Clear all

4 results found

reorder grid_view

Degrees of Distress: How Higher Education Institutions Hurt and Help Student Mental Health

May 23, 2023

This report synthesizes relevant scholarly literature to better understand the role higher education institutions play in shaping college student mental health. In doing so, it is designed to spark more expansive conversations about how higher education institutions can address collective mental health challenges and promote greater well-being on their campuses.

More than Listening: Harnessing the Power of Feedback to Drive Collaborative Learning

August 1, 2019

Foundations can and should do a better job of gathering feedback from and learning with both grantees and the communities they seek to serve. This type of collaborative learning has the potential to inform and strengthen foundation strategy, grantmaking practices, evaluation, and communications. Gathering meaningful input is difficult, however, given power dynamics between foundations and those they support. Even when authentic input has been gathered, it can be difficult to apply insights to ongoing work.What does it look like for a foundation to get feedback from its grantee and community stakeholders? Much of the feedback discussions taking place in the sector center on the role of nonprofit organizations. This article explores how foundations can harness the power of feedback to improve philanthropic practice, using the experiences of the James Irvine Foundation as a case example. It provides information about the foundation and its commitment to constituent feedback, presents two cases from its own experience gathering feedback from community stakeholders and grantee partners, and then lays out a series of culminating lessons and insights based on this work.Overall, Irvine believes that collaborative learning requires more than just listening. To truly harness the power of feedback, foundations must act on what they are hearing, share how they are responding with those who provided feedback, and open up this learning to others who can benefit. To do this effectively, foundations must evolve their internal organizational practices to better incorporate external perspectives.

Improving Equity: Improving Baccalaureate Attainment of Underrepresented Students in California

December 1, 2016

This paper focuses an empirical lens on the volume of change needed to eliminate gaps in baccalaureate achievement rates affecting California's underrepresented minority groups.

Strategic Scholarship Giving for Student Success

December 1, 2015

Researchers have forecasted a statewide bachelor's degree shortfall on the order of 1.1 million by 2030.1 But only a fraction of students capable of earning a degree actually do. Missing are large swaths of college candidates—including low-income students who comprise nearly 60% of California's K-12 public school population2 , and ethnic groups that factor largely in our statewide population but are deeply underrepresented in colleges and universities. We can meet the demand for degrees essential to our economies, communities, and future—but only if we better support the success of these students. Based on a decade of scholarship grantmaking, data tracking, and analysis, College Futures Foundation firmly believes that scholarships can be an important tool for achieving these aims.