Dear Friends and Colleagues:

Have you ever grappled with the question of what metrics one should use to evaluate an individual giving officer—or been the subject of such an evaluation? No matter which side of this issue you’ve been on, you will appreciate the very specific recommendations outlined in “Developing Performance Plans for Individual Giving Officers” in this month’s issue of Bright Ideas.

The term “social media” is cropping up everywhere—including on campuses across the country. But what is social media and how are colleges and universities incorporating it into today’s communications strategies? We put that question to two of your esteemed colleagues. Look for their insights in “Using Social Media to Engage Your Alumni and Donors.” (Part I of two appears in this issue.)

Finally, two accomplished development professionals, Courtney Barth, Director of Donor Relations & Special Events at Suffolk University in Boston, and Penny Hunt, Vice Chancellor for Development, University of Illinois at Chicago and Woolbright Group principal, share their insights into cultivating donors and creating a culture of philanthropy.

Let us know what you think of this month’s issue, and/or please send your recommendations for topics you would like to have us explore in upcoming issues of Bright Ideas. Send your ideas to: info@woolbrightgroup.com

Warmest wishes for the holiday season from
all of us at The Woolbright Group

Announcements:


CASE District I Conference
January 28 & 29, 2010
Westin Copley, Boston
Networking and breakfast 8 a.m.; program at 8:30 a.m.

“Work-Life Balance in Advancement” (January 29)
Co-presenters: Cynthia Woolbright, The Woolbright Group, and Bob Dietrich, Northeastern University

The Trustee Role in Raising Philanthropic Support, (January 29)
Co-presenters: Cynthia Woolbright, The Woolbright Group, and Brian Lee, Vice President for University Advancement, Tufts University

CASE District II Conference
February 7-9, 2010
Philadelphia Marriott Downtown
Networking and breakfast 8 a.m.; program at 8:30 a.m.

“UP: The Essential Steps to Making a Successful Major Gift Ask From Start to Finish”
Co-presenters: Cynthia Woolbright, The Woolbright Group, and Amy Wilson, Catholic University

CASE Webinar Series
"Board Development, Part II: Assessment and Evaluation of Trustees"
Thursday, April 8, 2010

Speakers: Cynthia Woolbright, The Woolbright Group; Barbara E. Taylor, Governance Consulting

A significant aspect of board development is the assessment and evaluation process that must occur in order to provide proper performance feedback to the individuals yet also provide the president or head, as well as the institution’s community, a way to measure the effectiveness of the board.

From annual assessment and evaluation to a more extensive process of evaluation, this seminar will address various strategies to measure both individual and overall board effectiveness. This is especially important in considering the board’s role of raising philanthropic support.

The seminar will include an interview with Patricia (Trish) P. Jackson, Trustee, Scripps College and Vice President for Advancement, Smith College, who will provide a direct point of view.

Benefits of Attending

• Presidents and Heads of School
• Trustees
• Chief Advancement Officers
• Associate/Assistant Vice President for Development
• Any dean and/or advancement professional who works with a board, including alumni boards
• Secretary/Assistant to Boards
• Director of Advancement Services/Prospect Research

Who Should Attend

• Understand the critical importance of Trustee governance to building an effective Board
• Learn key considerations for identifying, cultivating and recruiting Trustees
• Gain a first-hand perspective from a current Trustee
• Hear best practices from other institutions to consider enhancing your own program

Other CASE Conferences of Note
Advanced Development for Deans
January 7 - 8, 2010
Omni Royal Orleans Hotel, New Orleans, LA

Development for Deans
February 15 - 17, 2010
Grand Hyatt Washington, Washington, D.C.

Speaker: Penny Hunt, Vice Chancellor for Development, University of Illinois at Chicago and Woolbright Group Principal

Developing Performance Plans for Individual Giving Officers
Cynthia Woolbright, Principal, The Woolbright Group

A common discussion in the halls of conferences and other advancement meetings is the assessment and evaluation of individual giving officers. What metrics might be used to assess the performance and progress of these key staff members? Should we consider the number of monthly visits? The number of “asks?” The dollar value of gifts raised? What are the considerations that make up the performance plans for a gift officer? What about developing relationships with donors/prospects and other staff? Ideas and opinions range broadly on the subject, but here are some suggestions for structuring an objective system for such an evaluation.

