Successful Fundraising for the Academic Library. Philanthropy in Higher Education [1st Edition] 9780081012383, 9780081011300

Table of contents :
Content:
Front Matter,Copyright,About the Authors,Foreword,AcknowledgmentsEntitled to full textIntroduction, Pages 1-11
1 - Library culture, Pages 13-21
2 - Cases: Information literacy and informed learning, Pages 25-30
3 - Cases: Archives and special collections, Pages 31-40
4 - Cases: The university press, Pages 41-45
5 - Capital projects and renovations, Pages 47-54
6 - Cases: Resources and technology, Pages 55-64
7 - Cases: Faculty positions, Pages 65-71
8 - Cases: Student support, Pages 73-80
9 - Tools: Partnerships on campus, Pages 83-93
10 - Tools: Individual giving, Pages 95-114
11 - Tools: Foundations—Private and corporate, Pages 115-123
12 - Tools: Corporations, Pages 125-131
13 - Tools: Sponsored research, Pages 133-137
14 - Tools: Advisory councils and friends of the library, Pages 139-146
15 - Tools: Events, Pages 147-152
16 - Tools: Crowdfunding and social media, Pages 153-158
17 - Conclusion: The academic library message, Pages 159-165
Bibliography, Pages 167-171
Contributors to Success Stories, Pages 173-175
Index, Pages 177-181

Citation preview

Successful Fundraising for the Academic Library

Chandos Information Professional Series Series Editor: Ruth Rikowski (email: [email protected])

Chandos’ new series of books is aimed at the busy information professional. They have been specially commissioned to provide the reader with an authoritative view of current thinking. They are designed to provide easy-to-read and (most importantly) practical coverage of topics that are of interest to librarians and other information professionals. If you would like a full listing of current and forthcoming titles, please visit www.chandospublishing.com. New authors: we are always pleased to receive ideas for new titles; if you would like to write a book for Chandos, please contact Dr Glyn Jones on [email protected] or telephone +44 (0) 1865 843000.

­ uccessful S Fundraising for the Academic Library Philanthropy in Higher Education

Kathryn Dilworth Laura Sloop Henzl

AMSTERDAM • BOSTON • CAMBRIDGE • HEIDELBERG LONDON • NEW YORK • OXFORD • PARIS • SAN DIEGO SAN FRANCISCO • SINGAPORE • SYDNEY • TOKYO Chandos Publishing is an imprint of Elsevier

Chandos Publishing is an imprint of Elsevier 50 Hampshire Street, 5th Floor, Cambridge, MA 02139, USA The Boulevard, Langford Lane, Kidlington, OX5 1GB, UK Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage and retrieval system, without permission in writing from the publisher. Details on how to seek permission, further information about the Publisher’s permissions policies and our arrangements with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency, can be found at our website: www.elsevier. com/permissions. This book and the individual contributions contained in it are protected under copyright by the Publisher (other than as may be noted herein). Notices Knowledge and best practice in this field are constantly changing. As new research and experience broaden our understanding, changes in research methods, professional practices, or medical treatment may become necessary. Practitioners and researchers must always rely on their own experience and knowledge in evaluating and using any information, methods, compounds, or experiments described herein. In using such information or methods they should be mindful of their own safety and the safety of others, including parties for whom they have a professional responsibility. To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors, assume any liability for any injury and/or damage to persons or property as a matter of products liability, negligence or otherwise, or from any use or operation of any methods, products, instructions, or ideas contained in the material herein. Library of Congress Cataloging-in-Publication Data A catalog record for this book is available from the Library of Congress British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library ISBN: 978-0-08-101130-0 (print) ISBN: 978-0-08-101238-3 (online) For information on all Chandos publications visit our website at https://www.elsevier.com/

Publisher: Glyn Jones Acquisition Editor: Glyn Jones Editorial Project Manager: Harriet Clayton Production Project Manager: Omer Mukthar Cover Designer: Greg Harris Typeset by SPi Global, India

About the Authors Kathryn Dilworth is the director of advancement for Purdue Libraries and the University Press. She has more than 10  years of fundraising experience in libraries, healthcare, conservation, museums, and other nonprofit organizations. Her library experience includes public relations and marketing for a large public library system, international marketing for a library vendor, serving as a librarian in a community college library, and leading the fundraising efforts for a major academic library. As a career fundraiser and passionate advocate for the mission of libraries, Kathryn's fundraising perspective and strategy in an academic library is unique to the traditional higher education fundraiser. Kathryn earned a bachelor of arts and master of arts in English and is currently a Ph.D. student in philanthropic studies at the Lilly Family School of Philanthropy at Indiana University. Laura Sloop Henzl is the director of foundation relations for the Purdue University College of Engineering with the Purdue Research Foundation. She has more than 17  years of experience in marketing, communication, and freelance writing, with more than 15 years of experience in fundraising, managing relationships with foundations, corporations and individual donors, and event planning in higher education. Laura has experience working with private and public higher education institutions, nonprofits, small businesses, and daily and weekly newspapers. With extensive experience in all areas of fundraising and development work, Laura's

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  About the Authors

passion for collaborative teams and proposals along with a successful track record of closing major gifts make her a leader in her profession. Laura earned a bachelor of science in communication with a concentration in media studies and a minor in journalism from Manchester University. Laura is currently taking graduate classes in philanthropic studies at the Indiana University Lilly Family School of Philanthropy.

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Foreword It would be difficult to think of a more worthwhile effort in education than raising funds for the academic library. It has been my honor to support Kathryn and Laura in their mission to explain how the library is as deserving of philanthropic attention as any other component of the university, and it is my hope that capturing the hearts and imaginations of donors in supporting the library will become a popular and mainstream activity. Kathryn and Laura have provided the academic community a valuable gift in the form of this engaging and timely book; may it be read with tangible results! Ulla de Stricker, April 2016

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Acknowledgments I want to thank my dear friend, Ulla de Stricker, for encouraging my writing for many years and celebrating my passion for libraries. Her guidance through the process of conceiving and writing this book has been invaluable and is appreciated beyond measure. I'm grateful for my co-writer and colleague, Laura Sloop Henzl, whose partnership has provided strength, humor, and inspiration throughout the journey. It has been my great pleasure to see her embrace the mission of the library with a passion that rivals my own! Thank you to Dr. Dwight Burlingame, my professor at the Lilly Family School of Philanthropy at Indiana University, for your guidance and oversight of the research that informs the content of this discussion and for your own, valuable scholarship on this topic. To my colleagues in the library and in the small but supportive world of library development: Your willingness to contribute to this book through your success stories and your encouragement has been so meaningful. To my friends and family who have seen very little of me the last few months as I spent weekend after weekend in my yellow chair surrounded by papers and books typing away furiously: I promise that I will see you again very soon! I want to thank my development colleagues at Purdue for their willingness to let the library into their proposals and their cases for giving to their own donors. You have helped me communicate the value of the library to more people than I would ever have been able to do on my own. I thank my colleagues in the

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 Acknowledgments

Purdue Libraries who provide the amazing stories I get to tell to donors. Without your passion and sense of mission for your work, my job would be an impossible task. Finally, I want to thank the donors who give their precious dollars to support libraries throughout the world. Your support is what makes the magic happen. Thank you all for your part in giving library users the tools and expertise to do what no other institution does—provide access to knowledge for everyone. There is so much information out there, and librarians and information professionals evaluate it and deliver it to anyone who asks for it. They believe, as I do, that information is the key to leveling the playing field—to allowing all students and scholars the opportunity to do their best work and become the best versions of themselves. Kathryn Dilworth, April 2016 I want to thank my parents, Dean L. and Joyce E. Sloop, for introducing me to God, teaching me about servant leadership, and empowering me to follow my dreams. Although my Dad is no longer with us, I carry him in my heart every day. He taught me to see the good in the world, to embrace challenges, to give back to others, to never give up, to pursue education, and to never stop learning. Thank you to my husband, Jeffrey L. Henzl, for your support and for taking on extra hours with our toddler boys, Owen Dean and Landon James, while I typed away in my home office. To my co-writer and colleague, Kathryn Dilworth, for introducing me to “library world” and for listening to my long-winded visions of igniting passions in higher education and making fundraising more collaborative across disciplines and with colleagues. Working with her on this book has been an invaluable and enjoyable experience; and I will be forever grateful for her

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Acknowledgments

partnership and collaboration on such a worthy project. To Ulla de Stricker for her expertise and time invested in guiding us through this process. To my advancement colleagues and friends from my alma mater, Manchester University, thank you for introducing me to a career in fundraising and for the opportunity to work with such compassionate and collaborative colleagues. To my friend and former colleague, Timothy A. McElwee, Ph.D., thank you for showing me early in my career how to implement servant leadership into academia. To my many mentors and colleagues throughout my years at Purdue University, for teaching me invaluable lessons, for partnering on exciting and meaningful projects, for your investments and knowledge shared and most importantly, for your friendships. To my friends and family, for support and the gift of life-long friendships. To the donors who give of their time, talent and treasure, thank you for making the world a better place for the next generation! And finally, to the readers, I hope this book will empower you to do wonderful things in your fundraising careers and for your academic library. Keep following your dreams. Keep building those relationships. Donors often become life-long friends as well, and there is nothing better than friendships that share the same passion for giving back and philanthropy in all forms. Love all. Love is. Laura Sloop Henzl, April 2016

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Introduction The academic library within the university environment is often the most difficult fundraising landscape to maneuver. Most higher education fundraising professionals do not seek library fundraising positions, making them difficult to fill. Lacking the traditional fundraising “buckets” of other ­academic units, measurable success for the university library often lags behind. In many cases, the task of library fundraising is grouped into a combination role that may include, for example, the university museum or a specific performance venue. Although such groupings might add more appeal to the position, unfortunately they also dilute the opportunity for successful fundraising. In some rare environments, the task of library fundraising is divided among a vast array of development officers within the university, even further diluting success. In a day where longevity in a position is favored, where knowledge learned is irreplaceable, and where there is admiration for loyalty and dedication to one's academic unit and committed donors, sharing the load among part-time, multifocused fundraisers can be detrimental to the fundraising effort. Because the traditional model for higher education fundraising entails the cultivation of alumni from specific departments and colleges, the library is traditionally left out and thus becomes a low-performing development area with lower salaries for fundraising positions. Many higher education development professionals consider the library related Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 1

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position a stepping stone into a higher paying position with more potential for professional advancement. This book showcases the academic library as a viable avenue for donor engagement that translates to all academic areas of higher education fundraising. We include case studies outlining strategies that have resulted in fundraising success for libraries at universities of various size and culture. We highlight the importance of collaborative relationships and fundraising strategies with academic leaders, donors, and fundraising staff. Although our specific aim is focused on fundraising for the academic library, this book is relevant for all fundraising professionals and academic leaders looking to strengthen their programs with philanthropic support. Growing scholarship in the academic libraries sector regarding fundraising dates back to the early 1970s with an article in College & Research Libraries by Andrew Eaton. He not only predicted the eventual need for private funding in academic libraries at a time when the institution met the funding needs, but he also suggested in addition avenues to pursue with donors that are still relevant today (pp. 358–360). His article, however, was directed toward library leadership and staff, and this continues to be the trend. There is little scholarship directed toward the higher education fundraiser. The significance of the lack of literature aimed at fundraisers cannot be overstated, because the fundraiser position for the academic library is, in many ways, a very different challenge than the traditional university development model where development officers are placed within specific colleges, departments, or units. In the centralized and decentralized development models, the main focus for donor research and cultivation is alumni of the college, department, or unit. While the argument can be made that all alumni fall under the umbrella of the academic library, the reality is that prospect lists for development directors working in libraries are not constructed

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Introduction

in this way. Lacking an understanding of the full scope of development opportunity in the library, researchers typically don't understand how to look at the alumni data in a way that is meaningful for the library. Collaboration in many forms is an ongoing theme when looking at solutions to the challenge of fundraising for the academic library. In her article from 1998, Joanna Olson Alexander warns against operating in isolation on the university campus and suggests partnerships with other colleges, boards, and alumni (p. 134). This is a great place to start in setting the unique strategy necessary to bring in the funds needed to support the broad range of services and technology provided by the library to the university environment. But before that can happen, the entire development structure (starting with the fundraiser tasked with the library) must understand the unique challenge and opportunity of the academic library in order to begin building collaborative development strategies resulting in successful fundraising for the library and for the partnering university units. The best thing about existing scholarship is that much of it does a wonderful job of making a case for fundraising and identifying the many options for the fundraiser's toolbox. While the usual focus areas for colleges and departments in higher education fundraising are scholarships, bricks and mortar, faculty chairs/professorships or directorships, programs and research, they are only the beginning for the academic library. This book is a representation of the most valuable pieces of scholarship on this topic for the development professional working in the library and for leadership in the advancement division of the university. These publications are suggested at the outset because they introduce the fundraiser to the culture of the library, the many and diverse units within the academic library, and the opportunities available for funding. But because these ­scholarly ­publications

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represent the predominant practices and e­xpectations for private fundraising by professionals leading and working in academic libraries, they can constitute an unnecessary barrier for the development officer because they are not always based in best practices for fundraising. As fundraisers well know, expectation is everything. Part of the challenge will be responding to perceptions about viable development opportunities and higher education development in general. The topic of fundraising does appear with regularity in library publications and at library conferences, so it is crucial to be aware of how the profession is messaging this topic to librarians and information professionals. When Andrew Eaton warned in 1971 that “more and more librarians will become involved in [fundraising]” due to the increase in demand for resources alongside dwindling budget allowances from funding sources (p. 351), it probably came as quite a shock to his readers. But he did offer hope that is still relevant today when he said, “…there are potentialities for library fund raising which will amply repay those librarians who are willing to devote their time and effort to it” (p. 351). And as to the act itself, he advised that “…librarians who want to become involved need certain basic information about sources of funds and approaches to prospective donors which they can readily obtain from colleagues and from development office staff members who have been working in the field” (p. 351). That is a meaningful and validating statement of the value of the skills of a professional fundraiser to tackle a job that is not taught in library school. In 1994, Dwight Burlingame expanded the concept of fundraising as an answer to funding challenges by defining private funding as part of a robust budgeting strategy (and not merely a response to losses in traditional funding) (p. 470). On the issue of library staff's aversion to the task he asks, “What does development have to do with the

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Introduction

mission of the library?” His answer is “Everything” (p. 472). In his book the following year, he presented case studies from the field with proven success in a variety of approaches. In one important discussion, he reminds the reader that libraries began in this country as privately funded institutions, and that it was only when they became open to the public that public entities provided support (v–vi). That point is good to know and communicate when necessary to library staff members who sometimes feel offended at the very idea of aligning l­ibraries with private dollars. We have actually been told by staff that fundraising sucks the soul out of the library! The truth is that the first libraries were private collections held for nobility. Eventually they evolved into institutions that ­required memberships. Although we think of the library, now, as a public institution supported by public funds, the history of libraries and fundraising reveals that philanthropy may, in fact, be the library's very soul. It is interesting and disconcerting that every piece written for the academic library audience still, after all these years, expresses the need to begin with a fresh case as to why fundraising is necessary at all. In a paper meant to present the case for looking to distance learners as potential academic library donors, the writers spent much of the paper making the case for library professionals as to the need for fundraising (Casey and Lorenzen, 2010, pp. 515–523). Why is it still necessary to spend so much time convincing librarians that they need to prioritize fundraising? Although connecting fundraising to the financial strategy of the library may not be commonplace, a recent informal survey of current DORAL (Development Officers of Research & Academic Libraries) members revealed that major academic libraries are beginning to include fundraising as a pillar in their formal strategies (Dilworth, 2015).

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  Successful Fundraising for the Academic Library

Library directors and deans (or academic leads) have a fair amount of scholarship to support their ever-expanding responsibility to lead the private fundraising effort in their divisions and colleges. In Where there's a will, there’s a way: fundraising for the academic library, the author explains that library deans are now expected to have fundraising experience (p. 146). One of the most popular books on the topic for deans was published 15 years ago by the American Library Association: Becoming a Fundraiser: The Principles and Practice of Library Development takes great pains to describe how fundraising works in a university environment right from an explanation of central development to comments on specific skills and resources the development professional brings to the fundraising effort. The authors position the dean as the lead fundraiser with the development professional as a resource (p. 39). Whatever your own understanding is as a development professional working in higher education, you may appreciate this model as ­ reinforced throughout the scholarship written for library leaders. It is valuable information for the academic fundraiser since it is a well-known fact that most large gifts will come from donors already connected to the library, most often through the dean (p. 27). Managing perceptions is another key topic in the book. The authors explain the common misperception of the development professional by library staff and suggest ways to mitigate it from the top position (p. 42). Fundraisers across campus often have the reputation of living a jet-set life traveling around to meet with wealthy donors; the authors get straight to debunking that perception and encourage library leadership to pull the development professional into the fold of the library staff to combat the “us and them” attitude that will undermine the fundraising effort (p. 43). In More Than a Thank You Note: Academic library ­fundraising for the dean or director, the authors lay out the

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Introduction

­ otentials and pitfalls of fundraising for library leadership. p They outline a strategy for partnering with development officers in a collaborative way while still maintaining the leadership role in the relationship and within the institution (Thompson and Jennings, 2009, p. 1). The other significant discussion is helping the library leader understand that, in terms of the fundraising effort in the library, the donor or potential donor is the focus above all else, and that such a scenario does not necessarily dilute or undermine the mission of the institution. Fear about donor control is common in the university environment. Because donor intent is so important, the fundraiser needs to understand the parameters of engagement; but library staff need to relax some of their fears that connecting with donors translates into donor-driven mission or service. This two-way communication is integral to the fundraising effort and yet challenges the working relationship between leadership and fundraisers. Thompson and Jennings' book is essentially a fundraising instruction manual for the library dean. As such, it is a valuable addition to a library fundraiser's professional collection. The methods work just as well for the development officer, and the insight into how the dean has been instructed to work with the fundraiser is critical to understanding how best to build their important relationship. Dwight Burlingame discusses the associations that focus specifically on academic library fundraising (p. 471). Many of them have conferences as well as active online discussion groups for discussing specific issues and challenges. Since the library fundraiser is often a one-person show in the university development structure (in addition to having a task that is so different from that of his or her peers), building relationships across the academic sector is important to strengthen skills and foster creativity. A recently published book by Luis J. Gonzalez (2013) outlines the current trends in fundraising for library leaders.

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He provides a helpful history of fundraising in academic libraries as well as a general history of philanthropy in the United States. For the academic fundraiser, it provides informational support to the development effort by succinctly outlining the specific values of the university library and its relevance to the institution. He reminds the reader, “Throughout the twentieth century, academic libraries were considered to be the heart of the academic institutions … [but they] have been forced to radically revisit their practices and reinvent themselves due to the current explosion and development in the delivery of information, new academic models and worldwide financial disruptions” (p. 2). This message is important for fundraisers to understand as they step into their position: Information professionals have been through tremendous change in the workplace, and endured challenges to the relevance of their profession. It could be argued that no area in a university campus has experienced as much change in the last 40 years as the academic library. In fact, the appearance and function of today's academic library would be unrecognizable to a librarian from 1970. The good news is that librarians are early adaptors and adopters because they have had to be. But the frustration about not being recognized for their value is unfortunately all too common and can sometimes be a barrier to building the partnerships that must be built in order to achieve success. This book pulls in the important scholarship about fundraising for the academic library as well as philanthropy in general. Though the challenges of this unique environment are very real, the opportunities to develop as a fundraiser are significant. As we discuss in the following pages, all the major avenues for private fundraising (including major gifts from individuals, foundations, corporations, and government agencies) are appropriate for the academic library. There are opportunities to work in multiple environments, ones not

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Introduction

often available for other development officers assigned to specific colleges or departments. The typical small-shop of the libraries development office is an opportunity to grow professional skills. We set out approaches and case studies in this book, but building a strong relationship with the dean or director and strategic faculty and staff in the library remains integral to achieving success. Because of the nature of the cases for philanthropic giving to libraries, the development officer simply cannot work in a silo and raise the money that is needed. The position offers an opportunity to bridge the libraries to all areas on campus and thus be a model for collaboration across the university. Throughout this book, we discuss the challenges associated with raising private funding for university libraries and the different approaches to take when working with potential donors. We provide tips and best practices for donor prospecting and for introducing and engaging never-before library donors to the mission of the academic library. Highlighted topics featured later in this book include: ■

Special collections/archives—Special collections are endlessly fascinating to donors. Support can be general or focused on a specific collection. Opportunities include funding directorships and open access projects like digitizing and web archives. ■ New library buildings—Brick and mortar projects are always a great way to connect with nonlibrary donors ­ and recognize long-time supporters. Naming ­opportunities provide donors an opportunity to leave a legacy on campus or to honor someone. ■ Chairs and scholarships—Certain activities of the library or special initiatives are opportunities for faculty funding. Some donors like the idea of leaving a legacy behind at the

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■

■

■

■

university by attaching their names to something that will last forever. Cross campus collaboration—The library supports every college and department on campus in one way or another. By putting proposals in front of college-­affinity donors that combine the library with an academic college or proposal, library assets like resources and technology can create a more robust proposal. We discuss the importance of collaborating with faculty and other fundraisers and suggest how to cultivate those relationships. Sponsored programs—Library fundraisers need to create partnerships with the people on campus who are working on government grants to support research. While many of these grant dollars are not typically within the scope of university development, working together provides opportunities to align fundraising staff with faculty to help support their research and funding goals/projects. Partnering with staff in your Sponsored Programs Office will help both areas better serve the faculty, resulting in more dollars raised for the university. Information literacy/innovative learning—In this goldmine of opportunity, positioning information literacy and/ or data information literacy or innovative learning as you would position leadership is an opportunity to partner with any area on campus. Library events—Libraries are the most appropriate host for one of the most lucrative fundraising events – speaker series. The right author can be a celebrity event on campus. Though a sizeable investment must be made to book the guest, the event requires little else in financial or human resources. Another event worthy of attention is the libraries on-the-road concept.

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Introduction

Whether you are a dean, faculty member, development officer, or other staff in higher education, this book is for you. Our hope is that the information shared and strategies outlined in the pages ahead will shed new light on fundraising techniques, ignite your passion to work collaboratively across campus and with other units, and help you to increase your philanthropic dollars raised.

References Alexander, J.O., 1998. Fundraising for the evolving ­academic library: the strategic small shop advantage. J. Acad. Librariansh. 24, 131–138. Burlingame, D., 1994. Fund-raising as a key to the library's future. Libr. Trends 42 (3), 467–477. Casey, A.M., Lorenzen, M., 2010. Untapped potential: seeking library donors among alumni of distance learning programs. J. Libr. Adm. 50 (5–6), 515–529. Dilworth, K., 2015. Email survey with current DORAL members. November 21. Eaton, A., 1971. Fund raising for university libraries. College Res. Libr. 32, 351–361. Gonzalez, L., 2013. Private Philanthropic Trends in Academic Libraries. Chandos Publishing, Cambridge. Thompson, K., Jennings, K., 2009. More Than a Thank You Note: Academic Library Fundraising for the Dean or Director. Chandos Publishing, Oxford.

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1

Library culture 1.1 ­What is “The Library World”? We like to think of “the library world” as the realm in which library faculty and staff work and even live, surrounded by other like-minded library professionals. One of the first things you will learn when you enter the library world is that it is—in fact—its own world. A colleague from another university once asked: “Where in the world is my dean going all the time?” She found it nearly impossible to maintain regular meetings with him due to his busy travel schedule. What she didn’t understand is that library people attend many academic and professional conferences. There is a plethora of library groups divided into countless specialty divisions such as: public, academic, research, medical, technology, social media, informed learning, and collection ­development—and that’s only to name a few! This isn’t to say that library staff and faculty don’t collaborate on campus. Absolutely no academic division collaborates more than the libraries. But as is the case in any specific area of expertise or research, library professionals tend to hang out with each other. In all the various sectors of the nonprofit world we’ve encountered during our careers as fundraisers, we found library professionals to have some of the most dedicated ­professional organizations and well-attended c­onferences. Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 13

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It’s hard to imagine any other professional meeting where attendees perfectly combine ­ expert professional training with significant social experiences. It is important to understand them and to cultivate your place in the library world. Build the connections with the professionals in your organization, but also take advantage of the wealth of scholarship, training, and professional networking available in the library community.

