Okay, let's see. Well, good morning again, everyone. Great to see you all here. I'm going to just jump right. Well, how's everyone doing. First of all, before I just jump right in. Okay, so it's temperature check I can see some some maybe I see a new face. I see a new face. That's great. Okay, so a DDM what I hope I said that right that pronounce it right. Okay, I'm going to do an introduction in just a second. Okay, so I saw Samantha doing good. Amanda doing good. Jen. Good. So, so little crazy at work, you know, I know it's hard with midday. Like these midday things and Molina's good Renee during good You can just give a thumbs up if you if you can't rival to to speak. Okay, great. So, a DD so nice to have you with us today. Will you please just briefly Introduce yourself to tell us your, your, your title, the institution that you're with. If your institution is in a campaign. And whether or not you are if you are in a campaign. What phase you're in in the campaign and what you hope to gain from today. So I know that's a lot, but you share Well, good afternoon, everyone. I'm sorry I wasn't with you all yesterday. I got pulled into multiple things and triple books. So I apologize for that. My name is a DD at Tim hunting. I am the director for diversity, equity and inclusion at Penn State University. And so some of my colleagues should have been on yesterday. I believe all of us are getting old. So I apologize about that, but My role. Overall, my title does not reflect my role, but I said on the senior most executive team of our advancement and alumni shop here at Penn State. And so I oversee all the IV initiatives throughout the entire division. So I support all 600 employees in our division on the educational aspect, but then also I do a lot of policy procedures and so forth. And then I'm sitting on our campaign, which we are We're kind of in quiet phase not quite phase of a campaign right now. We don't really have a full name or theme or anything else like that, but I said on Campaign itself and trying to help in some infusing div from the beginning of our campaign, but that's part of my role as well. Great. Well, so wonderful to have you with us. Thank you. Okay, so I will go ahead. Carl, if you could go ahead and put the put the deck up. Or did you do I need to share that Yeah, you can go ahead and share. Okay. Give me one second, everyone. Can everyone see that? Okay, great. Fantastic. So... Okay, very good. So today, I, I don't need to go through these again. Just that, just be respectful of everyone. I wanted to go through the agenda for for today to make sure that we captured everything that we plan to capture we did a little bit of reorganizing of the agenda from the original plan since we ran long yesterday discussing context. So, today, we'll do a brief welcome that's already happened. I'm going to jump in to talking about the comprehensive campaign just providing a general overview of of comprehensive campaigns, and what they look like the elements, and what have been identified as key elements for success or key factors for success within a campaign. And I'll spend about 20 to 25 minutes doing that. From there, I'll move into the first strategy that we identify as, as being a key to infusing or integrating DEIB into into campaign work and the focus. This particular strategy is focused on campaign planning. So how you integrate the DEIB work into campaign planning, and I'll spend 15 minutes on that. We'll take a break after after that, and then we'll move into the second overall strategy, which is the integration of DEIB into the execution part of a campaign. So we'll start with the planning phase, integrating DEIB into that. Then we'll move into the execution part of a campaign. That one, that particular topic or session is a little bit longer it's going to be 80 minutes. So we'll take a break immediately after that one. And then the last strategy that we'll focus on is how you measure and sustain success of DEIB integration into campaign work and and we'll spend 15 minutes on that and then we'll close with with any reflections or questions or follow up items that that you all have and we'll spend 10 minutes on that. As a heads up with each of these, with each of these sections of of today. I will be doing some, some talking but my talking is really going to be focused or will be focused on sharing information with you and keeping that really succinct and tight so that you have the opportunity to do exercises on what I based upon what I've shared and relative to your, your own situations in the context of institutions and the context of your institutions. So we'll be doing some whiteboarding and we'll be doing, I think we're going to do some breakouts. I'll, I'll see how how things are flowing. So any questions about about our agenda today. Anyone seeing okay I see. Okay, great. Anyone feel like something is missing that I didn't talk about. Okay, fantastic. So first I'm going to provide this comprehensive overview of I'm seeing an overview of the comprehensive campaign. Sorry, give me one second. I need to do an adjustment on my screen. You all are covering up. Hello. Welcome Ray, great to see you. Great to see you. Okay. Okay. So, and you know some of this is likely redundant for for most of you, but I think it does just bear sharing, you know, so the comprehensive campaign, what is it. It basically is an organized effort by an institution or an organization. It's an organized fundraising effort that has a denoted beginning and end and a financial goal that includes or that is made up of a number of different strategic priorities that the institution or organization has identified, and what essentially makes a campaign different from other fund a comprehensive campaign, excuse me, different from other fundraising efforts within institutions and organizations, is that you have the strategic priorities that often span the entire organization or institution, it's highly methodical and highly systematic and the dollars are typically larger. They also involve each of the typically each of the functional areas that we find within giving meaning annual dollars for annual support unrestricted dollars for for support to programs projects and initiatives that are restricted, but still are not are not designated to to the endowment and then dollars that are priorities that are designated to the endowment. The other thing that distinguishes, in some ways, a comprehensive campaign from from other fundraising efforts within an institution and organization is the engagement of volunteer leadership, who are charged with representing the campaign, and also typically charged with or expected to to make a significant contribution to the campaign, either by way of their of their time contribution of time. And what's definitely dollars campaigns a comprehensive campaigns are are are should elevate fundraising. So the goal is that as a result of having a comprehensive campaign. The institution or organizations floor for fundraising is elevated and raised, and it should be sustained if the if the campaign is doing what it needs to do. So it's about elevating that floor of giving that the institution organization received. Please, I will just say because I'm running the PowerPoint. I'm not able to see everyone. So if you have a question, just shout it out. Just stop me at any point because I'm not able to see if you raise your hand. So the phases of the typical phases of a campaign involve pre campaign planning, moving into campaign planning that pre campaign planning. Often, it includes or is immediately followed by a feasibility study that happens, then you move into that campaign planning period, you have a quiet phase or silent phase, which I know some of you indicated you are in. And then you have a kickoff of the public kickoff, or an official kickoff of the campaign, when ideally 65% of the goal has been raised. Now, this is what has this is based on research that came out of of GG and a and and it's what's traditional traditionally is the case. What we know is that the number slides up or down depending on the institution and the organization in terms of the percent of dollars raised when the campaign kicks off. And then, and then after the kickoff you enter into what is the public phase. And, and then a post campaign, a post campaign period. So, these are the things that, again, research based primarily using educational institutions so both higher education institutions, and as well as independent schools, as the, the key success factors associated with. With strong comprehensive campaigns and looking at all facets of the campaign design design or planning launch and execution. So, having institutional leaders who are able to very clearly articulate the vision of the organization, and institutional leaders who are also prepared and able to recruit volunteers recruit key volunteers, including the board of directors, So, recruit volunteers recruit key volunteers, including the board, if you're assuming that your organization has one and certainly higher institutions do cultivating being prepared to cultivate long term relationships, and some would say, most importantly, be committed to soliciting leadership gifts in, in partnership with the advancement team. Having a very compelling case for for support that that is aligned with the institutions or organizations mission mission values resources and culture. And if that is, if that is not in place, then that that indicates a need for more work to be done on campaign readiness, having exemplary donors and volunteer leaders who are ready to partake in the, in the work of the campaign, including recruiting volunteers, soliciting identifying prospects soliciting donors and stewarding donors to the campaign. So those individuals those donors and volunteer leaders are essentially the champions for for the campaign, having an adequate pool of donors. Excuse me, of donor prospects to meet the financial targets that have been identified for for the campaign professional staff who are experienced and and proactive and building those relationships with with donors and potential donors. At every level thinking about donors at every level from the annual gift donors to principal gift donors, ensuring that their management systems and structures in place so this includes having or for example, having a CRM, that is in place to to essentially manage the, the all the different parts of the campaign, really important, but not just not just systems but also the internal structures, making sure that those are in place. And then lastly, a commitment to to resources, making sure that there is a campaign budget that reflects the ambitions, the financial ambitions, indicated by the, the campaign overall campaign goal, and the, the goals associated with the respective priorities that that that exists within the campaign. Any questions about those keys to success. Okay. I'm going to move into the, the, the first strategy, which is integrating the DEI be principles into campaign planning and and strategy so that campaign planning phase. So, challenges that are challenging opportunities that are associated with campaign planning related to D I B include the aligning or alignment of D I B goals with the preferences and priorities of donors. And where this, this tends to show up is when donors have. And, and I would, I would say prospects as well have different perspectives or priorities regarding D I B initiatives. And, and when those are not reflected in the, the overall priorities of of the campaign are seen and the priorities of the campaign that can that can be challenging have. So now I'm going to stop for a second and change my view. So for those of you who are in campaign, or have been in campaign. Do you see Have you seen this or experience this. Yes, right. Um, so, um, in our last campaign which can concluded about three years ago. Um, in the midst of the campaign we did make when the George Floyd situation was going on. We took a pivot to do some specific fundraising around scholarships on D I B and in, in, in, in memoriam honor for Mr Floyd, and we had a lot of feedback on that right i mean it was positive and negative. But it was important work it was a priority of our president it was priority of our vice president. And, you know, we just, you know, for some of the conversation we had with this group yesterday, you know we worked through it, we worked through the responses and, and it is about broadening you know campaigns are about broadening your donor base, and this did allow us to bring other folks in and I don't think ultimately we didn't lose anybody out of this but it did, it did make for some, you know, challenging communications work for a while to explain the purpose and what we were doing but it's, it's good work to do. Very, very good example thank you for sharing that that rate, sharing that with us right and so the. I just wanted to elaborate on something that you said because that's an example of where it wasn't in the planning phase of the campaign campaign was already being executed. And so there was a pivot that I hate using that word during COVID but there was a pivot that happened in the midst of the campaign to to do some aligning of of goal of campaign priorities and de IV goals, based upon what was happening external to the external to the institution. So likely, I'm assuming, possibly some of your donor base but not not all of your donor base right but that was really something happening external with society. Great example. The, the next one is the fact that integrating de IV goals into campaign work, often requires additional resources, meaning that it might require resources of talent or staff time in order to reach reach additional prospects, as an example, because you're looking at broadening your prospect pool beyond what you may have traditionally traditionally done to identify prospects. You are doing something different to identify prospects, and we'll get into that your prospect pool increases you may need more people in order to reach the more more people to reach those prospects so staff time and increase in training programs we talked about this some yesterday, as well as financial financial investments in in diversity initiatives we talked about