One institution in the Southeast, North Carolina State University announced such a transformative gift for its College of Textiles this past fall. A $28 million gift, from alumnus Frederick “Fred” Eugene Wilson Jr. and the Wilson family will fund an endowment for the College. The College is now known as the Wilson College of Textiles.

As is often the case, this gift did not arise by accident, but through active communication with the donor and a genuine willingness to connect the donor with the opportunities and needs of the institution.  Mr. Wilson’s grandson, Rede Wilson, 2016 alumnus, responded to a direct mail appeal six months after graduation with a $1000 gift.  When asked why, he said it was because the dean asked him.  The dean had been one of Rede’s professors.  The development office was quick to connect Rede with his grandfather, who had given $10 million to High Point University.  Michael Ward, Senior Director of Development, asked Rede to serve on a young alumni committee and asked his assistance in reconnecting the family.  Members of the family became more actively involved in the College and across the campus.  Opportunities for engagement included attendance at basketball games and serving as design judges for the senior design contest.  As in best practices, a host of NC State and the College of Textile administration, faculty and staff played significant roles.  More than a dozen individuals participated in reconnecting the family, writing proposals, researching opportunities and meeting with family members.  The Chancellor and Dean were notably front and center in explaining the need, and transformative impact a naming gift could impart. 

Michael Ward suggested that there were several key points that outlined the success of this journey:

1. Soliciting new grads:  The initial solicitation resulted in an unusual gift for a six-month alumnus.
2. Recognition by the research team:  Realization that this new grad was a part of a generous multi-generational family.
3. Reconnecting the family:  Assistance was sought from the graduate to engage the family and many members of the family were involved in every step of the process.
4. Progressive emphasis on relationship building: Permission was requested every step of the way before invitations were issued to meetings and events.
5. An apology for not having stayed in touch:  The College acknowledged that it could have done a better job of staying involved with its more successful alumni.
6. Involvement of many people across the campus:  But most importantly, efforted was planned and coordinated by a seasoned development officer. 
7. Asking for permission to solicit: Nothing happened by surprise; the donor’s input and desires were instrumental in developing the opportunity and ultimately the solicitation.

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Whatever it takes.

Sweet Briar College, a women’s liberal arts college founded in 1901, was at risk of losing its legacy in the spring of 2015 when the college president and board suddenly announced they would be closing the college due to fiscal trouble.

A group of loyal alumnae stepped up and, with the help of the experts at Alexander Haas, began to do the impossible – Saving Sweet Briar. Hear in their own words, key alumnae and David King, President and CEO of Alexander Haas, recount the dramatic turn of events as the firm did “whatever it takes” to make the Saving Sweet Briar campaign a huge success.

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Meet John Taylor, Partner with Alexander Haas! As a Partner, John applies his extensive background in development to serve a wide variety of clients. For over 30 years, he has served as a leader in the field of advancement, campaign management, and board development and has helped nonprofit organizations around the world to enhance the operational aspects of advancement and assist them with strategic and campaign planning, preparation and execution.

John holds a BA in Mass Communications and Socio-Political Change from Vanderbilt University, and a Certificate in Nonprofit Management from Duke University. He resides in Durham, NC, with his wife and children.

In this month’s Team Member Spotlight, John shares what inspired him to join the Alexander Haas Team, why he loves helping others and his favorite go-to resources for news and information in the fundraising field.

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One common element of many recent university campaigns is the establishment of a leadership program. A popular brand as a program or institute, a leadership center has come to represent a collection of experiences that are designed to develop desirable characteristics needed for graduates to make a difference in society. Such characteristics include the ability to inspire, make difficult decisions, and act ethically and boldly. Leadership programs often involve funding opportunities that may include scholarships, endowed faculty and executives-in-residence positions, lecture series, internships, study abroad, research opportunities, and reference materials. Some focus on a cluster of students; others may have optional offerings open to the entire study body. They are attractive to captains of industry, many of whom have had successful careers because of their leadership traits. Now in a position to give back, they wish to encourage the advancement of the personality qualities that led to their accomplishments.

At a campaign strategy meeting, one committee member questioned the inclusion of a leadership institute in the case for support. To paraphrase, she said that she was not necessarily opposed to the establishment or expansion of a specific leadership program, but she would like to know how leadership programs measured success. What specific proficiencies are we seeking? Are there characteristics that graduates will exhibit, and if so, how will we determine that they have acquired these traits? Or is the purpose of the program simply to expose a select group of students to a set of experiences, which can be life enriching?

The committee member made a valid argument. Are universities without specific leadership programs ones where students graduate devoid of such skills? Or are the students who are not selected or chose not to participate in such programs restricted to being followers or relegated to mid-level management careers? But most importantly is it not a hallmark of our higher educational programs that we are developing leaders across the campus regardless of their course of study or inclusion in a special co-curricular program? Whether the leadership program participant is actually in quest of a career managing a board or personnel does not necessarily negate the argument of the importance of all students to acquire such a positive skillset.

From boardroom CEOs to coaches and drill sergeants, as difficult as it may be to measure in the absence of a war, a close football game, or a financial crisis, good leadership is something that, “we know when we see it.” As colleges and universities develop their cases for support, it is important to ensure that funding opportunities are included not only for their ability to attract dollars, but as components that institutions believe will make a difference. Measurement is easier when it involves quantitative factors such as passing a standardized test. The more subjective qualities may not be truly measured or tested for many years. Explaining the rationale for establishing such programs may be challenging in a case for support, but necessary. The institution should be open to and prepared for debate and discussion with potential funders.

As programs with such subjective outcomes as leadership mature, one hopes that in the not too distant future society will not only benefit, but that there will be extensive longitudinal data for comprehensive program evaluation.

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