1.2 ­A librarian plays many roles It is important to understand how the mission of the modern academic library is exactly the same as the image you have in your mind—only better! The way most people understand a library is as a repository of books. In the old model, a patron (with a little training or the help of a librarian) can find a book on the shelves or peruse the stacks and find something of interest. Pretty simple. When you put that model into a university context, you might imagine resources like books and journals with relevance for different areas of study being available for students and faculty, with or without the assistance of a librarian. The first problem is that even the old model is very limiting in defining the value of the library. What patrons even in early days probably never realized is that before resources even made it out onto the floor, they were carefully selected based on demographic information and the usage history of the population served. Some librarians never answer a patron’s question, but they are specialists in choosing appropriate resources. Other librarians working behind the scenes are experts in getting resources they don't have into their patrons’ hands when needed. Still other

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Library culture

l­ibrarians serve as the genius behind how all these resources are arrayed so that patrons may browse them easily. Forgive the simplicity of the above description, but it’s important to understand the various roles librarians play in the information process. These roles have not drastically changed in the library world over the years. What has changed is how resources are delivered. This is a good statement to put to memory because it will come in handy with older donors who grew up in the old model and think that everything has changed. It hasn’t, really. The difference now is that users rarely need to go into stacks of dusty journals from the past 40  years. Articles are delivered digitally through computer terminals in the library, through a student’s own laptop if it is connected to the library network, and through applications on smart phones. An interesting but serious barrier to people realizing the value of the library in terms of resources is that most people never realize that the searches they make in the campus network are more robust because they include resources provided by the library. Google is great, but it only provides open source resources and the science behind search is not always about the best or most appropriate resource. Scholarship under copyright and publisher-owned articles show up in campus searches because the library pays tremendous fees for licenses to make professional content available to students and faculty. Are you shocked? Most people are. As a student said, “I know I should know better than to say this, but oh my gosh, there is so much stuff, and they let you have it for free!” This is how you start to fall in love with the library world and find your passion for fundraising in the library environment. And the resource part is only the beginning—there is so much more!

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1.3 ­Positioning library resources to your donors Many higher education fundraisers and development officers lack an understanding of how fundraising unfolds in the academic library. Unless you are a library fundraiser, or work closely with one, you’ve likely never thought about how to sell the library to donors. Good news—resources, faculty and staff from the libraries can help strengthen your case with donors.

1.3.1 ­So how do you position library resources to a donor? The simplest answer is this: Connect the library resources and services to the donor's area of study or interest. For example, the chemical engineering alumnae who can’t wrap her head around why you’re talking about the libraries might be able to get on board if you talk to her in her world. Tell her about all the materials and expertise her professors leveraged to teach her classes. To the business major who views the library as simply a place to study, you talk about how the access to journals and databases to complete course work was made possible because of the library and the licenses it purchased. But it goes beyond mental associations for the major. Other concepts making the library meaningful to donors include concepts like information literacy, collections, preservation, and support for students, faculty, and scholars. By connecting the library with donors' interests, you start getting their attention. In the chapters ahead, we dive into more of the specifics and some of the main themes that resonate well with donors.

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1.4 ­Library space on a university campus It’s important to understand how integral the physical space of the library is within the university environment. There is a compelling response to a potential donor’s claim that “I only ever went to the library for the peace and quiet to study.” That value in itself is an opportunity to cultivate interest. Connection to space can be powerful and, therefore, developed for support. There is a reason beyond the evolution of the computer that library spaces look so different now than they did before, and it’s based on a tremendous amount of research. It is no accident that these spaces support and encourage quiet or focus or collaboration. The use of the space and the way space supports student success is an area of research in libraries. So before you let someone off the hook for an excuse like the one above, talk to them about the sophisticated design in library spaces that rivals the science and intention behind cutting-edge retail and corporate space design. As we delve into the specific means of raising money for the academic library, we want to help you as a higher-­ education fundraiser get a sense of the opportunity in this area. Although the process is complicated a bit by having to educate the donor before cultivation can begin, the libraries offer opportunities that can resonate with donors from any age group or discipline. For library professionals hoping to increase their knowledge about development, this perspective should be very valuable. Not only will it illustrate the very common failure among constituents to understand the full scope of the modern academic library, but it will help you see how the many cases for giving can be positioned to prospects. The first step is appreciating that libraries have

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missed the boat in many cases in the areas of communication tied to alumni relations and developments. There is a real need to play catch-up here, and through this book we hope to help that happen.

1.5 ­Bridging development efforts with library staff Before we get into our discussions about the various ways in which to raise funds to support the library, we want to acknowledge the common misconceptions that staff and faculty often have about the process. As a development officer working in the libraries, it is so important to build ­relationships with faculty and staff. By nature, many of those who choose to work in this field are hesitant to participate in fundraising endeavors. The reasons are varied but some common ones include an aversion to the very idea that libraries have to participate at all in fundraising. The mission of libraries is very much about equal rights by providing knowledge and technology to everyone, and some in this profession feel that private support should not be necessary to begin with. Another reason is often associated with a personal commitment to service. The passion to provide information to those in search of knowledge is so fundamental to many that they feel asking for money is a betrayal of that mission. Such barriers may undermine the development of collaboration between development and library staff, so it is important to assuage fears and recognize the good work that is going on throughout the library. It could also be h ­ elpful to remind library professionals that giving and r­eceiving support in higher education is a celebrated tradition in our country—one that other countries wish they had and ­often try to emulate (Thelin and Trollinger, 2014). It is not a

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Library culture

“bad thing” to solicit and receive support, and it is the job of the development director to cultivate the staff towards that understanding at the same time prospective donors are being cultivated. Finally, it is essential to understand and help others to appreciate that studies show “philanthropy has to be stimulated” (p. 145). Even though spontaneous giving does occur on occasion, for the most part people need to be asked. We are nearing the 400th anniversary of fundraising for higher education in the United States (p. 146)! We are passionate about development, the mission of libraries in higher education, and the opportunities we have identified to connect libraries to donors. We think library fundraising is a very special piece of higher education, and we think you will feel the same when you become a part of the library world.

A fundraiser speaks to an academic librarian FR:  I would love to learn more about what you and your faculty are doing in the academic library. As you know, one of the areas of my work is with private foundations to help faculty and program directors find funds for their research and programs. Is research taking place in the library? AL:  You’re going to love working with our faculty. A lot of people don’t realize how much research goes on in academic libraries, partly due to misconceptions about the roles of our faculty. In fact our faculty are doing significant research related to information literacy, data, management, learning spaces, curriculum development, and more. FR:  I had no idea! AL: Before we get into the specifics, let me tell you a little bit about the culture in the libraries and the mission that (Cont’d)

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i­nfluences that culture. The first thing you need to know is that the mission of the academic library is to get information to everyone—­students, faculty, and even the public. Librarians are passionate about disseminating information and making sure library users know how to properly evaluate information. FR:  As I’m building strategy with faculty and positioning projects to private foundations for funding, I see that funders often want to address the problem that a foundation has identified across multiple units, and to include areas of expertise—­ essentially fixing the problem from multiple angles. Do library faculty work directly with faculty in other units and departments across the university? AL:  Absolutely. They are doing this all the time. One of the challenges in libraries is that information specialists don’t fully take advantage of collaborating on proposals with faculty outside of the libraries. In their view, these collaborations are simply part of the service they provide, so they miss out on the opportunity to receive a portion of the donated funds. FR: The expertise in the libraries would be very relevant to many of the faculty and projects I’m currently working on. For example, I have projects with faculty collaborators in engineering and science, but we could use a specialist in information literacy who can help disseminate our findings. AL:  It’s even bigger than that. With the massive amounts of information and data that faculty and students encounter now, the libraries help the faculty navigate the information tsunami in order to increase the depth and breadth of their research. FR: Information literacy is starting to sound like an analogy to leadership development; we insert that in a lot of our grant proposals. AL:  Information literacy is definitely as important as leadership, and I’m really happy that you see it that way! The professionals in the libraries will be pleased to participate on any proposals you think could benefit from the expertise of an information specialist.

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­References Thelin, J.R., Trollinger, R.W., 2014. Philanthropy and American Higher Education. St. Martin's/Palgrave Macmillan, New York.

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Cases: Information literacy and informed learning 2.1 ­Information literacy Information literacy was introduced in the 1970s and has become the most important mission of libraries. The concept and how it evolved is integral to the role of a library fundraiser. There is a tremendous amount of scholarship on the topic, and this chapter touches on the highlights. Information literacy is the foundation for nearly every case for supporting the library, but it is not widely understood by those outside the information and education communities. In fact, most potential donors have never heard of it. It is shocking for those of us in the library and higher education sector to think that this is the case, but information literacy is a new concept to many. As integral to education and the professional world as it is, and as much as the academic library is the leader in this endeavor, information literacy has gone unnoticed by most university alumni. As a result, the first step in cultivating information literacy as a case for giving is to define it to donors. The second is to explain why it’s necessary. Only then can you position it for support. Information literacy is to the modern academic library what book and journal stacks, reference librarians, study carrels, and microfilm were to the library of the past. That Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 25

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is to say, it is the core of the library mission. In every sense including the design of library spaces, it is what informs decisions about collections, programming and services. The best news is that once donors understand what that is and why we have it, they might very well discover an unexpected connection to the academic library. That’s because information literacy goes far beyond student success and research to finding success in the world at large. The American Library Association defines it this way: To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information. (Behrens, 1994, p. 315)

Most donors (particularly baby boomers, who represent at this time the greatest philanthropic potential) will need to make a journey of discovery in order to connect to the concept. Shirley Behrens writes about the history of the concept and the factors that were the impetus of the creation of the concept in the first place. The challenge that prompted this new way of defining librarians' roles was the proliferation of information that began in the 1970s. Further, there was concern that the media, having so much more information to convey within the existing parameters of space and time, were making unguided choices about what they were communicating (p. 310). So the first concern was that the public should be made aware that what they were hearing leveraged only a fraction of available information. Information professionals hoped that this awareness would encourage people to do their own investigation. The second concern was that the public needed to be taught to evaluate whether the information encountered

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Cases: Information literacy and informed learning

was relevant and reputable. A succinct term for the concern at this time in libraries was what Cees Hamelink, a mass communications consultant in the mid-1970s, called “pre-digested explanations” (p. 310). The history of how the concept evolved is compelling on its own. Bridging that history to the way it is being leveraged in your library becomes a case for support. Let’s take a step back for a moment and put information literacy into context for the fundraiser and donor. At the early stage, libraries were the one industry that recognized the consequence of rapidly expanding information and the responsibility of individuals to make sure that what they were being told was the full story and the correct interpretation. The next big leap began in the 1980s with the emergence of digital information. In 2010, Eric Schmidt, Chief Executive Officer of Google, told an audience at the Techonomy conference in Lake Tahoe, California, “Every two days now we create as much information as we did from the dawn of civilization up until 2003” (Siegler, 2010). This explosion of information in the last 30  years is truly phenomenal. As a result, William Demo warned in 1986 that “only people who possessed the necessary skills would be able to benefit fully from the information age” (p. 312). For fundraisers in the academic library, this emerges as the single greatest case for philanthropic giving in the library portfolio. It also expands the concept of the academic library beyond campus improvements and support for students and researchers to a mission that impacts the world at large. For donors with a passion for their institution, it is compelling to think that their beloved institution can have such an impact. Once you are able to get this startling truth across to potential donors, the next step is to identify the specific areas, collections or programs that are furthering education and training, creating not only campus impact but global impact.

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From those options, you may align one or two areas with their personal giving affinity to position their giving into something tangible and meaningful to them.

2.2 ­Education and student success Students who are taught information literacy get a broader understanding of their subject area, are more successful on exams, and interact with information beyond their specific area of study. Donors can support the information literacy and informed learning programming in libraries or sponsor student awards related to information literacy.

2.3 ­Curriculum development/ informed learning Library faculty who specialize in information literacy are working with university faculty to integrate it into the curriculum. One thing that often goes unnoticed is the need to help subject matter faculty learn how to teach information literacy to their students. Many academic libraries partner with the provost office to mentor and train faculty across campus. Donors can support programs to train faculty or sponsor library faculty positions that specialize in information literacy and training for informed learning.

2.4 ­Career readiness Corporations and professional organizations have come to universities and asked them to better prepare students for the workplace by integrating information literacy. While

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Cases: Information literacy and informed learning

graduates are often strong in tangible skills, their lack of competence with information is becoming a challenge in the work environment. Donors can support programs to train faculty or sponsor library faculty positions in order to boost the university's ability to deliver career-ready graduates.

2.5 ­Specific areas of study Each area of study has its own version of information literacy as it relates to learning goals and the practice of the profession in question. Donors can support programming for information literacy at their college or department.

A fundraiser speaks to an academic librarian FR:  Information literacy is something I hear you and library faculty talk about a lot. How do we best position it to donors? AL:  I think most donors can appreciate not only the massive amounts of information and data that exist in the world today, but also how technology has changed—and continues to change—the way students learn. What the libraries are doing is integrating resources and new technology into the learning experience. FR:  So, is this happening in a class that is taken at the library? AL:  No. It is not an academic library course. It is actually taking place in courses all over campus. In addition, some of our library subject-area specialists teach in academic colleges across campus. FR:  Can you give me some examples? (Cont’d)

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AL:  It’s not uncommon for a librarian to work with a faculty member from another college to restructure a course curriculum so that students have the opportunity, as they’re doing their coursework, to work with data sets and large collections so they learn how to search and find appropriate information and also to evaluate that information for reliability and relevance. FR:  So you’re saying that by making information literacy a holistic part of the learning experience, students are more likely to strengthen their skills and understand their area of study better. AL:  Yes, that's what we mean when we say “informed learning.” It’s about expanding the learning experience beyond the classroom text and lecture to include more robust exposure to the students' topic areas. Another added benefit is that it teaches them how to do quality research. And finally, in an informed learning scenario, they are doing it all with emerging technology and peer collaboration, something they will need to know how to do in the professional environment. FR:  So, faculty in the libraries are not just providing resources for the students, but they are also part of the teaching that takes place throughout the university.

­References Behrens, S.J., 1994. A conceptual analysis and historical overview of information literacy. Coll. Res. Libr. 55, 309–322. Siegler, M.G., 2010. Eric Schmidt: every 2 days we create as much information as we did up to 2003.

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Cases: Archives and special collections In a time when libraries are becoming more about technology and digital resources, the archives and special collections appeal to donors with a special interest in history and fond memories of their student experience. Even if your university has a museum or historical collection housed separately from the libraries, there are ways to align them. The archives are the secret weapon in libraries. Thanks to Hollywood and Dan Brown, the American author who is best known for his 2003 bestselling novel The Da Vinci Code, most people have at least a passing fascination with the idea of archived papers and artifacts. Even someone who never so much as pulled a book off the shelf has some concept of the value of collecting and preserving precious artifacts and records. For a development officer in the library, the strategy is to figure out exactly what stirs the potential donor's fascination. University archives have diverse missions regarding the collections they develop and preserve. However, most were initially created as a repository of papers and items related to university history. This collection is an appropriate introduction to any alumni of your institution. Also, it is a way to begin to develop an understanding of resources in general. The sooner you begin to develop the concept of resources ­beyond Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 31

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books on shelves with prospects and donors, the better it will help them comprehend the full scope of mission and service in the modern academic library. As with any discovery visit with potential donors, the conversation begins with questions about their student experience. Development professionals are trained to ask about activities and memberships. We know to guide the conversation in such a way that it encourages them to talk about their student days. Recalling specific moments in history on campus, or even in the nation and world, can bring nostalgia and a stronger sense of affinity with their alma mater. Baby Boomers (people born between 1946 and 1964) are currently at the pinnacle of their philanthropic giving and can speak personally about their experience during some of the most important events in modern history. At our university, we boast the highest number of astronauts ever flown into space. In fact, the first man to step onto the moon, Neil Armstrong, was a graduate of our university. As a result, it is not uncommon for fundraisers across our campus to discuss him or the lunar landing or the Apollo Mission. Introducting an archive with wide appeal is a great way to begin to cultivate a donor for the library. Every archive has something special that can be leveraged in this way. Even if it’s a collection of historical football uniforms, there is a personal tie to a potential donor who was a student during the time those uniforms were worn or to another who is simply fascinated with the history. The challenge we face as fundraisers is to find that connection and leverage the emotional response to help bridge the gap between the ­donor’s wishes and the university’s needs. Because philanthropic giving is a personal choice

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Cases: Archives and special collections

that is made in part ­because of an emotional connection, it is important to keep digging to find it. In this manner, the archives will always come through to help engage donors with the libraries. Another way to leverage archives is to identify a unique collection. Often these collections come about in strange ways, for example through bequests by alumni. One of our favorite examples of a unique collection is the Comic Art Collection at Michigan State University Libraries. Such a unique collection has the potential to engage donors from outside the institution. There are not only millions of comic book readers and collectors around the world, but also comics researchers (https://www.lib.msu.edu/spc/ collections/comic/). With a unique collection, your prospecting parameters expand dramatically and can take you in interesting directions. Emily Silverman, a libraries development officer at University of Massachusetts Amherst, writes about the need to provide an opportunity for donors who want to support collections in an era where much talk about libraries has to do with technology (Silverman, 2010, p. 71). In their final chapter about the future of libraries, Steele and Elder (2000) suggest that, as technology becomes an ever-increasing focus for fundraising, to those who prefer the traditional model of libraries, “…special collections may become more ‘special’ than ever before” (p. 126). Archivists are wonderful partners in building a relationship and making a case for funding with potential donors. On the one hand, if empowered with a development strategy, they can identify potential supporters at conferences and events that align with a particular collection. Archivists move in special circles dictated by their collection and archiving specialties. The university archivist and archives staff

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can and should have a big role in the cultivation of donors. Not only are they the keepers of knowledge on so many ­interesting topics related to the collection, but also, because oral histories are such an important part of their mission, they are master conversationalists. Archivists are spectacular in the meeting setting because, by nature, they are truly interested in learning about the donor. Their investigative skills are like nectar for donors who get the opportunity to talk about their connection to the university, its history, and the topics of a particular collection. Nothing connects a donor more to a mission than finding a personal connection, and professionals in the archives are always interested in hearing donor stories. Engaging with archivists at your institution will prove to be a fascinating experience that is not only enjoyable, but also helpful in your career as a fundraiser. Part of building the case for archives to donors is helping them understand how the different academic areas within your institution utilize artifacts and collections in the archives. Many scholars work regularly with the archivists and use artifacts and personal papers in their research and scholarship. In addition to obtaining unique collections, it is not uncommon for university archivists to work with the professional papers of notable alumni. These are some of the most heavily used collections. Measurements of research requests for heavily used collections make a powerful case for support for many donors, whether they be individuals, companies, or foundations. Another donor opportunity is building the bridge between donors and a collection that is meaningful to them. Examples we’ve seen receive financial support are those featuring previously underrepresented or underreported demographics. For example, collections related to notable female graduates or underrepresented minorities are a

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Cases: Archives and special collections

great way to engage alumni who have a passion for equality. Former members of the marching band may want to support a photo digitization project for historic band photos and performances; and engineering alumni may want to track the successes of their inventions and patented materials. Not only are archivists interested in getting support for collections they currently have, they are also interested in establishing new collections they may not even have heard of. As a fundraiser, you can be a partner with the archives by identifying not only potential donors but contributors to the collections. The relationship with the archivist is crucial to fundraising success. This truly is the one area in the libraries that is the “easy sell” to donors once you understand what exists and what the archivists would like to establish in the future. We recommend a regular meeting with the university archivist to stay up to date on what is being collected and what is being sought. This evolving list should be communicated to all development officers on campus. The archives offer a seamless segue in the cultivation process for all fundraisers on campus. There is no greater compliment to donors than to ask if the archives of their university might house their personal and professional collections in their name. Resourced with collection priorities, the entire development staff can assist the archivists by collecting for the archives while leveraging the process for a monetary gift in their development area.

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Success story Celeste Guzmán Mendoza Director of Development LLILAS Benson, University of Texas at Austin LLILAS Benson, Latin American Studies and Collections at UT Austin, is a partnership between the Teresa Lozano Long Institute of Latin American Studies and the Nettie Lee Benson Latin American Collection. LLILAS was established in 1941 and has granted more than 2400 undergraduate and graduate interdisciplinary degrees. It is the highest ranked Latin American studies program in the United States. The Benson Collection was founded in 1921 and is the largest collection of Latin American focused materials in the country, second only to the Library of Congress. Our two entities have resided in the same building since 1971; therefore our alumni and library patrons experienced them as one. Many do not distinguish between the two. Thus we have a joint fundraising program. We have an alumni relations program, annual giving, an Advisory Council, and a major gifts program. We asked one major-gift prospect alumna of our undergraduate program to speak at our graduation ceremony in our ­building—actually in the library conference room! About 6 months later, with some cultivation work on my part, she gave an initial gift to a student scholarship. After continued cultivation, she provided us with a major gift to support a key acquisition for the Benson Collection. This happy event was a perfect example of how a ­degree-granting program and a collection can collaborate to raise funds for our joint purpose of supporting Latin American studies on our campus.

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Cases: Archives and special collections

Success story Women’s Archives at Purdue University Traditionally an engineering and agriculture science university, Purdue was predominantly male for much of its early history. When women were finally admitted, they were restricted to study only home economics and could not even live in housing in the same town as the university. The integration of women at Purdue is a rich history with famous names including Amelia Earhart and Lillian Gilbreth. But there are countless women from Purdue who pushed through barriers and achieved the kind of success that set the stage for the diverse and dynamic university we see today. When the university received a gift from the family of Amelia Earhart to add to their archives, it created an interest in collecting papers and artifacts from early female students and supporters of women’s education. This early effort soon blossomed into an archive that continues to inspire new collections from former female students and faculty and enjoys a robust research usage. No longer simply a collection of materials related to notable alumnae, the Women’s Archive at Purdue holds papers and artifacts from women throughout its history with achievements and recognition at every level. They include drafts of important legal briefs, notebooks of early theories that became major scientific breakthroughs, and love letters between co-eds who went on to celebrate golden anniversaries. Gifts come in the form of annual funds from hundreds of university alumni, and large gifts have named the archive and funded the position of an archivist. There is an annual award to a woman selected because of her support through efforts to bring in collections or financial support, and these events always feature new opportunities to engage donors. The university press has partnered with the archives by producing a series of histories on women whose stories are interesting and inspiring.

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  Successful Fundraising for the Academic Library

Success story Samuel T. Huang Curator, Rare Books Collection Department of Special and Area Studies Collections George A. Smathers Libraries University of Florida I have been working with a particular donor since the first day I arrived at the University of Florida. During my tenure as Associate Dean for Development, I submitted a proposal to this donor to endow the position of Curator of the Baldwin Library of Children's Historical Literature at the University of Florida. Four years ago, my dean and I paid a special visit, and the donor rejected our proposal. I believe that when a donor declines, it does not mean he or she will say no forever. As a fundraiser, you cannot stop cultivation and stewardship when donors do not respond to your request. It may simply have come at the wrong time. Just recently, this particular donor called me and informed me that he is willing to move forward to accept our proposal. My years of experience in the development field has taught me that once in a great while special people (who happen to be donors) come into our lives and become our long-time friends. I never stop getting in touch with my former donors even though I am not in the field of development any more. I always remember special donors’ birthdays and special occasions in their lives by sending an E-card or calling them.

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Cases: Archives and special collections

A fund raiser speaks to an academic librarian FR:  When I think of archives and special collections, I think about a university museum or collections that have been established and donated by alumni or friends of the university. I’m not sure most people understand the depth and diversity of these cases for giving. Can you explain a little more about donor opportunities in the archives? AL:  Most donors also see the archives as a repository of university history. This is actually a very good way to bring up the subject of the archives with donors. We collect old photographs, university memorabilia, and important documents that tell the story of the history of the university. Where the archives then expand is through the donation of personal, often professional, collections from alumni. When those are entered into the collection, they create special focus areas that an archive uses to distinguish itself from other institutions and engage with users outside the university community. FR:  You mean like “air and space and engineering”? AL:  Exactly. At our university, because of our many engineering graduates and our many alumni who were part of NASA, we have built very strong collections in these areas. These have expanded to become large collections of items from people even outside of our alumni base because of the reputation growing from those initial donations. All university archives have a particular area of expertise or focus. FR:  I’ve heard about academic libraries that have odd collections, like the comic book collection at Michigan State. AL:  This is an example of an alum donating a unique personal collection in a bequest to Michigan State in order to preserve the materials. The thing about these special collections is that they offer an entirely new opportunity for seeking funding that goes beyond the alumni base to others out in the world who have an interest in a special collection. (Cont’d)

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FR:  It’s important to add that the key would be to know what you are strong in at your university and to strategically share information about that strength with your alumni and potential donors. AL:  Yes, with unique collections, there’s an opportunity for the development officer or academic fundraising lead to look beyond the traditional alumni base and cultivate people not connected to the university in any way but who have an affinity for a specific collection. FR:  If they are not alumni or friends of your university, how do you find them? AL:  One way is to research who is funding similar collections in other archives and museums. The other way is by networking at conferences. FR:  This is an important reason why building strong relationships with faculty is important and can be the key opening up your prospective donor pool by tapping into their professional relationships and colleagues. AL: Also, these donors are often researchers themselves. Often, they are using these archives, so it’s important to have information in front of them at all times about specific areas where funding is needed. FR:  I think we agree that having a development message ready to share with not only prospective donors but also users of these collections ensures that you don’t miss an opportunity to cultivate support.

­References Silverman, E., 2010. A place for books: fundraising for collections. Bottom Line 23 (2), 70–73. Steele, V., Elder, S.D., 2000. Becoming a Fundraiser: The Principles and Practice of Library Development, second ed. American Library Association, Chicago.