that yesterday as well. Some of your institution stakeholders, just may resist the idea of incorporating de IV goals into into your campaign work for a variety of different reasons, and including fear discomfort with sensitive topics, or just flat out skepticism about the relevance of de IV and fundraising, and I would take this even further to say that. And we, we, we sort of talked around us a little bit yesterday. It may not only be your stakeholders that are resisting this, you may be in states where there is there is an assault or attack on de IV initiatives, and so there may be putting guardrails on what it is that you're able to do. said, at a minimum, and flat out preventing what it is that you're able to do within fundraising or within your advancement operations. So, that is a real challenge, how do we how do we overcome that so yesterday we talked about or Henry shared with you I didn't talk about it but Henry shared with you that I was at the University of Texas at Austin, and I worked with the division of diversity and community engagement which is the division that has been eradicated it no longer exist. And so, in, in, in an instance like that, how, how would you go about ensuring that de IV is present in fundraising efforts. Are any of you. Okay, any of you talk about this, you know, talked about external factors that might be a challenge to doing de IV and fundraising. In addition to some of your own stakeholders internally. Are any of you experiencing that or can you speak, share with us. What's happening there. We all have stakeholders who are super excited about de IV. And you don't see any issues with incorporating it into into fundraising. I can, I can share a little bit about lakesides history with this, and not so much like fundraising we're not in a campaign right now but I think there's been a contract with us yesterday to like rolling out de IV initiatives and then from the alumni it's like rolled out, and then they don't hear. We don't always report on like what we say we're going to work on. And so it feels like a lot of stop and start, which is something we have to, like, think about as we roll things out like that this alumni perspective of like you guys say but you guys don't do. Or we don't see this. The change is always in the back of my mind as we talk about de IV and I, I think like since come a long way but that doesn't mean that we don't have a lot of work to do. Right. So in that instance Samantha what you're, what you're speaking to is perhaps skepticism by by some of your stakeholders, because of of efforts de IV efforts or initiatives, not being sustained. Fair to say, yeah. And so that speaks to the end. And, well, before I say what it speaks to you and the, is it perhaps a perception by those stakeholders that they're not sustained because of a lack of institutional commitment. Yeah, yeah. Yeah, I think so. That's a great example. Others. Yeah. I'm not sure how familiar everybody is with what happened with the state of Wisconsin universities of Wisconsin earlier this year. So we have a little background on it and why this is kind of very important but the side of things right now. There was a budget proposal to increase the salaries for staff members at the universities of Wisconsin. So everybody but Madison, I believe, was part of that. And the only way it passed in the budget was if universities cut back on their de IV and that all of that kind of political atmosphere kind of happened. So we're kind of tiptoeing around this in our campaigns in, like I mentioned yesterday with the different events and things that we do because there are groups actively out there trying to seek out universities that are still doing de IV initiatives and trying to do that in a political way, because the budget was approved for these increases in salary pay sort of kind of like trying to tiptoe around it but still also include at the same time, but it's been slightly difficult. So when you say I'm going to stop. Hold on, let me give me one second. I'm going to ask for grace as I manage this managed technology. So, Amanda when you say you all are tiptoeing around it, tell me like how are you. The big thing right now is we're kind of looking at all the different charters we have for scholarships and seeing if any of them do name any de IV or minority type requirements or parameters for it. If it's in some of the language that's not a direct requirement, we're okay with that but we have to reach out to donors and see if they can, if they are able to restate their charters. We also kind of like mentioned yesterday a little bit with the events and stuff going coming right out and saying we're doing an event for Native American students, or we're doing an event for the black student population. We have to kind of tie it into the different student organizations, which isn't a bad thing, but it's kind of limiting the amount of people that want to attend because they feel like they can't attend because they weren't part of black student union or black coalition or weren't part of our Native American group on campus. So that's kind of been a big thing. And then another slate issue that may happen is we are our campuses built on Native American burial grounds, so there's actually a burial ground and last year, there was a big ceremony that was done there was mural that was unveiled right by where it was honoring the ancestors below us was kind of that how that campaign was. And there was some pushback from people regarding that. So we're trying to promote these different things that are happening on campus but in a way that won't. And I don't like the word trigger but won't trigger people into having that negative reaction to it. So it is kind of seeking away from those difficult conversations but it also could potentially affect salaries of other people within the state of Wisconsin. Great, thank you so much for sharing. I will. And so I'm going to take what you said and and and apply it directly to. What happened at UT, because I'm intimately familiar with that. And what and how this applies to campaign, campaign work and integrating campaign, which again the challenges, the opportunities of integrating DIB into two campaigns when you have external again external factors that are that are either very present or lurking. So, Okay, great, thank you. The. When you have. Sorry, I lost my train of thought so I'll get a message about the chat. Okay, so when you have. Sorry, at UT Austin. At UT Austin, the legislation happened last year. And that said, essentially, what you were talking about Amanda. You know de IB and I'm oversimplifying it just for the sake of keeping us on time and moving along but de IB initiatives programs projects need to go away. And so what the, what Texas didn't see Austin did was essentially do some renaming of position, excuse me, naming of offices, and the division of diversity and community engagement was renamed taking diversity out of it out of the name, and some offices were again renamed as well. And what we just saw several weeks ago is, you know, basically that that did not suffice politically, and those programs have been there they're gone the division is gone altogether. And so I share that and this ties to what Amanda said, because even with some efforts to, you know, to, to try to get around what you see happening there, it doesn't take away the fact that they're still they're still maybe eyes on your institution and what you're doing. And so what I've seen, and actually utilize is our proxies for for de IB work, and even those proxies are no longer are no longer cutting the mustard so for example when talking about scholarships so you have an x, going back to what the example that Ray gave. So, having scholarships within as a priority within your campaign, and you're wanting to integrate de IB into that to that priority. So you want to have scholarships that are for communities that have been disenfranchised or marginalized, specific to your own institutions And so for example, that may be scholarships that are focused on on students of color. Well, when there is their mandates policies or legislation that say you're not able to do that a proxy has been that you can't say it specifically for what you can have scholarships and designated specifically for students of color. One proxy that existed was where you say okay it's the preference of the donor so the donor indicates that it's not specifically for students of color, but it's, it's the preference is for students of color. Well, legally in some states, saying that it's the preference, not the mandate that it be for students of color, no longer is acceptable. So, working within your and this way, knowing your, the data, knowing your, who your constituents are is so when your students are as an example, your faculty are is so critically important. And so at one institution, the, the proxy became first generation college students, students who are, are eligible students. And so that that for the for that institution, that particular demographic also hit the demographic of students of color. So determining how your, your constituents, thinking about students thinking about alums thinking about faculty can and their demographics can reflect the diversity that you want in creative ways is is critically important for. Period, but especially for those of you who are in areas where their external factors, adding pressure to any I'm going to go back any questions about that or thoughts about that. Before I keep going with challenges. Okay, in the chat. So, Renee. So you said, so de IP has not been discussed in your campaign planning. Do you want to elaborate on that or share. That's correct. I don't know what to elaborate just like I said it has been brought up. Can you, are you able to share. If you can't, that's okay, I'll just share my thoughts but are you able to share what like how your campaign planning is being done, who is it who's leading the campaign planning is there an internal committee that involved, just how that looks for you how does campaign planning look for you. I'll write some things in the chat. Okay. Okay. And what I'll say is, if, and this is related to a question I received yes for that came through the chat yesterday and I think it was you as well Renee, in terms of if leadership, the campaign committees. So, if the IP is not being discussed in your in your campaign planning. Again, that goes back to one of the challenges that I shared, raising that are bringing that to the attention of, of those who are, who are who are doing the work involved with that planning, it should is something that you can do that is an action to take and I'll get into opportunities. So, Renee shared that, essentially, that the institution is working with an outside consultant and an interim VP, new VP, starting next week. So, again, an opportunity to raise this, raise the issue, or raise the topic. Can you all see my screen again? Okay, great. Another challenge is, you know, having limited understanding of or awareness of DEIB concepts and their importance to fundraising. And so, if, and not, you know, not intentionally, you know, there may not be any malintent at all. People just don't know what they don't know. And so, this limited understanding or awareness can certainly be a challenge for bringing DEIB into advancement. I would say, also, just to expound on that particular challenge, it may be the case that your institution or your organization, independent school, has, you know, has DEIB initiatives or programs or practices and policies, for that matter, in place for the entire institution or the organization. But the focus is on one area of your institution or independent school, that area not being advancement, but, you know, for example, things that have to do with enrollment or student or student affairs. And so, in those instances, it is important to look at collaborating with the reaching out and then collaborating with the individuals who are, or offices that are doing DEIB for the entire organization or institution. The, this other challenge is about just the risk that DEIB goals may be perceived as superficial or not fully integrated into capital campaign strategies. And this actually, it makes me think about what you shared, Samantha. It wasn't about being tokenistic or superficial, but it was about them not being sustained. And so, it relates to this as well. That's a, that, this is huge. Because when you're talking about, or when we are thinking about doing a campaign, having prospects and ultimately having donors is critically important. And if you are looking at, assuming that you are looking at wanting to grow your donor, your prospect and donor pool to include, again, individuals who represent diverse communities, if there is any sense of inauthentic, not being authentic, or being, the effort being tokenistic and there not really being a commitment to it, that's, that's a, that's a problem. That's a huge problem. So, what, what is it that, thinking about these challenges that, that Henry and I identified, what are some, you know, what are some of the opportunities that we, that we've either executed or seen in other places? Allocating a portion of, of campaign budget, excuse me, funds to diversity initiatives that are focused on promoting equity and inclusion within, within both the institution, as well as the, the broader community that the institution, that the institution is a part of. So, we talked about this already in terms of having, for example, scholarships for, for students, but moving beyond from underrepresented backgrounds, but moving beyond that, thinking about supporting training programs for your staff and, and your volunteers, as well as campaign volunteers, as well as, as well as for board members. Now, I'll give you an example of, of some training that was actually done with, with board members that, and it was overall campaign training. So, training for board members of an institution, a high, a higher education institution, but this is also applicable to independent schools as well, or could be. So, training that was overall training, capital campaign training, the who, what, when, where of the, of the campaign. What the institution did, or what the Advancement Shop did was to infuse