, and Entertainment. Learn more about her services at www.prosportlawyer.com and www.sldebarros.com.What Are You Sporting About?https://businessinnovatorsradio.com/what-are-you-sporting-about/Source: https://businessinnovatorsradio.com/ep-64-jennifer-l-williams-former-athlete-talks-sports-transitioning-going-pro-in-life-with-sivonnia-debarros-protector-of-athletes
Imagine that we have been given the opportunity to completely redesign the concept of school. Where would we go? During the COVID19 pandemic, educators have been forced to reimagine almost every aspect of school, changing our ideas about what's truly essential. As we rest, recover and reflect on the past year, we can also refine our vision for the future. NAIS President Donna Orem and celebrated author and speaker on the future of education, Michael B. Horn, join us to talk about redesigning the purpose and future of schools, collaborations between K12 and higher education, and creating a culture of wellbeing in school communities.In this episode, hosts Tim Fish and Lisa Kay Solomon dig into a number of big ideas, starting with a full examination of the purpose of schools. Donna brings up the historical purpose of education, but one relevant theme that surfaces throughout the episode is that purpose is also the future of schools. But how do school leaders and parents understand the purpose of school? Are they on the same page? And where does higher ed fit in?Building on questions about the way parents and educators view student achievement, Michael points out areas of disconnect between K12 schools and higher education. He shares his views on what needs to change in terms of creating a stronger culture of collaboration between colleges and K12, as well as how the current dynamic feeds a culture of fear among parents. Donna also wonders how that culture of fear holds schools back from creating a more purpose-driven educational environment, and how parents and schools could become better partners in helping students pursue their passions.Some of the key questions Tim and Lisa explore in this interview about the purpose of schools include:We need to increase collaboration between K12 and higher ed. What could that look like? Independent schools should become centers of wellbeing. How might that be the defining value proposition for many of our schools? Purpose-driven education is the future. How do we design schools and universities to develop passion, purpose, and well-being? How do we move from a narrative of fear to one of hope?Resource List:Begin With the End: What's the Purpose of Schooling? -- “As we seek to build schools back better, individual schooling communities must be clear about purpose and priorities.” Michael Horn, in Forbeshttps://michaelbhorn.com/ -- Keep up with Michael's workThe National Association of Independent Schools -- Stay up-to-date on all the developments in the Independent Schools communityHopes and Fears: Working with Today's Independent School Parents -- Make a major difference in how well your school works with parents. Learn practical, empathic advice from psychologists Rob Evans and Michael Thompson in this book from the National Association of Independent Schools.The Future of Education Substack -- “We're living during an amazing opportunity to transform learning worldwide so that all individuals can achieve their full potential.”Future U Podcast - Jeff Selingo and Michael Horn discuss what's next for higher ed and talk with the newsmakers you want to hear from most.Class Disrupted Podcast -- A weekly pandemic education podcast hosted by Michael Horn and Diane TavennerMichael Horn on Youtube -- Hear from Michael on the latest topics of importance in the education worldMore books by Michael:Disrupting Class Choosing CollegeBlended: Using Disruptive Innovation to Improve SchoolsIn This Episode:“I went back a few years ago and found the historical purpose -- which is to bring people to as full a realization as possible of what it is to be human. Isn't that the greatest purpose to think about? What does it mean to be human today?” (6:36)"Hope is your super power. Don't let anybody or anything make you hopeless. Hope is the enemy of injustice. Hope is what will get you to stand up when people tell you to sit down." (11:59)“I do think that the walls between higher ed and K-12 need to come down in more concerted ways. And you think about how we have divisions between those two institutions. That is a function of history, not perhaps what we need in the current moment.” (19:22)“So I think if K through 12 and higher ed can get together to really figure out how to open up these pathways, how to help students really explore their purpose and to, you know, really meet that potential head on. It's going to create a different society for us and, you know, that's my hope. That's how I want to use my super power, in creating the world that looks like that. “ (26:29)“We need to blow past the zero sum game to get to a positive sum world.” (27:30)Full TranscriptAbout Our Guests:Donna Orem is the President of the National Association of Independent Schools. Prior to joining NAIS, she was the vice president for products and services development at the Council for Advancement and Support of Education (CASE).Orem speaks frequently about leadership, governance, innovation, trends in independent education, workforce development, and student health and well-being. She is co-author of the NAIS Trustee Handbook and contributes regularly to Independent School magazine, the Independent Ideas blog, the NAIS Trendbook, and Looking Ahead. Connect with Donna on LinkedInMichael Horn speaks and writes about the future of education and works with a portfolio of education organizations to create a world in which all individuals can build their passions and fulfill their potential. He is the author of many books, including Choosing College, and Goodnight Box, a children's story. Michael is also a senior strategist at Guild Education, which partners with leading employers and organizations to help offer education and upskilling opportunities to America's workforce. He is also the co-founder of and a distinguished fellow at the Clayton Christensen Institute for Disruptive Innovation, a non-profit think tank.Connect with Michael on Twitter: @michaelbhornConnect with Michael on LinkedIn Hosted on Acast. See acast.com/privacy for more information.