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Cases: The university press Not all universities have a press and not all presses reside within the library. However, if they do, they represent another great case for philanthropic giving for the right prospect. There are two ways to think about the press in terms of philanthropic support, depending on the specific structure for each university. Broadly speaking, most university presses will be divided on some level between what is considered “scholarly publishing” and publishing for the public. Most alumni and prospects really don’t understand what goes on in a university press. Many won’t even be aware of it at all. If they are, the common assumption is that the university press publishes the work of faculty on campus. As a general rule, that is actually far from the truth. Most presses have a defined specialty depending on the journals they hold or an area of expertise at the university. To begin setting your fundraising strategy for the press, it is important to investigate its list of publications to determine areas of focus or trends. Pay close attention to book series or journals. For example, if the press publishes several journals on nursing-­ related scholarship, nursing alumni start to emerge as potential donors in your prospect pool. In the case of journals, gift funds can be created to supplement journal production. Even better is a book series. Books are more compelling to donors than scholarly journals in most cases, and sponsorships for Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 41

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volumes in a series with a meaningful alignment can be an interesting opportunity that appeals to some donors. The university press is an area that is beginning to get funding from donors interested in managing the massive amounts of information that are being collected due to digital communication and publishing. Because these presses focus primarily on scholarly publishing, they don’t necessarily compete with mainstream publishing. However, due to the way mainstream publishing has influenced the market, it’s more important than ever for university presses to deliver their products in a similar fashion. Mike Scutari explains, “The proliferation of digital technology has created a seemingly limitless amount of information at our fingertips. It has also created a bunch of white noise. This problem is particularly acute in the university publishing world, as publishers try to compete with for-profit houses to attract ever-distracted readers glued to their iPads, Tablets, insert-digital-white-noise-device-here. It's too much to process.” (Scutari, 2015). One of the best opportunities to engage donors in press projects is university history or projects about notable alumni. These are the kinds of projects that some presses will do as a part of their publishing strategy or sometimes as a one-off to celebrate a historic moment or anniversary. They offer a good opportunity to engage a large community without a publishing affinity but with a strong interest in the subject matter and the product. A project focused on a historical figure tied to the university may provide an opportunity for a single donor with a strong interest in the subject or history in general. In many cases, an author of such a book may very well be a graduate of the university and have an existing pool of supporters who may be willing to invest in a book project. This is an opportunity for a major gift or even a collaborative gift or donor circle. For large, universitylevel publications, a well-publicized crowd-funding campaign could be leveraged to cover the publishing overhead 42

Cases: The university press

and go far to promote future sales once the work is ready for distribution. Another aspect of a typical university press is the digital repository. If your press has one of these open access collections, it is a way to engage alumni who have alignment to the subject of the collection. This support is positioned much like any other collection opportunity. Often repositories are corporate resources. They may be records from professional associations, multiyear data collections for a specific topic, or journal or newspaper publications. Whatever the focus of the collection, these can reach beyond the alumni pool into a professional community or other stakeholder group. For libraries, access to information is at the core of their mission, so providing resources for free, beyond the scope of the university environment, is not only an important service but one that illustrates the larger value of the academic library for the community at large. The open access position is powerful for donors. In the world of scholarly publishing, scholars are often required to pay high costs for downloads. This is a highly debated issue in the library field and something that the large foundations funding higher education are becoming more interested in. The case for giving in this case is assisting universities in finding solutions to making scholarship and research more accessible and less costly for researchers.

Success story Yale University Press The Andrew W. Mellon Foundation awarded an $840,000 grant to Yale University Press in 2015 to develop a way for users to be able to digitally access publications in some specific collections. In order to fulfill the education mission of the press, (Cont’d)

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this grant goes even further by supporting the development of a customizable portal that allows researchers and instructors to create their own collections with additional assets like art or photos for their research projects or to support classroom instruction. Even more important is the fact that the grant allows access without a fee. For researchers and students, these resources are now more accessible than ever before. (Scutari, 2015)

A fundraiser speaks to an academic librarian FR:  The university press is another excellent opportunity for soliciting support for the academic library. Many new fundraisers in the library may not fully understand what the university press does. I’ve heard colleagues confuse the university press with the university marketing and media office. AL:  Agreed. Unless you’ve worked with colleagues in the university press, you may not understand what they’re all about. If you don’t understand what they do, you certainly can’t position them for gifts with donors. FR:  So what exactly do they publish in the press? AL:  All are different, of course, but the first way to talk about the press with donors is to get them to understand the similarities between a university press and a regular, mainstream press. Just like a regular press, the university press publishes books. So the most logical opportunity for donors is to support a book publishing project, and that is especially helpful if they are working with authors who require a retainer before they write a book. FR:  What kinds of books are published at a university press? AL:  At our press, one of the most popular projects for donors are books about university history or state history. They have also supported biographies of famous alumni. FR:  What about scholarly publishing? (Cont’d)

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Cases: The university press

AL:  That is, of course, the main mission for a university press. As you well know, having worked with faculty for many years, having research published is the goal of all researchers working in the university environment. University presses often focus on a particular area of research and solicit research proposals for projects. FR:  So it isn’t just your own faculty who are published in the university press? AL:  No, in fact, they probably publish more outside the university community than inside. It just depends on the topic. Faculty are aware of presses that publish in a particular area, and they will propose projects to the appropriate one. Most university presses own a collection of academic journals that fit a particular area of expertise and take proposals from researchers for those publications. FR:  How viable is it to cultivate donors for those journals AL:  Probably not as popular a case as a book about university history, but some journals are funded by endowments from donors who have a passion for the topic area. FR:  This is another example of the need to work very closely with the press director to understand the goals and strategies so that you can be a good advocate for the financial needs of the press as well as understand the kinds of projects they are hoping to fund. Are gifts-in-kind ever appropriate for a press? AL:  One area of emerging publishing is the scholarly repository. These are collections of published materials that are provided on an open access platform. Depending on the topic, presses are certainly looking for materials to add to these repositories. A donor who is willing to donate documents for open access would be a great gift-in-kind opportunity for the press.

­References Scutari, M., 2015. What's Behind Mellon's Big Give to Yale University Press. Inside Philanthropy. http://www.insidephilanthropy.com/home/2015/1/22/whats-behind-mellonsbig-give-to-yale-university-press.html (22 Jan 2015). 45

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Capital projects and renovations New libraries and library spaces are a great case for engaging donors for one big reason: naming opportunities. In their book about philanthropy in higher education, Thelin and Trollinger (2014) explain that a lot about giving to universities is about supporting what donors see as historic to an institution (p. 3). For a relatively young country, our universities are historic places that often have beautiful architecture and hold important collections and artifacts. The academic libraries have a very strong opportunity to cultivate donors based on this identified affinity with history. This is one opportunity that really turns the old argument that libraries have no constituency on its head. The “keeper of history” combined with an affinity for named spaces is a great case for giving to libraries. They are the one place on campus where all students and faculty engage on some level, and donors who like to name spaces understand that a library is going to get more traffic than any other academic building on campus, creating more visibility for their name. Additionally, naming a space in the academic library is an opportunity for diverse interests and can appeal to a wide variety of alumni from schools and departments across campus. Central buildings like the library, student union, or Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 47

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football stadium, for example, are the structures on campus that all students identify with as a symbol of the university, and they are the structures most often featured in university branding. The academic library serves as a strong representation for the student experience at your university. This is great news for libraries, but it can also create challenges for the often lone libraries development officer or academic lead finding himself or herself competing with other academic units for support. First and foremost, it’s important to receive permission to approach all alumni, and establishing opportunities for collaboration with colleagues across campus is crucial for protecting professional relationships. As the one unit that does not have graduates, the library risks having its system-wide building campaign seen as an infringement on departmental areas of cultivation. Just make sure that a strategy for this scenario is part of a larger scenario with participation from the library, development, and the university to ensure optimum opportunity while avoiding confusion and conflict. Capital projects are a way to build long-lasting partnerships; and large campaigns are an opportunity to inform colleagues about the library services and programs and develop donors to support their college or department by supporting the resources, technology and spaces that support learning and research in that college or department. Most university development divisions have a strong structure for managing capital projects and major renovations. For an individual fundraiser, the opportunity to raise money to build a major building on campus may never come in the entire career. Raising the funds for a major construction project is a rare and valuable professional experience. A building campaign is a tremendous opportunity to make an impact in your organization and to increase your academic fundraising experience.

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There are elements in this kind of campaign that are unique in development, and this is the kind of project that garners interest among all kinds of donors including individuals, corporations, and even some foundations. Although donors may be attracted to the academic library during this time merely due to the naming opportunity, there is an opportunity to build a relationship with them after their gift and cultivate them beyond the capital campaign. Interests can shift with time, and there is always potential for a donor’s philanthropic priority to transition into a stronger connection to the library if stewarded properly. While stewardship is always an important step in major gift fundraising, the impact of stewardship is greatly heightened with donors of named spaces in capital projects. By definition, these are often high capacity donors. Most building development strategies are designed for what the university considers principal gifts. Although the motivation may be honoring a family member or memorializing their time at the university, the cultivation of these donors for the academic library begins the moment that gift is made, no matter who closes the gift. It is very natural for the library dean to want to get to know these donors and natural for them to engage with the mission of the library as they start to understand the role it plays in scholarship and research throughout the university. Renovations of libraries and spaces can be modeled in a similar fashion and should always be leveraged for cultivating donors. As renovations are budgeted projects, they may not be considered candidates for fundraising. Never miss an opportunity to connect a prospect through a naming opportunity! We recently spoke to a colleague who told us about a capital renovation project that failed to attract interest from donors. In this case, the renovations were done first and then presented as an opportunity. Unfortunately, this is an example of not understanding the motivations of potential

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donors. While it is often true that donors are attracted to a naming opportunity in order to leave their name behind as a legacy of their connection to the university, Thelin and Trollinger (2014) explain that one of the two most common motivations for giving to higher education is an interest in reform (p. 172). Many higher education donors want to be a part of positive change and improvement, so they need to be approached before the change begins. The cultivation should be positioned as a partnership in making things better for students, learning, and research. Finally, don’t underestimate the power of a campaign for those who may never have given before and those who don’t even participate at all. A system-wide capital campaign isn’t just about the giving; it’s also about disseminating the academic library message to a much larger stakeholder group. Part of the power of a campaign is the repetition of a message and helping people understand the value of the academic library. Cast your message far and wide!

Success story Cathy Gatchel Vice President of Development and Marketing The Honeywell Foundation, Inc. Former Director of the Annual Fund for Manchester University During my time at Manchester College (now Manchester University), my colleague Timothy A. McElwee, PhD (former Vice President for Institutional Advancement) was the point person working with key representatives from a homecoming reunion class making a large gift commitment to Funderberg Library to help us make improvements to the library. After getting a few good initial gifts, the campaign stalled. Our concern was that we would come up short and not meet our goal. I suggested (Cont’d)

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that we resolicit the entire class for the remainder balance, asking everyone for their “share” of what remained. It came out to $28 per class member. We then sent a letter and followed up through Phonathon (our student annual fund solicitation drive). It worked. Not every class member gave $28, but because the solicitation was low, many stepped up and gave more. To me, this is an example where we successfully invited all to participate in a way that made it very difficult to say no. This gift earned the class a permanent recognition plaque!

Success story Alicia O. Redinger Development Director Marian High School Marian High School in Mishawaka, Indiana, was celebrating its 50th anniversary with multiple planned events taking place throughout the year for students, faculty, staff, parents, and alumni. Our longtime principal, Carl Loesch, had recently been promoted to Secretary of Education for the entire diocese of Fort Wayne-South Bend. School board members wanted to renovate our library in honor of Carl and his entire family's dedication to Catholic education. About 60% of the renovation was pledged from school board members and other close friends for the surprise reveal to Carl. The remaining funds were solicited through a “Past Due Notice” themed library appeal picturing original yearbook photos of the library and current pictures where not much had changed. The theme of the appeal tied into Marian’s 50th anniversary and carried through to describe each physical item that needed to be “renewed” within the library. The remaining funds were raised primarily through gifts smaller than $250. We received a few wonderful notes along with donations from alumni whose parents had volunteered in the original library and whose families had given many years ago to update the library’s collection of books.

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Success story Wilmeth Active Learning Center Purdue University The Wilmeth Active Learning Center at Purdue is set to open in fall 2017 and will combine six previously independent libraries in the areas of hard and social sciences and engineering. The facility represents not only an appreciation but a commitment to the concept of the library as the foundation for academics on campus, and many university classrooms will exist in this building. Fundraising for this major building project was broad and included strategies for all university stakeholders including state government, alumni and friends, private foundations, and corporations. When fundraising first began for this major capital project, the central development office assigned a specific development division to lead the fundraising efforts, recognizing the need for more support for the small fundraising staff in the libraries in order to make the campaign a success. Not only did this collaboration assist the development team in the libraries, but it brought recognition to the larger division, where all fundraisers were kept abreast of activity and could be engaged in sharing the message and cultivating their donors. The University Initiatives team worked alongside the Libraries Development team, and many of the gifts were secured with a case for a named opportunity on campus. Many donors at the highest level never learned about the mission of the library or the services and programs it provides students and faculty until the stewardship phase of the gift. However, the largest gifts by far were made by long-term, dedicated library donors, many of whom have served on the Dean’s Advisory Council. In an exciting end to a very successful fundraising campaign, the goal was hit during the annual one-day giving event with small gifts averaging around $25.

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A fundraiser speaks to an academic librarian FR:  Capital projects can involve new facilities or the renovation of existing spaces. They are the perfect project to market to alumni or prospective donors who don’t necessarily have a strong affinity for the academic library, but it appeals to them to name a space in a central location on campus. AL:  The library on campus is an iconic university building to alumni and students. Whether or not they used the library, everyone is aware of it and has probably set foot in it at least once during their academic career. FR:  This is also the kind of project that donors who have supported the library in the past tend to really get behind. AL:  So true. Nothing inspires people more than seeing a building rise up from the ground! A capital project or even a renovation is a way to mobilize and increase the level of giving for all donors who have supported the library for years through annual giving, and especially for those who have served on academic library advisory boards. These individuals are typically very close with the dean. FR:  For them, it is a satisfying experience to see the library increase its exposure and create numerous discussions about its value. AL:  Even renovations need to be approached like a campaign. As you suggest, a physical structure or major transformation of a space is a great story and one that should be leveraged to generate the maximum impact possible in terms of philanthropic giving. FR:  Exactly! It also inspires development officers and staff and is a great occasion to inspire and engage the internal library community. AL:  Yes. With all the opportunities for presenting that occur in a major campaign like this, faculty get the opportunity to talk about their research, and staff get to talk about collections and space design. (Cont’d)

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FR:  It is a way to pull in all the assets of the academic library and celebrate not only the mission, but also the important work going on with students, faculty and scholars. A philanthropic capital gift for a new facility or space provides many opportunities for donor recognition. AL: Absolutely, that is the time to think about design and placement of donor recognition (walls and plaques for named spaces). A space-related project can stretch well beyond the traditional library donor. There are always alumni interested in leaving their mark at their alma mater, and with the library serving as a central facility on campus, there is an opportunity to solicit gifts from donors and prospective donors who may have otherwise never even thought to give. FR:  Stewardship of that gift is also extremely important. Failing to recognize the importance of stewardship in the process of securing major gifts is a huge mistake that can be detrimental to long-term strategies and relationships with donors. It’s not only the ethical thing to do, but it provides the opportunity to further cultivate the donors later. Never miss an opportunity to effectively steward donors for gifts of all sizes. You never know where your next major gift may come from.

­References Thelin, J.R., Trollinger, R.W., 2014. Philanthropy and American Higher Education. St. Martin's/Palgrave Macmillan, New York.

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Cases: Resources and technology Librarians have the greatest need for information resources and technology, yet those needs are typically the most difficult to fund with private dollars. Although the academic dean or department head may be attuned to these needs, most development officers aren't used to thinking about how to position compelling cases for resources and technology to donors. Furthermore, most higher education fundraisers may not appreciate that technology in the libraries benefits everyone across campus. College- or unit-based technology is only available to students in these areas of study. In the libraries, this same technology is leveraged for all. Resources and technology can be made interesting to a variety of prospective donors if they are messaged in a way that resonates. Learning to speak a donor's or prospective donor's language may be the single most important strategy in development. Resources and technology can initially seem like a pretty boring case for giving. It's true that they are crucial to the libraries and to students and scholars, but they must be messaged in a compelling way to gain interest from potential donors. For example, instead of asking for a financial gift to support the “Resources and Technology in the Libraries” ask for a gift to the libraries that will align important research Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 55

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and emerging technology to the entire student body in a central location on campus. Explain the potential of liberal arts majors integrating technology in their studies or engineers working alongside arts students in the same lab. By making the solicitation more appealing and exciting, you are more likely to receive the support you seek. For this often challenging case, it's important to build a strong strategy with supporting materials to make the case easy to message. Building a case for resources and technology in the academic library is similar to building a case for collections. Such cases need to be packaged in such a way that they have interest and value to a prospect. Prospects with an affinity for technology might be interested in funding technology in the libraries. The argument here is that the technology they value will be available to all students, not just those in a particular college or major. As a result, students who encounter technology in the libraries may be able to pair it with their own interests. Digital humanities are an example of a pairing of technology and liberal arts. The pairing of technology and art is another; and all scholarship is supported by technology that helps with data management, a growing specialty in university libraries that has splintered off from information literacy. Information resources may be approached in the same way. The first thing to understand about resources, however, is that most people, even on campus, do not understand this part of the libraries even though it is the element that is most utilized. Resources for the academic library include book collections of course, but most resources are digital. Acquiring and providing access to resources is the “heavy lifting” without which higher education could not exist. When a student consults “the stuff in the library” via his or her smartphone, he or she is benefiting from a long chain of events: Librarians identify a valuable source, negotiate with the publisher for

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Cases: Resources and technology

a license, mount the material on the delivery platform, and maintain the search interface that lets the student type in a few keywords and receive a hit list of matching articles, white papers, data sets, etc. What many may not fully understand is the huge expense associated with academic information resources. Libraries spend millions of dollars each year in licensing fees to provide these resources to students and faculty, but many of those beneficiaries aren't aware of that fact. It comes as a surprise to many users when the content budget of the library is mentioned. No, the “stuff in the library” isn't free. It could be argued that the librarians and the IT specialists in the library have done themselves a disfavor by making a search in the library databases resemble an internet search! The cost of resources is probably the biggest frustration for libraries (academic publishers routinely raise their prices by hefty percentages each and every year). Librarians worry more about paying for content licenses than just about anything else. In some cases, when the budget cannot accommodate the full lineup of databases, some resources must be eliminated. For librarians, the idea of actually cutting out resources is devastating. Removing resources limits research and limits learning. Publishers, being in business to produce a profit, are unmoved. Without diving too deeply into a discussion about university budgeting, the annually increasing costs for resources in the library are often unknown to the staff in the budgeting office. Unless the librarians have educated the budgeting office staff regarding the size of the annual increase, they are held to the same static budget year to year, with the predictable result that resources must be cut. Some academic libraries choose to compensate for the increase in resources costs by reducing line items for other expenses. All this is to say that if you integrate academic information resources into

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your presentation to prospective donors, you will win the hearts of your colleagues in the academic library. A natural way to package resources is to align them with an area of study or a particular college. One library fundraiser we know once spoke about a strategy to convince university development to attach a resource stipend to every faculty chair named on campus. That's quite a challenge to achieve, but it would be great for the library, and it is beginning to happen at universities. In the meantime, resources and technology are great cases to present on discovery visits with prospective donors. Helping them understand how the resources in the academic library support their college or department is an effective way to engage them. Working with the collection development staff to identify and clarify the value of specific resources is a good way to prepare to meet with prospects. Another way to work resources into a gift is to work with a colleague in an academic college. This requires education about the library to internal constituents (a topic of a later chapter). It is very important to position library resources to colleagues across campus and to help them understand that these resources represent opportunities to enhance cases they are putting before their prospective donors.

6.1 ­Learning commons Another way to position technology and resources in the libraries to prospective donors is through the physical spaces on campus where students and scholars access the resources. A current trend is the learning commons. In a book on the information commons, authors Bailey and Tierney (2008) describe it as the environment where information literacy occurs (p. 6). More specifically, it is a space for collaborations

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where innovations occur and learning strategies are explored through the integration of teamwork not only in the way students learn but also in the way instructors teach (Beagle, 2012, p. 518). At a time when reference desks are disappearing, this environment is a place where students can interact with staff and faculty who have the kind of expertise they need (Moore and Wells, 2009, p. 84). A new kind of space in a library is always exciting for donors. The information commons is changing the way students are taught and allows them to engage in ways that mimic what they will encounter in their professional careers; that is important to some donors. Innovations in learning can become a point of pride with prospects if they understand that students will be better prepared upon graduation from their school than those from another school. The information commons is a way to talk about information literacy in a tangible way. Making a case for technology and resources from this angle can be more interesting, and watching a project like this evolve and transform real students can be very exciting for donors.

6.2 ­Makerspaces Another exciting opportunity for a potential donor is the makerspace. These laboratory environments are getting a lot of attention in scholarship in the last few years, and the academic library is the perfect environment for a makerspace that is specifically designed for students and faculty. Loertscher (2012) defines them as “places where design and entrepreneurial ideas are allowed and where serious technology and construction equipment are available in a place dedicated to plan meaning to make, construct, tinker, experiment, invent and create” (p. 45). In the academic e­ nvironment

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this is further expanded to support learning and supplement classroom curriculum. Unfortunately, when it comes to technology, it is often just the students in these fields of study who are able to engage. By building technology labs in the academic library, these assets are made available to the entire student body as well as faculty. One of the most popular makerspaces in the university environment at the moment is the 3D lab.

Success story UMass Amherst Libraries In 2015, thanks to a partnership with MakerBot, the library opened The MakerBot Innovation Center to offer students and faculty the use of 50 3D printers in a variety of sizes and formats as well as supplies to keep them running. Jay Shafer, director of the libraries, explains that the lab “ties in firmly with the campus personality of being entrepreneurial and community engaged and will allow us to work more closely with the local business community” (University of Massachusetts Amherst, 2015).

This kind of space offers nontechnology degree seekers the chance to integrate technology into their area of study. Like makerspaces all over the country that encourage play and creativity, the opportunities to take studies like humanities or fine arts into new directions through the use of technology are endless, and that makes a compelling case for giving for donors. Though makerspaces can take many forms, including those primarily focused on artistic creativity or building sciences, the major focus on makerspaces on the university campus is technology. Much is being written

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Cases: Resources and technology

about the potential outcomes for the learning and collaboration that can occur in these environments. For higher education, scholars discuss the opportunities for business and science majors to greatly increase the value of their instruction through learning the fundamentals alongside the technology they will encounter in the work place (Buxmann and Hinz, 2013, p. 360). This is a fact for any area of study, and the academic library is uniquely positioned to give all students representing all academic tracks the chance to apply their studies in a hands-on fashion that has the ability to not only expand the learning experience but also foster creative approaches to their education material and solve problems in innovative ways. In a study of three makerspaces, it became clear that the element that seemed to encourage engagement and innovation the most was the multidisciplinary environment itself. Researchers found that, though students might enter the environment with a specific technological or skill focus, a diversity of materials, tools and technologies were explored and often applied (Sheridan et  al., 2014, p. 527). In terms of learning, they found that process was valued (in a departure from the traditional learning environment) (p. 528). The opportunity to apply academic study in a physical way can transform teaching and provide learning that will be more meaningful to students when they go into the professional environment. This is one of those cases that can be positioned to donors as a game-changer in instruction and education and as a much-needed resource for students.

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Success story Heather Foss Assistant Dean for Development and Alumni Relations The University of Maryland Francis King Carey School of Law Former Director of Development, University of Maryland, University Libraries We needed a makerspace as we were transitioning our donor base to focus on the Living Library model. We found our best source of financial support was through partnerships on campus. By creating a partnership with the Academy for Innovation on Entrepreneurship, a campus collaborative entity with the mission to bring innovation to all 35,000+ students, we were able to find a donor and create the first iteration of the space. The library ecosystem was described to the donor as a creative space, and a user audience was built in through the partnership.