A. Prospect/Donor Development (65%)

• Complete and document a number of meaningful visits over the fiscal year that are distributed appropriately across the respective assigned geographical areas and respective individual portfolio. Travel and visits should support the following goals:

1. Complete solicitations to 80% or more of prospects in the pipeline for solicitation before the end of the fiscal year;
2. Complete strategic moves with prospects to be solicited in the following year and beyond, to maintain the portfolio at the suggested level and replenish the pipeline;
3. Secure at least __ visits with major gift suspects for the purpose of confirming or disqualifying them as major gift prospects;
4. Solicit and meet the annual fund goals for leadership gifts of the rated prospects in the portfolio;
5. Ensure that all donors of $__ or more in the past three years to the annual fund receive a visit every three years, that donors with college/school in their estate plans receive a visit every three years, and all new donors of $__ to the annual fund are offered an introductory visit within a year.

B. Developing/Managing Relationships (15%)

• Work with volunteer leadership as appropriate to identify college/school volunteers and friends and create/carry out strategies to raise visibility and support.
• Identify and articulate situations where collaboration with other departments might marshal the college or school’s human and material resources in more effective ways.
• Contribute actively to meetings and strategy sessions. Meet project deadlines consistently. Be assertive and proactive. If anything is preventing you from carrying out your responsibilities, communicate this immediately.
• Demonstrate respect for the work of all team members, including student workers, by providing complete, clear and timely information that will allow them to support your work in the most effective way possible. If lack of understanding of systems and/or procedures on your part inhibits your ability to do this, take steps to develop competency in the areas in question. If adjusting your work style would contribute to maximum efficiency on the part of others, make adjustments willingly.

C. Self Evaluation and Annual Report of Accomplishments (15%)

• Self-evaluations should also include information, such as trends, that affected the fund raising results; time spent in tracking strategic moves with donors; planning and meeting with advisory committees, departments, and volunteers; managing budgets; tracking significant phone calls/letters; providing assistance, making referrals and closing gifts for other development units; and in some cases, managing other developmental related activities and supervising personnel.

• The evaluation should be comprehensive and reflect all elements of the development officer’s scope of responsibilities, including but not limited to activities such as overseeing internal procedures for gift acknowledgments and endowment agreements, making presentations to departmental or constituency groups, and serving on task forces and search committees. (Per Virginia Tech University, June 2001)

D. Office Support (5%)

• Communicate and document travel and other activities according to departmental standards of content, consistency and timeliness, including travel postings, itineraries, call reports and expense forms. Prepare for trips and visits thoughtfully so that others’ work on campus is interrupted as infrequently as possible by the priorities on the road.
• Demonstrate your stewardship of all the college/school’s resources including:

1. Use of colleagues’, co-workers’, and students’ time
2. Travel budget, credit cards and cash advances
3. Conserving material resources of the office, especially paper and printing.

In preparation for this article, our thanks to Berea College, Virginia Tech University and University of Illinois at Chicago.

Using Social Media to Engage Your Alumni and Donors – Part I
Interview with
Mary Ann Cicala
Associate Director of Alumni Relations, Emerson College, Boston, MA

Jennifer Conboy
Associate Director, Electronic Communications
Office of University Advancement
Boston College

Wikipedia (http://en.wikipedia.org) defines “social media” as: “Media designed to be disseminated through social interaction, created using highly accessible and scalable publishing techniques. Social media uses Internet and web-based technologies to transform broadcast media monologues (one to many) into social media dialogues (many to many). It supports the democratization of knowledge and information, transforming people from content consumers into content producers.”

To find out how colleges and universities are harnessing the power of social media as an element of a broad-based communications strategy, we turned to two forward thinking advancement professionals for their perspectives.

WG: Let’s start with the basics: please define “social media” --and why do you think it has become such a phenomenon?

Mary Ann: I believe that social media is a catch phrase for all online venues that have become the modern day “Third Places.” Urban Sociologist, Ray Oldenburg, describes the concept of Third Places in his book, The Great Good Place. It’s a place where anyone can socialize or hang out. Cafes, coffee shops, bars, and other centers of the community are instrumental in the culture of our country. Like these civic venues, virtual communities provide a sense of place and become informal gathering places where people feel at home.