Todd is the Associate Vice Chancellor for Alumni Relations and the Executive Director of the Mizzou Alumni Association. As the chief alumni relations officer, Todd leads the alumni relations, annual giving, donor relations and advancement marketing and communication teams. Todd joined the Mizzou Alumni Association staff in 1995 and recently celebrated 25 years at Mizzou. During his tenure, he has served on two advancement leadership teams who completed successful $1 billion campaigns.Since 1999, the Mizzou Alumni Association has won 24 national programming awards from the Council for Advancement and Support of Education (CASE). Todd has served in numerous district and national roles for the Council for Advancement and Support of Education (CASE) including the Commission on Alumni Relations. He is a longtime member and former board member for the Council of Alumni Association Executives.A native of Harrisburg, Todd earned a Master's in Education degree from Mizzou, a Bachelor's degree in Communications from Truman State University and an Associate's degree from Moberly Area Community College.
Laura White has been a teacher for over 20 years and loves teaching teenagers in a self-organized, transparent, and collaborative learning environment. She has gained versatile training on Agile leadership and is currently collaborating with L-EAF.org to bring Agility into the classrooms. Connect with Laura: LinkedIn: https://www.linkedin.com/in/laura-white-mendez/ Connect with me: LinkedIn: https://www.linkedin.com/in/gautamsrikrishna Clubhouse: https://clubhouse.com/@gautamhs Instagram: https://www.instagram.com/gautam.srikrishna/ Twitter: https://twitter.com/gautamhs Facebook: https://www.facebook.com/gautam.srikrishna Facebook Group: https://www.facebook.com/groups/985132715357869 Youtube: https://www.youtube.com/channel/UCv5HCGfJNfo1x4labkU8vvw Email: learnandunlearnpodcast@gmail.com Music: https://www.purple-planet.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/gautam-srikrishna/message
Jessica Cavallaro is the co-founder of The Agile Mind, which interweaves Agile methodologies into K-12 education. She has written extensively about her journey into the world of Agile and Scrum in a hybrid setting in her blog AgileMindsintheMaking.com. She is a champion of project-based learning and creating purposeful education. Jessica has delved into using Agile and Scrum to keep students connected, collaborating, and creating while teaching in a hybrid setting. She is passionate about developing better systems that put students first in education. Connect with Jessica: Website: http://the-agile-mind.com/ LinkedIn: https://www.linkedin.com/in/jessicacavallaro/ Connect with me: LinkedIn: https://www.linkedin.com/in/gautamsrikrishna Clubhouse: https://clubhouse.com/@gautamhs Instagram: https://www.instagram.com/gautam.srikrishna/ Twitter: https://twitter.com/gautamhs Facebook: https://www.facebook.com/gautam.srikrishna Facebook Group: https://www.facebook.com/groups/985132715357869 Youtube: https://www.youtube.com/channel/UCv5HCGfJNfo1x4labkU8vvw Email: learnandunlearnpodcast@gmail.com Music: https://www.purple-planet.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/gautam-srikrishna/message
Roslynn Jackson is an educator and the co-founder of The Agile Mind, which strives to help teachers learn to use an Agile mindset to help students acquire the skills they need to solve real-world problems while learning educational concepts. She is passionate about making education engaging and meaningful for teachers and their students. She believes the best strategies for doing so involve “organized chaos” and getting your hands dirty - this means using systems that provide opportunities for authentic hands-on learning. Roslynn believes that using Agile skills with students, and helping other educators to do the same, is the way to transform our education framework into one that truly prepares our learners for the real-world challenges ahead of them, and gives them the tools to do it. Connect with Roslynn: Website: http://the-agile-mind.com/ LinkedIn: https://www.linkedin.com/in/roslynn-jackson/ Connect with me: LinkedIn: https://www.linkedin.com/in/gautamsrikrishna Twitter: https://twitter.com/gautamhs Facebook: https://www.facebook.com/gautam.srikrishna Facebook Group: https://www.facebook.com/groups/985132715357869 Instagram: https://www.instagram.com/gautam.srikrishna/ Youtube: https://www.youtube.com/channel/UCv5HCGfJNfo1x4labkU8vvw Email: learnandunlearnpodcast@gmail.com Music: https://www.purple-planet.com --- Send in a voice message: https://podcasters.spotify.com/pod/show/gautam-srikrishna/message
While Fiat Vox is on summer break, we have been revisiting some of our favorite episodes. Today's episode, originally released in February 2020, is about how the 1955-56 bus boycott in Montgomery, Alabama, which lasted for more than a year, was led by a group of Black women activists working behind the scenes: the Women's Political Council. In June, this episode received a gold award from the Council for Advancement and Support of Education (CASE), as part of the 2021 CASE Circle of Excellence Awards. Listen to the episode and read the transcript on Berkeley News. See acast.com/privacy for privacy and opt-out information.