A fundraiser speaks to an academic librarian AL:  Library resources are really collections. When they are positioned as such, they are more interesting to donors. FR:  That's so true because information found on a computer in the library may not be very compelling to a donor. AL:  Messaging is everything, isn't it? In reality, resources are collections. And as academic libraries evolve, collections are becoming digital. These resources are extremely expensive, and the cost continues to increase every year. FR:  So do you create a case for every resource collection? AL:  There are a couple of ways to package resources. The first is to tie them to gifts that support a particular college or major. (Cont’d)

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Cases: Resources and technology

So one scenario is to attach resource support to a gift being cultivated to support a college or unit. This makes particular sense for a faculty support cultivation. In fact, many universities are having discussions about attaching resources in the library to all faculty chair endowments. Since faculty often include resource requirements in their agreements, this makes a lot of sense. FR:  Wouldn't it be great if every faculty chair endowment also provided funds for the academic library? AL:  That's my pipe dream! The other way to package resources is as an endowment that donors can contribute to in their annual giving. FR:  So what about technology? It's such an important part of the mission of the academic library to ensure that all students have access to the latest technology, even if they may have a study area that isn't technology-focused. AL:  The level playing field mission definitely includes technology. In addition to a passion to deliver information to everyone, faculty and staff in the academic library also feel that the library is a place to offer technology to all students. Often it is only the students in technology majors who get to interact with emerging technologies. FR:  That's why makerspaces are becoming such a trend in academic libraries. AL:  Exactly. These labs are so important. The reality is that all graduates will encounter technology in their professional lives. So whether they are engineering or political science students, they need to cultivate that expertise. The academic library is uniquely positioned to be that source of learning on campus. FR:  And these seem like really exciting projects for funding, as well. Corporations especially may also be interested in supporting technology. AL:  I think technology offers a great opportunity for corporate giving, and there is a strong precedence in academic libraries already. Technology provides a great naming opportunity for a corporation or a technology partnership. (Cont’d)

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FR:  What about gifts-in-kind? Several academic libraries in the United States have technology labs or makerspaces that are made up entirely of donations from technology-focused corporations. AL:  There are certainly such examples. It depends on the needs of your university. Technology is a nice project to position to your faculty and staff, who can offer suggestions about specific technologies that align with their research, teaching, and programmatic projects. The closer technology matches the mission and current focus in your academic library, the more it will be used, and the more value it will have for students and faculty.

­References Bailey, D.R., Tierney, B.G., 2008. Transforming Library Service Through Information Commons. American Library Association, Chicago, IL. Beagle, D., 2012. The emergent information commons: philosophy, models, and the 21st century learning paradigms. J. Libr. Adm. 52 (6–7), 518–537. Buxmann, P., Hinz, O., 2013. Makers. Bus. Inf. Syst. Eng. 5, 357–360. Loertscher, D.V., 2012. Maker spaces and the learning commons. Teach. Libr. 40 (1), 45–46. Moore, A.C., Wells, K.A., 2009. Connecting 24/5 to millenials: providing academic support services from a learning commons. J. Acad. Librariansh. 35 (1), 75–85. Sheridan, K.M., Halverson, E.R., Litts, B.K., Brahms, L., Jacobs-Priebe, L., Owens, T., 2014. Learning in the making: a comparative case study of three makerspaces. Harv. Educ. Rev. 84 (4), 505–531 (Winter). University of Massachusetts Amherst, 2015. UMass Amherst Libraries. In: MakerBot Innotation Center Grand Opening March 26.

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Cases: Faculty positions Traditionally in higher education the named faculty chair was the most celebrated gift to a university (Thelin and Trollinger, 2014, p. 14). That seems to remain so within the university environment and for donors with a long philanthropic tradition in higher education. This case for giving may be less intuitive for those who are new to higher education philanthropy, but it can be positioned to interest donors if messaged properly. Named faculty chairs are created through endowments. Because few scholarship opportunities make sense in the academic library (to be discussed in another chapter), these philanthropic gifts are an excellent option for donors who like the endowment structure. Thelin and Trollinger (2014) call endowments “…the hallmark and lifeblood of colleges and universities in the United States” (p. 95). Because of the status they have among higher education donors, this is a strong case for giving with alumni and friends who are interested in investing in the long-term success of the university. There is no consistent fundraising structure for faculty chairs in higher education. We have even observed different structures between campuses in the same university system. In any structure, however, there are usually several ranks of faculty associated with different levels of giving. Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 65

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For example, a named professorship may require a $2M gift while an assistant professorship can be named for $1M. Another scenario emerging of late is the “rising star” opportunity which actually costs much less (say around $500K in some institutions), but expires after 5  years as opposed to a faculty chair that is named in perpetuity, utilizing the endowment to pay for the position. In the “rising star” scenario the funds are not held in an endowment. Rather, they are distributed over the course of the position and are more appropriate for a highly publicized visiting scholar or a professor completing work on a short-term, but groundbreaking, research project. Donors interested in this type of gift often see themselves as investors. In the case of a named faculty chair, they are investing in the area of expertise, ensuring it will be around for years to come. This is a good case for giving for someone who has a specific interest or history in an area of research or has taught in it. The “rising star” is also an investment, but in an outcome, rather than the perpetuation of the position. The outcome can be the result of research or simply having a particular expert on campus for a specified period of time. Not all academic libraries have faculty who are teaching and researching like the faculty in the other colleges. There are hybrid faculty positions where professors research but don't teach; in other cases there is no faculty structure at all for the academic library staff. Whatever the scenario, there are opportunities to have strategic positions named through a philanthropic gift that funds the position through an endowment. Depending on funding opportunities and the capacity of prospects, faculty chairs can be named at an amount that covers a portion of the cost for a faculty position, while the academic library covers the rest. At an even higher level, an endowment could pay for a faculty position

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as well as an assistant and possibly even a stipend for travel related to conference presentations and research. With the typical payout for an endowment at 5% per year, it's simple to calculate the funding required to generate the income needed each year for the position. Providing the funds to endow a faculty position is not just about a donor attaching his or her name to something. When discussing the opportunity of an endowed chair, it is important to help the prospective donor understand what it means to faculty and what opportunity it provides for the academic library or any college or department as it relates to important research and prestige for the university and the academic library community. In the academic world, a named position or, even better, a named faculty chair, is very prestigious. When working with prospects for faculty support, it is important to help them understand that one of the most valuable elements of the gift is that it will attract the best of the best to their university. Not all academic libraries offer faculty opportunities or named positions, but there is a lot of potential to get and keep the highest quality academic professionals to your library through the creation of an endowed chair. Below are a few examples of named faculty chairs in an academic library: ■

Chair of University Archives (or even one particular archive or collection) ■ Chair of a particular library or division (eg, Chair of the Engineering Library) ■ Chair for a particular initiative (eg, Chair of Information Literacy) ■ Chair of a broad topic area (eg, Chair of Humanities or Chair of Science)

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Success story Dr. Sharon Weiner, EdD, MLS Professor and W. Wayne Booker Chair in Information Literacy Purdue University Librarians are information experts who have the capability and drive to work with institutional stakeholders in addressing a vast range of information issues. This is an example of a donor's intense interest in solving a problem that libraries can address and willingness to donate personal funds for that purpose. The Ford Motor Company and Purdue University have a long-established relationship. Ford has made financial donations to Purdue and has employed many Purdue graduates. In fact, more than 1000 alumni worked there in recent years. An alumnus who had been Vice Chairman of Ford, W. Wayne Booker, identified a conundrum with new college graduates that the company hired. They were bright, motivated, and competent in their jobs. But he was not satisfied with their ability to think critically and to learn continually to stay current in their jobs. He investigated this dilemma and learned about the concept of “information literacy,” which is foundational to lifelong learning. It is the ability to find, evaluate, and synthesize the best information for a specific purpose; communicate it effectively to an intended audience; and use it for problem solving and decision making. After discussions with the Purdue Libraries Dean, Jim Mullins, Booker made a substantial donation of $2.5 million to endow a position in the Libraries to ensure that there would always be someone who would focus intensively on information literacy. It is the first endowed chair of its kind in the world and immediately propelled Purdue to international leadership in information literacy. Having an endowed chair provided opportunities for many internal and external innovative programs and collaborations.

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Success story Samuel T. Huang Curator, Rare Books Collection Department of Special and Area Studies Collections George A. Smathers Libraries University of Florida At the University of Florida, the minimum required amount for a collection endowment is $30,000, and endowing a library faculty position is at least $2 million (depending on the rank of the position). The George A. Smathers Libraries at the University of Florida had never had an endowed faculty position. I was able to persuade a major existing donor to endow the Director of the Health Science Center Library at the University of Florida. During the Florida Tomorrow campus-wide campaign, I received support from the library dean to focus on ­establishing library endowments for various library campaign goals. In ­competing with other colleges and academic units, to endow a library faculty position requires support from the library dean, the librarians, and the University Foundation. During my tenure as Associate Dean for Library Development, I attended almost all the fundraising and social events sponsored by colleges, schools, and the University of Florida Foundation. At one of the University Foundation events, I met a retired physician who happened to be the keynote speaker at that event. In his speech, he mentioned that he chose Gainesville, Fla., to retire because the University of Florida has an excellent health science library. He also praised the librarians who assisted his ongoing research. His speech and comments gave me inspiration, and I knew I wanted to speak with him about the Health Science Center Library.

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A fundraiser speaks to an academic librarian AL:  Faculty endowments are just as important in the academic library as they are in any other unit on campus. FR:  Before we started working together, I didn't even know that there was faculty in the library! And then when I found out, I had no idea they were doing research and teaching just like all the other faculty. AL:  All academic libraries are different and not all have faculty. But the ones with faculty really need to make donors aware of it and cultivate named chairs. FR:  They are really prestigious. AL:  One of the benefits of having named chairs is the credibility the library gains with their peer departments and units. It's easier to propose collaborations when faculty from other areas understand that they will be working with colleagues also engaged in research. FR: A named chair helps recruit the best candidates for a position. AL:  Just having named chairs makes the library look better in reporting, but it is also great for the faculty member who holds it. The confidence that a position is funded in perpetuity allows them to take risks in research that may generate truly impactful results. FR:  It also looks great on a proposal, especially to a foundation. AL:  But first you have to find the donor to fund the endowed chair. FR:  So true. Who is a good candidate for this kind of gift? AL:  In our case, it turned out to be a long-term advisory council member. He spent years hearing about all the research into and the mission of information literacy. The idea to endow a chair to ensure that this mission would not only remain but become a priority was something that was cultivated once the dean and development officer realized how passionate he was about it. (Cont’d)

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FR:  These gifts can be really fun to put together, too. They can have a lot of elements including a major gift and a planned gift combination. AL:  Yes, and often the pledge on a gift of this size can be paid off over several years. FR: There is a little more flexibility here because very often the position is already budgeted, so the funds aren't needed immediately. AL:  You have done an interesting faculty funding gift called a Rising Star. FR:  Yes! These are great ways to recruit talent for short-term research projects that fit a particular strategy. They are current use funds that pay to host a researcher for a number of years to complete a project or, for example, get an invention or solution to market. AL: There are also examples of awards that fund faculty research. We have one in our library that awards travel funds to faculty anywhere on campus who need to do research at a library or archive somewhere else in the world. FR:  Talk about collaboration. Those faculty members must be thrilled and surprised! AL:  I believe it is a pretty unique program, but it is a nice concept to present to donors.

­References Thelin, J.R., Trollinger, R.W., 2014. Philanthropy and American Higher Education. St. Martin's/Palgrave Macmillan, New York.

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Cases: Student support Donors love to give money to help students, and the most popular way to help them do that is to create scholarships to provide financial assistance. Donors understand that this kind of gift not only helps students afford the growing costs of higher education, but they also help the university with student recruitment. Scholarships are also compelling for donors who are interested in endowments. Traditional scholarships create a fund that distributes funding to students each year. Current use giving for student support can also take the form of tuition support in a traditional scholarship model that makes awards based on merit or need. Or, student support can take the form of awards for the entire student body or those working in the library. Most scholarship opportunities are presented to donors to align with their former college or department. This is an obvious connection and one that donors often feel compelled to initiate themselves since scholarships are a natural way to think about giving to the university. Although there are sometimes specifications for faculty input or review on scholarships tied to academic divisions, the reality is that most scholarships are administered through the Office of the Provost or the Office of Financial Aid. In this case, there is no reason that the academic library cannot get into the scholarship business. Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 73

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There are two ways to position this idea with prospective donors. If your university happens to have programs offering degrees in library or information science, there is a natural fit for scholarship support. For those of you already involved in fundraising for the academic library, you have probably been asked if donations to the libraries support library students. However, such a scenario requires a partnership with the development officer who fundraises for the library science program. The second way to position scholarship fundraising is to present it from the perspective of scholarship or learning in general. For example, the academic library might award a scholarship to a student in any area of study who can show research expertise or to a student whose research is on the topic of innovative learning methods, information literacy, data or any other topic relevant to libraries. It is not uncommon for university development units to secure matches for scholarships. Such matches can double the value of a donor's contribution. Therefore, it is in the best interest of the academic library to think creatively and to take advantage of this case for giving. Assisting students with their college expenses is an area of great passion for many donors, and one that has proven over and over again to generate support across the donor spectrum. At our university, we are in the fourth year of a tuition freeze on costs to help our students graduate with less debt. This not only resonates well with students, prospective students and their parents, but also with our donors and prospective donors who see it as a positive step and an opportunity to step up with scholarship support to further enhance the student's experience and help with their debt. The issue of student debt is such a powerful topic for donors that it is in the library's best interest to create a case for giving in this area.

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8.1 ­Scholarships for student workers Many academic library donors were once student workers in the library. In fact, these former student workers are great prospective donors for the libraries. Creating scholarships for students who work in the library is a great opportunity for any kind of giving but particularly staff giving. Additionally, the selection process is a way to involve staff in development. Since so many students work alongside nonprofessional library staff, this kind of scholarship can become a program that encourages staff buy-in and creates a lot of excitement. Expanding the idea of scholarships to also include opportunities for nonprofessional staff to take courses towards a degree is another way to think about this kind of scholarship opportunity. The designation of “student support” is something that should be included as an option for online giving and as a focus area in published development strategies. Because student support is such a popular focus, often just having it as an option will encourage a donor giving online or through the annual giving drive or phone-a-thon to make a gift in this area.

8.2 ­Student awards Monetary awards for students create an opportunity for donors to really connect with students on campus. Every college has awards programming, and the opportunity for a donor to hand out an award to a student each year can be a compelling reason to give because the impact on the student is tangible and relationships can develop between students and donors.

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A couple of examples coming out of libraries are both related to research. The first is an award given to a student who exhibits expertise in research. This could be structured in many ways. It could be a competition where students self-nominate, or it could be a collaboration between the libraries and colleges where students are selected for nomination by their department head or dean. Another could highlight technology in the libraries and be directed towards projects that showcase expertise in the area. Anything like this not only encourages donor support but also provides financial support to students and reinforces the value of the library across campus. Another interesting award opportunity for libraries is one that supports travel for student learning and research. This is an exciting opportunity in collaborating with the study abroad office. Many students want desperately to study abroad and would jump at the chance to submit proposals for financial assistance. The opportunity for exposure through the libraries would be a great benefit to the study abroad program. And, once again, it reinforces the mission of the libraries as the hub for research and scholarship on campus. The fact that the library may not offer an academic degree is not a reason to miss out on fundraising for scholarships. They constitute a powerful message to many donors and, when the message is positioned correctly, it can make perfect sense that libraries are the place to create endowed gifts that support students for years to come.

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Success story Baylor University In 2010, the new president at Baylor University in Waco, Texas announced a new initiative he named “How Extraordinary the Stories: The President's Scholarship Initiative” (2010). This was to be the largest scholarship push in the history of the university, and the messaging created to announce the initiative speaks to the heart of why these kinds of gifts are so powerful for donors. In the press release that followed the announcement, President Ken Starr said, “Ours is a hurting world. And in that world, Baylor provides its students with a distinct and immeasurably invaluable educational experience in academic quality, but also in its unapologetic Christian commitment. And that's why I made it clear since my earliest days here, beginning June 1, that students will be my highest priority. An investment in scholarships here at Baylor is not only an investment in the individual students, but also an investment in the health and well-being of our entire society” (2010). With a mission like that, it is no surprise that the university reached its goal ahead of schedule. In Apr. 2013, the university announced that it had raised more than $101 million for student scholarships “thanks to gifts from more than 11,000 members of the Baylor family—almost half of which were giving to the university for the first time” (2013).

Success story Natalie Moore Chief Development Officer The University of Texas at Austin | University of Texas Libraries We have a student worker award for undergraduate students and a new graduate fellowship. The applications are administered (Cont’d)

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by our Library Staff Council (LSC) and require an essay and supervisor recommendation. The same donor established both funds. The student worker award currently pays out $5000 a year and the fellowship will pay out $2600 in its first year. Student workers and graduate research assistants need to have worked at UT Libraries for at least one semester to qualify. Once LSC selects an award recipient, they contact the Office of Financial Student Services to ensure that the award will not interfere with their financial aid.

Success story Brown University The Brown University Library sponsors two annual student contests with $750 prizes: the Undergraduate Prize for Excellence in Library Research and the Library Innovation Prize. The Undergraduate Prize for Excellence in Library Research is given in recognition of sophisticated research that makes creative and extensive use of the Library's collections, including but not limited to print resources, databases, primary resources, and materials in all media. The project may take the form of a traditional paper, a database, a website or other digital project. One or two students have received this award annually since its establishment in 2006. This award is funded through a philanthropic gift by a Library Advisory Council member. Seventeen students have benefited from this award to date. Established in 2014, the Library Innovation Prize asks students to design and create a product that makes innovative use of library spaces, collections, and services. The goal is different each year and so far has included a mobile application, a digital tool that analyzes analog data, and a game. The contest is open to undergraduate and graduate students. 2016 will mark the third time a student will receive the award.

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Cases: Student support

A fundraiser speaks to an academic librarian FR:  It's really important for the library to get into the conversation with donors about student support. AL:  Indeed. I think we are dismissed by central development as an opportunity for scholarships. I actually think that the library should have full-ride scholarships like the other colleges. FR:  How do you construct the award if it isn't focused on a particular area of study? AL:  There is a feature of scholarships that most people aren't aware of. Here is an example: Say a student is offered a full scholarship in civil engineering during the senior year in high school and accepts that offer for the fall. As with many endowed scholarships, the amount of the award is good for four years. Now imagine that the student does a year in civil engineering and then figures out that she would rather study anthropology and become a university professor. She changes her major midway through her sophomore year. Does she lose that scholarship? No! She still has it. So the truth is that it doesn't matter where it is—the four-year gift is for tuition fees. Now a donor might have endowed the gift in civil engineering because that was her major, and her passion is to get more women into civil engineering. But the gift remains even if the student changes majors. FR:  The trick is figuring out how to position it for donors. As the academic center of campus, it can work with donors from all areas of study. AL:  It would be a great opportunity to bring the mission of the library into this discussion. For example, a scholarship out of the library might talk about the exploration that can happen with the thousands of resources. A library and research focused scholarship would be very suitable for first-year students who are not certain what they want to study. FR:  A scholarship for a nondeclared major! (Cont’d)

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AL:  And maybe they could get a library faculty member as a mentor as part of the award? FR:  I love that idea—we should do it! AL: In the meantime, I love the library worker scholarships. It is great for the work-study students who really need the assistance. But I also love it because it's a great way to engage faculty. They get really close with the students who work in the library, and we have a lot of stories about how these awards made a huge impact in a student's life.

­References Baylor University, 2010. University communications. In: Baylor University Announces $100 Million Scholarship Fundraising Initiative, 15 September. Baylor University, 2013. University communications. In: President’s Scholarship Initiative Meets $100 Million Goal—Five Months Early! 24 April.

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Tools: Partnerships on campus Partnership is the library's middle name. There is essentially nothing it does regarding resources or services that isn't about partnering with some other entity on campus. In an article about disseminating information literacy across campus, Iannuzzi (1998) cites partnerships as the key (p. 97). At its core, the mission of the academic library is to create partnerships across campus with students and faculty. But “partnership” means something different to librarians than it does to fundraisers. Library scholarship concerning partnership is about partnership for service. Even when librarians write about opportunities for funding through partnerships, it is as a pleasant outcome that can emerge as a result of their real mission, which is getting needed resources and services to users. This is why libraries and librarians are so wonderful, but it is important for fundraisers not to get caught in the weeds of a project that isn't going to be a successful case for giving. In a widely read article dating back to 1998, Alexander (1998) writes about opportunities for fundraising in small academic libraries through partnerships. Unfortunately, her first suggestion is that libraries, as experts in research, partner with central development on prospect research (p. 4). Granted, the article was published nearly 20 years ago, but it still illustrates the difference between how librarians view development and what fundraisers are tasked Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 83

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to do. She seems to think that assisting central development in prospect research will somehow bring about an increase in funding to the libraries—in other words that the partnership will be rewarded. Development professionals find that notion rather naïve and highly unlikely to result in funding for the library. However, she also has some sage wisdom. She warns, “It is well for development personnel to realize the antithesis of collaboration that is isolation” (p. 6). Soliciting gifts in partnership with colleagues is not only essential to your success as a libraries fundraiser; it supports the libraries' essential goal to communicate their value and relevance. The idea for this book arose when we realized that development professionals in higher education didn't seem to recognize the value of the academic library because they don't understand the breadth of service to the campus, much less beyond. Sadly for many, this blind spot exists also with university staff and faculty. We are in the final stages of building a new library facility on our campus. It has provided a great opportunity to talk about libraries and help people realize how integral they are to the university community. But there has been confusion about the necessity for a new library. A graduate student in physics once asked why we needed a new library. (The new facility combines six existing libraries including the physics library.) It didn't take much probing to get to the fundamental misunderstanding. He didn't think the library provided any resources he needed because he got all his research online. What this PhD student didn't know is that the online resources he uses are paid for and provided by the libraries. Another experience like this ended a bit better. While walking to a meeting at the jobsite, we saw a crowd of students changing classes, all looking up at the imposing structure speckled with workmen communicating loudly with each other in order to coordinate a difficult maneuver with a crane. One student asked his friend

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why in the world the university would spend all that money on a new library. Lo and behold, his friend responded with something along the lines of “Dude, do you search for stuff on your phone? That's the library.” Stumped for a moment, the friend then asked, “If that is the case, why have a building at all?” The friend responded, “Because most of the building is going to be those cool classrooms with rolling tables and Wi-Fi.” (Active learning classrooms are much more than that, but never mind.) The point here is that if undergraduates and research graduate students don't know why we need a library, partnering across campus is more than just about fundraising, it's about communicating the value of what libraries do and why they very much still need to be here.

9.1 ­Partnering with academic colleges and units Before you can put a joint proposal in front of a donor with one of your colleagues in the development division or foundation, you must educate your fellow fundraisers on the value of the libraries. Begin by politicking across campus and cultivating your colleagues for the libraries in the same way you would prospective donors. In this case, you position the library as a way to create a more robust opportunity for a donor. For example, a gift to an academic college can also include a stipend for resources or technology which enable the library to support that college or department. This sounds like a reasonable and straightforward task to accomplish, except for what we all know to be the major hurdle: academic deans and development officers have financial goals and don't want their gift amount diluted by sharing it with other units. In our work with foundations at our university, there is no penalty for sharing a gift. In fact, it's encouraged

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to share the workload. Both fundraisers get credit for the entire amount. This positive policy stimulates partnering. Successful fundraising from foundations and corporations often involves partners in other units across campus, or even colleagues with special skill sets. Since most higher education development is moving to a decentralized model where development officers are placed in colleges and have more interaction with their academic dean than with development leadership, a real barrier to partnerships may arise. Still, it is worth pursuing and cultivating deans to think about the value of these opportunities. Not only can a gift be expanded by increasing the impact through a proposal that includes more than one unit, but having two officers working with a prospect increases the likelihood of success. They may not go for it all the time, but a library fundraiser needs to work on creating these opportunities by cultivating on campus as much as off. A much easier way to partner is illustrated by how the two of us started working together. The libraries are a great match for foundation and corporate giving. When we first connected, we immediately began sharing our fundraising goals and projects. We soon discovered that each of our areas of expertise would strengthen the other's areas. And even beyond that, our skill sets were complementary, and together we've been able to build some strong relationships with faculty and some very exciting proposals. We continue to work closely with our leadership and other colleagues to help get the message out that collaboration and partnerships between the libraries and other schools and departments are good for everyone. The academic library can be used as an umbrella concept that strengthens pieces of any proposal to create the needed impact for success. We go into more specifics in the chapters about foundations and corporations, but briefly stated, within ­central ­development you will get nothing but

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Success story Dr. Sharon Weiner, EdD, MLS Professor and W. Wayne Booker Chair in Information Literacy Purdue University The fundamental business of libraries is to acquire, organize, teach about, and disseminate information and knowledge. These functions relate to every discipline, co-curricular programs, and “high impact” educational practices (ie, internships, undergraduate research, learning communities, study abroad, first-year seminars, service learning, and capstone projects). Involving campus partners in library-based funding proposals significantly strengthens them and shows how critically integrated libraries are, and should be, in their institutions. The Purdue Libraries developed one example of such a project as a response to Purdue University's emphasis on student success and improving its graduation rate. First-generation college students have particular challenges in addition to the challenges common to all new college students. Some of those are information-related, such as the need to navigate a new and complex information environment, and the need to find financial and health information and make personal decisions based on that information. Some of those challenges are related to people as information sources. First-generation college students tend not to interact with faculty or develop extensive academic social networks on which they can draw for guidance throughout their undergraduate careers. Academic librarians have extensive knowledge of their institutions and work with all disciplines and departments. Many of them are faculty, and they are ideally suited to mentor first-­ generation students to help them with information needs and to increase their professional networks of relationships. Purdue is pilot testing such a program. The Libraries are collaborating with the Exploratory Studies Department to conduct a study to determine whether such mentoring relationships will contribute to student success.

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positive feedback when you ask to partner. A libraries fundraiser should try to stay on top of all prospects pursued by central development, always looking for ways to include the libraries in proposals.