There are three essential ingredients to a well functioning third place: they must be inexpensive, highly accessible to neighborhoods or a regular part of one’s routine, and should be a place where large numbers of people gather regularly to feel welcome and comfortable. The varieties of social media platforms online provide synchronous and asynchronous social interaction between media and consumers—in other words, the audience can easily be both producers and consumers. This ability to engage in dialogue in a public forum enriches public life because it invokes a sense of civic pride while providing opportunities for companionship and relaxations after a long day of work or school.

I believe that “social media” has become a phenomenon because one no longer has to leave the home (first place) or the office (second place) to interact socially because these virtual environments have the potential to function as new (albeit digitally mediated) third places similar to pubs, coffee shops, and other hangouts. The irony is that it is not uncommon to see consumers engaging in third places provided by popular social media platforms while actually sitting in, say, a coffee shop!

WG: Which platforms are you currently using, and please give us some specific examples of how you are using them.

Jen: At BC we have created a presence on Twitter (@BCAlumni), Facebook, YouTube, and LinkedIn. Twitter has been our focus recently since we started “Tweagle (as in twittering eagle) Tuesday.” Every Tuesday we ask a question relating to something on campus. Once responses come in, we re-tweet them, and the re-tweet spawns more comment. On Facebook we have a fan page dedicated to graduates of the last decade and we try to provide event updates and other content relevant to this group on the page. Our YouTube presence isn’t something we promote directly, but more that we use it to store all the videos we create. When we want to drive traffic to a specific video, we generally point alumni to our web pages where the video is embedded. Lastly, LinkedIn isn’t something that we officially manage from BC, but we work closely with the volunteer that created the general Boston College Alumni group.

Mary Ann: The alumni relations team at Emerson College incorporates online platforms such as Facebook, Twitter, LinkedIn, and Flickr. My favorite example for how Emerson is using social media is through Facebook groups and “fan pages.” The Emerson College Alumni Association has a Facebook fan page that links all of the official clubs, groups and other fan pages. For example, volunteers built a fan page for the class of 1999 as they planned their 10 year reunion. The Facebook fan page enabled the volunteers to encourage classmates to post updates similar to class notes, share and comment on photos that encouraged nostalgic conversations, and send personalized notifications to specific regions. Building on the momentum of the “25 Random Things” fad, one reunion committee volunteer posted a note entitled “Top 10 Favorite Things About Being A Class of 1999 Emersonian,” then “tagged” all of her classmates and encouraged them to repost their own list. This became viral and soon classmates all over the country began posting and commenting on each other’s notes and lists.

Emerson recently had a tough month with some bad press. But what’s interesting is we have alumni engaging in this conversation. Someone might post a negative comment, but then others will post a counter-point. So there is opportunity in a crisis situation! You want it to be organic, you don’t want to stop the conversation.

WG: What do you consider to be the greatest benefits of using social media?

Jen: One of the major benefits that I’ve seen is that we can immediately tell how interested alumni feel about the messages we post by their interactions. Using http://bit.ly links we can track how many clicks we are getting on our posts to Twitter or Facebook. Facebook also has a feature to “like” posts that alumni find interesting. Our goal is to continue to provide content that alumni are interested in getting so that they feel that BC has helped them in some way. Also, if they feel this content is interesting, they will be more likely to pass it on to other BC friends in their networks.

Mary Ann: Social Media provides multiple touch points. It’s viral when friends are invited to download items, newsfeeds share updates with friends and contacts; and the third party platform [can be used to] send emails and reminders--thus making it a softer touch point for the institution.

In our presentation [Jen and I] talk about your “three places:” home/work/where you socialize. I think that what the phenomenon is – social media is replacing the traditional third place.

Another of my favorite examples is one alum’s use of the Emerson College Alumni Association discussion group on LinkedIn. While many alumni successfully take advantage of this networking platform to post job openings, brand themselves, and seek insight in their career paths, this alumnus posted the question, “Who was your favorite professor?” To date, this is the most popular discussion with 130 responses in the form of “comments.”

WG: Do you consider social media to be an integral facet of your communications strategy?

Both: Without a doubt! It’s part of the discussion in everything we do now.

WG: Do you have a formalized social media strategy? If yes, what are its components?

Mary Ann: Emerson College is currently formalizing a social media strategy. In June, the College formed a “Social Media” working group. To date we have published white papers on Facebook, YouTube, and Twitter. The group meets monthly and reports to the Vice Presidents for Communication and Marketing, Institutional Advancement, and Admission. The goal is to have a unified and branded image and to advise the institution as we work towards a formalized media strategy.