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On this episode of Alumni Trending, we talk with Todd McCubbin, Executive Director of the Mizzou Alumni Association. Trendlines include:learnings from Covid-19;building a diversity, equity, and inclusion infrastructure; anddisruption in Alumni Engagement.BioTodd is the Associate Vice Chancellor for Alumni Relations and Executive Director of the Mizzou Alumni Association. As the chief alumni relations officer, Todd leads the alumni relations, annual giving, donor relations and advancement marketing and communication teams. Todd joined the Mizzou Alumni Association staff in 1995 and recently celebrated 25 years at Mizzou. During his tenure, he has served on two advancement leadership teams who completed $1 billion campaigns.Since 2000, the Mizzou Alumni Association has won 26 national programming awards from the Council for Advancement and Support of Education (CASE). Todd has served in numerous district and national roles for CASE including the Commission on Alumni Relations. He is a longtime member and former board member for the Council of Alumni Association Executives.
On this episode of the RAISE Podcast, Brent sits down with Kris Gulick Schaefer. Kris spent the last 10 years serving as Senior Associate Dean of External Relations and Global Programs at MIT Sloan. She received her crash course in all things Higher Ed as the daughter of a college Professor turned Dean, and finally President. She shared her journey with us, which took her across 12 different campuses between her career and her father's. This past summer Kris launched her own fundraising coaching and consulting business helping all types of institutions problem solve in this challenging environment.About KrisFrom January 2011 until June 2020 Kris was Senior Associate Dean of External Relations and Global Programs at MIT Sloan. During her time there giving to the MIT Campaign from Sloan graduates topped $525 million. At Sloan, Kris was also responsible for overseeing the international partnerships around the world which brought in revenue to the school and included relationships in China, Malaysia, Portugal, a new relationship with Australia and a dedicated office in Latin America.From 1998-2010, Kris served as the Vice President of Advancement for Simmons College. Under her direction, The Dare to Imagine Campaign for Simmons raised 33% more than originally anticipated: with a $50M goal, the campaign concluded in 2004 with $69.3M raised. Prior to Simmons, Kris served as Vice President for Development and Director of Foundation Operations for Children's Memorial Foundation in Chicago. Under her leadership, annual fundraising totals more than tripled in a three-year period from $7.6M to $25M. At Rice University, Kris was the Executive Director of Development and the Campaign Director for the James A. Baker III Institute for Public Policy, where she led a $30M campaign to establish the Institute. Before joining Rice, Kris directed the annual fund at Texas Christian University. She launched her career at the University of Vermont working in the annual fund and with the parent's fund program.Kris' accomplishments and active involvement in regional and national professional organizations have earned her the respect and admiration of her peers. She has served on the National Board of Trustees for the Council for Advancement and Support of Education (CASE) and is a highly requested speaker and faculty member for CASE-sponsored conferences and institutes. Kris has been awarded the CASE Crystal Apple Award for outstanding teaching.Kris is a graduate of Allegheny College and an active alumna volunteer most recently serving on the committee to hire the new Vice President for Advancement. She was deeply engaged at St. Lawrence University and the University of Delaware where her children were enrolled as undergraduates. Kris is engaged in community service as a mentor for Conexion and as an advisor to The Wily Network and OUT Metrowest.
On this episode of the RAISE Podcast Brent caught up with Andy Shaindlin, Vice President for Alumni Relations at Brown University. Andy has led an impressive career as a leader in strategic alumni engagement with extensive experience at major research universities. When speaking with Advancement professionals, Brent has often said “all roads lead to Andy”.About AndyAndy Shaindlin serves as Vice President of Alumni Relations at Brown University. In this role he oversees all aspects of alumni relations for the University, creating and directing a comprehensive program of events, activities and organizations to engage Brown's community of more than 90,000 alumni across the world. He serves as chief liaison to the Brown Alumni Association and provides leadership, vision and direction to the alumni relations staff in the Division of Advancement.Throughout his career, he has been a frequent speaker and author on topics related to global nonprofit strategy and the effects of technology on organizations and their communities. In 2007, he launched Alumni Futures, a website devoted to the alumni relations profession and covering new directions and innovative ideas for nonprofit professionals.Shaindlin has also chaired the Commission on Alumni Relations for the Council for Advancement and Support of Education (CASE) and served on the CASE Board of Trustees.In addition to his bachelor's degree from Brown, where he concentrated in international relations, Shaindlin earned a master of arts in education from Claremont Graduate University in California. His concentration was higher education administration.
