by Linnie S. Carter
from Inquiry, Volume 10, Number 1, Spring 2005, 35-40
© Copyright 2005 Virginia Community College System
Abstract
Carter
defines institutional advancement, encouraging all members of the community
college to play a role in supporting and promoting their colleges.
Many people believe that Virginia’s community colleges are a best-kept secret. Proving that statement to be untrue is the mission of institutional advancement professionals throughout the state.
Reaching an Understanding
The definition of “institutional advancement” varies from institution to institution. One institution may define it strictly as fundraising. Another may define it as only public relations and marketing. At most institutions, it is defined as fundraising and public relations – and all the other functions that fall under those categories, including
alumni affairs,
community relations,
foundation board activities,
grants,
legislative affairs,
marketing,
publications,
scholarships,
special events, and
Web site development.
Institutional advancement professionals deal with a variety of tasks on a day-to-day basis. In addition to internal stakeholders – students, faculty and staff – they are accountable to foundation board members, college board members, alumni, media professionals, donors, and vendors.
What institutional advancement professionals do is vital: they are working to enhance public awareness about community colleges and to raise money to support the mission of the colleges. Their work affects all employees, which is why community college faculty and staff should keep the institutional advancement functions “all in the family.” They all should take ownership of a piece of it.
Why should employees take ownership of someone else’s job when they have so much to do themselves? The answer is simple: Employees who support institutional advancement – even in the smallest of ways – will reap the benefits and see a return on their investment.
What do most community colleges want and need? Higher student enrollments, more state funds and additional private funds. Institutional advancement professionals help to achieve all three of these – and other employees can, too.
Higher student enrollments. The institutional advancement team issues news releases, schedules media interviews, handles advertising, publishes printed materials, and makes public appearances. When they do these activities, they are getting out the word about the college. Someone who may have never considered attending a college is now informed. And that person can tell others. This pattern of information and word of mouth should result in enhanced public awareness; this should result in increased enrollment and classes being filled to capacity. This should result in job security for everyone.
More state funds. The institutional advancement team coordinates colleges’ participation in the VCCS’ legislative advocacy efforts. From selecting students to serve as ambassadors during Virginia General Assembly visits to writing talking points for town hall meetings, these people are coordinating activities behind the scenes. These efforts should result in the president and ambassadors receiving “face time” with elected officials. This face time should result in a greater level of awareness about community colleges, which could result in legislation and votes that benefit the VCCS and its institutions.
Additional private funds. College foundations are more important today than ever before. There is no doubt about this. State funding continues to decline, while community college enrollments and responsibilities to the community continue to increase. Community college faculty and staff have managed to do more with less. Institutional advancement teams are partnering with presidents and foundation boards to raise money. And they are not just raising money for scholarships, as has been the case historically. Today, foundation funds are used to fund salaries, equipment, buildings, and professional development. Also, institutional advancement professionals are no longer just approaching corporate neighbors for financial support; they also are cultivating relationships with well-to-do individuals and successful alumni. The efforts of the institutional advancement team and president should result in more private funds being raised. This increase should provide additional supplemental funding for departments, which can result in employees having the necessary resources to be the best employees they can be and to give students the best service they possibly can.
Getting back to the theme of “all in the family”: each employee is responsible for institutional advancement. The name speaks for itself – to advance the institution. That is a responsibility all employees share – whether they work in the physical plant, handle financial aid, teach biology, or manage an administrative office.
Colleagues can become full partners with their institutional advancement team in numerous ways. Employees who follow these tips will reap the benefits of their own labor, and the return on investment will be evident.
Alumni affairs. Employees should forward the names, mailing addresses, telephone numbers, and/or e-mail addresses of successful alumni to their institutional advancement team. The team can then use this information to invite the alumni to a special event, mail them publications to update them on the college, or ask them to make contributions to the foundation. Employees should also invite alumni to campus so that they can reconnect to the college. During these visits, colleagues should be sure to introduce the alumni to the president and institutional advancement staff .
Community relations. Faculty and staff are encouraged to sign up for their college’s speakers bureau and share their expertise with others. If they are not comfortable doing so themselves, employees should invite their institutional advancement team to speak to community groups. After all, institutional advancement professionals welcome opportunities to meet new people, which may result in new relationships, connections, and financial support.
Also, employees should make institutional advancement staff members aware of relevant community activities, so they can attend them or, at the very least, provide promotional items like cups, pens, pencils, mouse pads, etc.
Foundation board activities. Faculty and staff should recommend to their institutional advancement colleagues the names of individuals with influence and affluence. Institutional advancement staffers are always seeking effective foundation board members who are willing to open doors, give money, and raise money. Employees should consider their neighbors, church members, club members, alumni – and even their own relatives.