Jen: We don’t have a formal strategy yet. We are spending more time strategizing about the messages we are sending out in general and how those are communicated via our website. From there, we will use social media sites to drive people back to the web site. To help with this process, we have added another position to the Advancement Communications and Marketing team; there are now three positions dedicated to the web: Web Specialist (technical), Electronic Communications Specialist (manages all emails), and Associate Director of Electronic Communication (pulls it altogether).

WG: Do you use these tools differently in relation to your various target audiences, ie, alumni, donors, prospective donors?

Jen: We do not differentiate between donors and prospective donors when targeting social media sites. We did, however, reach out to donors specifically during our Neenan Challenge last fiscal year. During the challenge we asked donors to help us share our email messages across their BC networks. We included a “share” button (by addthis.com) on every message so that our donors that offered to help out could easily pass along our email messages.

Mary Ann: In the beginning, Emerson College used the various online tools differently to
target our audiences. For example, LinkedIn, was originally the best choice to engage more experienced alumni (15 years and out) while Facebook and Twitter were the best platforms to engage younger alumni. However, this is no longer the case. Alumni of all ages and backgrounds can be found on the many social media platforms.

It is important, however, to note that print communication should still be factored in with marketing and communications. While the majority of alumni can be reached through social media platforms, and while these platforms provide much more cost efficient means of communication—there is still a large enough population who are resistant to social media. At Emerson College, we will sometimes limit our mailings to alumni who are not registered on our online communities, or for whom we do not have working emails.

WG: Do you find that your audience segments tend to self-segregate, ie, gravitate to one version of social media vs the others?

Mary Ann: In the beginning Facebook tended to be for a younger audience. Now we’re finding that [alum from the] mid 70s – 80s are participating. LinkedIn is a more mature audience. Twitter started out young, but the alum who are on Twitter are very savvy social media users.

Jen: Because our Facebook presence is geared toward alumni 10 years out, we don’t know if an older audience might participate otherwise. Twitter seems to be used by a broad range of class years and I would agree with Mary Ann that they are usually more savvy social media users.

WG: Who implements, monitors, and maintains your blogs, and/or Facebook, LinkedIn, or other platforms?

Mary Ann: The alumni relations team at Emerson College delegates the day to day operations of electronic communications to one member of the staff. However, the entire team is fully engaged in monitoring and maintaining the various platforms. Many of these platforms are also managed by an army of volunteers.

WG: Do you twitter? If yes, please explain what role it plays as part of the mix.

Both: You bet!

Mary Ann: Emerson College is, in fact, “Twitterpated.” Twitter allows the alumni association to use a mix of formal and conversational communication styles when posting news about the college, its current students and student groups, and celebrate the successes of individual alumni.

We have found that Twitter is not only a tool for broadcasting information: it is a powerful way to monitor the Emerson College brand. Twitter allows users to search for keywords or phrases that appear in other tweets. Searching can be achieved on Twitter’s website or through third-party websites that expand searching options, like Monitter (http://monitter.com/), and Tweetdeck (http://tweetdeck.com/beta/).

For example, a search for “Emerson College” on Twitter on September 2, 2009 yielded a tweet from a user stating, “Emerson College & others using social media for student orientation; ‘same message, new delivery’ http://tinyurl.com/kwnwoo.” The link provided in the tweet directs to a Boston Globe Higher Education story about how area colleges and universities are tapping social media to welcome incoming freshmen and orient them to their campuses and Boston

Monitoring Twitter not only gives Emerson the opportunity to view tweets about the college, but also provides an immediate way to respond to individual concerns or complaints. Twitter allows users to publicly reply to another user’s tweet by posting the ”@” symbol and the username. For example, if a user named ”TheMACDoodle” posted a negative experience about Emerson, we could quickly reply by posting a tweet saying, “@TheMACDoodle, if you’d like to provide suggestions on how we can improve, we’d love to hear them.” Emerson can instantly connect to the needs and wants of other Twitter users, as long as we are monitoring information posted there. Another benefit of monitoring Twitter is the ability to foster real-time conversations with followers, humanizing the institution’s online presence.

End Part I. Look for Part II of this interview in the February issue of Bright Ideas.