Brian Daugherty has extensive experience in leading philanthropy teams to achieve extraordinary results. As senior vice president and chief philanthropy & communications officer, he oversees our philanthropy, marketing and communications efforts and is able to combine his professional experience and passion for animals. Brian and his team are responsible for marketing and communications to promote a vast array of programs and services as well as raising the vital funds necessary to enable San Diego Humane Society to fulfill its mission to take care of homeless animals and "Inspire Compassion" in our community. Brian’s work experience includes notable organizations such as the Baltimore Symphony; the Baltimore Zoo; the University of Baltimore; the University of California, San Diego; and San Diego State University. He has served as the fundraising chair for several nonprofit organizations and is a frequent presenter to such organizations as the Council for Advancement and Support of Education (CASE), the Annual Giving Professionals Network (AGPN) and Academic Impressions. Brian graduated from the University of South Florida with a bachelor’s degree in finance. He also holds a master’s degree in nonprofit management and leadership from the University of San Diego. He currently lives in San Diego with his wife, Kathleen, their three children and his devoted companions, Sherman the Dorgi (dachshund and corgi mix) and Henry the Harrier. Brian joins Mandy to discuss philanthropy in animal welfare.
Today, I talk with Mo Cotton Kelly, the Vice President for Alumni Relations and Communications at the UConn FoundationToday's trend lines include:- COVID-19 engagement,- UConn's advancement model, and- Leadership in challenging times.BioMONTIQUE (MO) COTTON KELLYVice President, Alumni Relations and CommunicationsMo Cotton Kelly leads the University of Connecticut Alumni Relations staff and hundreds of volunteers to connect UConn's 255,000-plus alumni worldwide. With nearly 22 years in the higher education advancement field, she has a national reputation as a strategic and visionary leader in alumni relations. She joined UConn in 2014 and is a member of the Foundation's Senior Management Team. Previously she was executive director of Bowling Green State University's Alumni Association. Mo received her bachelor's and master's degrees from BGSU. She is active in the Council for Alumni Association Executives and the Council for Advancement and Support of Education (CASE).
61: 4 Ways to Advance Your Nonprofit Career (Jay Dowd) SUMMARYWhat are some practical ways you can advance your nonprofit leadership career? In episode #61 of the Path, South Carolina native Dr. Jay Dowd brings experience from leading four different university fundraising teams to answer that question. He shares the critical advice he learned early in his career from mentors and donors themselves, as well as the value of his network and his involvement in professional associations that continue to help him to this day. Jay also gives candid advice for those seeking employment in the sector, and specifically what he’s looking for when he interviews a candidate. Finally, we discussed his exploration of both a masters and doctoral degree, and how he and The Citadel Foundation have been so successful in fundraising, even in the midst of a pandemic! ABOUT JAY John P. “Jay” Dowd, III, Ph.D., has served as the President and CEO of The Citadel Foundation since 2013. Jay coordinates fundraising activity with the college’s five academic schools as well as the Krause Center for Leadership and Ethics and The Citadel Graduate College. Under his leadership, TCF publicly launched the $175 million Foundation for Leadership campaign in 2015, coinciding with The Citadel’s 175th anniversary in 2018, and raised in excess of $250 million. Before joining TCF, Jay served as VP for Development and Executive Director of the Francis Marion University Education Foundation (Florence, SC), VP for Advancement at Columbia College (Columbia, SC) and VP for institutional Advancement at Methodist College (Fayetteville, NC). He earned his BA in history from Winthrop University, his Master of Education from the University of South Carolina, and his Doctor of Philosophy in Educational Administration with a cognate in Public Administration from USC as well. Jay currently serves as a member of the Board of Trustees of the Council for the Advancement and Support of Education (CASE), on the Board of Directors of the Alston Wilkes Society in Columbia, S.C., and on the Board of Directors for the SC United Methodist Conference for Camps and Retreat Ministries. A native of Bennettsville, SC, Jay currently resides in Mount Pleasant, SC, with his wife and two children. EPISODE TOPICS & RESOURCESThe Association of Governing Boards of Universities and Colleges (AGB)Keith Ferrazzi’s book Never Eat AloneRick Warren’s book Purpose Driven LifeDoris Kearns Goodwin’s book Team of RivalsGoodwin’s book Leadership in Turbulent Times