9.2 ­Partnering with athletics If you can create a partnership with a successful athletic program, amazing things can happen for the library. Combining the libraries with sports is the ultimate way to quell the complaints about the focus on sports in higher education, and it gives athletics a way to show that their success brings success to the whole campus. Dewey (2006) sees libraries as a way to “…legitimize the heavy investments in sports programs” (p. 9). But this kind of partnership is one that requires buy-in and participation from leadership on each side of the table as well from the university itself. It is the kind of partnership that needs to be supported with high-level marketing and PR, and to be really successful, it requires a dynamic and successful athletics program. As good an idea as it is for sports and libraries to dance, it won't work if there isn't strong support and participation from sports fans. When setting a strategy with library leadership and staff about a partnership with athletics, a method that has been successful with many academic libraries is to begin with a focused academic partnership with student athletes. Programs like the Athletics Resource Center at Wisconsin State University connect the libraries to student athletes by integrating library services into their academic support services (O'English and McCord, 2006, p. 146). In this example, once the development officer working in the library became aware of this, she cultivated the partnership further by ­putting advertising in athletic publications about the existing

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support for student athletes from the libraries and eventually ­developed a fundraising element for libraries at strategic athletic events (p. 148). What the writer doesn't point out is that the exposure through this kind of partnership has much bigger potential for fundraising. Not only does the opportunity to align the library with sports offer huge potential to engage potential donors, but it also provides a platform to get information out about the value of libraries to many more people. In another instance at CAL State Fresno, the basketball coach and his wife took on the libraries as a particular passion for giving which was often communicated during games and through events they hosted to support library services (Rockman, 2002, p. 194). If a libraries fundraiser initiates such a partnership, it can turn out to be a true feather in the hat. On campuses where a strong partnership exists between the libraries and athletics, it means not only a great influx in funding but also the proliferation of the message and value of libraries to a market that is passionate about the university and notoriously supportive in terms of giving.

Success story Duke University The partnership between the university library at Duke and the basketball program is legendary in the academic library culture. The library gets a tremendous and consistent level of exposure and promotion through basketball at Duke. This happens through the games themselves and through campaigns hosted by the team to support the library. The library is prominently featured in all publications related to basketball through (Cont’d)

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a brilliant ad campaign. Highlighting all elements of the library including collections, resources, and a general affinity for the buildings, spaces and staff, the iconic Blue Devil mascot is the star of very well-executed advertising and collateral. The library at Duke understands the value of this partnership and has taken it to the next level by leveraging it to get the message about the value of the library out to a very large and passionate alumni and fan base. Announced in 2011, the Library Fund started by Duke Athletics raised $1 for the library for each ticket sold at a regular season game (Duke Sports Information).

Success story Nicki Hendrix Director of Development and Alumni Relations The University Libraries The Pennsylvania State University While the Libraries are heavily featured in preadmission tours and other orientation materials, until 2014 the Libraries could not identify or address the parents of Penn State students. Therefore, the Libraries formed strategic partnerships to place themselves in a position of prominence with incoming parents through events and relied on self-selection. Most notably, the Libraries have been home since 2013 to several components of 40 sessions of new student orientation, including the parent reception held in the evening when prospective students are engaged elsewhere. These brief sessions are hosted by an associate dean or other leadership and occasionally attended by development staff or officers, and they focus on what the Libraries make possible for students. They have been extremely well received and resulted in a number of self-identified prospects on the major gifts level as well as a number of annual gifts. Additionally, the Libraries have successfully negotiated for (Cont’d)

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the “position of last resort” on all Annual Giving solicitations— a typical appeal includes an ask for the Libraries Future Fund (a discretionary fund) as an alternative to the primary ask. This position results in a number of annual gifts over the typical year that are then assessed for major gifts potential and additional engagement. In 2014, when the data systems made it possible for PSU Development to identify and address parents, efforts to cultivate them were increased. In concert with the Parents program, one annual solicitation to all parents is done by the Libraries, benefiting the Libraries' Open House (among the largest in the nation). Additionally, parents are included in the audience of Giving Tuesday, benefiting the Libraries' Textbook and Educational Resource Endowment. The partnership with the Parents program has been extremely productive for both units by having the Libraries host the Parents board and working with the Parents program to identify, cultivate, and secure gifts and board members from the parent population. Currently the Libraries are exploring ways to partner with the parents program to cultivate international parents in light of heavy usage by international students.

A fundraiser speaks to an academic librarian FR:  Partnerships are really essential for the library, aren't they? AL:  They can be the difference between doing pretty well with fundraising and doing very well. Aligning the library with other cases for giving is a way to not only expand everyone's understanding of the value of the library but actually leverage more giving. FR:  What is the biggest challenge to making that happen? (Cont’d)

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AL:  It's the same challenge as with fundraising in general. It's about building relationships. Development officers are in the business of relationship building, and creating partnerships on campus is about cultivating your colleagues and the faculty in other colleges and units. FR:  Does that always work? AL:  That depends on how it is done. I know that development can sometimes be competitive on a university campus, but it doesn't have to be. If your colleagues understand that adding the library to proposals and cases for giving actually creates a more robust case, then it can be more of a blessing than a risk to their own success. FR:  It is definitely more enticing if the fundraisers can share the value of their gift in their fundraising metrics. AL: Isn't that the case for all professional collaborations, though? FR:  It is. And it also goes to the issue of aligning the donors with their areas of interest. What is the best way to proceed with building those relationships? AL:  The library, itself, is a great model for how you can do this in development. Our mission is to support the entire campus and anyone who uses our collections and resources. We are here to partner, essentially. Faculty and students use our resources—both human and physical—in their study and scholarship. It's true, however, that they often don't consider how those resources are funded. Partnering in fundraising is a way to not only bring you more success as a fundraiser but also spread the message about the value of library services and resources. It may not work with every situation or with every development officer, but it is a task worth pursuing for many reasons.

­References Alexander, J.O., 1998. Fundraising for the evolving academic library: the strategic small shop advantage. J. Acad. Librariansh. 24, 131–138.

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Dewey, B.I., 2006. Fund-raising for the large public university libraries: margin for excellence. Libr. Adm. Manag. 20 (1), 5–12. Duke University, 2011. Duke sports information. In: Duke Athletics to Start Library Fund, 11 May. Iannuzzi, P., 1998. Faculty development and information literacy: establishing campus partnerships. Ref. Serv. Rev. 26 (3/4), 97–102. O'English, L., McCord, S., 2006. Getting in on the game: partnering with a university athletics department. Portal: Libr. Acad. 6 (2), 143–153. Rockman, I.F., 2002. Establishing successful partnerships with university support units. Libr. Manag. 23 (4/5), 192–198.

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Tools: Individual giving Giving by individuals is still the predominant private ­funding scenario in the United States. Despite what people may think about the potential for corporate or foundation funding, Giving USA reported for the year 2014 that individuals make up 72% of total giving with foundations coming in at 15% and corporations only at 5%. When you consider that they report bequests, which accounted for 8% of giving in 2014, separately, then the support from individuals is even more significant (givingusa.org). As a result, the cultivation of individuals must always take priority over other vehicles. Thankfully, higher education offers scenarios for giving at any level, and libraries are particularly well poised to participate in all of them.

10.1 ­Annual giving The very first example of annual giving in higher education took place in 1890 when some Yale alumni created the Alumni Fund. By 1927, the American Alumni Council was formed, and this mode of fundraising was well established (Thelin and Trollinger, 2014, p. 149). Annual giving is the basic element of the fundraising strategy for any academic college or unit, and it should be for libraries as well. Annual giving can be Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 95

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as easy as sending an annual letter from the dean to existing library donors and prospects. From there the sky is the limit. At the annual conference in 2015, DORAL member libraries shared publications from their libraries to discuss new ideas for annual giving and compare results. It turns out that there is no standard here at all. Some libraries send out expensive magazines to thousands of alumni, and others send informal emails from the dean. For example, some deans felt the expense of a yearly magazine was worth the opportunity to report on the exciting research being done by library faculty. Other deans chose mailers that resembled nonprofit annual reports showing the financial scenario and highlighting major gifts. The main point of any strategy is simply to ask for support. This goal can sometimes get lost in the development of a promotional piece, however, so it's important for the development officer to be a part of the process. An end-of-year ask from the dean is clearly a request for support, but other publications are designed to report activities and successes. Even in this case, a soft ask as simple as including a self-addressed envelope for sending in a check communicates the message that funding is desired. Asking for a gift in all communication ensures no one misses the point that support is sought. Many alumni assume that the libraries are fully funded in a central fashion. Part of the strategy for any communication from the library should be to inform donors and prospective donors that funding is very much needed. When thinking through a strategy for annual giving, it is up to the dean or academic lead to determine the goals and delivery methods of the campaign, and a big factor to consider is the existing donor base. For example, in the current environment where baby boomers represent the largest giving group, real paper mailings are still worth the effort and expense. With this generation, email solicitations can get lost and ignored. However, there are a variety of delivery methods

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for e-communication, and some universities have perfected the medium. But since annual giving usually falls within the scope of the dean's office, this is not typically the realm of the libraries development officer. Even so, all communication supports the development of major gifts, so it is important to have a seat at the table when strategies are being set for annual giving and messaging is being determined. The development officer needs to be an advocate who ensures that opportunities are not missed and that development messaging supports the larger fundraising strategy.

10.2 ­Major gifts From the very first day, libraries fundraisers need to become very close with their researchers. This is a fundamental relationship to develop because the researchers build the library prospect lists. If they do not understand the libraries, they will not know how to approach the massive data set of alumni and friends of the university. Left to their own devices, no matter how savvy they are with data management, they will give you a prospect list that includes retired faculty (tagged for their previous paycheck deductions), alumni of your library science programs (if you are fortunate enough to have one on your campus), and random unmanaged alumni who have no previous giving to libraries. Research tools are becoming more sophisticated all the time, and they are starting to do amazing things with these huge data sets. One way libraries can work with researchers using these new tools is to create search scenarios that look at community involvement. For example, alumni who serve on public library boards or other related cultural organizations like museums and private schools are good prospects. They are more likely to value libraries and are therefore a

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good group to cultivate. In their case, they might be interested to learn that academic libraries provide services and resources well beyond campus, including to their local communities. Another fascinating practice we are seeing in the marketplace delves into social media to identify alumni who interact with the university's social media accounts. Reports can be run on the donors who “like” particular posts from individual units or events. Obviously, emerging technologies like this are a good reason to bulk up the libraries' social media efforts and engage campus partners who will push it out to their constituents as well. Using these tools, donors can be evaluated based on their interaction and be compared in terms of where they are giving and their capacity to give. We have seen fascinating presentations showing scenarios of small annual donors to a college or department who interact a great deal with some other college or department through social media. Because of their low giving (we assume due to lack of interest), these alumni were unmanaged but had strong giving potential. As the analytics tools come into the marketplace, it is important to work with the library marketing team to not only increase activity and interaction but integrate a philanthropic message into the overall social media strategy. At any moment, there are potential donors viewing and interacting with social media communications coming out of the library. All fundraisers know that the best way to develop major gifts is to get in front of people, and no social media campaign can replace the value of getting on the road. Since library donors are typically fewer and farther between, putting a trip together can be a challenge. Most higher education development officers are required to have three to four meetings for each day of travel to get approved for a trip. There is plenty of training out there for how to book trips, but for the libraries, little pearls of wisdom seem to work. The first is to position a visit from the libraries as a visit from the university. 98

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It is not a stretch for most alumni to view the l­ibraries as the academic companion to athletics. Just as football coaches go on the road to promote the next season, libraries can visit with alumni to catch them up on what is going on in the academic sector. These discovery visits are opportunities to cultivate new prospects for libraries. A strategy, in fact, is to target large departments where the college development teams simply can't get to everyone. For the most popular majors at your institution, have research run lists for unmanaged alumni with medium to high potential. There will likely be many unmanaged alumni with strong potential who have never had a visit from the university. Begin the visit with a greeting on behalf of the university and ask the alumni to talk about their experience as students. The path to the libraries is typically through their major or college, so be prepared to talk about particular collections or partnerships between faculty from libraries and from their area of study. From there, the opportunities for support encompass all possible affinities from student support to faculty to focused areas of interest.

Success story Timothy A. McElwee, Ph.D. Vice President for Academic Resources Manchester University Many fundraisers within higher education have employed successful strategies involving current faculty members or administrative leadership. While I certainly applaud this approach I have also found that working directly with retired faculty members provides a unique and effective means of facilitating ­relationship building among alumni who might otherwise be less receptive to fundraising overtures. (Cont’d)

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Several years ago the university where I was employed was engaged in an ambitious fundraising campaign to construct a new facility. I had tried in vain to secure a discovery visit with a very successful surgeon who was also an alumnus. I knew from other alumni and donors that he felt very positively about the undergraduate education he had received from the university, yet he had not been involved in the life of the school for many years. I concluded after several attempts that his extremely busy schedule and the adept “gatekeepers” on his staff combined to form a seemingly insurmountable barrier to making contact with the prospective donor. I mentioned my dilemma to one of our fundraising volunteers who was also a former professor. The professor remembered the surgeon from his student days and was somewhat confident that the prospect would remember him as well. I had left multiple messages with the prospect with the request that he return my call at his convenience. No response was received. However, after leaving just one message with the prospect, the former professor received a returned call. They spent several minutes on the phone renewing their relationship, after which the professor briefly and forthrightly summarized our efforts to raise the necessary funds to build the new facility. After the prospect agreed to a visit, the professor asked if he would be open to having a member of the university's fundraising staff participate in the visit as well. In hindsight, I believe the prospect was so enthusiastic about getting reacquainted with his former professor he may have agreed to have almost anyone else participate in the meeting! I primarily listened during the visit and tried not to interfere in their warm and meaningful reminiscing. Throughout the conversation the prospect mentioned how well prepared he was for medical school thanks to the strong undergraduate education he received at the university. When the professor asked about his medical practice, without boasting, the prospect described his thriving surgical practice and summarized the growth he anticipated for the future. When I had an opportunity to join the conversation I focused on the case for support, primarily (Cont’d)

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by comparing and contrasting of our current building with more modern facilities. The linkage of the prospect to the university was evident from the initial phone call with his former professor; it was palpable throughout our visit. The prospect's ability to provide a leadership gift was well established from prior research and was confirmed in no uncertain terms from the account of his lucrative medical practice. At the conclusion of our discovery visit, the prospect's interest in supporting our campaign was readily apparent. At the conclusion of our third visit, the prospect expressed his profound gratitude for the opportunity to renew his relationship with his former professor as he enthusiastically signed his first leadership gift pledge.

10.3 ­Campaigns The very first capital campaign as we now know it was executed at Harvard in 1906. It raised $2.4 million dollars that year with the participation of more than 2000 donors (Thelin and Trollinger, 2014, p. 150). The campaign was based on “The Ward Method,” a model developed by Lyman Pierce and Charles Sumner Ward, credited with organizing the first modern capital campaign in 1905 to raise funds to build a new headquarters for the YMCA in Washington, DC. Public support for initiatives during World War I revealed the potential for community-supported philanthropy at a very high level, and higher education was quick to take note (p. 151). Now, campaigns are a regular part of higher education fundraising and a specialized area of development within the ­profession. Campaigns can range from the campus-wide capital campaign to smaller efforts for a specific project or division. Our dream for a campus-wide campaign is to get permission to have a huge button at the top of every publication and web solicitation that says something like, “Not sure

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where to give your support this year? Give to the Libraries!” Our suspicion is that it would create a windfall, if for no other reason than the fact that it would save the donor from having to navigate the website to find the target college or department. But this fantasy is really part of a larger one that is about carving out support for the libraries in all academic giving. And while this may be a controversial suggestion, it may not be completely out of left field within the context of a campaign. A capital campaign is the perfect opportunity to go after a position within the strategy in which to highlight the libraries as the unit on campus that makes all the learning and scholarship possible through not only the resources provided but also through the service delivered to students, faculty and scholars across the globe.

Success story Indiana University/Purdue University, Indianapolis (IUPUI) University Library The University Library at IUPUI hosted events and programming to celebrate its 21st birthday which the staff and leadership felt mirrored the universities students' own milestone for adulthood. As an academic library in a large metropolitan setting, they focused on connecting donors, alumni, students, faculty as well as people in the community with an affinity for the university and/or the library. Development staff worked closely with library leadership and staff to craft events and programming that reflected the history of the library and also the impact that it has on learning and research. Although the fundraising goal was to expand the donor base, they did record increases in funding, number of gifts, value of individual gifts, and the reengagement of previously lapsed donors as a direct result of the events and programming (Bennett and Orr, 2015, pp. 16–19).

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10.4 ­Planned giving The Tax Reform Act of 1969 may not have been the start of planned giving, but it laid the groundwork for the diversity and scale of planned philanthropic giving (Thelin and Trollinger, 2014, p. 156). Deferred giving has been a boon for higher education in the United States. It goes back to the most common motivation to help others, and a university is considered an institution that will honor the wishes of donors after they are gone and will be around for a very long time. Higher education is therefore a compelling focus for bequests, and the library as a repository of knowledge and historic collections is a particularly good candidate for support. According to Giving USA, planned giving accounted for more than $23 billion in donations to higher education (p. 163). Considering that this number represents only the gifts maturing that year, there are likely hundreds of billions of dollars in university pipelines that are booked but have yet to pay out. In a similar fashion to connecting with colleagues in foundation and corporate relations, cultivating strong relationships with development officers in planned giving is vital to taking full advantage of opportunities to raise dollars for the libraries. In fact, helping planned giving officers understand the value of libraries is an opportunity to empower and encourage them to include the libraries in their discussions with all university donors about their legacy gifts. Attaching a stipend for libraries on a planned gift directed at a specific college or initiative can really add up. It's an effort that takes a lot of time and energy on the front end but has huge potential down the road. Many people approach planned giving as a discussion and investigation into options and scenarios. There are exceptions of course, and unexpected bequests come into the university all the time. But as vehicles for planned giving become more

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robust and diverse, many donors look to the specialists (often attorneys) in the planned giving office to offer guidance and to be partners with their financial advisors. The libraries need to be in the toolbox and can be coordinated with bequests designed for specific academic colleges or units. The challenge here is to help the planned giving officers to understand the opportunity with libraries and competently and eloquently to message that opportunity. More often than not, the relationship between libraries and the office of planned giving works in the opposite direction. The libraries fundraiser reaches out to the office of planned giving to offer expertise regarding investment vehicles in order to facilitate a legacy agreement for an existing libraries donor. One trend in higher education is that planned giving officers are now working from prospect lists just like any other fundraiser. Therefore, an opportunity exists for them to help sell the libraries to prospects who are not being managed by a college or department. Once again, it's all about changing the culture in a development unit, but the revenue for libraries can be impacted greatly with this kind of partnership.

10.5 ­Faculty giving Faculty at the Lilly Family School of Philanthropy at Indiana University conducted a case study in 2014 about faculty giving at that institution. They came away with some very important findings: ⦁

Faculty members like to support their department or program of study (Shaker et al., 2014, p. 264).

⦁

They like to be asked to give by other faculty. Requests from development staff weren't as successful (p. 264).

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⦁

They liked a campaign model that resembled the United Way campaign (p. 270).

⦁

Retired faculty who eventually made large bequests to the institution were long-term payroll deduction donors (p. 263).

⦁

Donor stories featuring other faculty were powerful (p. 270).

⦁

“Supply side” rather than “demand style” asking was more effective. Making it feel more like philanthropy (supporting the common good) was more successful than campaigning (helping reach a goal) (p. 264).

Faculty can get pretty cranky about being asked to give to the university. In libraries, where there are more nonprofessional positions than in many academic units, it's hard to position philanthropy to employees who don't make a lot of money and who may be concerned about losing their jobs because of constant budget concerns and constraints. Those very real concerns are often paired with a general discomfort in the library environment when it comes to philanthropy on campus. (Remember our “fundraising sucks the soul out of the library” experience?) Libraries are filled with dusty portraits of major donors, and it's often a space for touring major gift donors around the university. Messaging philanthropy to libraries staff and faculty needs to be crafted very carefully to prevent offense and to actually empower and excite about the prospect of being a part of the success of the libraries. The best way to achieve such messaging is to create opportunities that impact things faculty and staff care about. The way to determine what they care about is to observe and to simply ask. Faculty giving is important for any fundraising strategy because it is a reliable source of revenue. Once ­faculty and staff sign up to contribute through payroll deduction, the likelihood is that they will maintain their giving. Identifying

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programs and initiatives they can feel good about supporting is not only empowering, it is an opportunity to create unique opportunities and successes they share as a group. Once the dean approves a plan, the next step is to present options to the various staff and faculty committees and get their feedback and collaboration. It will make all the difference in the world to have a faculty fundraising initiative supported and announced jointly by colleagues and peers rather than by the development officer alone.

Success story Leia Droll Executive Director of Development, NCSU Libraries North Carolina State University Early on in her tenure as Director of Libraries for NC State, Susan Nutter recognized the importance of faculty investment in the Libraries, both to raise the Libraries' profile on campus and to create a culture of philanthropy and partnership with those who are best connected to our mission. The latter was a challenge, as NC State did not have a strong fundraising culture, and because many faculty were not able to give at a major gift or endowment level. Recognizing these challenges, Susan Nutter created an Incubator Endowment, an alternative for donors who wish to support the collections but cannot reach full endowment level within 5 years. Donors invest in the Incubator with an initial gift of $1000 (matched with $500 from the Friends of the Library), and then contribute as much as they wish until the endowment reaches full status and is pulled from the Incubator into its own fund—sometimes within 5 years, though more in most cases. Most of the Libraries' endowments started as incubators, and many still receive regular donations. Faculty are by far the largest supporters of (Cont’d)

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this program. In one case, the chair of the University Library Committee solicited the faculty to begin giving in this way, and that solicitation alone resulted in 42 new Incubator funds. The program has created a solid pipeline of faculty donors, many of whom have supported the Libraries in other ways including named spaces, planned gifts, and unrestricted gifts. More importantly, this program provided a way for faculty members to feel that their contributions—however small—were providing long-term, meaningful support of the Libraries.

Success story Seth Martin Director of Development, Libraries Michigan State University On the banks of the Red Cedar in Jun. 1963, Honors College students Kim and Judith Swanson met at their academic orientation. Five years later, they married. As philanthropists, Kim and Judith are influencing the Spartan community years after graduation. “We have a tremendous affection for Michigan State,” Kim explains. Their greatest impact is through a library endowment, the Kim L. and Judith A. Swanson Michigan State University Endowment for Library Student Employees. It supports competitive wages for library student workers with a preference given to Honors College students. Their connection with the library began when Judith worked at the Main Library. She started in the former Science Library, processing periodicals. Later, she worked full time in the Bindery Reserve. Kim worked as a resident assistant in Shaw Hall his junior and senior years. When deciding which area they wanted to support, they asked themselves, “How can we use the money we have at MSU in the most positive manner?” “It sure looked like the library was the best place to do it,” Kim says. Established in 2007, the (Cont’d)

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endowment has already had a positive impact on library student employees. Christina Nguyen, an Honors student working in the Kline Digital & Multimedia Center, is paid with these endowment funds. Christina is studying human biology with bioethics and other minors. Even though her library duties are not directly related to her pre-dental degree, working at the library has been a valuable experience. “I'm now proficient in Photoshop and I have experience with customer service,” said Christina. “I'm constantly assisting my peers and that makes me feel I'm making a difference, whether big or small, in someone's life.” Working at the library has allowed her to learn new skills, build her resume, and stay connected to campus life. Thanks to the Swansons' generous support, more students can now experience the benefits of a library job!

10.6 ­Student giving Studies in philanthropy confirm that the number one reason why alumni give to their institution is the experience they had as students (Thelin and Trollinger, 2014, p. 171). There are other reasons too, like a strong reputation, great professors, strong leadership, etc., but the student experience is the most powerful. As the one area on campus that serves all students, the libraries are positioned to take the lead in attracting student giving. Student giving isn't new to private universities, but it is a new initiative to most public institutions. Many development units hesitate to make a big push for student giving because of the rise in student debt, fearing the reaction could be negative. We believe, and have seen for ourselves, that students enjoy participating in philanthropy. We feel that the library is the perfect home for this initiative. There is little debate about the high level of student participation in volunteer activities. Today's students are ­

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volunteering more than any generation before them, and it is completely reasonable (and the responsible thing to do, frankly) to begin cultivating them for philanthropic giving. The library is the perfect home for student giving initiatives because it sees most of them at some point during the school term. Libraries have the best spaces for getting students together and the best means for communicating with them. Libraries are famous for being early adopters of technology, and technology could be the connection to students for the purpose of philanthropy. The potential in terms of dollars may not be huge, but that could be outweighed by the potential for long-term participation. A short, intense student campaign to support the libraries is not only a good fundraising opportunity but also an important educational service to the university as a whole and to philanthropy in general. Simply put, the current students are the future major gift donors, and introducing them to the benefits of giving, even when the level will be small, is a service to all organizations in the nonprofit sector down the road.