Building a Culture of Philanthropy – Part 1 of 2
By Penny Hunt, Vice Chancellor for Development, University of Illinois at Chicago
and Woolbright Group Principal

Creating and nurturing a culture of philanthropy within our institutions provides a powerful context in which our advancement efforts are more likely to succeed. As you evaluate the culture of your institution and seek to enhance the role of philanthropy throughout the organization, consider these ideas:

Start at the top
An endorsement of development by the president will be heard throughout the organization. If your president cites development as a top priority, other senior leaders are more likely to value your program. Example: when I first came to UIC, the university was in the early years of a focused development effort. Because both the chancellor and the provost had cited development as a top priority, every one of the 17 deans also had done the same. When this kind of commitment exists at the leadership level, the message trickles down. Once the deans are on board, it influences the faculty, too. We were able to fast track the campaign.

Today, development is still a top priority for the chancellor. It is embedded in the our culture to the degree that new deans come here knowing that this is something that is expected of them. There is no way we could be growing as fast as we can are if this weren’t the case.

Leadership by example
Your president – or in the case of larger institutions, the deans and department heads – must show a commitment to philanthropy through actions as well as words. By making their own gifts and by frequently discussing the time they spend on development work, institutional leaders will show others in the organization how important this truly is. These actions will often inspire others to join the effort.

Making a gift to your own program gives you the beginning of the experience your donors are going to have. When a dean or department head makes a gift and understands the effect this has on their own relationship with the program, it moves them from thinking of development in negative terms. For a dean or president to have their name included on a donor list, or for them to be able to affirm that they are committed at such a personal level – that is a very strong endorsement. Donors can see that there is genuine commitment within the university and can have confidence that those who are asking for their commitment are leading the program in a direction they can trust and believe in.

Language is key
Listen to how your community talks about development. Do you faculty refer to development staff as “beggars”? Do they say things like, “Uh-oh, here come the fundraisers! Hide your wallets!” Even when said in jest, comments like these can be demoralizing to development staff and can make it harder to retain talented advancement professionals. Reframe the language by educating your faculty about the joy that donors experience when making their gifts. A great way to do this is to invite an engaged donor to make a presentation at a faculty gathering. Hearing donors talk about how much they appreciate the work of the development staff may help your faculty see the profession in a more positive light.

A culture of philanthropy is an investment in our students
When students see the impact of giving on their own educational experience, they are more prepared to take on their own role as donors when they are alumni. The current generation is more philanthropic than we sometimes give them credit for. Many students are involved in programs at the community level, for example. But what they often don’t see is that their college or university can also be the recipient of their philanthropy. By bringing them into the philanthropic process, we can teach them that philanthropy is important on campus, as well as off.

Students often have no idea of the full cost of their education. Every student, even those paying full tuition, is being supported by others. So, for them to understand that others are making this possible for them is an important life lesson. It’s up to us to teach them. It’s a mistake for us to forget that we have a constituency right on campus. So, communicating with students and making them aware of the importance of philanthropy and how they can be involved on campus is our responsibility.

The most successful dean I ever worked with had a knack for getting this message across. One of his more creative approaches occurred when students would come to him to ask for a grant to fund something of interest to them. He would start by saying there was no money to do this. After waiting just long enough to let the disappointment register, he would consult the alumni fund book – a massive leather bound tome (and prop!) theatrically turning the pages. Then he would announce that, yes, there were funds available – made possible by the generosity of the alumni.

In this way, he was able to teach his students the connection between philanthropy and their personal opportunities. When he solicited his young alumni, he always included the message, “Remember that alumni helped you when you were a student. Now it is your turn to support today’s students.” He had one of the highest rates of participation among young alumni I have ever seen.

Stewardship as Cultivation
An Interview with Courtney Barth
Director of Donor Relations & Special Events
Suffolk University, Boston, MA

As the competition for philanthropic support intensifies, our donors’ expectations for acknowledgment and accountability have become increasingly sophisticated. But the challenges don’t end there. When the economy throws a curve ball, fundraising professionals must be ready to respond. Here, Courtney Barth shares her best practices with The Woolbright Group.

WG: Given the economic downturn of the past year, how have you modified your stewardship strategies?

We are being as responsive as possible to our donors who are concerned with the economic downturn. The straight talk is the best. For the most part, donors are savvy business people, so just giving them the facts as they are, is many times the best strategy. The donors want transparency and a proactive approach.