What's Up Trendsetters!Our guest is Chris Vlahos of Chris Vlahos Alumni Engagement Consulting and today's trend line includes:Characteristics of High Performing Alumni Relations office,Challenges presented by COVID-19,and his career in higher education advancement.Full blog post: The 12 Characteristics of a High Performing Alumni Relations OfficeAbout ChrisAfter 20+ years in the marketing and public relations world on the private side, Chris took his talents to his alma mater's alumni association at THE Ohio State University where he was the vice president for membership and marketing. He went on to lead alumni efforts at the University of Arizona and Case Western Reserve, before fully committing to his consulting practice first under his own shingle and now under the shingle of one of higher education advancements premier consultancies at Marts and Lundy. Here's a quick listening guide:at 2:21 Revelations of a 20-year marketing veteran upon entry to higher educationat 4:09 Career in Alumni Relationsat 4:40 The truth about the Penn State Alumni Associationat 5:27 Alumni Association as the voice of alumni on campusat 6:27 Advice for newcomers to the fieldat 9:20 Performance metricsat 10:42 Characteristics of a High Performing Alumni Relations Officeat 12:00 Importance of a strategic planningat 13:15 Digital first strategyat 15:30 Stop using the term "friendraiser"at 16:01 Move alumni to actionat 17:16 Centralized approach to alumni relationsat 21:49 Culture of Innovation and purposeful programmingFull BioChris is the author of numerous blogs and articles, most notably his work on the link between alumni engagement and fundraising. His most recent report is "The Evolving Role of Alumni Relations: How institutions are organizing, mobilizing and measuring the value of alumni engagement." He has assisted numerous institutions in the areas of planning and strategy prior to establishing Chris Vlahos Alumni Engagement Consulting LLC in 2015.He served as AVP of Alumni Relations at Case Western Reserve University, where he developed engagement strategies that positioned the alumni relations office as the alumni gateway to the university.Prior to joining CWRU, Chris was President and Executive Director of the University of Arizona Alumni Association. In this capacity, he was a member of the university Cabinet as well as the Board of Directors for the U of A Foundation.Chris began his alumni relations career as VP of Membership & Marketing at The Ohio State University Alumni Association, following a 20-year career in the field of marketing communications. He is a founding member of the Council for Alumni Membership & Marketing Professionals (CAMMP) and has maintained a long affiliation with the Council for the Advancement and Support of Education (CASE). Chris has served CASE as a faculty member in the U.S., Asia and Europe; as a two-time chair of the Summer Institute on Alumni Relations; and as a member of the CASE Commission on Alumni Relations. Chris is a recipient of the CASE Crystal Apple award.
Brian Flahaven, senior director for advocacy for the Council for Advancement and Support of Education (CASE), joins NACUBO’s Liz Clark to discuss the impact the COVID-19 pandemic is having on charitable giving at colleges and universities. “There’s a lot of uncertainty,” he says. “Uncertainty is the enemy of charitable giving.” Listen in to hear how development and advancement officers are responding to address needs across the higher education landscape.
In this episode, on the day when the number who have died from Covid-19 in America reached 100,000, we speak with special guests Eustace and Carol Theodore, both longtime friends of Steve. After vacationing in England in the first half of March, as the virus was swiftly and invisibly spreading throughout the UK, they returned to Vermont, just prior to President Trump imposing flight bans on Europe, the UK and Ireland. They describe Eustace’s accumulating symptoms, and the uncertain, extended process by which they finally came to discover he had indeed been infected with Covid-19 while abroad. In an extreme condition, Eustace is intubated and placed on a ventilator. How and why did he survive? How has recovery advanced? And what are the larger meanings of their profound, shared experiences? Eustace Theodore has had a long career in education, as a sociologist and residential at Yale College, Executive Director of the Association of Yale Alumni, and President of the Council for Advancement and Support of Education (CASE). Carol Theodore has had a distinguished career as a corporate lawyer.