or include within that training DEIB elements. Again, specific to, specific to the campaign. Questions or thoughts about that? Do you elaborate a little more on that? Like, what specifically did they include when you're talking about DEIB elements? Yes. So, what they did is they talked, they talked about the defined DEIB, first. Second, they talked about the DEIB goals and priorities for the institution. So, this wasn't, this wasn't, or is an institution that had a DEIB strategic plan in place. And so, they, they talked about the goals and priorities for the institution related to DEIB. Then went into, from there, how those institutional goals for DEIB were reflected in the campaign priority, campaign goals and priorities. And lastly, what they did is talked to the board about how each of them could participate in the DEIB, the DEIB goals for, for the institution and the camp, DEIB campaign goals. So, that included, I'm thinking about which ones I want to talk about. That included everything from being aware of their own personal biases that exist. There was some unconscious bias work included in that, in this training, because that is a goal of the institution and it wasn't reflected explicitly in the campaign goals, but they wanted to increase the number of donors. It was focused on donors of color, increased number of donors of color. And so, board members were, were trained on their, on their own unconscious biases, biases. Awesome. Thank you. Yeah, I think being in Seattle and at the UW with kind of commitment to this work at all levels, we, the challenges we face aren't really on getting the commitment. A lot of it is in how to execute. So, the more specifics are super helpful. Great. Thank you. And as I go through this, thank you for asking that, Emelina, when I, as I'm talking about these, the opportunities against these challenges, and you want more specifics, please, not being specific enough, do exactly what Emelina did. That's great. Other thoughts on that? Okay, keep it going. So, you know, opportunity to ensure that the, the DEIB efforts of, of the institution, and assuming that there are some in place, even if they are not in place, with an advance, with an advancement in the campaign, ensuring that those efforts are genuine, transparent, and, and that they're periodic reviews of, you know, of the activity that is, that is happening. So, for example, to, to be specific, an institution, actually the same institution, developed a, they did reporting on campaign progress. Like, that's not unusual, right? You know, when you have a campaign, you're going to report on the progress of the campaign to all of your key stakeholders. So, your board, it may look different for the key stakeholders, but to your board, to your alumni, and to your, and to your donors. And sometimes to the, just the campus community in general. And though, and that, those progress updates on the campaign typically are focused on numbers, how much has been raised to date, how much has been raised within each of the key priorities of the campaign, and some, and some impact stories. You know, the impact of the, of the giving that's happened, that is happening. Number of donors as well, et cetera. Well, what this one institution did was to include in that campaign progress update report that went out to key stakeholders, a information about where they were against their DEIB goals. And, and so, one of the goals was to do, one of their goals was focused on training. To train leadership volunteers, campaign volunteers, campaign leadership, and staff, and staff training. And so, they reported out on that in, in the campaign progress reports that they did. That can be done for other goals that the institution has as well. And this is, I'm kind of flying, sort of flying in the face of what we talked about earlier, when you have external factors that are watching or applying pressure on things that are related to DEIB. And so ensuring transparency when you have that in place can be very challenging. I will say the same thing that I said earlier. It's a matter of determining how you as an institution or as an independent school will be talking about your DEIB work based upon your demographics and being creative. And however it is that you determine to do that, still reporting out on that. So it's transparent about what it, there's transparency about what it is that you are doing. Does that make sense? Questions about that? Okay. The next one is, the fact that, and we've talked about this, in terms of incorporating the goals, DEIB goals into campaign work, requires supportive organizational culture and buy-in from key stakeholders. So having a goal to ensure diverse representation on your leadership team, your steering committees, and your advisory boards. This is an opportunity that can be low-hanging fruit, depending on the structure or the bureaucracy of campaign leadership teams at your institution or independent schools. So yesterday I shared an example of where an institution did this by pulling in the leadership of their affinity organizations to serve on their campaign, on the institution's campaign committee. So they pulled in leadership from the alumni of color affinity groups, from the LGBTQ affinity groups, a group, excuse me, group. And those leaders, so it was the president and the vice president, had a role on the campaign leadership committee. A question that I received yesterday was, well, the campaign leadership committee is essentially assigned by, it's preset, for lack of a better way. It's preset. Who serves on that committee? Renee, am I correct that you shared those members come from their foundation, executives from your foundation, or am I mixing that up? No, you're correct, from our foundation board of trustees and usually some high stake donors, which have been typically more traditionally white men and a few women, not many people of color. Okay. And not unusual at all. Thank you. And so in an instance where, in a case like that, where, and I'm so glad Renee asked that question yesterday, where it's preset on who serves on a campaign leadership committee, what I suggested to her and what I've seen at other institutions is, okay, perhaps those individuals cannot serve on your campaign leadership committee, but can your institution or your independent school explore having subcommittees or subgroups to your campaign leadership committee? So one institution actually did that. They created a campaign advisory, they called it a campaign advisory committee that fed up to the, fed up to or sat under, however you want to think about it, the overall campaign leadership committee. And that campaign advisory committee pulled leadership from affinity groups, as well as advisory committees throughout the entire institution. Now those advisory committees throughout the institution, so for example, the advisory committees throughout the institution, I mean, like they had an advisory committee that was for, that was focused on the school of education or the college of education and advisory committee for, that was with the entrepreneurship program. And so they pulled leadership from those advisory committees and affinity groups to create this campaign advisory committee. And although those advisory groups that they pulled from were not in name groups that focused on historically marginalized or disenfranchised groups like the affinity groups, what they saw, again, this is why knowing your institution is so critically important, what they saw is that the representation of those advisory groups was significantly more diverse than the representation on, of course, the campaign leadership committee. So they were still achieving the goal that they wanted to achieve. Does that make sense? Questions about that? Okay. And this is, we talked about this in terms of having a goal that's focused on fostering that, you know, culture of belonging where all your alumni and all your donors feel valued, respected, and included. This doesn't mean that there's agreement with, with everything that you're doing in your campaign. So for example, there was, there was one institution that did a survey. They were, they launched the campaign prior to COVID, paused it during COVID, relaunched it after COVID. They did a temperature check. And when during their relaunch, when they were preparing for the relaunch temperature check by serving a select few donors and, and alums who felt that the, and there were some who felt that the priorities that had already been identified were not the right priorities. They wanted different, they wanted some different priorities or additional priorities in the campaign. And the institution decided that they were going to stay with the original campaign priorities. However, when doing a, they later did a, a volunteer and donor satisfaction survey, and there was, and correlated the results of that survey to the, the relaunch survey. And with the satisfaction survey, the, their results, their results about how included the alumni and donors felt in the process were, were positive. Again, regardless of the fact that they wanted something different, they felt included in the process. Okay. So now we're going to go into a whiteboard exercise. Carl, whiteboard please. Dr. Charles, I think you have one more question in the chat. Oh, I'm sorry. I'm sorry. I can't see the chat. I, I so apologize. I need multiple screens here. Thank you, Carl. Were the subgroups given specific tasks or call to action? Yes. So with this institution, with the subgroup advisory, I'm sorry, with the, the advisory, the campaign advisory committee, they were essentially provided charges from, from the campaign leadership committee to assist with prospect or prospect or potential donor identification. That was a huge one. They were also asked to provide, to provide feedback. And this was during, actually I did this out of order, but to provide feedback on, on campaign communications and messaging. So the campaign leadership committee used them almost as a focus group of sort for, for that. And then lastly, they were tasked with with hosting events or hosting or co-hosting with campaign leadership members events. Anything else on that Renee? Okay. Another question I see is, can you get, can I get some examples of campaign goals? Yes. We're going to look at some of those. And Melina, I actually have a slide for that. Oops. Let's see where the subgroups, what challenge I'm, oh, okay. Oh, okay. Okay, great. So with the whiteboard, everyone has access to write in, write into this. If you, I'm going to ask that instead of writing, that we do typing. And so that means that you need to select the, the T for texts. I just highlighted it here. And if you would just type in, what are, what are some of the challenges that, and if you have opportunities, that's great. The information sharing is fantastic, but what are challenges that you have with this, with the strategy, the overall strategy of integrating DEIB into campaign planning? And, and if you're not in a planning phase, or if you're not in a campaign at all at this, you know, at this point, just speak to integrating DEIB into advancement in general. What are some of the challenges above and beyond the ones that we identified? Okay, so we'll go ahead and stop here. Let's take a look at the whiteboard. I lost, I can't see, can everyone see the whiteboard? Can anyone see the whiteboard? Oh, here we go. So here's what I see. Can everyone see the whiteboard? Please speak. Go ahead and come off mic and speak because I can't see your faces. The whiteboard is visible. Okay, great. Well, hello. Welcome. Hi. I didn't hear on me. Great to see you. Thank you. Good to see you. Okay, so this is what we have. The institutional, institutional story does not match its action so that speaks to speaks to the authenticity engine being genuine challenge that we talked about responses to marketing we send out, but people don't respond little diversion of leadership makes them feel as if they do not be long. Okay, so with. Let me just go through all of these right quick and then we'll come back and talk about them. Yeah, five minutes until I break scale we have a huge number of di committees across our university hard to figure out who how to involve folks meaningfully institutional silos communicating div goals and strategies I think that resonates with our campus and broader community. Yes. That's majority of our. So, am I able to do this now. Carl, are you able to add to rearrange these for me. I think I can only move the ones that I created. Okay, no problem. That's majority of our donors aren't alone, figuring out appropriate balance of feedback from alums versus. Is that someone from one of our independent schools is that. Now that's me, University of Washington. Okay. Oh, okay. Very good staffing few staff who know what to consider and staff who could support not knowing what to consider. Okay, changing the culture of the advancement team, giving the IP funding opportunities through visibility within a campaign that spans 40. Okay. So we made up of the principal campaign donors. Okay. So main analysis of university data in order to engage diverse populations. Okay. All right, let me take me do this. So we're going to talk about each of these we're going to do it in a unique way give me one second. Okay, fantastic. Thank you all. Carla, we can take the whiteboard down. Let me change my view of all of you. Okay, there we go. Okay, so now I'm going to do some polling. I'm going to do some polling, and then we are going to, we're going to go into some breakouts. But here's my question. Do you want to, you're scheduled to take a break at 1.20. Do you still want to break at 1.20 or can we go until 1.30? Can we go to 1.30? Is that okay? Okay, fine for me. Okay, fantastic. All right, so let's do some polling here. Old school, you never go wrong with pen and paper. So someone said the institutional story does not match its actions. And that relates, well to another one, but how many of you would say that that's true for you as well? Just do a thumbs up for me or raise your hand if that's true for you. Okay. Sort of, Samantha's like I'm sort of in this. Okay. Okay. Great. Okay, next one. You have a lot of DEI committees across the campus, across