Success story Lynn W. Hawkes Special Projects and External Affairs Officer Library & Information Access San Diego State University The library at San Diego State University (SDSU) has received tremendous financial support from students—in the form of self-imposed fees for the sole benefit of the library. This was due to the work of the library's former dean, Connie Vinita Dowell (now retired). SDSU students voted twice to tax ­themselves in (Cont’d)

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order to fund longer library hours, access to more electronic resources, and an enhanced library environment. This is not development funding, but the impact, given a student body of over 30,000, has been considerable. Another project focused on students: SDSU's Most Accessed project. This initiative was launched by Gale S. Etschmaier, Ed.D., Dean of the Library and Information Access. Using circulation statistics of SDSU theses and dissertations, we reached out to the group of graduate student alums with the most accessed titles (print and electronic). The response has been extremely encouraging.

10.7 ­Class gifts More than 20  years before the first capital campaign was held, Harvard raised $113,777 in a class gift in 1881. These funds, tagged as unrestricted, set a trend for yearly giving to the university from a graduating class (Thelin and Trollinger, 2014, p. 150). A current discussion around class gifts is the transition of these classic giving vehicles to a larger student giving initiative. That would probably be welcome news to the poor development officer who oversees an annual campaign that seems to be losing relevance for younger generations. No longer in an environment where students live together with classmates for 4 years on campus, the students at the modern university interact (or not) with each other in ways that do not foster a class spirit. Hence the class gift opportunity is losing its power to encourage philanthropy with college seniors. Once again, the libraries can be the answer to this dilemma. What we know about millennials is that they claim to want to make a difference—they want to see impact for their volunteer and philanthropic activities. They crave immediate, tangible impact (Hawthorne, 2014). In other words, don't try to sell bricks to college seniors. The

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libraries provide opportunities that align with the kind of impact student givers want to see and provide the exposure that no other unit on campus can provide. Ideas for class gifts include social spaces in the libraries as display spaces for student activities that will be seen by a greater student population than is the case anywhere else on campus. Other ideas are student scholarships, outdoor spaces, and art. Here is another tip. Find out from the development officer who coordinates class gifts whether any previous campaigns are sitting in limbo still waiting to be fully funded. Many classes never hit their fundraising goal, and interest drops off dramatically following the initial solicitation. Unfunded campaigns can be revisited during renovations or when building new library facilities. The library can reach out to the coordinators of an unfunded campaign and request that it be reignited to support a need in the library.

10.8 ­Gifts-in-kind It is quite common for people to offer to donate gifts-in-kind (GIK) to an academic library. Even in an environment where cash is needed more than ever before, a GIK can be a great way to move closer to your fundraising goal. Library faculty and staff can get nervous about offers for GIKs. That is because the library is often a dumping ground for old books and resources for well-meaning donors who can't find the will to discard these items. There is an old joke in the library industry about the countless polite refusals of a donation of 30 years of National Geographic. All jokes aside, however, there are real opportunities in this area if parameters are drawn very carefully. Rare book collections are valuable to some libraries, and archives truly depend on papers, photographs, and other artifacts.

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A strong history with donations of materials explains the common misconception that libraries accept virtually anything. In the beginning, universities depended on donations of books and other educational resources (Thelin and Trollinger, 2014, p. 13). Looking at collections across the country today, some of those early GIKs are now treasured items that not only bring great prestige to the institutions that hold them but also are worth a tremendous amount of money. If valued by a third-party appraiser, GIKs can count towards the fundraiser's annual goal as well as the fundraising total for the library. But this can only happen if an appraisal accompanies the gift, and because of the risk of conflict of interest, the donor needs to coordinate and pay for that appraisal. This appraisal, provided by a documented expert, serves as a value that can be booked as a donation. It is not at all unusual for a development officer in the library to surpass the yearly fundraising goal with one highly valuable GIK made to the archives.

A fundraiser speaks to an academic librarian FR: Fundraising strategies for individual giving are typically focused on the alumni and previous donors for a specific academic unit or department. But, as we've discussed, libraries don't have their own graduates, so that leaves previous donors for your list, but who else could be targeted? AL:  That's a good question, and that is where more research comes in. A potential donor to the library can be any graduate of your institution or anyone who is interested in the collections in your particular library. FR:  I suppose the trick really is getting the message out to ­potential donors. (Cont’d)

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AL:  There are so many things going on at once in this position. Yes, the messaging is really important. Libraries are not ­traditionally strong when it comes to concise, compelling messaging to stakeholders. But it is about cultivating your colleagues first and foremost because they are the ones who have access to the graduates. FR:  Why would you want to cultivate them? AL:  You really need their support in order to have the opportunity to work with graduates from their units and empower them with information about the library that they can use when they are cultivating them for their own initiatives. FR:  How hard is that in reality? AL:  The more supportive your university development leadership is of partnerships, the better that is for the library. It is something to advocate for on your campus. FR:  What about the people outside the library who are donors? AL:  A lot of that happens organically when people engage with the collections. FR:  What kind of impact do libraries get from student and faculty support? AL:  That varies so widely. There are universities that have done a really good job of connecting students and faculty to philanthropy and others who are just getting started. In both cases it's about developing a culture of philanthropy and presenting cases for giving that are appropriate for each group. As with any donor, the case for giving is everything. FR:  Gifts-in-kind seem to be really important in the academic library, especially if the archives and special collections are in the library. AL:  Depending on the collection, GIKs can be the key to ­meeting fundraising goals each year. They are also a great thing to use to assist colleagues around campus. Letting them into the archives during cultivation can be a powerful experience. That's the kind of thing the libraries can offer other development officers, and in exchange they can talk about the (Cont’d)

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archives on their calls and discover items and artifacts that we want to collect. FR:  When I think of collections, I think about legacy, and planned giving is very much about that. AL:  It really is. The nice thing about a library is that donors feel pretty sure it will always be there. That makes it a good place to leave a planned gift. While areas of study are pretty stable, there are changes every once in a while. Certainly areas of study move in and out of favor. I think about all the women who studied home economics two generations ago, and I wonder if those endowments are being spent, now. It's important to get good information and documentation to the planned giving officers in the development unit because they need a toolbox of options when they meet with their prospects. If they have a sheet with a case for giving to the library, it is so easy for them to offer that to a prospect as part of a planned giving strategy.

­References Bennett, T.K., Orr, K.S., 2015. 21 Years, 21 stores. Creating a community of giving at the IUPUI University Library. Indiana Libraries 34 (1), 16–21. Hawthorne, R., 2014. Understanding what motivates millennials to give to your NPO. Nonprofit Hub. http:// nonprofithub.org/fundraising/understanding-motivatesmillennials-give-npo/. Shaker, G.G., Kienker, B.L., Borden, V.M.H., 2014. The ecology of internal workplace giving at Indiana University: a case study of faculty and staff campus campaign communications and fundraising. Int. J. Nonprofit Volunt. Sect. Mark. 19, 262–276. Thelin, J.R., Trollinger, R.W., 2014. Philanthropy and American Higher Education. St. Martin's/Palgrave Macmillan, New York.

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Tools: Foundations—Private and corporate Foundations essentially came into being for two reasons. The first was a mounting concern about the power in the hands of wealthy business owners through their philanthropic giving. The other was a need for a means for them to put some kind of order to their giving as they were targets for funding requests from all facets of the community (Thelin and Trollinger, 2014, p. 69). The creation of the foundation solved both problems because it allowed the philanthropist to determine and set strict parameters for giving and (through the creation of the required foundation boards) yielded protection from scrutiny from government or society about the power wealth gave them over initiatives and matters with a widespread impact on society (p. 69). The significant aspect of foundations from the perspective of fundraising is that they were created to do “public good” (p. 147). Initially the two main areas of focus during the early 1900s were education and social services. In so many ways, it was the direction of dollars into those two focus areas that changed higher education dramatically and continues to have a tremendous impact (p. 70). In 2012, the United States was home to 86,192 foundations with $715 billion in assets and $52 billion in giving. Strong stock market performances boosted the assets Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 115

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of many foundations and encouraged more individuals to create foundations. Overall giving by the nation’s private and community foundations reached $54.7 billion in 2013, surpassing previous record levels. According to Foundation Center’s annual “Foundation Giving Forecast Survey,” overall foundation giving will continue to grow, and independent and family foundations will likely show an even higher rate of growth (Foundation Center, 2014). Additionally, foundations were the largest donors to higher education in 2013 to the tune of $10 billion in that year alone (p. 188). Foundations exist to give money to nonprofit organizations. That is truly their sole purpose, so there is no reason to hesitate approaching them for funding. In order to fulfill their mission and their legal obligations, they need projects to fund. However, it is rare for them to come looking for a project (they announce initiatives inviting proposals), so participating in their process is necessary. The key to a successful proposal for a foundation is becoming very familiar with its mission and guidelines before even brainstorming on proposal ideas. Taking the shotgun approach to foundation fundraising will not get you any closer to your fundraising goal, and it won’t get the foundations any closer to their goal of giving away money in fulfilling their mission. Two types of foundations are relevant in this chapter: independent/private, and corporate foundations. Private foundations are generally established by individual donors or donor families and make up the majority of the foundations in existence today. Private foundations include most of the nation’s largest foundations such as Ford Foundation, Andrew W. Mellon Foundation, Rockefeller Foundation, and the Bill and Melinda Gates Foundation. The grant process is outlined by each foundation and varies based on its guidelines. Securing a grant from a private foundation will depend on how closely your project and proposal match its

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mission, how well you followed the guidelines and how competitive your proposal is. Remember, it’s important to articulate your message in a way that speaks the foundation’s language. Competition is high to secure foundation funding. Corporate foundations are established by businesses ranging from major corporations such as Google, Inc. and Walmart Corporation to smaller companies. Corporate foundations are separate from their parent company but typically maintain close ties. How you apply for funding with a corporate foundation varies from one to the next. Some corporate foundations work through their foundation governing board and have relatively little to do with the corporate side of giving. It is often a matter of different pots of money governed by different contacts and employees—some on the corporate side and others on the corporate foundation side. Working with corporate foundations can be very similar to working with private foundations. The thing about foundation fundraising is that the process can be slow, and there is no universal language that can be crafted and shared with every foundation. To be successful, you must craft your approach to appeal to each funding opportunity and individual foundation. The foundation makes the rules. It has the money. It decides what to fund, and you are competing with thousands of others who want those same funds. Libraries have an opportunity to do really well with foundations because they can partner with any other college or unit on campus. It’s imperative that libraries think beyond library services when they research foundation opportunities. For example, because so many foundations still have as their mission the proliferation of educational opportunities and initiatives in society, the information literacy efforts in libraries are a great fit. They can be translated loosely or scoped to a very specific demographic or funding priority. Taken in its broader sense, information literacy can be positioned to a

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private or corporate foundation just as “leadership” is often used as an umbrella theme. Regardless of the focus area, there is little argument that most challenges require the appropriate application of the relevant knowledge. This is how the academic library can position itself in relation to almost anything. On a university campus, there is an opportunity to include the library on many proposals developed for private foundations. For example, every research project on campus uses research materials. What the grantee and grantor need to understand, however, is that libraries not only supply and deliver those resources, they evaluate them and help the researcher evaluate them—regardless what academic unit they are from. No one can argue with the need for good scholarship when doing research. The library organizes information to make it easier to get to and easier to manipulate. In the case of data, that is of particular importance. Librarians are information specialists working with big data, a tool universally recognized as having huge impact on business and social decision making. E. O. Wilson famously said, “We are drowning in information while starving for wisdom.” This statement should be on the wall of every academic library because it succinctly sets up the mission of information literacy—equal access to quality, relevant information. That notion used to mean that everyone was allowed in the library. Now it has evolved to mean that everyone is trained to evaluate the information so easily come by. This is a powerful component to add to any proposal to fund research, student success, and programming. But it is even more powerful when attached to proposals seeking funding to answer big questions like workforce development and many of the world’s great challenges. For a fundraiser and academic lead, the challenge is to help the faculty in the academic departments to think in this broader sense. Faculty are accustomed to soliciting

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g­ overnment grants through sponsored research. Their proposals are very focused on a specific kind of program or research, and they require that faculty drill down into costs and outcomes in a way that trains them to think about their work in very tight parameters. When looking at private funding for faculty, it’s important to begin the process by getting them back to the big picture. We start our relationships with faculty by asking, “What’s your pipe dream?” or “If money were no object, what would you do with your research/program?” That helps us start to see the direction they are hoping to go. It’s important to keep them at this level and not let them answer the question based on their expectation of funding opportunities. They are used to coming at it from the other direction—­this is the funding available, what do you do that fits? It isn’t that foundations don’t have parameters, but foundations deliver funding to all sectors of the nonprofit world. They open the door for academic funding that most faculty are not aware of. As a development professional, you need to hone in on the major impact faculty are hoping to achieve through their research—what is the problem they are solving, and why are they or their university the ones to solve it? Through this exercise, the fundraiser can align the academic library with organizations never before considered. Five steps at a minimum are involved in the grantwriting process. Although the process may vary slightly from project to project, the flow of the work remains the same. For example, you may learn of a project from a faculty member, research potential foundations to find the appropriate foundation target, meet with the faculty member to align the project with the foundation’s mission, call the foundation to discuss, and then submit (whether it be a full application or a letter of intent). Another scenario is to contact the foundation to discuss its mission and current goals and then to shop it out to your colleagues and faculty as a sort of “call for

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projects.” Not all foundations will take these upfront general calls. Some require you to have your project ready to discuss, some may not take a call altogether. Yet another scenario is to share an RFP (request for proposal) from the foundation with your faculty, colleagues, and program directors to begin collecting ideas and potential submissions. The recurring theme is to be strategic, be compelling, and be patient! The grantwriting process is not a quick one, and neither is the foundation funding process. Foundations typically take anywhere from three to six months to even a year or more before they make decisions and distribute funding.

A fundraiser speaks to an academic librarian AL:  You have worked with several private and corporate foundations over the years. What does that process look like compared to the process of securing a major gift from an individual? FR:  The first thing to remember is that although there are similarities between foundations, no two processes are exactly the same. When soliciting a gift from an individual, it’s typically an ask; then you either book the gift and move into stewardship mode, or you get a decline and go back to cultivation mode. But securing a gift from a foundation can take many more steps. For example, I secured several major gifts from a corporate foundation spanning over a number of years. I started with a conversation with the vice president of the company and pitched an idea for funding. For the first gift, I wrote the proposal and submitted it to the VP who then took it to the corporate foundation. It was approved, and then he reported back. Because the staff at the corporate foundation was relatively new, they were still defining their process. For the next major gift, I still worked with the VP, but I also visited with the company and met with the executive director of the foundation as well as with several members of (Cont’d)

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the corporate team. I presented an update on two areas for which I was proposing support, and in the end I wrote a proposal to the foundation for one gift, a proposal to the company to secure research support from a specific pot of money, and a third proposal to the company side for support from their annual budget. The entire process to receive funds from all three areas took about a year, several quarterly calls I set up with players from the university, several visits, and continued cultivation. It was important to keep the relationship strong and to remain accessible to the company and the foundation. AL:  Foundation proposals can be a very long process, though, and success is never guaranteed. FR:  That’s very true, but it’s true of any development process. Unfortunately with foundations there is not always an opportunity to get to know an individual. Sometimes it can happen, but not all of them encourage the formation of personal relationships between the fundraiser and the foundation officer. We always try to do that because it really can help. AL:  What about alumni or friends who serve on boards of foundations. Can you cultivate them? FR:  We absolutely can—and we do! But even so, to be successful in a foundation proposal, you need to provide a case that matches up with their funding goal. Sometimes there just aren’t things going on in a unit or the library that match up to a particular funding focus. AL:  Do foundations put out RFPs? FR:  Sometimes they do, particularly the large ones. But often they fund based on a broad mission, and you have to position your service or research in a way that they can be convinced that your work is forwarding that mission. AL:  Is a corporate foundation really a foundation or just a way for corporations to make corporate gifts? FR:  It depends. Both scenarios are common. However, often they really function as foundations with a mission that is outside the corporate strategy. They will often have some kind of (Cont’d)

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alignment with the work of the corporation, but they have a dedicated board that is not tasked with forwarding the corporate brand and truly devoted to making an impact in an area that matches their funding mission. This is where the relationship with a development officer who focuses on foundations can be so helpful. The expertise of this kind of fundraiser can answer these questions and make sure that you are putting your efforts into proposals that have the best chance of getting funded.

Success story Mary Nauman Director of Strategic Initiatives, Corporate, and Foundation Relations Purdue Research Foundation; and Former President, GrantProse Consulting An experienced grant writer can facilitate a process that promotes faculty collaboration without losing sight of the funder’s priorities. The following are a few key methods for preparing a grant proposal with faculty: ⦁

⦁

RFP compliance—Double check the funder’s requirements—What don’t they fund? What are the submission requirements? Few things are more vital. ⦁ One helpful step is preparing a summary of the RFP so the relevant information appears as an outline of the grant, helping you think through the requirements as you collect information from the faculty and finalize the document. Rationale/Context—Faculty often think a project’s underlying need is obvious and fail to include it. Ask your research team to reflect on and express the problem they are proposing to solve and why, using simple lay terms as much as possible. (Cont’d)

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⦁

⦁

⦁

⦁

An Integrative Figure—If possible, hire a professional graphic artist to develop one encompassing graphic to crystallize your research team’s message. If the reviewers see nothing but this graphic, they will still understand the most essential information. Anticipated Outcomes—In federal grants, faculty members focus intently on methods. Foundations are very outcome focused. This means paying close attention to assessment and to anticipate outcomes (deliverables) and their dissemination. Budget—At the beginning of the process, it is critical to examine how the proposed work aligns with the potential funder’s typical funding range. Funding restrictions that affect research and other activities may also apply. Proofreading—Spelling, grammatical errors, and clumsy writing are not acceptable. If proofreading and editing are not your strengths, enlist a talented colleague.

­References Foundation Center, 2014. Key Facts on U.S. Foundations. Rep. no. 2014. pp. 1–8. Thelin, J.R., Trollinger, R.W., 2014. Philanthropy and American Higher Education. St. Martin's/Palgrave Macmillan, New York, NY.

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Tools: Corporations The entrance of corporate business into higher education occurred following World War I. The initial controversial nature of this new partnership still lingers today with the ongoing desire to keep corporate interests from influencing research and education. Historically, this conflict created some of the foundations that have had the greatest impact on higher education. For example, The General Education Board was initiated with an investment from John C. Rockefeller, founder of Standard Oil (Thelin and Trollinger, 2014, p. 75). Many of the wealthiest private foundations were formed to keep “tainted money” from getting into organizations like universities (p. 121). It was the very same money, of course, but the form of a foundation was less controversial. Between WWI and WWII, however, Congress made some allowances for business to work with public and private universities. This was achieved through an argument that corporations wanted to contribute to the missions of universities (p. 123). It allowed for corporate dollars to flow into universities, and though this area of development in higher education represents less than the amount of dollars raised from private foundations, it is expanding each year. At our higher education institution, corporate and foundation gifts account for more than 50% of our philanthropic dollars. That's unheard of, as most nonprofits' corporate Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 125

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philanthropy dollars are much smaller pieces of the pie. The reality is that of the $358.38 billion given to charity in 2014, corporations gave only 5% (Giving USA, 2015 report). Even though corporate giving makes up a small fraction of philanthropic giving each year, it is becoming more significant for higher education. According to Michael G. Pedley, J.D., Assistant Vice President for Corporate and Foundation Relations at the Purdue Research Foundation with Purdue University, the reasons corporations support universities typically fall into four main categories: to recruit students, to invest in faculty research to help solve a problem, to build the company reputation, and to impact curriculum. Corporations like to fund recruiting activities, faculty and graduate student research (both contracted and gift support), programs and centers, undergraduate scholarships, graduate fellowships, and facilities (Pedley, 2016). We are seeing less and less support from corporations for scholarships as they learn of more compelling ways to access students and begin building more robust relationships across the gamut of giving opportunities. What is important to understand when setting a strategy for corporate giving in the academic library is that this kind of gift is really a partnership. A business has two goals in mind when considering a partnership with a nonprofit organization. The first is to achieve some kind of benefit from the partnership that has either an economic or social benefit. The other deciding factor for partnering is the availability and opportunity to work on a project or program that is very specific and probably short term (Burlingame, 2011, p. 141). One of the first cases for giving for corporate support is workforce development. It relates in a unique way to promoting the company brand. The other strong case is decreasing company expenses by sponsoring the research they need in

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the university environment (p. 143). Libraries can take advantage of any of these opportunities as long as they can make the case that the partnership is a benefit to the corporation in some way.

12.1 ­Workforce development Higher education is doing better with corporate giving than most other nonprofits, and there are several reasons for that. Companies are interested in recruiting university students to work for them. Beyond just recruitment, there are opportunities to align corporate dollars with instruction and faculty. Companies are becoming more interested in influencing the skills taught in strategic areas of study to help ensure universities are producing the type of skilled employees they are looking for. The opportunity to connect with students is a compelling case for giving for corporations, but it can serve as a gateway into more diverse partnerships. By partnering with higher education institutions, companies can put their brands in front of strategic stakeholders. Brand placement on campus connects markets to a product or service. That is a very fine line to walk in the relationship, but one that shouldn’t be ignored.

12.2 ­Faculty research Another common scenario is corporate partnerships with university faculty on research projects. When developing technology or products, it is often more cost effective for a corporation to pay to support research at a university than build a lab and hire its own researchers. This arrangement allows the corporation to take risks with research because, in

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the corporate setting, all funding has to be defended in terms of revenue. A university provides a place for corporations to engage in high-level research where taking risks is encouraged and failure is simply part of the process. Sometimes corporations will go straight to development officers with funding for a project, and the appropriate faculty will be recruited to do the work. These scenarios often include opportunities for students to participate in research.

12.3 ­Corporate match One of the most valuable kinds of corporate giving for libraries is the corporate match. Though it is a dying tradition (Procter and Gamble just announced the dropping of its corporate match in 2016), many large corporations have impressive matches for their employees and retirees. At the very least it is important to always remind donors to take advantage of corporate matches. Another option is to have the development research department run a scan of the donor list and identify those with match opportunities so that you may verify whether the match is being applied and, if not, use that situation as an opportunity to remind them of the opportunity.

12.4 ­Named spaces In academic libraries, the best opportunity for corporate partnerships is named spaces. One thing we know about corporations is that brand is very important. There are many

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reasons to develop brand awareness, and we often think first of retail goals when we think of brand. In that vein, attracting corporations who sell to students is a good way to start thinking about opportunities. In libraries, it would make sense to work with tech companies wanting to get their brand in front of students, knowing that the students are early adopters interested in emerging trends and products. But with collections spanning the breadth of scholarship, brainstorming with library leadership and staff is important in order to align corporate branding with collections and choosing spaces strategically to ensure the highest exposure for the corporate brand. Branding is important to businesses because it encourages people to want to work for them. Workforce development is a major effort in corporate business, and it is essential in the corporate sector to attract the best talent to a company. In this scenario, corporations might be interested in sole sponsorship. Here, a company is the only corporate brand represented in a space. This kind of exposure is important to a corporation, and the scenario is one they are familiar with and seek out. Sole sponsorships are an opportunity for a major gift for a library, as their value to a prospective donor company is dramatically increased by the fact that the corporate brand has no competition in the space. Obviously these opportunities need to be positioned and negotiated very carefully and in consort with the corporate giving team and legal counsel. Done properly, it not only brings funding into the library, but it can also actually enhance the library brand if aligned with a corporate entity that communicates positively with stakeholders.

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A fundraiser speaks to an academic librarian AL:  You are the corporate relations expert. I feel there is a lot to know about this kind of gift because corporations really think of it as more of a partnership than a philanthropic gift. FR:  First of all, corporations can get a bad rap when it comes to their philanthropy, and I don’t think it’s all earned. Many corporations have a strong philanthropic mission and foster it among their employees. That said, they are used to working in a ­revenue-focused culture, so most challenges are associated with a difference of culture. AL: So what is your advice when you begin these kinds of discussions? FR: The first thing is to get them to define their goals. Corporations have a wide variety of goals. Not all of them are about getting their potato chip brand in front of people so they will choose a specific brand in the vending machine! Many corporations have serious research objectives – research that is best done in a university environment and can help them set business strategies. It costs them a lot less to fund research by an expert in a university than it does to build a lab and hire a team themselves. Undergraduate students would never have the opportunity to work on research done in the private sector. So here's a great example of a partnership that assists the corporation but also helps the university meet the mission to provide educational opportunities for students and needed funding for their faculty. AL:  One area in the academic library that people often assume is a good fit for corporate donations relates to technology. FR:  That’s true, but it’s a mistake to think that a corporation is going to be interested in funding a bunch of technology just out of the goodness of its executives' hearts. They need to see a robust plan of how that technology will be used to develop (Cont’d)

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specific skills (typically those related to the kind of work they do in their business). AL:  This is where things can get a little uncomfortable for faculty and staff in the library if they think the donor is trying to have too heavy a hand in how the funding is used. FR:  Donor intent is always a priority in development, and it is a matter of concern for faculty. It’s a little ironic since sponsored research is nearly always the result of responding to a request for proposals, but it is a real trigger point. Corporations are used to negotiating with each other, and it is not at all uncommon for them to expect mutual gain from a partnership with a university. AL:  I was once in a meeting where a faculty member reported on a conversation he had with a corporate leader in a funding negotiation. He was shocked that the corporate leader suggested how the research might turn out. I was sitting there thinking to myself, “Well, of course he would think that. It’s your job to explain things like research integrity.” FR:  Not only is it the faculty member’s job, but it absolutely is our job to explain research integrity and ethical fundraising. Had there been a corporate relations officer working with that faculty member, a lot of confusion could have been avoided.