Brad interviews Heather Hamilton, Executive Director of Council for Advancement and Support of Education (CASE), to discuss how schools can create a virtual lifecycle of advancement by mapping out all stakeholders and their roles within the school community, and how it is placed within the wide umbrella of advancement strategies. They continue by discussing how to implement them to support your school's goals. Get in touch at smj@imageseven.com.au
In this special episode of Roots and Wings: Voices of Independent Schools, we are delighted to feature Donna Orem, President of the National Association of Independent Schools. The National Association of Independent Schools (NAIS) is a nonprofit membership association that provides services to more than 1,800 schools and associations of schools in the United States and abroad, including more than 1,500 independent private K-12 schools in the U.S. Prior to joining NAIS, she was the vice president for products and services development at the Council for Advancement and Support of Education (CASE). In her fifteen years at CASE, she also served as the vice president for independent schools. In that role, she managed all services for the independent school advancement community, including the annual CASE/NAIS Conference. Ms. Orem speaks frequently about leadership, governance, trends in independent school education and workforce development. In this episode, Ms. Orem reflects upon what brings her great optimism about the future of independent schools. She shares ways in which independent schools are reimagining themselves and speaks to the notion of a third educational revolution in which we find ourselves. Ms. Orem’s insights are important for listeners who are parents as well as practitioners in the independent school world. http://www.ljcds.org
Christians Engaging Culture is currently in a module on religious liberty. This week are looking at religious liberty and education. In this podcast we listen to an interview with a Canadian father named Steven Tourloukis. When his children were four and six years old, he requested that their school notify him when they were teaching them about sensitive topics such as homosexuality, abortion and gender identity. The school refused and Tourloukis took them to court. The court ruled that, although the school’s decision violated the Canadian Charter of Rights, ‘the violation was “reasonable” given the competing Charter “values” of “inclusivity, equality and multiculturalism,” and public school boards’ statutory obligations to support equity and create an inclusive school environment.’ This case is now seven years old and this interview is from 2012. But Canada is probably around a decade ahead of Australia in this drift away from Christianity and cases like these could start emerging in Australia. We think this interview shows a very reasonable response from a religious father to a difficult situation and we can learn from him. We are thankful to Radio Teopoli for allowing us to republish this interview. Christians Engaging Culture exists to equip the members of St Thomas’ to give faithful answers in everyday cultural conversations and to turn those conversations to the gospel. The aim of this podcast is to start conversations around our church community, so please encourage everyone at church to subscribe (and show them how to!) and when you see people, ask them what they thought of this week's episode. You can find the Christians Engaging Culture website here. If you are not a member of St Thomas', we invite you to look at the 'About Us' page of our website here.
In this episode, Kristina, Ben, and Allison discuss the latest nonprofit policy updates and why judicial advocacy is important in an era defined by court decisions. Ben and Allison also sit down with Justine Davenport, advocacy communications specialist at Council for Advancement and Support of Education (CASE), and Steve Taylor, senior vice president and counsel for public policy at United Way Worldwide, who reflect on whether recent Independent Sector research on values-based messaging rings true to their own experience advocating on Capitol Hill. About the Podcast Voices for Good is Independent Sector’s policy podcast for nonprofits, foundations, and anyone advancing the common good.
It’s about the case
Lisa Gibert is the Chief Executive Officer of Clark College Foundation, the fundraising partner of Clark College. In 2018, Lisa was selected as one of the top fundraising leaders in the country by the Council for Advancement as Support of Education (CASE). She received the CASE Commonfund Institutionally Related Foundation Award, one of the fundraising industry’s most prestigious national honors for her 20-year career supporting advancement work at higher education institutions. Under Lisa’s leadership for the last 13 years, Clark College Foundation's total assets have increased by $23 million. The scholarship dollars provided to Clark students have trippled and $40 million has been distributed to the college over the 13 years that she has headed the nonprofit organization. Lisa exemplifies in her work and life how money can be used to make a difference in the world. Listen in and enjoy hearing about her background and her insight! A FEW FINE POINTS OF THE CONVERSATION The distinction between development and fundraising — and how the role of advancement applies to all of us What Lisa does in her current job How Lisa’s varied background led to her current position and how an introvert can be a leader How Lisa learned to treat money and how she taught her children How puzzles can lead to open solutions What is beyond “money” — it’s not (only) about the dollars What hospitality, banking, accounting, and fundraising all have in common (hint: look beyond the dollars — connection and impact in relationships) The motto Lisa uses The foundation of accounting and the link between the companies Lisa worked with (hint: mission based) Lisa’s atypical route to development and throughout her career == and what she enjoys most in her current role Lisa’s vision for Higher Education with its current value proposition challenges Manufacturing as an example of a new education model Job opportunities in development and degrees available, and what characteristics an individual would need to excel The greatest challenge Lisa finds — and how “she gets to yes” Who Lisa finds inspirational and where she experiences growth The personal side — Lisa’s health challenges, her passions, and how they’ve contributed to who she is The long term view and the three things about Lisa wants us to know And so much more EPISODE RESOURCES Clark College Foundation website Connect with Clark College Foundation on: Twitter | YouTube | Facebook Red Lion Hotels (Lisa’s start in hospitality) University of Indiana Eli Lilly Foundation Jan’s intuition course: How to Hear What You Know — A Course on Developing Your Intuition to Practically Guide You Through Life Jan’s website Life Purpose Quiz Connect with Jan on: Twitter | Instagram | LinkedIn | Facebook Thanks for listening. To catch all the episodes as they’re released, subscribe and please consider leaving a rating or review. It helps ensure the success and future of this podcast and is very appreciated! Inquire here for sponsorship opportunities.