your university. It's hard to figure out who, how to evolve people meaningfully. So having a lot of, you have a lot of DEI groups across campus and you're trying to, it's hard to figure out who, who, how with people. Okay. I'm sorry, can you repeat that again? Sure. Yeah, thank you. No problem. We have a huge number of DEI committees across the university. So lots of DEI committees exist at the institution. However, when thinking about all these DEI, the institution, excuse me, committees that exist, it's hard to know how and who within those committees can be essentially galvanized in a meaningful way to affect the or impact DEI work in advancement generally and in campaigns specifically. And whoever wrote that I hope I am interpreting that correctly. If not, get me right. All right. No, thank you so much for saying that, you know, and I just have to speak openly. I mean, there are some things that may be right. And in this area of confidence in this sphere of confidence. Yes, colleagues on this call. Right. Yes, at different levels of of positions. Right. Yes. So I think that that could be a difficult so yes I can say yes. So that could be seen as that is my answer when if we have a deeper conversation about it. It could be yes however there are there are movements or just a real conversation. And so I think that it puts me personally at a kind of at a crossroads I just kind of want to throw that out there. Thank you for sharing that. I really do appreciate that because, well just going back to the, the, the guide you know they're guiding norms for for this in terms of confidentiality that should exist. However, you know, that what you're speaking of is beyond confidentiality. And so, what I'm going to do is I'm going to speak to you. I'm going to speak to all of these. I'm polling for breakout purposes. And so, as comfortable as you feel in responding to the poll in do so or not understanding the dynamics that are in play. And so I still want to do some breakouts but I'm going to address each of them that hit the whiteboard. Does that has it okay. Very good. Let's see, communicating DEIB goals and strategies. Okay, I'm going to skip that one because I'm going to put that one with the other one. The vast majority of our donors aren't okay alumni. So figuring out how to prioritize limited resources when thinking of, you know, one of the challenges I share was D, D, I be incorporating it into your advancement or campaign work can be a pool can require likely should require additional resources if there's a true commitment to it. And you and having limited resources and issue. You see how many of you view limited resources as a challenge with being able to incorporate D I b. Yeah. Okay. Yes. Okay. And let's see. Institutional silos. Yeah, I see that as a challenge to D I b work, other than the person who shared this. Okay. Yeah. Having a D I b visibility within your data in order to engage diverse populations, knowing your data. All right. And put your hands up again for that one, please. Knowing your data. Okay. Fantastic. Thank you so much. Okay, so what we're going to what I'm going to do is I'm going to go ahead and have us take our break. So we're going to take a 10 minute break. Be back at 135. And when we come back we're going to go into some breakouts, and then we'll come back and we'll, we'll share. And then I'll talk about it. And we'll close out this particular strategy and move to the next one. How's that sound. Good. Everyone good. Okay, keep those energy levels up now we're only oh my, we're only like about to finish the first third, so keep it up. I'll see you in 10 Carl will you stay on, please. Sure, you want hiring people that you want to reflect the culture you have embracing our differences and growing from that for the institutional culture does not reflect the DIV, and then train to the goals, figure out what our goals are and then train to those, and then make that ongoing training available for campus and community members both kind of starts from the top down and then it's dispersed throughout. Very good. Lots of, lots of ideas, lots of ideas. Great. Thank you, Amanda. Okay, let's move to Jen and Samantha. Yeah, um, I think we also talked a lot like getting to solutions was. We didn't get to solutions for all of them. And because we were just talking in the independent school spaces entered like different to than a lot of the colleagues on this call because you guys are at like bigger institutions and so that was we had a conversations But communication for number one like the story not reflecting and DIV actions we talked about alumni is like perception on that. And then how that translates like there, it was their time at Lakeside, or whatever independent school they are thinking about and so providing updates at alumni events and trying to like change the conversation or update the conversation. And then also, independent schools tend to focus a lot on their current students and current faculty and staff and current parents, like getting the alums up to speed on things is sometimes not always the priority of everybody because that's not the group that's on campus. And then for number two, I really struggled with this I work annual fund stuff so I don't always. For donors that want to fund certain initiatives I tend to like get that information and hand them off to the correct major gift officer. And so I just we struggled with that but Jen brought up the point of like cultivating the donors that gives the annual fund and showcasing that are funded through the annual fund that support DIV efforts, and then like the various financial aid channels as well. But yeah, it was an area that I personally struggle with. And, and then lack of data and knowledge around diverse communities so we talked about, like, using opportunities like RSVP forms, surveys that are already going out to have as many. self disclosed as possible. Our current students, a lot of them have self disclosed because of affinity groups and then just like the enrollment process, but it's struggling with those that have already graduated from the school. And then I think this, while that's a great solution it's also, those are our most engaged that are responding and attending events. And so it's trying to figure out how to reach those that are disenfranchised from the school. And that is like alumni board and our board of trustees and like those people and using their channels and networks in the school as well. And then, we didn't really get to four we were talking and then we were brought back into this room. I know to get pulled back in. Wonderful. Well, thank you. Thank you all so much for that. I'm going to minimize this. So here we go. Okay. And I'm going to share my screen again. Okay, can you see my screen. Fantastic. So now we're going to move into, and there's, there's a lot of overlap that exists between or some overlap that exists between challenges with campaign planning and strategy, building with campaign execution, certainly with when you all did the whiteboarding exercise, and even with and with your solutions and response to the whiteboard exercise. I think there's definitely overlap overlap there. So with campaign execution. We actually broke the challenges and opportunities out into some major key areas that we think the most challenges lie and where there's the most opportunity for for for change to happen. So prospect identification and and engagement under that particular category, developing targeted strategy targeted strategies to engage high net worth individuals with within diverse communities. And this is one where we have seen success, specifically because of the, the importance of having a fundraising within a campaign and fundraising, larger, larger dollars, we touched on this yesterday. So different ways that you can identify high net worth individuals within diverse communities depending on what what your focus is within your institution or organization where you need to have improvement. So whether or not, whether that is with your alums of color, or alums who are from other other demographics or areas represented on the, the L wheel below will diversity will that we shared with you yesterday, such as those who are members of the LGBTQ community. Those were talking with Jessica yesterday and she talked about veterans, as an example. So whatever that diverse community is that you have developing strategies to engage high net worth individuals within that diverse community. So what I want to say about that, something I want to say about that is there is a belief and I'm speaking specifically about about communities of color. There is a spoken or unspoken belief that there can be that communities of color do don't give and do not have resources to give. Research has proven that that has shown that that is not true. The traditional ways that have been utilized within advancement to identify prospects, do not capture the, the wealth and giving capacity of of communities of color. There's a lot of research that that comes out of the school of philanthropy that speaks directly to this. So, one of the targeted strategies that Henry alluded to yesterday was tapping into organizations external to the, to your institution, or to your, your school, where there is large representation from the community that you're focused on. So he talked about the bullet as as an example within the within the black community within the Asian community there is there is a emerging trend of giving through through family circles and a family, family circles and and foundations, and those foundations are are are public are public information, tapping into the alumni networks and affinity groups for within diverse communities or community specifically communities of color. Conducting analysis and research to identify areas of wealth and capacity to to give this, I just spoke about this but this includes analyzing demographic data. Beyond the traditional ways of of wealth assessment that happened in prospect and prospect research. So, what are those additional words and examples of those additional ways, looking at where the looking at the zip code doing zip code analysis, related to home ownership rates. So there is, there is a program that exists, call zip code analysis that actually breaks down the demographics of high wealth, based upon zip codes further disaggregated by by race. And that is, and what why that's important is in traditional ways of assessing wealth by zip codes, the zip codes where they are predominantly there are predominantly communities of color dominated by any community of color, those zip codes have historically been left out. Engage in outreach efforts to build trust and rapport. So, leveraging building and then leveraging relationships with in earnest and genuinely with community organizations, faith based organizations, as well as local local leaders and civic organizations as well. Let me go back. Any questions about prospect identification and engaging prospects. And just shut up because I can't see everyone. Okay, I don't hear anything. We look at donor culture donor cultivation solicitation and stewardship. So investing time and resources and cultivating those relationships with prospective donors this goes back to the actually the campaign planning and budget building and ensuring that there is the possible there's been the allocation of resources for additional talent, if that's needed to be able to do more, more outreach and. So, more outreach to do cultivation with prospective donors from diverse communities. And this is going to be especially important if the work on what I was previously talking about the prospect identification and engagement, you're identifying more people So, the indicator of the traditional indicator of identifying prospects is looking at past giving giving level as well as giving frequency well for communities that have been disengaged that likely represent diverse diverse communities. Again, depending on however that is defined for you at your institutional organization, looking at gift frequency and gift, and the level of gift is likely not the best way to grow the pool of prospects from that from that community. So additional resources will be needed if you lower that lower your threshold for frequency and and level of giving to begin to engage and ultimately cultivate those those prospective donors. I want to stop there. Stop there and and get your thoughts on that. What do you think that is for you to to do. Do you think that your organizations, your schools or our institutions would modify or alter what your threshold is for engaging prospects, identifying and engaging prospects? Question on that. Yes. Are you talking more of the major gift officer side or annual giving or a combination of both? A combination of both. Okay. Because I know, especially given what you shared earlier about the annual giving side. Yeah. I guess for us, we kind of start our threshold for annual giving at like $5 and we do outreach for every gift that we receive. So I guess we're kind of already starting to do the cultivation of the relationships. And I know a lot of our MGOs are going out there and are starting at a lower amount to try and play the long game. That's kind of how we're looking at everything at the moment. Great. Well, that's great. Yeah, we have a new vice chancellor for advancement and he's pushing that and he's fantastic. We're really fortunate to have him. That's really good. What about for Penn State and Aditi and Georgia State? I'm hoping that the new VP will be open to making some changes. Yeah, I believe that it's an option. Yeah, for sure. Okay. Yeah, because right now our major gifts start at $25,000, and also they're starting annual giving, just doing a better job of reaching out and we're trying to get just brought back our class gift for graduating seniors at $20 in the class year. And so you're in terms of with those being your major gift level being at 25,000 is your, or what is the threshold for someone being identified as a prospect. I don't know that I don't know I'm used to recognize where I know donors at least have $1,000 for being recognized and invited to a special president society. But that's a good question because I work in alumni. I need to find