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Abstract
This article explores how student philanthropy course activities influence student understanding of philanthropy and the likelihood of engaging in civic activities. Data came from 1,628 students participating in the Pay It Forward student philanthropy initiative. Multivariate regression analyses reveal that having direct contact with nonprofits, doing research into an issue area, assisting in writing grant proposals on behalf of organizations, serving as group leader or co-leader, and investing a large percentage of class time in the philanthropy project are activities that most strongly predict student confidence in philanthropic skills, abilities, and knowledge. We also find that a high level of engagement (i.e., making important decisions, developing ideas, having responsibilities) is more significant than any single course activity in predicting student confidence and shifting philanthropic, volunteer, and work plans. Finally, we find that student philanthropy course activities have less of an effect on students who have previously participated in philanthropic activities.
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Notes on contributors
Jodi Benenson
Jodi Benenson is an assistant professor in the School of Public Administration at the University of Nebraska–Omaha. She received her PhD in social policy from the Heller School for Social Policy and Management at Brandeis University. Her research focuses on the intersection of civic engagement, inequality, social policy, and non-profit organizations.
Erika Moldow
Erika Moldow is a strategic learning specialist at the University of Colorado. She received her PhD in social policy from the Heller School for Social Policy and Management at Brandeis University. Her research focuses on program and policy analysis in the areas of academic enrichment, college access, out-of-school care, service learning, and civic engagement.