Hiring an advocate or attorney may, at some point, be something you need to consider. An advocate can be part of your support team at a lower cost while an attorney helps if you need to review the law or maybe are not satisfied with the services your district is offering. This session discusses when and where an advocate or attorney can be helpful.
When Roseli Melo came to Canada in 2008 from Brazil, her goal was to give her then-teenaged daughter an international education. A single mom from the age of 25, Roseli was no stranger to overcoming challenges when it came to providing for her daughter. “I was proving to myself and to her every single day: we can do it,” Roseli says. Now, Roseli works in the Centre for the Advancement of Simulation and Education (CASE) and The Michener Institute of Education at UHN. She likens her work in CASE to her journey to making Canada home. You are listening to UHN Home, where we're telling stories to celebrate Canada's 150th birthday. Every week, we'll tell you the stories of people who came from all around the world and stories of people whose families have called Canada home for thousands of years. They all work at the nation's largest research hospital: the University Health Network. Produced by: Ana Gajic and Andrew Berthiaume Cover art by: Jose Ongpin Editing, production and storyboarding support for the series: Jarrett Churchill, Brianne Tulk, Danielle Pereira, Jessie Park, Jolson Lim, and Erica Ngao Theme Music: Royalty-free from: Whitesand
As marketing and communications professionals put a wrap on the 2015-16 academic year and plan for the next, it's time to step back and reflect on the state of our profession. In this episode, newly appointed Council for Advancement and Support of Education (CASE) vice president Michael Kiser will discuss key issues facing communications and marketing professionals and where their work fits into the broader advancement function. As CASE embarks on an ambitious strategic plan, Michael will share insights on trends and the changing face of higher education.
As marketing and communications professionals put a wrap on the 2015-16 academic year and plan for the next, it’s time to step back and reflect on the state of our profession. In this episode, newly appointed Council for Advancement and Support of Education (CASE) vice president Michael Kiser will discuss key issues facing communications and marketing professionals and where their work fits into the broader advancement function. As CASE embarks on an ambitious strategic plan, Michael will share insights on trends and the changing face of higher education.
In this episode Denise Douglas will describe her background, Executive Education’s faculty bench strength, legacy programs, her role as an executive coach, some of her hobbies, and how her career at Case Western has grown over the years and where it might go in the future. For episode notes and transcript download visit http://www.proed.com/denise-douglas-podcast/
Over the past month, we've talked with university presidents, trustees, and faculty, cultivating a dialog around building strong relationships between institutional leadership. In the face of strained board-president relationships, diffused shared governance practices, challenging financial and regulatory environment, stresses on the balance of leadership abound. In light of the search for this careful balance of accountability, authority, and responsibility at the top, our conversation today focuses on the role of the board in helping the institution improve its decision-making prowess, provide leadership and vision at the strategic level, and above all else, to be consequential in the ongoing development and growth of the institution. What does it take to build a consequential board? What should we expect of the board of 2020? And what sort of impact does the board need to have in higher education? This week we welcome Richard Chait to Navigating Change. Dr. Chait is Professor Emeritus of Higher Education at the Harvard Graduate School of Education, and co-author of “Consequential Boards: Adding Value Where It Matters Most” published by AGB. Links & Notes Consequential Boards — AGB Report About Richard Chait Richard Chait (Ph.D., University of Wisconsin), Professor Emeritus at the Harvard Graduate School of Education and Chair of COACHE's National Advisory Council, studies the management and governance of colleges and universities. Chait has expertise on terms and conditions of faculty employment, including promotion and tenure procedures, academic freedom, and faculty evaluation. He also studies the roles, responsibilities, and performance of boards of trustees, and has written on faculty work life. For over 20 years, Chait has taught in HGSE's summer institute programs for executives in higher education. He has been a professor at the University of Maryland and at Case Western Reserve University, and was formerly associate provost at Pennsylvania State University. In 2001, Chait was selected by the Fulbright New Zealand Board of Directors as a Fulbright U.S. Distinguished American Scholar. In 2005, Chait received the Council of Independent Colleges (CIC) Academic Leadership Award and a Research Writing Award from the Council for Advancement and Support of Education (CASE). His recent books include Governance as Leadership (with W. Ryan and B. Taylor) (2004) and The Questions of Tenure, ed. (2002).