that out. Great, thank you. What about you, Aditi? So I can speak on this somewhat I wish Caridad was here. Only because my role isn't, I'm in the advancement shop and alumni, but I'm not a fundraiser. I do know our annual gifts, similarly, it's a low threshold or still continue to cultivate that relationship and annual giving. In terms of changing it for some of our larger donors. I think we've kind of gone a little bit the opposite way, from my understanding and so I am in a lot of these conversations and I've had had conversations about looking at lowering, lowering that threshold as well. And I don't see it happening anytime soon right now. We're also in an interesting position where we still have an interim, we have a vice president that leads our shop and so I've had a interim supervisor for the last year and a half so maybe, possibly with our new person, but we're still in the very beginning stages of that search so. Okay, I'm hopeful for it for all the reasons that you've listed. So what Thank you for sharing. And then, actually, Jennifer I'd love to hear from you, and what's happening at UNC. Do you think that in terms of looking at the threshold for donor prospects and being more inclusive. Sorry, I forgot you have to. Okay, so Jennifer said one of our stewardship programs is loyalty which stores are recognized ones for consistent giving, no matter the size. Okay. Great. And so that your stewardship program is I want to go backwards now start with Jennifer, your stewardship program, which is based on loyalty or based upon basing it upon loyalty is great. That what I would say is that's it's to take it to the, to the next level is to actually mine that your loyalty, your loyalty donors and try to do some to correlate it to other factors that are not based upon again frequency and in this case, and as I mentioned earlier, the level of giving. So, being able to do something akin to what Henry mentioned yesterday he did at one of the institutions where he was which was to actually go through the the alums of color that exists and so taking that list, and then compare doing a comparison to how loyal they have been which is likely already happening, but taking it a step further into grading it with what's happening in alumni engagement, assuming that you're capturing that this information I'm about to mention how, what's the attendance at events, not institutional well not only overall institutional events or overall general slash general advancement events, but events that are affinity focused. So if you have affinity groups at your institution or at your school, looking at that attendance that that participation and engagement there and and putting it with the loyalty that that exists for a DD picking up on something that you said, in terms of what's happening, happening right right now and likely the likelihood that the threshold for for prospect for certification, and I'm an engagement is going the other way, and versus looking at other other factors. Engagement, what's happening on the engagement side with alumni alumni affairs could also be a very good place of data capturing and and case built not case the organization but rationale slash case building for for a different threshold to exist. And if not, because I know there are some institutions that for said reasons, just are not willing or able to budge from the traditional thresholds that exist for prospect for prospect identification and engagement. What, in those instances, what I've seen some institutions do successfully is to create strategic specific or special strategic efforts focused on prospects identification and engagement outside of what is being what what is what is being done. Traditionally, and so having a special committee, excuse me, a an initiative that's focused on strategic prospect identification and and engagement and strategic is defined by the institution, meaning strategic and strategic in what diverse communities do you want to engage, so it doesn't upset for lack of a better word upset what's happening within the within the prospect research identification engagement and then cultivation within within advancement, it's an augment basically you're creating an augment to that. Okay, any other questions before I move on from that. Okay, so the next one is one second to minimize you all. Um, actually, Jennifer spoke to this committing to providing equitable recognition acknowledgement of donors of all levels, regardless of their size, you know, of their of their contributions, you can ask a good way to capture all of your donors at a certain level, and as well as to do what Amanda you talked about is seemingly happening already with your great new vice president of moving them, moving them up. So, demonstrating a commitment to investing in and supporting diverse communities through strategic partnerships community development initiatives and and philanthropic projects now this is one that this is an opportunity and potential solution to the, to the challenge that requires partnership across the across the school or, or the institution, and, and quite frankly, and above and beyond a commitment to work that happens above and beyond readily seeing, seeing dollars. And so what I'm, what I'm talking about is actually engaging communities that diverse communities that exists, either around or near your, your institutions or riffle or or reflect the diverse communities that you want to engage with. And so, there's one to give you to give us to put specificity to that there's one institution that actually created a diverse, and this was focused on on the LGBT community and communities of color. They actually created community awards, sponsored completely by the by the institution community awards to recognize community leaders, and the institution, the advancement shop took that on. And these were alumni. Now this was focused on alumni leaders in the community. So alumni leaders of color, and the institutions area LGBTQ leaders of color in in the community. So what does that do well for this institution, where there was a history of of LGBTQ students and LGBT and students of color being disenfranchised. They serve to to help build bridges development officers were were at what it was development and alumni engagement officers were tasked with engaging with those with the press with the potential awardees. And so this information gathered that then went back into back into the system and cultivation of those individuals began from there. In addition to, in addition to that it was a great way to identify new people who have been off completely off the radar, because of being recognized by by the institution. The people attended the people who are some of the people who attended the event, we're not there because they supported the institution they supported that individual, but it provided a pool of suspects, if you will. I have a question. Yes. Um, whether it's that example or there's one that you gave before I can't call fully what was my larger question is like, who's responsible for doing the work that you're referring to, because I think a lot of times in my space, I would say I am because of the role that I do, but then again I'm not a fundraiser so some people are like, is it for me to do or is it for someone who's a fundraiser or someone on the alumni side to do it because I sit in central right and so I sit in between. But I also wonder like, how do you give responsibility when everyone else is already tasked with so much other things to do without feeling like an additional burden and I think that's one of my struggles of, like, I can't do it all by myself, but then other people have the time to do it and I don't want them to always see DIB as that additional task or thing that we're putting on them. Yeah, that's. Okay, so that's a big question. And such an important one. So I'm going to answer I have a three part answer to it. The first part is that there needs to be. Ideally, there needs to be institutional commitment to or institutional commitment, and then advancement level commitment to integrate doing this work, and, and, and exercising the stress employing these strategies. And that commitment looks like as I mentioned earlier, the, the designation or allocation of resources, both either or and or talent additional staff or financial resources, and that's ideally, yeah I've been in the room, it's like, we don't have any Yeah, there's there's nothing. There's nothing else. There's no more money there's that money to allocate additional money to allocate this to hire another person as an example. But I still wanted to mention that. Because it is. I think it's important to, to ask for that I've actually had the privilege to serve as a chief diversity officer for an institution, coming out of out of advancement. And while I was in advancement. It wasn't a priority at the institution within advancement. When I became a chief diversity officer, what, what I did was to was to partner with the advancement VP, and essentially say, you have given the circumstances that the institution, there needs to be resources allocated to this, and you should ask for it again Now, the second part of my answer to you is in a situation where that's not that's not a reality or a possibility, where, where should the work live. It is something that should be determined by the leadership within advancement, but if they don't know they don't know and so it should be brought to them as an idea going back to something going back to the point that I can't remember was remanded may. So what I would say to you because you, you have some, you know, responsibilities, it sounds like responsibilities and and some accountabilities, but can't not able to execute on all, all of this, asking your who your desk, but wherever your supervisor is that you that you report to whether or not this particular this idea can be can be executed on, and then where, who else can you bring into the fold to to do this. Again, it's really, it's, it can be very tricky because one you're still having to bring it up, you know you're taking it's you that's on your back. And there's there's work associated with that and or in terms of being able to build the case or rationale for this strategy to be to be executed completely understood. I often call that the invisible labor that happens in this di be space that's I think it was carried that that talked about how taxing it can be. But, you know, if they're assuming that you're going to wear that on your shoulders and take it, take it up to the to your VP or whoever it is whoever your supervisor is to say, here's the rationale. Here's, you know, the case for this. And can you can you, whoever the leader is essentially designate or identify someone else to assist you with it with this. I will just the third part to to my answer is what I have seen work, where, or where someone is living in the middle, I call it living in the middle is saying, Okay, I don't have the, I can't do this by myself I don't have the bandwidth to be able to do this, but I'm going to again with endorse, you know, sign off endorsement, all of that, have a create a committee that is focused on small working group or committee that's focused on helping you to execute, whatever the, the strategy is or the, or the project is related to related to the div work. So, I do have just to recap ideally leadership, yes, and then identifying you know who's who's going to pick it up where it's going to live. And if it's living with you where you're not you don't have resources to carry it out. I mean that the bandwidth to carry it out that leader would provide the resources you need, we would ask for those resources, you know, to the creating a committee or a working group to serve as an extension of you to help to help push it through. You're welcome. Other questions. Okay, establishing. We talked about this, but looking at basically programs, creating programs that are that are specific to the diverse communities that you want to to engage so when I'm thinking about capital campaigns specifically or fundraising or advancement. More generally, that can look like scholarship scholarship efforts scholarship slash financial efforts, faculty professorship efforts for independent for independent schools, it can look like student support services initiatives and efforts. And, and, and affinity based efforts which we've already talked about. So then the, the other or the next topic has to do with our category area is communications and events and again we talked about some of this before, but really making sure that campaign materials are accessible to the diverse communities that you want to reach And coupled with being making sure that they are accessible to those communities, ensuring that they're representative of those of those those communities as well. Including, including the diverse communities that you are interested in engaging with or want to reach or that are your target communities in the campaign materials, ensuring that their stories are captured in campaign I'm going to again broaden it to advancement. Both alumni and development materials and and ensure that they're that you're being authentic as well. And then, establishing goals to to ensure that you were fundraising events now you're fundraising events and other events so engagement events are also inclusive and and accessible as well and there's some examples there. Any questions about that. And then the last category that we have is, has to do with campus partners and allies for your campaign general advancement work, and someone mentioned this as an idea, or one of the groups actually actually talked about this already. But looking to diversify diversify your supplier and vendor relationships for a campaign, not so much as generally an advancement but certainly in a campaign, there is a budget that's specific to the campaign and an additional with an increased allocation of resources. And because of the campaign, the work associated with the campaign in terms of campaign communications. As an example, diversifying looking to diversify your supplier vendor relationships there is is an opportunity. And, of course, identifying and collaborating with partners, both external and internal to to advancement so partnership in