WG: What are your best strategies for maintaining strong relationships with donors when they have suspended their giving due to personal circumstances?

Obviously the best way to maintain the relationship is to still communicate with them regardless of their giving, and responding with understanding. We have had stories go both ways, people whose circumstances have curtailed their giving and people who despite their economic situation have continued to give. These donors might be decreasing the amount, but they are still showing their support. The goal is that our institution remains a priority for our donors.

WG: What, specifically, are you doing to lay the groundwork now for when the economy improves?

The groundwork is what we do every day; communicate with our donors. We are continuing our programs with the best ROI, those programs that bring the donor in direct contact with their philanthropy. We have suspended events, which yes had their value in connecting the donor to our institution in more of a social way, but didn’t have the most impact in demonstrating the result of their philanthropy. The best example I can give is we did not hold an annual holiday gathering for our leadership donors. It was a nice event at the school, but was expensive and we felt that the money could be better used or even saved. The events we did not stop were the scholarship dinners.

WG: Do you feel you are doing enough to inform your donors of how funds are being used?

We feel we could always do more.

WG: How do you know if the information you provide is effective?

By the responses we get from the donors themselves. They truly have the institution’s interests at heart and though they are sometimes disappointed that the returns on their funds are not as high as in the past, they are very aware of what is going on. So in some cases they do give additional funding or pledge that when the economy recovers, their philanthropy will continue. We have spent time working to anticipate what our donors will need and showing them the impact of their gifts.

WG: Describe some of the more creative approaches to stewardship at your institution.

A leadership donor who is a banker recently established an Institute at the University. Instead of giving him a standard annual report, we changed the formatting to look more like a bank portfolio. We used our in-house design service to create a piece that was a bit smaller than a standard sized sheet of paper. The content included both a written summary of the programming and a financial statement. It was a four color piece printed on an in-house color printer, hand trimmed and staple bound. We then packaged a cover letter, the bound report along with sample promotional pieces in a portfolio we purchased from PaperSource. It was a low cost, professionally produced package that focused on the content of the Institute. Later that month, the donor sent a letter to the President saying how pleased he is with the Institute and that more funding would be a possibility.

With many of our donors, we have allowed direct lines of communication with program directors so they can hear firsthand what is going on with our students.

Really the best advice is to go with your gut and keep it simple and elegant. Producing events or reports or other forms of donor engagement should really just focus on the content.

WG: What resources for professional networking and continued learning do you utilize?

I tap into the online listserves and professional development opportunities such as conferences.

The Reading File: Reader’s Recommendations and Reviews

Welcome to The Reading File, a regular feature of Bright Ideas where our readers share their reading recommendations. We invite you to share the title of something you found worthwhile. It doesn't have to be a book and it doesn't have to be strictly work related! Feel free to submit just the basics (title, author), or include a brief review. We'd love to hear from you–thank you in advance for your participation!

"The Five Secrets You Must Discover Before You Die"  John Izzo, Ph.D.
 
The writer of this unconventional book interviewed over 200 people, ages 60-106, each of whom was identified by friends and acquaintances as "the one person they knew who had found happiness and meaning."  Izzo shares their stories and the five secrets he learned by listening to them. A very, very thought provoking book as these interviewees sort out those extraneous, as well as essential factors in their lives. My favorite quote is from Ken Krambeer, the town barber: "There are ten minute funeral lines and ten-hour funeral lines. Live your life so that when you die people will want to stay and tell stories about the kind of life you lived and how you touched them." 
 

Kelly E. Gagan
Vice President, Institutional Advancement
Nazareth College
Rochester, New York

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“Influence: The Psychology of Persuasion”
Robert B. Cialdini, Ph.D.

This New York Times bestseller describes six principles of persuasion that move people to say “yes.” The book weaves together an interesting narrative with a little psychology and some actionable ideas. It’s written for the corporate sector, but the lessons are just as valuable for nonprofits. In fact, the author wrote an article for the Stanford Social Innovation Review in 2003 on how to apply the principles to fundraising. The article, “The Power of Persuasion,” is available free-of-charge on the SSIR (Stanford Social Innovation Review) website.

Mark Roberts, CFRE
Director of Annual Giving
The Catholic University of America
Washington, D.C