­References Burlingame, D.F., 2011. "Corporate Giving and Fundraising." In: Timothy, L., Seiler, Aldrich, E.E. (Eds.), Achieving Excellence in Fundraising, third ed. In: Temple, E.R. (Ed.), Jossey-Bass, San Francisco, pp. 138–149. Giving USA, 2015. The Giving Institute. Giving USA 2015 Press Release. Pedley, M., 2016. “Corporate Giving.” Development Staff Training. Purdue Research Foundation, West Lafayette, IN. Thelin, J.R., Trollinger, R.W., 2014. Philanthropy and American Higher Education. St. Martin's/Palgrave Macmillan, New York, NY.

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Tools: Sponsored research Sponsored research offices may have different names at different universities, but for this book, we will refer to such an office as sponsored program services (SPS). While working with faculty and development colleagues across campus is important, it’s also very important to cultivate relationships with the staff in SPS. Building a strong relationship with SPS has the potential to help all involved. A couple of directions assist in initiating partnership discussions. The first is through faculty you are already working with on private funding opportunities. Ask faculty to share proposals they’ve been working on with SPS. Your request may be met with hesitation at first, because faculty are often new to the development side of funding. Sometimes, the academic areas on campus, having not previously worked with university development, consider fundraisers to be similar to hard-nosed salespeople. So the first response may be concern or even suspicion. Faculty are often unaware that development officers raise money to support research. When they do find out, they will typically still defer to SPS because they have a comfort with that approach to funding (and it is the office where most funding for research comes from at a university). So tread the path of early discussion regarding private funding for research carefully and with open and clear communication. The first goal to achieve in the development of the Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 133

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relationship is to be included in funding discussions between faculty and SPS. If a well-established collaboration between university development and SPS doesn’t already exist on your campus, the sponsored research staff may not understand at first why it is necessary, relevant, or even viable. Like a lot of other people on the academic side, if they aren’t familiar with working with fundraisers, there is a good chance that they fall into the camp that believes fundraisers simply ask rich people for money. So be prepared for hesitation or maybe even pushback. Despite the fact that corporate-sponsored research is going on all over campus, when discussions about private support for research occur, it is common to encounter concern. It is based on a fear that individuals will dictate research or influence research outcomes. So by approaching the opportunity from the angle that you want to learn about the project in case there are ways to supplement private dollars for a project, you may avoid being immediately shut out. The truth is that SPS commonly assists faculty in seeking private funding through foundations. Because foundations often won’t allow the administrative fees that a government grant does, sometimes SPS is happy to pass faculty onto a development officer for a foundation proposal. In either case, sharing the role of fundraising for research allows both SPS and university development to record funding. It also allows you both to partner in helping the faculty get funding. Developing a collaborative relationship with staff in SPS is beneficial to all involved: the faculty, staff in SPS, you and your work, and even the university. The simplest way to explain to faculty and staff in sponsored research that partnering with staff in development is valuable takes two forms:

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13.1 ­Provide connection to potential private funders and assistance to faculty for their research This is a great way to begin as you are essentially telling researchers that you want to know what they are working on so that you can align private giving to support their projects. It mitigates any concerns that you are there to disrupt process, and it addresses misconceptions faculty and sponsored program staff may have about ethics as it relates to private giving for research.

13.2 ­Repurpose failed SPS grants for private or corporate foundation proposals Not everything gets funded. One way to begin working with faculty is to talk to them about SPS proposals that were not successful. These projects are good for submission to foundations and individuals because they are ready to go (somewhat). They have a team defined, a desired outcome, and the budgets are already determined. One thing to be aware of as you look at these proposals is that the amount needed in private dollars will be significantly lower. The reason is that most private and corporate foundations don’t allow for overhead. If overhead is allowed, it is often only at a specified percentage of the overall budget. At a rate of a 50% mark-up for overhead in SPS, the failed proposal can often be funded by about half the original budget from an individual or foundation.

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A fundraiser speaks to an academic librarian FR:  When we first met, I didn’t know what SPS was. AL:  It hasn’t always been common for fundraisers to work with the staff in sponsored research. But now there are partnerships between university foundations and sponsored research all the time—particularly in the science and tech divisions. FR: There was a pretty steep learning curve for me when it came to building proposals with them. But now we have a good model for working together. The biggest challenge now is convincing faculty that it’s okay (and preferred) that they work with both areas. AL:  That is related to the misconception of what fundraisers do in their work. When fundraisers can provide deliverables to faculty and show them how they can help, faculty will become more open-minded and appreciate the collaboration. FR:  I think you are right. They often see our work with people who have wealth, yet they don’t always see the connection between our resources and skills in development and government funding for research. AL:  That is just not the case anymore. Donors are more interested in supporting research than ever before, and foundations have become a lot more government-like in the way they like to see proposals. The expertise from SPS staff makes them a very strong partner for development officers. FR: The other value with this partnership has been finding failed proposals submitted through sponsored research that can be repurposed toward private foundations or individuals. AL:  This is a great way to build relationships with faculty, too. The better you understand their funding needs and processes through sponsored research, the more they view you as part of their team. FR: The more you learn about their research, the better resources you have to do your job as a development officer. (Cont’d)

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AL:  It’s a good way to get them to expand their goals in a way that is more appropriate for philanthropic giving. Proposals for government funding respond to specific requests for research, so faculty often find projects within the larger scope of their work so that they can get those funds. It causes them to slip into very narrow ways of thinking about funding and even their own work at times. Because philanthropy is more about big ideas and solving grand challenges, understanding projects and funding needs is an opportunity to have conversations about how these projects support a larger mission. Then you can start to think about how to message their work in terms of making a compelling impact. FR:  That’s why, whenever I meet a faculty member for the first time, I ask “What is your pipe dream?” They always laugh about that, but it helps pull them back from the tight focus their research often requires and gets them to think about their work in a bigger way. These larger views are what fascinate donors and make projects more relevant to foundations whose goals are often very much about sweeping reform and change. AL:  Exactly. We recently had a faculty member wanting help in finding funding for one of his projects. His ideas about the kind of funding he wanted were not appropriate for a private foundation. As a development officer, you can help expand the concept of what is possible in terms of funding. FR:  In that case, it’s about taking a failed grant for SPS and reworking it into a proposal for a foundation. I’ve also had help from staff in SPS in the other direction where their expertise was valuable in creating a budget for a project. Some foundations are requiring much more data in proposals, and SPS is a valuable partner in those scenarios.

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Tools: Advisory councils and friends of the library There is a lot of discussion lately about associations. One of the most famous pieces of literature to development professionals in the United States is the chapter in Democracy in America by Alexis de Tocqueville titled “On the Use That the Americans Make of Association in Civil Life” where he marvels at the uniquely American practice of organizing around any imaginable topic, activity, ideology or belief system (Putnam, 2000, p. 48). Associations have been a part of the culture in the United States for generations, and the Friends of the Library tradition is a part of that larger tradition. In fact, from 1979 to 2009, the Friends had their own division within the American Library Association (ALA) called Friends of Libraries U.S.A. (FOLUSA). In 2009 it joined with Association for Library Trustees and Advocates (ALTA) to create a new division called United for Libraries: The Association of Library Trustees, Advocates, Friends, and Foundations. The merging of the Friends division with the Trustees is an indication of how associations are changing. In his ­national bestseller Bowling Alone, Robert D. Putnam examines the dramatic decline of participation in associations. He goes into fascinating detail about the rise and fall of the unique and historically powerful structure of associations. Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 139

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Unfortunately, he also shows through meticulous data analysis that the trend towards irrelevance shows no signs of reversing (p. 25). While evidence doesn’t necessarily prove that social bonds are disappearing, it does indicate that we are bonding in different ways. We were surprised in our research and discussions with colleagues at other universities to discover how many academic libraries have a Friends group. In fact, we hadn’t planned on doing this chapter until we had a lot of people ask us if we were going to include Friends in our fundraising discussion. Only last week, we had a colleague new to her position in a university library reach out on a listserv to get advice on how to better engage her group. The responses were mixed. Many were, as we were, surprised to hear that a university library had one at all. Others chimed in with various suggestions that were all within the realm of minimizing their role. Considering Putnam’s research, it’s fair to assume that most university Friends groups are populated for the most part by baby boomers and that their numbers have been declining ever since the height of participation in groups of that nature since the mid 1970s (p. 45). Even so, as our colleague on the listserv let us know, in some libraries they are going strong and wanting to engage. In her case, she told our group that the volunteers had been working in the business office helping with tasks like filing documents but were looking for a more substantial role. This was the catalyst for the greatest response from discussion group members: a resounding and somewhat panicked “Nooooooo!” There are certainly ways to engage a Friends group in your library if you have one, but we do not feel that it is an appropriate group to leverage for the business of a university library. If that is the situation at your library, we suggest you work with your dean to define a strategy for shifting into a different model.

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Within the context of fundraising, a Friends group can offer several benefits. If you have one, it is a great help at donor events to assist with hosting duties and volunteer activities associated with planning. The group can be used for other stewardship activities such as letter writing. However, there is a downside to turning stewardship activities over to volunteers. Stewardship is an opportunity for a development officer to keep a donor on the donor continuum. By passing that opportunity off to volunteers, you are missing the opportunity to develop that relationship. Frankly, neither of us would ever miss the chance to be the main person to interact with our donors! However, if you come into a library that already has a Friends group and are asked to use the group, a little collaboration might be helpful in certain circumstances. But it is imperative that the development officer not lose control of the relationship with the donor and remain very aware of the communication that is coming from volunteers on your behalf and on behalf of the library. A Dean’s Advisory Council (DAC) is a much better model for volunteers in the academic library. DACs are common on university campuses, and most academic deans have one. They come in all shapes and sizes and are used in a variety of ways. At best, they are composed of members who are already strong supporters of the libraries or are prospects you and the dean hope to cultivate. These are typically prestigious posts for alumni. In a best-case scenario, the deans really use their expertise to obtain advice on many issues facing the leader of an academic library, including fundraising. Connecting prospects with high giving potential to the business of the libraries only engages them more. Through this service, they can be impassioned about the mission of the libraries and understand the funding needs fully. The Libraries DAC at our university is made up of alumni from all over the country who travel to campus twice a year

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for two days where they get reports on all facets of the libraries, including fundraising, research, programming, and current initiatives and challenges. Our dean has created a very committed group of diverse alumni, and strong friendships have evolved between the members and the staff and faculty in the library. There have also been significant gifts to the libraries by current and former members. All our members are expected to give an annual gift to the library. Another opportunity to engage volunteers in a way that is meaningful to them but also of great service to the academic library lies in a short-term model to initiate a new program or collection. These volunteers are brought together to get something accomplished, and once that is achieved, the committee is no longer necessary. These short-term volunteer opportunities are successful because they have a clear mission, and there is no need to make efforts to maintain the commitment or activities once the mission is accomplished. Events and the development of collections are examples of a time to enlist the help of an ad-hoc volunteer committee. A strategic group with a strong network and influence can help archivists, for example, collect materials for a new archive or assist with fundraising for a specific project or initiative.

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Success story Samuel T. Huang Curator, Rare Books Collection Department of Special and Area Studies Collections George A. Smathers Libraries University of Florida Recently, many library deans and development officers are trying to apprehend if the Friends of the Library group is worthy of library staffing time and operating costs in the academic library. Based on my personal experience in creating one Friends of the Library group and revitalizing two groups at three different institutions, the benefits received from these three groups were enormous and fulfilling, especially during the campus-wide capital campaign. As a library development officer, I worked diligently with members at different levels. With their connection to the university and the athletic association, they were able to bond with the library to the most prominent organization on the campus. In this role, I assessed if the board could be counted on for fundraising. If the library dean or director wishes the Friends of the Library to take the lead in a fundraising, they need to involve with the Friends of the Library group in spite of his/her busy schedules. The library dean’s involvement with the initial strategic fundraising goals and informing the group of their primary role will be the most crucial step toward success. It is important for the library administration to maintain good relationships and build trust with members of the Friends group, and respect them. For instance, the board members of two Friends groups that I worked with were former university presidents, faculty emeritus, former dean of the graduate school and influential people in the university community. These special board members will help recruit other members to join the Friends and form (Cont’d)

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a general library support group. This can provide a source of major donor prospects and be a mechanism for their cultivation and stewarding of major gift prospects and potential donors, as well as be fun for members. Two of the Friends groups that I associated with encouraged their university’s athletic association to support the library. Without the Friends of the Library, I would never have had an opportunity of working with the athletic association on campus, because the library is not allowed to solicit funding proposal to the organization. With several board members’ help, I was able to invite the Hall of Fame basketball coach and football coach as speakers at the library fundraising events. In the meantime, through their hard work, two university athletic associations even established a major library endowment in support of students’ learning needs at the library. One athletic association even created a librarian position at the football stadium to help student athletes’ academic research. In order to keep fundraising as the primary purpose of the Friends, I strongly urged them to create the Friends of the Library Endowment at each institution. Two groups used the income generated from the endowment in supporting their activities, events, lecture series and special library projects. They became a self-supported organization. The other group would use the investment income to support the library dean’s proposal if there were sufficient funds. The creation of the Friends of the Library endowment gives the group an ambitious goal to strive for and they can enjoy the growth of the endowment. This also inspired several individual members to create their own endowment. This has become a legacy for the group.

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A fundraiser speaks to an academic librarian FR:  The idea of Friends Groups sounds like an unlikely way to raise much money for an academic library. AL:  Not all academic libraries have them, but many of them create very successful fundraising opportunities. FR:  It seems as if they could cultivate donors, having members who already love the library. AL:  It definitely can do that. There is a lot of discussion about these groups, and many libraries are having trouble transitioning the members into donors, unfortunately. But others have great success with it. It’s really a matter of the individual group and how it thinks about its role. Of course, the library leadership and development officer play a big role in cultivating a group to engage with fund development either through their own giving or through their work as volunteer fundraisers. FR:  I remember a passionate discussion about Friends Groups on a library development listserv, and most people had pretty negative opinions about them. AL:  The first challenge is that the association model is losing strength each year. Volunteer coordination takes a tremendous amount of time, and for development officers with fundraising goals and other strict measurements, these volunteer groups can take a lot of time to manage with very little in terms of philanthropic dollars to show for it. FR:  Advisory Councils, on the other hand, can return big money. AL:  In this case, volunteers are connected to the business of the library at the highest level—through the dean or academic lead. It is prestigious to be on an advisory council in an academic college, and that is an opportunity for the library to align itself with other academic units in terms of value and to attract the alumni and friends with the greatest influence and giving potential. (Cont’d)

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FR:  And there is no question with these councils that funding is a top priority. AL:  Absolutely, development is a large part of the mission for advisory councils, so needs can be discussed openly, and they have a role in setting strategies and brainstorming. FR:  If your advisory council is a fundraising council, giving can be very high. AL:  Many but not all have a minimum yearly contribution. That is part of the agreement for joining, and it gets the matter of comfort regarding development taken care of from the very start. It also involves the members in the cultivation process; that is empowering and allows for more buy-in. FR:  So what is the strategy for developing these councils? AL:  A mistake would be to build it entirely from major donors. A mix is a good idea because the large gifts made by some influence the level of giving by the others. The best option is a mix of those already connected to the library and others who may provide a strategic area of expertise but were connected through their own college. The more the council actually advises the dean, the greater the potential for giving by the group.

­References Putnam, R.D., 2000. Bowling Alone: The Collapse and Revival of American Community. Simon & Schuster, New York, NY.

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Tools: Events Most development officers dread the suggestion of an event to support fundraising. In the university environment, our lives are pretty full of events of all kinds, and most are more valuable for getting visits with prospects and stewarding donors. Events are usually a pretty bad way to raise money. However, there are some exceptions. For a development officer, it is important to remain firm on the matter of fundraising potential when discussing events as part of a development strategy. If you fail here, you may find yourself spending a tremendous amount of time, energy, and resources on activities that bring negligible results. A simple search for fundraising ideas for libraries will predominantly suggest events. Unfortunately, nearly all are terrible ideas if the goal is to raise money. However, keep in mind that library leadership and staff are seeing these articles in their industry publications all the time, so you need to be ready to discuss the fundraising opportunity from the vantage point of viability for significant support. Libraries are the most logical place for what may be the most lucrative, yet least labor-intensive, event: the celebrity appearance. Obviously an author event is what would be expected for a library, but as long as there is an element related to literature or books or information and the celebrity is someone people want to see, then the sky is the limit. The dean may need to think a little outside the box. Explain Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 147

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that any speaker who brings people into the library sphere to gain knowledge helps fulfill the mission of the libraries. The first battle to be fought is determining the speaker. It is so important to remember and continue to communicate that the event is about raising money for the libraries. That could very well be at odds with library faculty and staff who will have personal concepts of celebrity or views as to what the larger campus community would like to see. If the right speaker is not selected, the event will not achieve its goals. It doesn’t matter how literary, important, profound, available, or cheap a speaker may be; if the speaker is not someone people want to see, the event will fail. Unfortunately, despite other goals that could include promoting literacy and helping stakeholders start to see the true definition of the modern academic library, a significant literary figure who happens to charge next to nothing, yet will only be recognized by readers who follow the Booker Prize every year, will be a nonstarter. You may have to argue for someone who is not necessarily literary or profound but who is recognized by everyone. This recommendation cannot be stressed enough. There is about a 100% guarantee that it will be a source of your biggest challenge. It is that important. When it comes to events, libraries will have other goals in addition to fundraising, and that’s OK as long as they fit within a viable fundraising scenario and your own goals as a development professional. The first goal is exposure, which is always good for fundraising. An event is a short-term, high-impact opportunity to push the brand of the library and gain awareness. Attracting new people to a library event is also great for fundraising. Events are a good way to engage volunteer groups connected with the libraries. However, the event should not be created for the sake of engaging volunteers. The beauty of the speaker event is that it requires little planning. Engaging volunteers and staff is always commendable, but bringing a lot of cooks into the kitchen can quickly expand an event. Remember that the 148

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goal with any event you lead is to raise funds for the library. The bottom line is to make the event as simple as possible and allow the reputation of the speaker to not only do most of the work but also to make extra work to engage donors and attract participants unnecessary. Not every speaker wants to be a part of a fundraising event. J.K. Rowling, probably the author who would be the surest speaker in the world to fill up a library with attendees, will not agree to speak at events where attendees are required to buy a ticket. However, many will. Events are an opportunity for sponsorships from individual donors or corporations. Local corporations not typically associated with the university are a great option for supporting events. The media exposure a celebrity can get is worth a lot to a local business. The goal with sponsorships is, at the very least, to cover the costs of the speaker including travel expenses. Other overhead costs to shoot for in sponsorship support are venue costs and advertising design and purchase. If the food and beverage costs are sponsored, the ticket costs may be fully deductible as a charitable donation. In a recently published book on fundraising for the library, Andy Kahan (2014) discusses author events in a public library. While the event itself may not bring in a lot of money, he says, the opportunity to steward existing donors and cultivate them for larger gifts is valuable, and celebrity events make it easier to engage potential donors who might be motivated to give if it offers them the chance to meet the speaker (p. 8). Except for the part about not bringing in much money, the same goes for the academic library in regards to creating a valuable stewardship opportunity. Similar to the way university units use athletic tickets or games to cultivate ­prospects, a popular author series event is a time to highlight donors and can connect to the library people who may not have been identified before. And although it can be argued that a university has events going on all the time that can be used for donor cultivation, having one closely associated 149

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with the library makes that job easier. A regular event also encourages library leadership and development staff to create a stewardship and cultivation strategy to make the best use of the opportunity to engage with donors and prospects. Modeling the university athletics department or alumni association with a library version of an “on the road” event is another opportunity to spread the library mission, visit with many prospects in a single trip, and cultivate gifts. This kind of event is particularly valuable for a capital campaign. Getting the dean and the development officers in front of a lot of potential donors can bring real dollars in for an initiative. This works well if the host of the event is willing to ask the guests to support a project following project presentations from the dean and event faculty.

Success story Jennifer Sawyer Director, Library Alumni Affairs and Development Cornell University We initiated the Cornell University Library Salon program in 2008 as an opportunity to introduce Anne Kenney, who was the new Carl A. Kroch University Librarian. We held nine Salons our first year and presented all over the country. Since then, we have averaged three Salon events per year with one always in New York City. Each year, the presentation may feature a topic that is being celebrated by an anniversary, such as the 150th anniversary of President Abraham Lincoln’s assassination and the passing of the 13th Amendment. Cornell has the trifecta of these documents: a handwritten copy of the Gettysburg Address, Thirteenth Amendment, and Emancipation Proclamation. Our presenters have included alumni, library curators, and faculty members. These events generally begin at 6  pm with a cocktail reception before the 7 pm presentation. The Salons generally end by 8:30 pm.

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A fundraiser speaks to an academic librarian AL:  The biggest thing to watch out for with events is that they maintain a development focus. FR:  I couldn’t agree more. There is a real risk with events that they cost more than they make. But they are wonderful opportunities to steward existing donors and engage potential donors. AL:  What is the best way to control this risk? FR:  Be aware of a few things when planning an event. There is a difference between cultivating donors and asking donors for money on the spot. The event needs to be planned from an understanding which of the two activities is in play. AL:  Most development officers stay as far away from events as possible for this very reason. FR:  The reason to consider an event in the library is that the potential is so high. Being a “central university unit” can be a real benefit to development because there are those who may not give to the library but may be interested in the social aspect of an event in the library. AL:  So you get them in there for their own reasons, but then have the opportunity to interact with them and spread the message of the library. FR:  True, but communication is not a strong enough reason to have an event. There must be a strategic ask. It is so important to push back on any argument that simply getting people in the library is developing them for a gift. AL:  You can always follow up with guests and cultivate them personally? FR:  Of course, but you have to prepare them for visits and pique their interest in a particular initiative. The message needs to be very specific for the group. So, for example, you would want to come right out with a message about how the library is the foundation and driver for academics on campus and announce an initiative that everyone in the crowd can get behind. AL:  An event could be a great way to announce a campaign. (Cont’d)

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FR:  Yes, announcing an initiative alongside a significant gift is a great way to create an opportunity for cultivation at an event. AL: Author events have a great potential for fundraising success. FR:  Done properly, it is an opportunity for raising significant cash. Public libraries have used author events for years as their major fundraiser, and there is no reason the academic library can’t take the lead on this type of event on the university campus. It is advantageous to reach out into the community beyond the university to solicit gifts and even sponsorships for an event that will get a lot of publicity. AL:  And a celebrity author event doesn’t take that much work. FR:  No, but don’t bother doing one at all unless you have a true celebrity. Otherwise it’s just a lecture series, and that falls outside development in my opinion.

­References Kahan, A., 2014. Fundraising for public libraries with author events. In: Sandra Wood, M. (Ed.), Successful Library Fundraising: Best Practices. Rowman & Littlefield, Lanham, pp. 1–18.

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Tools: Crowdfunding and social media A study published by Davidson and Poor (2016) researched the likelihood of success from repeated crowdfunding. They began their study by summarizing previous studies on the viability of crowdfunding for entrepreneurial endeavors. Their research indicated that it was a good funding option for many kinds of projects but that there was not enough evidence to say whether or not they are significant enough to replace traditional funding models (p. 127). Their research is based on a model where funders receive a reward for their participation (like a copy of a film they helped support, for example), and their discoveries are valuable for any project including a crowdfunding strategy in an academic library. One area where we feel a library campaign is different from the one they describe is in the area of social media. In the case of an entrepreneurial reward-based model, the authors say that social media can help a campaign; we argue that it is essential for success in a libraries campaign. (The exception would be a project that itself has such far-reaching interest that it would have support from an audience already engaged in supporting similar projects in a similar vein.) For our purposes, two scenarios could be successful for the libraries: a project with far-reaching interest and a campaign focused towards university alumni and friends. Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 153

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16.1 ­Project focused towards alumni and friends Many universities are adding crowdfunding to their overall development strategy, understanding that it has the potential to engage new groups of alumni and friends who may not currently participate in traditional giving models. Many third-party vendors who have long been partners of university development divisions (like Ruffalo-Cody, for example) have entered the crowdfunding market by offering branded, customizable platforms to conduct campaigns through their existing online giving portals.

Success story The University of Mississippi One of the most successful campaigns in recent years was the University of Mississippi’s crowdfunding campaign to replace a goalpost taken down by students in a celebration following the football team’s defeat of the University of Alabama in the 2014 football season. Thrown together in a rush following requests by alumni to support the replacement of the goal post, the crowdfunding campaign named “Ole Miss Football October 4, 2014 Victory Celebration” reached the $75,000 goal by the Tuesday following the game and came in at $105,597 by the time the campaign closed. The campaign for the goalpost also drove donors to other giving opportunities on the new crowdfunding site, resulting in over $100,000 in support for student scholarships (The University of Mississippi, 2015).