internal internal refers to crossing the, the development and alumni engagement lines as, as an example, with. And this again this is what thinking about the cultivation and solicitation and stewardship of of donors externally. Well, actually, also internally with with prospect research we already talked about that or your advancement services colleagues to look at additional ways of identifying prospects. External to advancement, partnering with the different academic areas to to create as an example or create and develop as an example. And having those gifts propositions that fall under the, under the, the campaign priorities, but those gifts, having those gift propositions, be ones that help you achieve your deep help you achieve the de IP goals that that exists. So, having campus partners or allies. Does that sound good. I mean have you have any of you seen that work had that work for you, or has it been more of a challenge. It's worked, maybe. I think what's, oh, I'm sorry, go ahead. I was just gonna say we worked with our on-campus ally with the DCA diversity and college access group. And they put on some keynote speakers throughout the year for different things like Martin Luther King Jr. Day, Asian American Awareness Month. There was something for Native American as well. We partnered with them. We gained some really good relationships. I think that could hopefully help with doing some of our campaigns and just kind of starting from the grassroots on up way that our advancement team is starting to work through those long-term relationships. Great. Yeah, I was just gonna say, I think it's easier sometimes to work with internal and external. I think just- It's easier to work, I'm sorry. It's easier to work with internal than external, especially if we're able to identify the internal individuals throughout my institution. And some of the internal work, I think it's fairly similar to what was just said of working with some of the student organizations or offices on campus, as well as other people that do DIB. So sometimes it's easier that way. I think it's harder when you think about external and different partners because it just, I think sometimes people, it's not just siloed, but it becomes territorial and who you can and who should be talking to like different vendors. And so, and then it becomes contract driven and all the political aspect of that of if you don't have a contract with that other vendor and then it's just some of the bureaucracy of it all. So it just becomes challenging for people sometimes to want to do that when you think about different vendors and whatnot, so. Yes. And so this is, thank you both. Anyone else want to chime in on this? So the point that you made Aditi in terms of bureaucracy that exists and being territorial, which can be an extension of being or extend from being siloed is a real challenge. And I think it speaks to something that I talked about earlier and that came out in some of your solutions and that we talked about yesterday. It, the importance of having whoever is in a position of authority to affect change on board with this. And so again, it may not be a readily, may not readily be a priority for them. And so building that, again, just that just is, but building the case and rationale for something, assuming that you yourself see the benefit and then how it can be beneficial is key. Building that case and rationale and presenting it or sharing it with them as well as presenting and sharing it with others, thinking about the internal, perhaps internal allies that you have in advancement to create a groundswell of support for the initiative that you're seeking to bring into fruition. Okay, so I want to, we're not, yes, we are gonna do a very quick whiteboard. I wanna capture some information from youths on thinking about prospect identification and engagement as well as cultivation, solicitation and stewardship of donors in communications and events. Are there challenges that you're having that I didn't speak to or you didn't talk about in your responses to my questions? What are the challenges? I just wanna say, I think overall, one of the challenges I have is there's not necessarily a model and maybe there is like a great university institution that's doing this really well when it comes to like, I don't know, communication and advertising. Actually, actually, Carla, I'm sorry. We're not gonna whiteboard. I'm just gonna, I'm sorry about that. I'll just capture notes myself. Thank you. It's almost like I wish I had like a booklet to be like, this is an institution that does it really, really well in multiple facets. And I think sometimes explaining is great and having proposals is great, but it's hard for people to understand if they don't see and having like a true visual, sometimes I'm a visual person, a true visual model of a comparison institution. So I could say like, okay, this institution does it, but then I get the, well, they're not the same number of students or donors. So I almost wish that like, there was like, here's a book of, or here's a website with all these institutions that do it really well. And these are different aspects of what they do for communication really well or aspects of reaching out to our alumni donor base in different ways. So that's a larger challenge is not having that model or not knowing what the model is to truly benchmark off of. Yeah, and then I have, and having that model to be able to, or that resource, it's, as you're talking, I'm thinking it's almost like a repository resource that you can go to that will help you build the case or rationale or support. Maybe you built the case or rationale already using your internal, your own institutional or school data experiences and information, but you need endorsement or support for the rationale that you built. Yeah, like I wish, like for Penn State, I wish I could like have a Michigan State and be like, here it is, it's alive, it's true, it's what they've done. Right. And then like, even the individual or individual resource to be like, this is so-and-so in the advancement shop that we can also talk to and use as a resource. Yes. So what I'll, okay, so that's, to my knowledge, that doesn't exist, that particular, I used a great, I mean, it should exist though. And what I'm thinking is before you, well, what I'm thinking is that I could tell you, okay, so when thinking about how to do prospect, to an institution that's doing great prospect, identification and engagement with donors from diverse communities in campaign and out of campaign is Stanford, Stanford University and the University of Dayton because those, yeah, there's, as an example. And then they're thinking about institutions that are doing great, good work with cultivation and solicit, employing the strategies that we talked about, cultivation and stewarding diverse communities would be, well, used to be the University of Texas and Florida State. So I can go through and do that, but unfortunately, we run into exactly what you talked about in terms of the type of institution or it's not an independent school. So that's a note, I'm elaborating on that more than I wanted to. That's a note to take in what I, what we can do is to capture the, what Henry and I can capture, what it is that we, the institutions that we do know are doing well in each of the areas where we've identified strategies for you and put those, put those there. Again, it may not be applicable to your respective institution, but we could do a master document of that and then have that sent out to, I think, Carl, we can have that sent out to all of the, all of the participants in this. Okay, great. Yes, Amanda. I was just going to say another part of this, I don't know if it's really the challenges, but just something that possibly, and this might be addressed later on, would be how the case engagement metrics would work and apply to DEIB. We are very heavily concentrating on those engagement metrics. We're part of the survey that's going on right now. My institution is, and just kind of some ways that we could interpret or use those metrics in our EDIB information. So what I'll, and I'll, thank you for sharing that. I will say that the one way to utilize those, the case metrics is to, or to integrate DEIB into your school's commitment to case metrics is to say that those, basically to disaggregate those metrics by your, by the different communities. So, you know, so, and again, I don't, you know, what, so for you, whatever your diverse, whatever you would identify, your institution would identify as diverse communities that have been disenfranchised or that you want to engage, you should specifically identify them. So basically pull them out of the, you know, cause you have the larger numbers for your entire community within case metrics, pull them out as a, as its own, as its own sub metric is a way to think about it. And the great thing is that those, well, the great thing is that the case metrics are, are really, I mean, are, are comprehensive. The alumni engagement metrics are comprehensive. And so you're covering, covering the waterfront there. And by, by pulling out the diverse communities that you want to focus on still for that, for each of those metrics, it provides a way for you to, one, it influence, it should influence behavior of what's happening at your institution. And then two, it provides a way for tracking the, the movement and the progress that you're having with the community that you've identified as the one where you need more engagement. I'm so glad you brought that up. That's, that's great. Is that helpful? Does that make sense? And that's really good. I don't know. That's something for everyone. I mean, because what that does using case metrics, again, that is specific to alumni engagement, but it provides for you a foundation to, for, for DEI metrics. Okay. Okay. Anything else on, on this particular challenge? Welcome back, Adidad. Great to see you. Okay. Let me minimize you all again. And let me do, time check. Okay. So the next area is, can you all see my screen? Okay. I'm trying to reach here. Okay, what about now? Can you see it now? Okay, what about now? Can you see it? Okay, great. So our last area is focused on measuring, actually, well, Amanda, your question was a great segue to this. Measuring and sustaining success of DEI integration into campaign work and advancement in general. So we are scheduled for a break. We can take a quick break and come back, the five-minute break, and come back, or we can continue. Break. Who wants a break? Okay, so we're going to continue. Great. So in terms of measuring success and sustaining DEIB integration and campaigns and advancement in general, it can be challenging to do because when thinking about advancement work specifically on the development side, the traditional metrics are about dollars raised or participation. But here are some different metrics that have been employed with success. So looking at capturing how you evaluate and adapt strategies for wealth. So this relates to prospect, which we talked about, prospect identification and engagement and the threshold that your institutions have for identifying someone as a, or individual as a prospect. And I'm specifically talking about a major gift prospect here and then having them go into queue for cultivation, excuse me, for cultivation and hopefully solicitation after that. The goal of looking at continuously evaluating that and adapting strategies is something that can result in success. So what essentially it's doing by doing this, what you're essentially doing is ensuring that how your institution is identifying prospects, our major gift prospects, that it is getting attention. It just needs attention. There's so much that just doesn't happen when we talk about integrating DEIB with campaign and advancement work that doesn't happen because it's not getting attention. And so saying that there's going to be, I'm making this up as an example, but saying that on an annual basis, our prospect or advancement services team will do an evaluation of how we are broadening the wealth identification that we do for prospects. Real simple. I mean, that's, well, actually it's simple in terms of what I'm talking about, not simple in terms of getting it done, because as I want to go back to what Aditi said, there are bureaucracies and priorities and things that exist. And advancement services has their own priorities, I'm sure. And so this is adding to that. But when I said simple, I meant in terms of something that if done, can have a significant impact. Of course, increasing, we talked about this, the, well, having as a measure within advancement, the increase or presence of your, and this says development staff, I would broaden that to your advancement staff, reflecting diverse communities. And again, this is like a broken record, what the diverse communities that are, that you're seeking to improve representation from, or that have been disengaged or under or marginalized within your institutions and schools. Increasing the, another metric for consideration is increasing the number or presence of strategic partnerships, the CDIs and philanthropic, community development initiatives and philanthropic projects that reflect diversity. Now this, now this particular metric assumes that going back to the strategy related to executing, integrating DEIB in the execution of your campaigns, that you've done some work in that area. There's been a commitment to do work in the area. And then you want to certainly measure it. Increase, the next one is to increase the number or presence of, and this is specific to scholarship programs, but I would say also what programs, projects, and initiatives that are aligned with whatever your campaign priorities are. So if you have a campaign priority that's focused on, that's focused on student access, as an example, this one, what's here would be applicable, increasing the number and presence of scholarships. You have a campaign priority or an advancement fundraising goal that's focused on faculty development or faculty professorships. Measuring the number, the increase in the number or the presence of, and the reason we have presence of here is because for some of you, your institutions or schools, doing