Fundraising. All employees should contribute money to their college foundation each year and benefit from a sense of generosity and, of course, a tax-deductible contribution. The amount of the contribution does not matter. The only thing that matters is that the employees give. Many college foundations allow employees to contribute through payroll deduction – employees should take advantage of this easy, low-maintenance method. The questions many donors ask when they are approached for money are “How many of your board members have given?” and “How many of your employees have given?” It’s always nice to be able to say 100 percent in both cases.
Unfortunately, that is often not the case. Too few employees give to their college foundations. Yes, it is true that until 2003, VCCS employees had not received a raise in three years. Yes, it is true that most VCCS employees do not make a lot of money. Yes, it is also true that most employees give to their colleges in many other ways. However, institutional advancement professionals and college presidents cannot ask others in the community to give to a cause that employees do not believe in themselves. For this reason, all employees should give to their foundation – and the amount is irrelevant.
Also, if employees know the names of persons who have the capacity to contribute to the college foundation and are willing to do so, they should run (not walk) to their institutional advancement staff’s office. Employees should share this essential information.
Grants. Employees should make their institutional advancement team aware of grant opportunities. If faculty and staff discover a grant that will benefit their department or the college overall, they should inform the institutional advancement staff right away. These much-needed funds, if received, can change the life of the college. If employees know people who serve on local community foundation boards, they should forward those names to their institutional advancement team. It may be helpful for the institutional advancement professional to mention this relationship when contacting the community foundation. As the old adage goes: “It’s not what you know, but who you know.”
Legislative affairs. Faculty and staff should volunteer to accompany the president and ambassadors when they visit the Virginia General Assembly each year. Employees should write to their state’s elected officials and urge them to support education-friendly bills. Also, employees should write to their elected officials to thank them for their support. Faculty members could ask their students to do the same and even make the letters part of an official, graded assignment. The benefit will be two-fold: the students will gain valuable writing and legislative advocacy experience, and elected officials will hear from their constituents. Most important, faculty and staff should vote for education-friendly measures on election days.
Marketing. Employees should forward marketing ideas to the institutional advancement team. The ideas can focus on their department or program or the college overall. Employees should be able to answer these questions: Why would my program appeal to a prospective student? How would a certificate or degree from my program benefit someone? What makes my program unique? If I had to do a three-minute commercial about my program, what would I say? These ideas will help the institutional advancement team better tell the college’s story.
Public relations. Colleagues should make the institutional advancement professionals aware of students, alumni, colleagues, events, programs, and services that are newsworthy. They should volunteer to write newspaper op-ed pieces and letters to the editor. For example, for National Engineering Week, engineering technologies faculty can write about the latest trends in the industry. For Community College Week, presidents can write about how their institutions have contributed to the economic development of their service areas. For Black History Month, employees can write a profile about a successful Black alumnus, which can be featured on the college Web site or in a publication.
Publications. When the institutional advancement team asks for story ideas for the college’s newsletters, employees should share their ideas. Colleagues should not sell themselves short. The team is asking for ideas because they genuinely want and need them. In fact, employees should write an article themselves and request a byline in the printed piece, as these lend credibility to college publications and become a valuable part of employees’ professional portfolios. Also, colleagues are encouraged to give institutional advancement staff members ideas on how to improve the publications.
Scholarships. Faculty and staff should make their students aware of scholarships offered by the college foundation. Many times, these funds go unused because not enough students apply for them. Faculty members can distribute fliers about the scholarship program, make announcements in their classes, and write reference letters for the students.
Special events. College employees should attend the college’s special events when they are invited and able to do so. Many external stakeholders – business and community leaders and donors – are thrilled to meet employees. Employees can help to tell the college’s story from a unique perspective. Also, employees can recommend the college’s best and brightest students to serve as special event speakers. When the institutional advancement staff asks for recommendations for student speakers, employees are encouraged to forward the names to them. No one knows students better than their professors.
Web site development. All employees should bookmark the college’s Web site and visit it often. If the Web site is not meeting employees’ and students’ needs, employees should say so and send suggestions for improvement to the institutional advancement staff. If other Web sites have features that faculty and staff would like to see on their own college’s Web site, they should send that Web site address to their institutional advancement colleagues. Furthermore, faculty members should encourage their students to use the Web site as a resource and demonstrate its efficiency and effectiveness.
All VCCS employees are challenged to select three of these methods and commit today to achieving them this year. Then, next year, select three more – until these methods become second nature.
We VCCS employees are privileged to work among colleagues who give so much and sometimes receive so little in return. While we are not the highest-paid employees in the state, we have to be among the most blessed. How many other people can truly say – and prove – that they change lives for the better on a daily basis?
All of us VCCS employees have been charged by our chancellor to rise from good to great. Each Dateline 2009 goal reflects an institutional advancement responsibility, which is our collective responsibility. As VCCS employees, we are encouraged to keep it “all in the family,” and college-wide support of institutional advancement is key.
Linnie S. Carter, APR, is the vice president of college advancement at Lord Fairfax Community College and executive director of the Lord Fairfax Community College Educational Foundation, Inc. Currently, she is a doctoral student at Old Dominion University.