Click here for the RADIO LINKS Click here for People to People Fundraising The Nonprofit Coach With Ted Hart: GivingUSA 2014 Report National Announcement of Philanthropic Activity for 2013 What are the latest trends in giving and what do they mean to your organization? Join us on Tuesday, June 17, at 11:00 a.m. EDT for a first look at the newly released Giving USA data from 2013. He lectures around the world but now is here for you. From the latest in charity news, technology, fundraising and social networking, Ted Hart and his guests help you maneuver through this economic downturn in the charitable sector to greater levels of efficiency and fundraising success. PAGE 2 GUEST EXPERT: Peter Fissinger, President & Chief Executive Officer, Campbell & Company Peter Fissinger has nearly 30 years of professional experience in institutional advancement, including designing and implementing major capital fundraising strategies, annual giving programs, planned giving programs, and marketing efforts. He has worked in a wide range of nonprofit sectors, including education, healthcare, culture and human services. Peter has worked with organizations whose planned campaign goals range from $5 million to $5 billion. Peter chairs the Advisory Council on Methodology for Giving USA and serves on the board of the Giving Institute. He is a past president of the Chicago Chapter of the Association of Fundraising Professionals (AFP), a member of the Council for Advancement and Support of Education (CASE) and a member of the Board of the YMCA of Metropolitan Chicago.
Andy Washburn has been at the Nebraska Alumni Association in various roles for the past 10 years and currently directs the association’s operations and marketing. He currently serves as the president of the Council of Alumni Membership and Marketing Professionals (CAMMP), and has presented at the Council of Alumni Association Executives (CAAE), the Council for the Advancement and Support of Education (CASE) and CAMMP numerous times on non-dues revenue programs, membership theory, membership program efficiency, managing your executive director’s expectations and strategic branding application.Washburn holds two degrees from the Nebraska. He graduated summa cum laude with a bachelor of journalism degree in 2000, where he was president of the college’s student advisory board. He completed his MBA in 2007, also in the top 5 percent of his graduating class. Send me feedback to paul.clifford@alumnipodcast.com. Please leave comments below or on the iTunes Music store. You can find us here: Music used in this episode was downloaded from Podsafe Music Network. July Moon by Brian McRae Pops n' Buzzes by The New Leads
Click here for the RADIO LINKS Click here for People to People Fundraising The Nonprofit Coach With Ted Hart: GivingUSA 2013 Report National Announcement of Philanthropic Activity for 2012 What are the latest trends in giving and what do they mean to your organization? Join us on Tuesday, June 18, at 11:00 a.m. EDT for a first look at the newly released Giving USA data from 2012. He lectures around the world but now is here for you. From the latest in charity news, technology, fundraising and social networking, Ted Hart and his guests help you maneuver through this economic downturn in the charitable sector to greater levels of efficiency and fundraising success. PAGE 2 GUEST EXPERT: Peter Fissinger, President & Chief Executive Officer, Campbell & Company Peter Fissinger has 27 years of professional experience in institutional advancement, including designing and implementing major capital fundraising strategies, annual giving programs, planned giving programs, and marketing efforts. He has worked in a wide range of nonprofit sectors, including education, healthcare, culture and human services. Peter has worked with organizations whose planned campaign goals range from $5 million to $5 billion. Peter chairs the Advisory Council on Methodology for Giving USA and serves on the board of the Giving Institute. He is a past president of the Chicago Chapter of the Association of Fundraising Professionals (AFP), a member of the Council for Advancement and Support of Education (CASE) and a member of the Board of the YMCA of Metropolitan Chicago.
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Brian Flahaven is director of government relations and institutionally related foundations for the Council for Advancement and Support of Education (CASE). He joined me on the podcast to talk about State Charitable Solicitation Laws and how they could potentially impact your ability to solicit funds from your constituentsYou can find more resources on this topic at CASE.org (log in required) Send me feedback to paul.clifford@alumnipodcast.com. Please leave comments below or on the iTunes Music store. You can find us here:
Click here to Listen Brian Flahaven is director of government relations and institutionally related foundations for the Council for Advancement and Support of Education (CASE), the professional association for advancement professionals at all levels who work in alumni relations, communications, and development. CASE’s membership includes 3,300 colleges, universities and independent elementary and secondary schools in 54 countries around the world. Brian directs CASE’s government relations initiatives and tracks federal, state and international legislative and regulatory issues of concern to CASE members.Brian and I discussed The Credit Card Accountability Responsibility and Disclosure Act of 2009 (Credit CARD Act, H.R. 627), which Congress passed and President Obama signed into law in May 2009, includes disclosure requirements for college, university and alumni association credit card agreements.Resources on this topic: CASE.orgSend me feedback to paul.clifford@alumnipodcast.com. Please leave comments below or on the iTunes Music store. You can find us here:
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