this, like if you were to execute on the, the strategies identified earlier, this may be the, it may be the first time it's being done. You may be creating a baseline, but you still want to have that baseline as a measure so that it gets done. Any questions about, about these? Questions, thoughts, comments about this? Okay. Okay, having a measure of that's focused on increasing the number of high net worth individuals within communities of color who are giving their time, talent, and treasure. So, you know, capturing both the dollars being given, but also the volunteer, the time that's being given, and the engagement that's happening with communities with high net worth individuals within communities of color or diverse communities. Again, whatever is the community that you're seeking to engage. Having a metric that's focused on the presence of diverse supplier and vendor relationships in advancement. Now, this makes me want to go back to the point that Aditi made in terms of, and I don't think, I think this is my term, the bureaucracy and the, you talked about silos and all of that, you know, that can exist. Well, again, this measure assumes that there's been some work, some work in this area. And perhaps in the model, I called it the model that you were referring to, Aditi, it would be helpful to also not just to see the institutions that are, well, to have this captured in institutions as well, for institutions as a category. Measuring whether or not their trainings and workshops and initiatives focus on promoting cultural proficiency for advancement staff, having a measure or metric for that. Setting targets for the participation of advancement team members in the diversity programs and having goals to engage with and support diverse communities, that that's related to one of the earlier strategies mentioned. I don't want to keep going. This one is, the next one has to do with setting belonging targets where alumni and donors self-reported feel valued and respected and included through, and the way to achieve that is through pre and post campaign satisfaction surveys. So there are institutions that do surveys pre and post about specific to the campaign. And so incorporating in those surveys questions about, or belonging related questions. And related to that, having belonging targets for communities as well as, again, assuming that the strategy of involving communities is one that you, that your institution does. And then the one that we've all talked about in terms of increasing the presence of individuals from diverse communities in your campaign leadership and volunteer roles. So those are measures and metrics, descriptions of measures and metrics that can be used to to measure the success of the strategies that are, that are being done. Questions? Feasible, not feasible? Okay. Not feasible. Thank you Renee. I see that I have a question. Yes, can you dive deeper into setting set targets? Like. How do you know what your target goal is? And I got having a baseline. But, um, I guess it's more of like, how do you know it's a target that you want to how do you identify your targets in the 1st place? Yes, so, um, so the target should be, well, assuming that there's been some work done in the effort want to stop sharing. Okay, that there has. No problem, Jen. I'm assuming that there that some of the work has been done before the target should be informed by by the baseline and wanting to wanting to have movement and progress now. If there's that baseline and the targets informed by the baseline, how much how much movement or progress you want to want to see this is where I would say data comes in and looking at what your what your institutional or school trend has been in in that area. Whatever the specific area is to be even more specific when there are some there are recommend there is a, for example, one consulting firm recommends that your you should see between 3 to 5% growth or progress. In a respective area based upon what your baseline was and that's year over year. But that may not, you know, your, your, your trend line may show something very different. If there's not a baseline, let's say you haven't done you haven't you haven't done anything in in the area that you're aware of in the area of increasing the increasing the number of of people representing diverse communities with your campaign leadership, we talked about that one a lot. And I'll ask you to give me give me another one when we talk about that. But in the with that example, what it can be helpful is to actually identify institutions that have been successful it's actually goes back to what you were saying earlier in part that have been successful and see where, where they are now. So get that data from them in terms of where they are and also find out where, but they're where they have been or what their baseline has been because essentially what you're having to do in that instance is create a create a baseline. So that's one way is to look to other institutional institutions. And then another way to create a baseline is, again, look at your data and see, see where you are and and have some incremental increase over that. So very similar to if you have a baseline. Any other questions. So with these with the, with the measures that have been identified again I asked if they got their feasible to, are they relevant to like they're relevant to what you're trying to do, or want to do. So I'm interested in, in, in how well across the board I mean I can see some of the D and IB efforts. I can see some of the D and IB efforts. And when you're operating in large institutions, be interested to see how spaces are merging grassroots efforts in large institutions and or grassroots just grassroots efforts period right because I think that in there needs to be intentionality there needs to be community outreach there needs to be buy in and investment there needs to be representation within across all spheres inspect right. Yes, right, that then those elements that that that's essentially that that's the heart of it. Right. And so, you know, how do you, you do that within a profession, perhaps, that wasn't built like that. The model, that's not what it's not lining up. Yeah. So I think that's one of the challenges in which spaces may be having of, why can't we implement x, we see what the data says we know we're leaving dollars behind we see what other institutions are and who's not. Yeah. But I'd be interested to get your thoughts on it because like just with your experience right the experiences that you've had I mean for people who either been in their space for four months or four years or 40 years right. Some of the observations are it, you know, we're finding new stuff, but at the same time it's like some of the things are community, community connections right like, you know, actions, you know, like so how do you, you know, yeah. So, um, so here are my thoughts on on what you asked what you what you shared. It really is, well I'm going to give you, let me give my first answer and I get my second answer my first answer is, because the because this profession is advancement is one that's about fostering relationships for the purpose of, of, of individuals or institutions, we're talking, you know, but individuals or institutions such as foundations corporations etc. Invested in our colleges universities or schools, by way of giving their time or their money like that's what you know that's what the profession is about, and, and even when thinking about not wholesale but mostly when thinking about engagement. The purpose of engagement and thinking about, you know, time, not just necessarily volunteer time but time meeting with people learning about the, you know, learning more about the institution today versus yesterday if you're alums or if you're not an alum learning about the institution that engagement should for for effectiveness, have an arrow toward giving financially, even though that may not be ultimately what happens. So, with that being the case, my short and slightly my short answer to your question towards your comment and question is, it's keeping that that always in front this is, we need to be it's the it's value proposition of sorts, beyond whether or not you believe it's, it's a moral imperative to do such, that's my, that's my belief, you know, all people want to engage and all people ensure that there is a sense of inclusion, not a sense that there is inclusion and belonging that exists, but beyond that moral imperative. proposition of business for colleges, universities and schools to, to do DEID, and you said that yourself. You know, so I'm just echoing what you said like you that should it should be the no brainer right, but the reality is, as you went on to point out, even when that's present, there's still the, the, the strategies that we talked about as well as others that we didn't talk about are not being exercised. And, and so now, so now what, and what I would say, and so here's my, here's my other answer to that. This. It's like pushing a rock up a hill. I mean, it can be, you know, like pushing a rock up a hill and I think I referenced you earlier, Kadida, because I think it was you that talked about how taxing, you know, the, the work can be. It just is because we're talking about, what we're talking about is trying to attend to, to make an analogy, attend to soil that has not been, that has not been attended to before. And so, often, it is like you said, you know, what you call, what you identified as a grassroots effort and grassroots for those of us who are in this work means fairly or unfairly being the person that calls, calls things to question, brings it to the attention of, or you have, or having to work within the construct of our organizations creatively, you know, by way of, so getting those allies and partners to make it to, to support the case that already exists that we talked about in terms of this is going to help the bottom line and the dollars. And, and, and, and doing things that way. And so, I want to speak very, now I want to speak very personally about what I've done. And it, some of which has been successful, some of which has been, you know, or successful and it no longer exists, or hasn't been successful. So, with, and I'm not, I'm not going to speak to specific strategies, I'm just going to talk generally about things that I've done. I made it a priority to, when I was in the position to, and I wasn't always in the position to, but when I was in the position to do so, I made it a priority to try and, and stay in front of what was happening in the community. Whoever the decision maker was with information about how our lack of, the lack of exercising diversity initiatives was adversely affecting the institution. Not how it was going to positively affect the institution, I'm not saying the positive shouldn't be there, it should, like this is going to help us grow, but how it was adversely affecting the institution. So, when I was at the University of Texas, what was important to the University of Texas was being the best. It was all about number one as compared to peers, all about that. And so, when I was, what I did was look, use our peer list, and, and now all the peers were, were excelling in the area of DEIB fundraising. But for those that were doing better than we were, I constantly kept that in front of, constantly kept that in front of the decision makers to build the case, and it was, I often felt like a broken record, often. The second, but there were changes that happened. There were changes that happened with, with, with, with resources, by way of people and dollars. The other thing that I, that I did was to, I always talked about piloting. I can, you know, piloting something, or testing, testing something. So, it didn't require the, the full, necessarily full commitment. So, it was a limited amount of resources that would, that would be needed. And so, that saw success. The other thing that I would, would do is to, and this actually relates to something that I shared with Aditi earlier, that I would do is to pull in other people, enlist the help and support of other people to, to do, to execute on ideas and strategies that I just, I couldn't do it by myself. And, and oftentimes this was, more often than not, it was, and this is unfair, I didn't even say that I did this, but it was, it wasn't worth the thing, like, we got credit for until while we were doing it, until there was, there was success with it. That's when that happened. So, those are a few examples of things that I have, I have done. But ultimately, it is, well, and I didn't do this. Actually, I just thought about this. I didn't, this is not something that I did, but something that existed that made my life easier. And when doing this work, and when it, and, and I looked for, when I went to other places, the, the commitment by the leadership. I mean, that it's, and I know, I mean, I'm not saying anything that you don't already know. But that is, that's critically important. Thank you. Other questions? Or thoughts? Yes, Amanda. So, kind of going back to what you said with testing something, and trying out new things. Have you ever tested things like how language in an appeal could affect how the response rate was for it? We kind of tested it a little bit with age demographics, but we were also wondering if that would also apply to this setting as well. Yes. So, yes, I've done it on, and that was on the annual, obviously the annual, on the annual giving side of things. And know of, you know, others who've done that, who've done testing with, with language. And also, well, testing with language and, and, and segmenting the, the, and segmenting the population. Absolutely. Did you find you had better results when you did segment it out? Or was it about the same? Not the same. Now. But you should still do it. You should get to see. We tried it once. Now we're trying to come up with other ways that we can do the segmentation for different areas, whether it be ages, and then we're also doing one related to online giving through, like, Facebook and socials versus a paper mailer as well. And we have it all coded differently to track all that information. Great. I will say that with the, so the testing where that was done with language was