Faculty's Role in Development
Special Topics Meeting, February 11, 2002

Participants: Linda Davidson, Karen Sowers, Tom Galligan, Susan Ballentine, Michael Combs, and Mary Albrecht.

K. Sowers began the meeting by outlining the goals and stating the need for Deans to know more about how to involve faculty in development. L. Davidson outlined what she believed were the main questions that needed to be answered:

  1. What do faculty think development is?
  2. What happened to the money from the last development campaign?
  3. Who establishes fundraising priorities?
  4. What is the role of athletics in fundraising?
  5. What can faculty do for fundraising?
  6. What do faculty need to know about fundraising?
K. Sowers added that faculty generally perceive fundraising as a "dirty business," and we need to ask how we can turn this perception around.

L. Davidson explained that development is about establishing long-term relationships that are beneficent for both parties. T. Galligan suggested the need for getting more faculty involved in alumni events (such as giving presentations at alumni board meetings, etc.). He mentioned that faculty may be worried that being involved in development means they will have to ask for money. The fact is, involvement of faculty is important because at alumni gatherings they are always talking about faculty. Their strongest connections are with faculty. For this reason, faculty can talk and engage with alumni without having to ask for money- that can be the role of development people. Forming and maintaining these relationships with alumni are faculty's greatest contribution to development.

L. Davidson said that the most important thing faculty can do for development is to be excellent educators. They can build on this by:

  1. Creating happy, successful graduates
  2. Welcoming visitors to their classrooms
  3. Introducing Deans and Dept. Heads to key people whom they need to know and who can give back to the University (faculty know best who the successful graduates are)
M. Albrecht discussed the importance of Directors of Development within each college being a presence in that college in order to establish relationships with faculty (each college has a Director of Development housed within that college). T. Galligan mentioned that the Law School's Director of Development goes to classes and gets to know faculty. S. Ballentine, Director of Development for Arts and Sciences agreed with M. Albrecht and added that by working with the Dean, attending department meetings, etc. she is able to get to know the college and its faculty better.

M. Combs brought up the question of where the money from the last campaign has gone. L. Davidson explained that less than 3% of the money is undesignated. Most donors have a specific destination in mind when they give to the University. A large majority of the money is designated for scholarships and academic support. L. Davidson passes out a 21st Century Campaign Fact Sheet, which illustrated the various allocations of the donations. She added that a large percentage of the major gifts to the 21st Century Campaign were given as trust gifts, with the donors receiving the income during their lifetimes.

M. Combs mentioned that he has already begun to establish a relationship with the President-Elect of the National Alumni Association, in the hopes that there can be a better connection between faculty and alumni. He then asked about what the Senate can do to bring the issues of development back to the faculty. M. Albrecht suggested that the development directors in each college attend department meetings and begin getting know faculty better. K. Sowers brought up the possibility of L. Davidson writing a guest column for the Senate Newsletter. This led to M. Combs offering to interview L. Davidson for the upcoming edition of the Newsletter, which all agreed was a good idea.

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