In this scenario, crowdfunding was a way to capture a moment in time when donors were mobilized to assist. The school leveraged social media to a great degree, led by the university’s athletic director and head football coach. As they

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were already popular social media participants, they were able to coordinate with social media specialists at the university and in university development to reach out to students and alumni and create a frenzy of communication and enthusiasm to bring about a fantastic result. Of significance for our discussion, not only did this campaign achieve its goal to repair the football field, but it sparked giving in other areas. Once the funding was achieved for the initial request, donors moved on to other opportunities. This is why the library needs to be front and center on these platforms, positioning itself as a central university giving opportunity. Success on this particular campaign would not have been possible without a couple of factors: The platform was in place, and the development team was well trained to take advantage of this moment with students, alumni, friends, and fans. The social media network was strong. When we speak to people at our university about crowdfunding, the first thing we do is ask them about their social media usage. In a scenario like the one above, it is imperative that a social network already exist and have a strong following.

16.2 ­Project with global interest An opportunity that doesn’t require a strong existing social network is a campaign that features a project with global appeal. In this case a platform like Kickstarter is a better choice even if your university has a fundraising platform. The reason is simply that people who like to support projects that align with a specific area of interest, regardless of the institution doing the project, will be looking on these well-known platforms. There is less chance that a university-­ based crowdfunding platform will recruit participation from donors outside the university community. These larger sites

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will also give you the opportunity to research similar projects to help you set expectations for giving and determine goals for the campaign. The best opportunities may be found in the archives and special collections and the university press. Kickstarter, for example, has a category devoted to publishing projects. Most exciting, however, is its new category devoted entirely to libraries! As of this writing, current projects include building collections for bookmobiles, collecting essays from librarians, creating a seed library, little library projects, open source collections, and various publishing projects with a library theme.

A fundraiser speaks to an academic librarian FR:  I have some serious issues when people bring up crowdfunding and social media in fundraising discussions. AL:  Why? They seem like the kind of platform that would get a lot of people really excited. FR:  When I see that gleam in people’s eyes that hopes “Will this get me out of prospect research, travel and awkward asks?” I get concerned. AL: Oh, these tools are not going to replace old-fashioned development? FR:  I have a feeling you are being sarcastic; that is a relief. I think crowdfunding is a great way to build excitement and occasionally a way to bring a lot of money in for a project or initiative. My concern is that many people don’t understand the limitations of this kind of fundraising. Or, more precisely, they assume it is a silver bullet for millions of dollars. AL:  There is so much buzz about social media as a way to fundraise, and crowdfunding can do really well if you align the right project with the right people. But it certainly does not replace traditional development. (Cont’d)

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FR: There are several reasons why crowdfunding is a great idea—especially for a library. To start, it promotes the cases for giving to the library. Depending on the topic, it also gets information about a collection or initiative out to a larger audience whose members, by nature of their stumbling on the crowdfunding campaign, already have an interest in the topic. Finally, it mobilizes the library to build a robust social media platform and strategy and invest in that form of communication. AL:  But the evidence isn’t very strong for our largest donor market, baby boomers. It may be a great way to cultivate younger generations, however, for giving in the future. FR:  We need to get our message out and consistently nurture it with the donors moving up the continuum. AL:  Engaging the next generation of donors is an important activity. And having a library presence in their world means the library has less of a challenge to make a case for giving in the future. FR:  It’s about fostering philanthropy with the expectation that giving will evolve to the major gift level once the donors get to a point in their lives when they are able to move to the next level. It’s also a wonderful way to engage students. AL: Some libraries have social media accounts that are amazing! FR:  Using social media allows libraries to connect to a large network and help people understand the many cases for giving. Having a staff person who is an expert on social media is a huge asset. There is a strategy behind this kind of marketing, and it takes someone who knows what he or she is doing. AL:  Is this a good opportunity to hire student workers? FR:  Actually no. Students are good with their own accounts, but that does not mean they can manage one for a major academic institution! They lack the ability to set strategy and aren’t sophisticated enough to message strategically and effectively. AL:  What do you mean when you talk about strategy? FR:  I mean answering the question “What is the point of this effort?” Of course I think one goal should be fostering philanthropy. That can look like a lot of things including promotion, highlights (Cont’d)

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of services and collections—even staff. But a strategy is in place when all these different communications have a larger goal and all messaging is designed in that direction. That takes an expert! AL:  It’s too bad because these students have great networks. FR:  A good social networking manager will leverage those networks by using the students you mention—but as a means to push out the message. Someone with knowledge about the mission of the library, with close communication to leadership, and with expertise about the platform needs to run the social media effort. AL:  Without a strategy, is there any point in doing it at all? FR: You never want to be absent from this arena, but don’t expect these tools to work for you if you haven’t invested in using them properly.

­References Davidson, R., Poor, N., 2016. Factors for success in repeat crowdfunding: why sugar daddies are only good for bar-mitzvahs. Inf. Commun. Soc. 19 (1), 127–139. The University of Mississippi, 2015. New Giving Platform Launched Into Immediate Success. University Communications, Oxford.

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Conclusion: The academic library message 17.1 ­Messaging fundraising internally The development officers working in the academic library cannot be successful if they work in solitude. No other environment would expect this kind of scenario, but it is a very common situation. As we discussed at the beginning, it is not the norm to find the kind of development team in the library you might find in the business school or college of pharmacy. More times than not, there is only one fundraiser in the library, and he or she may have a small team or none at all. In our library, the team is unofficial. We have access to marketing and event support through the library, but development is not the main role. We have access to other development officers who work in offices that consult across campus, but their priority is not the library. Cultivating a strong relationship with faculty and staff is important for any development officer working in the university environment. The library message to donors is not straightforward, and the cases for giving are a little outside the box for the typical higher education donor. At the same time, because of the nature of the library, staff and faculty interact with stakeholders more often than other faculty do. They work across campus and spend their day in, arguably, Copyright © 2017 Kathryn Dilworth and Laura Sloop Henzl. Published by Elsevier Ltd. All rights reserved. 159

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the most highly trafficked academic building on campus. Resourcing colleagues in the library with the fundraising message extends your reach as a development officer. Staff and faculty can be empowered to identify opportunities to put before donors and to be a part of the development process. The first step is communication. Now that we have discussed library culture and working with faculty, it is important to apply that knowledge when communicating with them and educating them about development. The more they know about what you really do, the more comfortable they will be with it. The more they see how philanthropic dollars allow the institution and their colleagues to do the kind of research and programming they want to do, the more excited they will become about what you do. The more examples they see of the cases for giving that resonate with donors, the more likely they will be to reach out to you with ideas. Take advantage of any opportunity to participate in internal communication. Staff newsletters are actually read by librarians! Ask if you can have a regular column to talk about development in a way that educates and empowers. Ask if you can be a regular presenting at all-staff meetings or if you can be of assistance on committees. Getting fundraising to be a major element of the strategic plan in the library is an opportunity to be a part of meaningful and informative discussions with library leadership. Integrating development into top-level discussions about mission and priorities helps you to better understand the complex structure and diverse initiatives, and it helps you become a true colleague. Working together on fundraising strategies gets buy-in and understanding. No longer should you be the lone development officer coming in and out, leaving everyone wondering what you do all day. Your mission will be understood, and you will be considered part of the

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team out there trying to get support for all the things the university does. We felt we achieved something fantastic when we were asked to present at a conference with members of the library faculty. It blew us away when we were asked, because they truly understood that funding is essential to their work and that, without it, they might not have anything to present. It has been humbling to find ourselves embraced as team members, and the opportunity to present to faculty in other academic libraries helps change the culture of confusion about fundraising and creates a model for collaboration. The ultimate connection to philanthropy is giving, yourself. Research shows that giving creates more giving. Believe it or not, this doesn’t happen because giving once suddenly puts you on the radar to receive more asks (though being asked is a top reason that people give!), but giving feels good. It is powerful to contribute to something you care about. It builds passion. Giving also brings change, and it can make faculty and staff feel less powerless in a large, complex institution where they individually have a small role. Cultivating faculty giving is something that should be done with great care because the wrong approach can backfire, but the team-building for development that can be fostered is priceless.

17.2 ­Messaging fundraising externally Without a compelling brand, the academic library is a tough sell to donors. Left to their own devices, they are going to have a very outdated idea of what goes on in a place they would hardly recognize. The academic library has changed dramatically in the last 40  years, but all the changes are fantastic. The brand should provide a portal for donors to

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walk from their comfort zone of an old concept into the new ­reality that is so varied and exciting. It’s so exciting and diverse, in fact, that messaging gets too complex to work well. Creating a brand and a message takes expertise, and investments must be made in the talents and resources needed to create and maintain a strong and compelling brand. A brand and a message for development is very different from the library brand for users. That is the first thing to clarify when talking to leadership and to the marketing team about your needs. So let us stop the discussion for a moment to make possibly the most important recommendation regarding the library brand when it comes to donors—do not abbreviate the name of your library or use acronyms! No one will know what you are talking about. As with any process in the university environment, changes to brand and messaging are a process, and you don’t want anyone thinking you are talking about a complete overhaul. Donors are not going onto the website, for the most part, and are certainly not searching the library catalog. The brand and message for development can and should be a stand-alone campaign and effort. The audience is donors, not users, and design and copywriting need to be appropriate for that audience. The goal is to inform donors of opportunities for giving. That means no copy-heavy articles about specific research projects! Such treatises actually discourage prospects who are typically not from the academic environment and don’t understand the rhetoric or even the value. Messaging needs to speak to matters donors care about. Much-needed elements are a development page on the library website that includes simple instructions for giving, highlights strategic initiatives, links to the online giving portal, and features donor stories. Important collateral pieces are image-heavy one-sheets to leave behind at visits related

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to specific funding initiatives and simple informational items (not brochures!) in strategic units like the archives. They give readers information on how to provide support. These smaller, highly designed pieces are well suited at event place settings. The various social media accounts in the academic library can be made more robust by including development messaging. It is crucial to have a strong following and interaction on these platforms in order to be successful in emerging fundraising models like crowdfunding. The other thing to consider is that even though the current generation with the highest potential is not the most highly sophisticated group out there in the social media universe, the next generation of major gift donors sure is. Expertise and strategy with social media is part of cultivation for the next generation. And when we say “next generation,” we are not talking about millennials, we are talking about GenXers who are coming into their fifties now and who need to be cultivated if they are going to meet the funding needs when it is their time to be the major donors. Nothing is more powerless than a social media account that sits dormant. Lending a name to a dead, hardly updated account may be worse than not having one at all. However, we cannot risk potential donors searching and not finding us. We cannot underestimate the powerful communication inherent in social media not being nurtured. Such neglect reflects poorly on the entire institution to some demographics. With all the resources and the rich diversity of service in the academic library, using social media represents a powerful opportunity to take the lead on behalf of academics at your university. Cultivating an image that represents the value of the library can change the way people understand the library and then encourage them to support it.

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17.3 ­Finally… We hope that the scholarship, information, success stories, and discussions in this book help you make a case to donors for the library. We hope we have shed new light on fundraising techniques, and that by doing so have ignited your passion to work collaboratively across campus and with other units to increase your fundraising success. The word passion is thrown around a lot in the world of development. We talk about the passion for giving and the passion that we, as fundraisers, have for the mission of our institution. The passion behind the services and resources in the library is palpable. It creates meaningful cases for giving and powerful partnerships in the fundraising effort. If, as a development officer, you can connect to this passion and leverage it for donors, fundraising for the academic library can be a successful and satisfying endeavor. Our passion for this book is that, despite having worked as development officers in many sectors of the nonprofit world, the library has inspired our work the most. The cases are powerful, and our partners in the library have been true partners. We continue to advocate for the connection between the library and every facet of the university environment. We see the library as the generator that supports academics, the student and faculty experience and the culture of the university. That inspires us and motivates us to push harder to communicate the library mission and fight to be included in the effort to bring philanthropic dollars into the university. Philanthropy is about giving in order to make life better for others. The literal translation of the word philanthropy is “love of man.” Everything that happens at a university has value that is worth supporting: students, athletics, academics, or the grounds and buildings. But the library is special

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because the mission is fundamentally about equal access, knowledge, and support. We feel sure that fundraising will be more successful when this mission is positioned to donors. At its core, giving is about the heart, and there are so many ways to connect the library to donors representing all facets and elements of the university and beyond. We wish you well connecting the mission of the academic library and the meaningful work of its faculty and staff to the hearts of your donors.

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Bibliography Alexander, J.O., 1998. Fundraising for the evolving academic library: the strategic small shop advantage. J. Acad. Librariansh. 24, 131–138. Bailey, D.R., Tierney, B.G., 2008. Transforming Library Service Through Information Commons. American Library Association, Chicago, IL. Baylor University, University Communications, 2010. Baylor University announces $100 million scholarship fundraising initiative. 15 September 2010. Baylor University, University Communications, 2013. President’s scholarship initiative meets $100 million goal—five months early! 24 April 2013. Beagle, D., 2012. The emergent information commons: philosophy, models, and the 21st century learning paradigms. J. Libr. Adm. 52 (6–7), 518–537. Behrens, S.J., 1994. A conceptual analysis and historical overview of information literacy. College Res. Libr. 55, 309–322. Bennett, T.K., Orr, K.S., 2015. 21 years, 21 stores. Creating a community of giving at the IUPUI University library. Indiana Libr. 34 (1), 16–21. Breivik, P.S., 2005. 21st century learning and information literacy. Change Mag. High. Learn. 37 (2), 21–27. Browar, L., Streit, S.A., 2003. Mutually assured survival: library fund-raising strategies in a changing economy. Libr. Trends 52 (1), 69–86. Summer.

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Burlingame, D., 1994. Fund-raising as a key to the library's future. Libr. Trends 42 (3), 467–477. Burlingame, D.F., 1995. Library Fundraising: Models for Success. American Library Association, Chicago, IL. Burlingame, D.F., 2011. Corporate giving and fundraising. In: Tempel, E.R., Seiler, T.L., Aldrich, E.E. (Eds.), Achieving Excellence in Fundraising, third ed. Jossey-Bass, San Francisco, CA, pp. 138–149. Buxmann, P., Hinz, O., 2013. Makers. Bus. Inf. Syst. Eng. 5, 357–360. Casey, A.M., Lorenzen, M., 2010. Untapped potential: seeking library donors among alumni of distance learning programs. J. Libr. Adm. 50 (5–6), 515–529. Davidson, R., Poor, N., 2016. Factors for success in repeat crowdfunding: why sugar daddies are only good for BarMitzvahs. Inf. Commun. Soc. 19 (1), 127–139. Dewey, B.I., 2006. Fund-raising for the large public university libraries: margin for excellence. Libr. Adm. Manag. 20 (1), 5–12. Dilworth, K., 2015. Email survey with current DORAL members. 21 November 2015. Duke University, Duke Sports Information, 2011. Duke athletics to start library fund. 11 May 2011. Eaton, A.K., 1971. Fund raising for university libraries. College Res. Libr. 32, 351–361. Foundation Center, 2014. Key facts on U.S. Foundations. Rep. no. 2014, pp. 1–8. Gonzalez, L.J., 2013. Private Philanthropic Trends in Academic Libraries. Chandos, Cambridge. Hawthorne, R., 2014. Understanding What Motivates Millen­ nials to Give to Your NPO. Nonprofit Hub, Lincoln, NE. Hodson, J.B., 2010. Leading the way: the role of presidents and academic deans in fundraising. N. Dir. High. Educ. 149, 39–49.

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Contributors to Success Stories Archives and Special Collections: Celeste Guzmán Mendoza Director of Development LLILAS Benson, University of Texas at Austin Samuel T. Huang Curator, Rare Books Collection Department of Special and Area Studies Collections George A. Smathers Libraries University of Florida Capital Projects: Cathy Gatchel Vice President of Development and Marketing The Honeywell Foundation, Inc. Former Director of the Annual Fund for Manchester University Alicia O. Redinger Development Director Marian High School Resources and Technology: Heather Foss Assistant Dean for Development & Alumni Relations The University of Maryland Francis King Carey School of Law Former Director of Development, University of Maryland, University Libraries

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  Contributors to Success Stories

Faculty Support: Dr. Sharon Weiner EdD, MLS Professor and W. Wayne Booker Chair in Information Literacy Purdue University Samuel T. Huang Curator, Rare Books Collection Department of Special and Area Studies Collections George A. Smathers Libraries University of Florida Student Support: Natalie Moore Chief Development Officer The University of Texas at Austin | University of Texas Libraries Brown University Partnerships: Dr. Sharon Weiner EdD, MLS Professor and W. Wayne Booker Chair in Information Literacy Purdue University Nicki Hendrix Director of Development and Alumni Relations The University Libraries The Pennsylvania State University Individual Giving: Timothy A. McElwee Ph.D. Vice President for Academic Resources Manchester University

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Contributors to Success Stories

Leia Droll Executive Director of Development, NCSU Libraries North Carolina State University Seth Martin Director of Development, Libraries Michigan State University Lynn W. Hawkes Special Projects and External Affairs Officer Library & Information Access San Diego State University Foundation Giving: Mary Nauman Director of Strategic Initiatives, Corporate and Foundation Relations Purdue Research Foundation; and Former President, GrantProse Consulting Advisory Councils and Friends: Samuel T. Huang Curator, Rare Books Collection Department of Special and Area Studies Collections George A. Smathers Libraries University of Florida Events: Jennifer Sawyer Director, Library Alumni Affairs and Development Cornell University

175

Index Note: Page numbers followed by b indicate boxes. ­A Academic library, 17–18 academic and professional conferences, 13–14 brand, 161–162 collaboration, 161 crowdfunding, 163 culture, 19–20 development and library staff, 18–19 development officers, 16 development page, library website, 162–163 divisions, 13–14 fundraiser and academic librarian, 19b fundraising strategies, 16, 160–161 higher education, 19, 159–160 internal communication, 160 librarian, roles of, 14–15 library world, 13–14 philanthropy, 164–165 resources, donors, 16 social media, 163 stakeholders, 159–160 successful fundraising, 164 team-building, 161 university campus, 17–18

Academy for Innovation on Entrepreneurship, 62 Administrative leadership, 99 Advisory councils associations, 139 athletic association, 144 donors, 141 Friends group, 140 fundraiser and academic librarian, 145b fundraising, 141, 143 Libraries DAC, 141–142 social bonds, 139–140 stewardship activities, 141 volunteers, 141–142 ALTA. See Association for Library Trustees and Advocates (ALTA) American Alumni Council, 95–96 American Library Association (ALA), 26, 139 Annual giving, 95–97 Archives and special collections archived papers and artifacts, 31 archivists, 33–34 cultivation and stewardship, 38 donors, 31 flight and space archives, 32 fund raiser and academic librarian, 39b

177

 Index

Archives and special collections (Continued) heavily used collections, 34 historic band photos and performances, 34–35 nostalgia, 32 patented materials, 34–35 underrepresented/underreported demographics, 34–35 unique collection, 33 university archives, 31–32 women’s archives, 37 Association for Library Trustees and Advocates (ALTA), 139 Athletic publications, 88–89 Athletics Resource Center, 88–89 ­B Business strategies, 130 ­C Capital projects and renovations collaboration, 52 cultivating donors, 49–50 fundraiser and academic librarian, 53b higher education donors, 49–50 named spaces, 47 “Past Due Notice,” 51 Phonathon, 50–51 professional relationships, 48 stewardship, 49 system-wide building campaign, 48 Career readiness, 28–29 Class gifts, 110–111 Community-supported philanthropy, 101

Corporate foundation, 117, 120–121 Corporations brand placement, 127 corporate and foundation gifts, 125–126 corporate match, 128 diverse partnerships, 127 faculty research, 127–128 fundraiser and academic librarian, 130b higher education., 125 named spaces, 128–129 robust relationships, 126 strategic stakeholders, 127 workforce development, 127 Crowdfunding and social media alumni and friends, 154–155 donors, 154 entrepreneurial endeavors, 153 fundraiser and academic librarian, 156b fundraising, 156 global interest, 155–158 library campaign, 153 social media network, 155 Curriculum development, 28 ­D Dean’s Advisory Council (DAC), 141 Deferred giving, 103 DORAL member libraries, 95–96 ­E e-communication, 96–97 Education, student success and, 28 Events author event, 147–148, 152 celebrity, 147–148

178

Index

development strategy, 147 donor cultivation, 149–150 fundraiser and academic librarian, 151b fundraising, 147 library mission, 150 Salon events, 150 speaker, 148–149 sponsorships, 149 stewardship and cultivation strategy, 149–150 volunteer groups, 148–149 Exploratory Studies Department, 87 External fundraising brand, 161–162 crowdfunding, 163 development page, library website, 162–163 social media, 163 ­F Faculty endowments, 70 Faculty fundraising initiative, 106 Faculty giving, 104–106 Faculty positions endowment, 66–67 faculty research, 71 financial donations, 68 fundraiser and academic librarian, 70b fundraising structure, 65–66 information literacy, 68 institutional stakeholders, 68 library endowments, 69 named faculty chairs, 67 philanthropic gifts, 65 prospective donor, 67 “rising star,” 66

Foundations competition, 116–117 corporate foundation, 117 fundraiser and academic librarian, 120b fundraising, 115 grantwriting process, 116–117, 119–120 information literacy, 117–118 nonprofit organizations, 116 philanthropic giving, 115 private foundation, 116–117 private funding, 118–119 sponsored research, 118–119 Friends of Libraries U.S.A. (FOLUSA), 139 Friends of the Library endowment, 144 Funderberg Library, 50–51 Fundraising campaign, 100 ­G Gifts-in-kind (GIK), 64, 111–112 ­I Incubator endowment, 106–107 Individual giving annual giving, 95–97 campaigns, 101–102 class gifts, 110–111 faculty giving, 104–106 fundraiser and academic librarian, 112b GIK, 111–112 higher education, 99 major gifts, 97–101 planned giving, 103–104 student giving, 108–109

179

 Index

Information literacy, 20 ALA, 26 awareness, 26–27 career readiness, 28–29 curriculum development, 28 digital information, 27 donors, 25 education and student success, 28 fundraiser and academic librarian, 29b fundraisers, 27 informed learning, 28 learning goals, 29 librarians, role of, 26–27 modern academic library, 25–26 “pre-digested explanations,” 26–27 Informed learning, 28 Internal fundraising collaboration, 161 fundraising strategies, 160–161 higher education donor, 159–160 internal communication, 160 stakeholders, 159–160 team-building, 161 ­K Kickstarter, 155–156 ­L Leadership gift, 101 Library resources and technology academic information resources, 57–58 academic tracks, 60–61 artistic creativity/building sciences, 60–61 cost of, 57

donor’s language, 55 engagement and innovation, 61 fundraiser and academic librarian, 62b gifts-in-kind, 64 “heavy lifting,” 56–57 information resources, 56–57 learning commons, 58–59 library ecosystem, 62 Living Library model, 62 makerspaces, 59–61 package resources, 62–63 prospective donors, 57–58 resource stipend, 58 Library Staff Council (LSC), 77–78 ­M Major gifts, 97–101 ­N Nettie Lee Benson Latin American Collection, 36 ­O Office of Financial Student Services, 77–78 Old photographs, 39 ­P Partnership academic colleges and units, 85–88 academic library, 83 academic social networks, 87 athletics, 88–89 development professionals, 83–84 fundraiser and academic librarian, 91b information literacy, 83

180

Index

libraries and athletics, 89 library-based funding proposals, 87 Library Fund, 89–90 library fundraiser, 86 library scholarship, 83–84 mission of, 83 online resources, 84–85 Parents program, 91 PSU Development, 91 robust opportunity, 85–86 self-identified prospects, 90–91 self-selection, 90–91 Philanthropy, 19, 105, 108 Planned giving, 103–104 Private foundation, 116–117 Public libraries, 152 Purdue Libraries, 87 ­R Renovation. See Capital projects and renovations Request for proposal (RFP), 119–120 Revenue-focused culture, 130 ­S Social media. See Crowdfunding Sole sponsorships, 129 Sponsored program services (SPS) collaborative relationship, 134 fundraiser and academic librarian, 136b misconceptions faculty, 135 partnership, 133–134 private/corporate foundation proposals, 135 private funding, 133–135 sponsored research, 134, 136

Student giving, 108–109 Student support academic divisions, 73 donor’s contribution, 74 fundraiser and academic librarian, 79b higher education, 73 investment, 77 Library Innovation Prize, 78 LSC, 77–78 prospective donors, 74 scholarships, 73 student awards, 75–76 student workers, 75 tuition support, 73 ­T Tax Reform Act of 1969, 103 Teresa Lozano Long Institute of Latin American Studies, 36 “The Ward Method,” 101 ­U University press crowd-funding campaign, 42–43 customizable portal, 43–44 digital communication and publishing, 42 digital repository, 43 fundraiser and academic librarian, 44b fundraising strategy, 41–42 higher education, 43 mainstream publishing, 42 “scholarly publishing,” 41 scholarship and research, 43 Yale University Press, 43b

181