Abstract:This commentary focuses on teaching philanthropy using an innovative pedagogy known as experiential philanthropy. Experiential philanthropy allows students to study social issues and nonprofit organizations and then make decisions about awarding funds to nonprofits working to address the social issues they learned about.The pedagogy is considered to be transformative for students across a variety of disciplines (e.g., business administration, marketing, public administration, and social work). In this commenta… Show more
“…McDougle (2022) argues that philanthropy is a personal endeavour, however that we often fail to teach it in that way, which can mean that philanthropy within diverse communities can go unseen and uncelebrated. This early focus for students asking them to reflect and share their own philanthropy and morals in decision‐making ensured the diversity within acts of philanthropy were recognised, as participant A commented: ‘We weren't just treated like students, we were treated like donors’ and as a comment from the student reflections notes:This module has been excellent at delving into understanding our actions as citizens, what counts as philanthropy… It has made me think about charitable giving in a whole new way and will probably influence the decisions I make for the rest of my life.…”
Section: Observationsmentioning
confidence: 99%
“…McDougle (2022) suggests allowing students to ground their understanding of philanthropy within their own lived experience and lived experiences of different cultural contexts. As the above quote shows these experiences are valuable for offering that debate and discussion about causes, and the way they are supported across the world.…”
Section: Observationsmentioning
confidence: 99%
“…Literature consistently highlights the benefits of student philanthropy programmes (e.g., Ahmed & Olberding, 2007;McDonald et al, 2017;McDougle, 2022;Olberding, 2009Olberding, , 2012. Whilst most of the outcomes focus on US students, emerging evidence suggests that such programmes are transferable, as similar outcomes are experienced by students in China (Li et al, 2020).…”
Section: Student Philanthropymentioning
confidence: 99%
“…Associated with participatory citizenship, concern has been expressed that expressly focusing on service learning fails to challenge the status quo and does not adopt a critical social justice lens upon the topic in question (Body et al, 2020;Westheimer & Kahne, 2004). It is in the connection between this reflective critical thinking and direct action, where we and others argue transformational learning happens and the space within which experiential learning extends beyond these traditional forms of service learning McDougle, 2022).…”
This practice paper reflects on lessons learnt from an undergraduate philanthropy module introduced across different programmes within the division for the Study of Law, Society, and Social Justice at the University of Kent, United Kingdom. The module applies service‐learning and experiential learning pedagogy to ensure students critically engage with community and societal issues; recognise themselves as philanthropists; and engage in a responsible decision‐making process with their cohort. As one of the first UK Higher Education student philanthropy modules, lessons learnt provide important general reflections for student philanthropy modules internationally, alongside offering a potential ‘blueprint’ within the UK context. Aligning with others (such as McDougle's study) and drawing on critical reflections from students and partners, suggests that experiential learning pedagogy is most successful when carried out in a diverse and multidisciplinary learning space where students reflect on their own moral position alongside others to build consensus.
“…McDougle (2022) argues that philanthropy is a personal endeavour, however that we often fail to teach it in that way, which can mean that philanthropy within diverse communities can go unseen and uncelebrated. This early focus for students asking them to reflect and share their own philanthropy and morals in decision‐making ensured the diversity within acts of philanthropy were recognised, as participant A commented: ‘We weren't just treated like students, we were treated like donors’ and as a comment from the student reflections notes:This module has been excellent at delving into understanding our actions as citizens, what counts as philanthropy… It has made me think about charitable giving in a whole new way and will probably influence the decisions I make for the rest of my life.…”
Section: Observationsmentioning
confidence: 99%
“…McDougle (2022) suggests allowing students to ground their understanding of philanthropy within their own lived experience and lived experiences of different cultural contexts. As the above quote shows these experiences are valuable for offering that debate and discussion about causes, and the way they are supported across the world.…”
Section: Observationsmentioning
confidence: 99%
“…Literature consistently highlights the benefits of student philanthropy programmes (e.g., Ahmed & Olberding, 2007;McDonald et al, 2017;McDougle, 2022;Olberding, 2009Olberding, , 2012. Whilst most of the outcomes focus on US students, emerging evidence suggests that such programmes are transferable, as similar outcomes are experienced by students in China (Li et al, 2020).…”
Section: Student Philanthropymentioning
confidence: 99%
“…Associated with participatory citizenship, concern has been expressed that expressly focusing on service learning fails to challenge the status quo and does not adopt a critical social justice lens upon the topic in question (Body et al, 2020;Westheimer & Kahne, 2004). It is in the connection between this reflective critical thinking and direct action, where we and others argue transformational learning happens and the space within which experiential learning extends beyond these traditional forms of service learning McDougle, 2022).…”
This practice paper reflects on lessons learnt from an undergraduate philanthropy module introduced across different programmes within the division for the Study of Law, Society, and Social Justice at the University of Kent, United Kingdom. The module applies service‐learning and experiential learning pedagogy to ensure students critically engage with community and societal issues; recognise themselves as philanthropists; and engage in a responsible decision‐making process with their cohort. As one of the first UK Higher Education student philanthropy modules, lessons learnt provide important general reflections for student philanthropy modules internationally, alongside offering a potential ‘blueprint’ within the UK context. Aligning with others (such as McDougle's study) and drawing on critical reflections from students and partners, suggests that experiential learning pedagogy is most successful when carried out in a diverse and multidisciplinary learning space where students reflect on their own moral position alongside others to build consensus.
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