using, actually, it was based upon race and ethnicity. So a lot of, I've heard a lot that the examples were based on communities of color. And so using race or ethnicity versus the, what were proxies, I talked about this earlier, proxies for us at an, at a former institution for race and ethnicity. So it was, and to support student services. So it was race and ethnicity-based student services to support that in an appeal versus using low-income students and then also the specific, actually naming a specific race. So we did it for, called out black students, black students and Latinx students. Okay, so we're going to move into closing reflections. And what I'm going to ask each of you to do is to share, I have two questions for you, to share out. Okay, so the first question is, what is the one thing that has, that you feel like has been most beneficial about the training? And then, or the last two days, and then number two, what is it that you are still, feel like you're missing, that you did not get, that you wanted to get? So what's been most beneficial, and then what are you still wanting for? What is it that you're still wanting for? beneficial and wanting? I can start. I think well one like beneficial aspect for me was just prospect research and like looking into different avenues. We tend to just kind of use our database and the donor search that goes through that. So learning about resources to like broaden that prospect research and then also the example you gave from when you were at the University of Texas I think where you created a training for all frontline advancement professionals and like the diversity initiatives and history of the school in particular I think is also something that was helpful to hear about and would be something to at some point implement and start that process at my school. Wanting I think is just like those examples from other organizations that are similar to my size. I don't know the independent school is a very unique world and it's great to hear about what all the universities are doing but the advancement offices at a university tend to have more individuals than my seven to ten person team who includes like an archivist and you know like all that and so yeah like more but that's very niche to where I work. Very good. Thank you Samantha. And you can write in the chat if you prefer to do that as opposed to speaking. So Renee said, I liked hearing about the experiences of what was done at other schools and the suggestion of leaning into affinity groups to create a campaign advisory group. Great, thank you, Renee. And then what were you left wanting, Renee? Information shared both days is very beneficial. Anything still lurking? And then let me just share what Henry and I will do is to have a, basically a post-training document sent to all of you. It's my understanding you'll get the video, but we wanna do a document that will go out to you. And so, oh, I unfortunately missed so much through the conference, but I agree that trying to translate some of the higher ed strategy to the independent school setting. Okay, very good, very helpful. Thank you so much, Jen. So this will, there may be some information that we can share in the post-training document to address what you were left wanting. Come on, I know, Amanda, Aditi. I think some of what's already been said is what I felt like I missed yesterday, but today's been really beneficial. Definitely talking about campaign boards and when they're preset already. I really like the idea of having those committees and I can think of easy ways for us, easy-ish, right, ways for us to do that. And that some of our deans and chancellors would definitely be on board for something like that. So that was exciting to be able to implement it. And then I said earlier, much, much earlier about it'd be great to have a true database because I think, like I said, this challenge I have is some ideas that you've had that you've presented, I have as well in similar forms, but not having that comparison university to be like, this isn't coming out of nowhere. And so I appreciate that it's all research-based, I guess, is another aspect, because I think sometimes with DIB, some people think it's a magic eight ball is what I've referred to it lately. And I'm like, it's not a magic eight ball. A lot of the work that we do is benchmarking research base and just how to build a strong organization. So I appreciate that you've constantly pulled that in of you're just not making it up, it's true experiences. But having a database that also show the research base helps with people who sometimes listen about DIB based on talking points and what they hear on the news and not the reality. So I appreciate all this. Great, great. Okay, Amanda. Yes, Asami. Kind of to echo what everybody has already said. And then also to add into it, looking outside the previous best practices that have been in place for years and then searching through those community groups to find new ways to attract donors and find the donors we don't normally think about was something that I'm gonna take back to my team definitely as well as the creating affinity groups or advisory campaigns through those affinity groups. And then one thing that I think I was missing a little bit and it could just because we are a very small school, we have a team of four people for our 90,000 or so alumni database that we have would be some strategies for smaller scale teams kind of like what Samantha was saying as well, just from bigger organizations down to the smaller state schools or the regional schools. Very good, thank you. That's something, and I noticed, I mean, I'm trying to think that. Henry and I will figure out how to make sure that we capture the diversity of schools that exist and are in the postdoc of what we're capturing to do that. Because I'm even thinking, I don't even have to talk about, I didn't, yeah, I didn't talk about just even personally Agnes Scott at all, which is a small private school and some of the things that have been done there, which were, well, how, what I talked about was applied, things I did at UT and how they were applied at Agnes Scott as an example. So thank you for sharing that. Figure out how to capture that in a postdoc. Okay, Renee and Caridad. I'm, I mean, I have, thank you. Yesterday and today were pretty, extremely helpful. And it's great to see when information, when data, when experience, when all of that is put together and especially with, in this space where we may be seeing some similar trends or, right, but putting it all together in this form and also having the opportunity to kind of just brainstorm it a little bit, hash it out. What are people's experiences? What are you seeing has been helpful? Yes, I would like to echo that the prospect research element which some of us may have experienced with is really, really important, but to also be able to be empowered, sorry, I'm mumbling at this point, wait, to be empowered, to go push back, right? And say, okay, well, if this is not a moral dilemma, right? This just continues to make dollars and cents, right? And connecting with people throughout the organization institution that want to see these changes made, right? Especially with the turnover and development, many of us don't stay for 15 years at a time at an institution or at a place. So when you feel like you make traction, you move on to the next place and whatever may have existed beforehand gets, you know, you just don't know, right? So ways to make it more of an internal, you know, collaborative, okay, how are we gonna stitch together so that it creates this ever present, you know, it's woven, right? Like really woven in to that. So that is very, very appreciated. So thank you. I'm left missing. I mean, there was a lot that was, I mean, this was helpful. There was a lot of helpful information. I'm looking forward to having some of the slides afterwards to just kind of, to be able to say, oh yeah, jog my memory with certain things, just because that's just the way I process. However, I think it's more of a, what do I want more of? I mean, right? Like I want more of not only this conversation, but I want more of the connection in which our institutions are having with each other to say, okay, let's have, how are we doing this together? And how are we, you know, reiterating the importance together? That's what I would love more of. So if whoever's on the call, if we can stay connected or whoever wants to stay connected, please. I'm so open and welcome to doing that because we just learn best from each other. And thank you very much. Great, thank you so much, Kitty Dad. I will, so, you know, I was, you know, the connection, the community that comes from participating in trainings like this or on, and specifically on this topic, I agree is so very helpful. And so I hope you all do stay connected. And Henry and I are a resource, but please know that like we are happily a resource to all of you as well. And I will say that when I was with Grin Spot Clear and Associates, GG&A, the consulting firm, something that I pushed forward and the firm ended up doing was to have a, and actually I came in after some of the individuals who were a part of colleges and universities and independent schools that were clients of GG&A wanted this to happen. And so I was just another voice on top of their voice to say, yes, this does need to happen. And that was creating a subcommittee, a subgroup, no subcommittee to these groups that GG&A already had in place. And this subgroup was focused on DEIB initiatives and advancement. And it was, and I recently ran into one, I actually was at the, like a case conference and they were saying that group is still going and it's so helpful. Oh, was that you? No, it wasn't. Why are you raising your hand? That wasn't you who ran into you there, Aditi? Oh. No, I'm in that group. Oh, Aditi, did we meet when I was still there? I don't remember. I don't think we ever met, yeah. Yeah, I'm so hat bull. Yolanda, I ran into. Yeah, Yolanda, that's how I met her. Okay, so Yolanda was at a case conference a couple of weeks ago and she said, she was like, where are you? Because I left you GNA, but she told me that the group is still going on. And I think, so this is great. We have someone here who can say whether I'm like telling falsehoods or not. But my sense is from her is that it continues to be a great support. It's just information sharing. And what are we doing? So that's fantastic. That is great. Thank you for sharing that, Patti Dodd. Okay, Renee, if you're able, I know you may not be able to. Okay, here we go. So I put in the chat, oh yes, and I would love to stay connected. This was a great conversation. And I think there's more we can talk about, obviously is seeing what action steps and what initiatives actually are put into place. But I was wondering, is this a topic that's at the summit when all the leaders are together? I think it would be helpful and very supportive of what the training that we just took over the last two days. That's a great question. I do not know if there is, if this is one of the sessions that's going to be at a case summit. Jessica, I see came on. Hi, Jessica. And do either of you know the answer to that question? Yeah, right now the agenda hasn't been placed out, but I can't say that this particular topic is gonna be at summit. So I'll just say like not this particular topic. So even more reason, it sounds like you all really need to do it anyway, just to stay connected to each other as well as other. Renee, I'm in Atlanta as well, by the way, go back and forth between Atlanta and Orlando, just as FYI. But to stay connected with each other on this, because there's great value. Well, it is 3.57. Thank you so much for sharing your closing reflections. Any last thoughts before we officially close and I give your day back to you. Any final thoughts? Dr. Charles, I'll just share and ask everyone to join me in thanking you and Henry for an insightful two day training on achieving DEIB strategies and capital campaigns. Definitely enjoyed the time. And it sounds like that everyone has taken some really great nuggets away from the insights and experiences shared over the last two days. So I thank you for your time and your investment in this training. Absolutely, thank you so much for that, Carl. Yes, and I would just say also there's an evaluation for everyone to be encouraged you to participate that and share your feedback. I know you've shared some feedback already with Dr. Charles, but if you all would take some time through the Case Learning Center, which you all access the course through, there's an evaluation tab that would give you an opportunity to just share some feedback and some insights that would be helpful for us as we continue to plan future trainings and topics that will best meet your needs in the future. Please complete the e-mails. Dr. Elmore, any insight you wanna share as we close? Just wanna reiterate, thank you so much. You know, doing two and a half, you know, two days is hard. So I really say thank you. And, you know, with Henry being out, you did a wonderful job. I hope you had a lot of good tea and coffee next to you. You do. Well, for your throat. But yeah, but we just wanna let everybody know that, you know, Case has the Opportunity Inclusion Center and this is where we're two years in and so we're building. And so one of the great things is that we get to bring on experts like Henry and Dr. Charles to be able to provide, you know, resources and content like this. So continue to check out the Opportunity Inclusion Center. Please let Case know how we can continue to support the work that you're doing. And like Carl had said, you know, the topics so that, cause we're looking at them so that we're building out our next season of topics. So thank you so much. Well, thank you everyone. Two days behind us. I look forward to seeing you all at some point in the future. Take care. Take care, everyone. Thank you.

campaign execution

prospect identification

engaging high net worth individuals

diverse communities

wealth capacity

cultivating relationships

inclusive donor base

DEIB training

prospect research

community connections

implementing strategies

smaller teams

collaboration

support

feedback