Yale Global Alumni Leadership Forum

Home , Bass Library, Boola Boola, Hillhouse Avenue, Horchow Hall, New Haven Green, Steinbach Hall

November 12-15, 2014 New Haven, Connecticut, USA

This second annual YaleGALE @ Yale is produced by the Yale Global Alumni Leadership Exchange (YaleGALE), a strategic initiative of the Association of Yale Alumni (AYA). Welcome

Greetings, and welcome to New Haven, known as Elm City, for those stately trees, some of which still grace the New Haven Green in the center of town. This time of year the winds often blow cold as a premonition of winter, but it warms our hearts that all of you chose to spend it here in New Haven with us at this second annual YaleGALE @ Yale Global Alumni Leadership Forum. We are pleased to be hosting over two dozen of you, representing more than 10 universities plus 3 service organizations from 3 continents. We hope you learn as much as we know we will.

Welcome also to the campus of Yale University. As you walk among the buildings this week, you will see a bit of the architecture that makes up the residential colleges of Yale. Their sheltering quadrangles are a key ingredient in creating a university experience that engenders the lifelong loyalty of alumni. Your first sessions are in Dwight Hall, situated on the Old Campus, which houses most first year students.

It is most appropriate that this Forum be held at Dwight Hall which forms the locus of volunteering on the part of students. Yale is proud that over 2/3 of the student body are involved in volunteering.

The Old Campus also contains the oldest university building – from American Colonial times. In front of one of these stands a statue of one of the students who lived there, Nathan Hale, a patriot executed during the American Revolution. He is known, not only for his last words, “I regret that I have but one life to give for my country,” but also for earlier ones, “I wish to be useful.”

During this week, you will see at Assembly, not only how we at Yale learn from each other, but also how we honor our own. At the end of the week you will get to experience that fall tradition of American universities – the football game. The weekly festivities of which often rival those of the annual Homecoming at universities elsewhere in the world.

Thanks for coming.

Boola, boola.

Ben Slotznick ‘70 Producer, YaleGALE @ Yale

Page 1 Table of Contents

Welcome ……………………………………………………………………………………... 1 Table of Contents …………………………………………………………………………… 2

Agenda ………………………………………………………………………………………. 4 Biographies of selected speakers and panelists …………………………………………. 9

Session Materials on Alumni Relations (Wednesday sessions) Volunteer engagement …………………………………………………………… 20 Additional information ……………………………………………………. 21 Master Class in Volunteer engagement (Case Study of award winning reunion) 22 Overviews ………………………………………….………………………... 23 Additional information ……………………………………………………. 25 Leadership cultivation ……………………………………………………………... 31 Additional information ……………………………………………………... 32 Master Class in Leadership cultivation (ways to recognize and reward leadership) 33 Additional information ……………………………………………………... 34 Master Class in Governance ……………………………………………………….... 35 Overview ………………………………………….…………………………... 36 Additional information ……………………………………..………..……. 37 Organizing Alumni by their Interests and Passions ……………………………… 38 Overviews …………………………………………………………………… 39 Additional information ……………………………………..………..……. 42 Master Class in Organizing Alumni by Passions (Case Study, Feb Club Emeritus) 55 Overview …………………………………………………………………… 56 Additional information ……………………………………..………..……. 57 Master Class in Organizing Alumni by Passions (Case Study, Yale Alumni Chorus) 59 Overview …………………………………………………………………… 60 Additional information ……………………………………..………..……. 61 Master Class in Organizing Alumni by Passions (Case Study, Fencing Tournament) 62 Overview …………………………………………………………………… 63 Additional information ……………………………………..………..……. 64 Strategic planning …………………………………………………………………... 65 Additional information ……………………………………………………... 66 Regional associations ………………...……………………………………………… 67 Overview …………………………………………………………………… 68 Additional information ……………………………………………..……… 69 Regional associations abroad ……………………………………………………… 71 Additional information ……………………………………………..……… 72

Page 2 Session Materials on Fundraising (Thursday sessions) Introduction to a lifetime of giving …………………………………….…………... 74 Overviews …………………………………………………………………… 75 Additional information ………………………….…………………..……..... 77 Preparing students to be giving alumni ……………………………….…………... 79 Additional information ………………………….…………………..……..... 80 Fostering giving in young alumni …...... ….………………..………………… 81 Additional information …………………...…………………………..……. 82 Keeping alumni vested through good times and bad ………………………... 83 Additional information ……………………………………..………..……. 84

Walking tours of the Yale Campus …………………………………………………….. 85 Residential Living at Yale (Old Campus and Branford College) ………………. 86 Yale and its City (Chapel Street and the New Haven Green) ………………….. 96 The Heart of Yale (Sterling Library, Cross Campus, and Beinecke Plaza) …. 105

Archtecture and University Life ………………………………………………………… 115 The Campus as a Curated Gallery of Fine Architecture ………………………… 116 The Architecture of Return ……………………………………………………….… 117 Archtectural Remembrances ………………………………………………..……… 118

Addenda ……………………………………………………………………………………… 125 Map of the Yale Campus ……………………………………………………………….… 126 Invitation to Alumni Village outside the Yale Bowl on Saturday 10 – noon ……..….. 132 Sample Reunion schedules (10th Reunion of 2004 and 40th Reunion of 1974) ...... 133 The two schedules are side by side: 1974 on left, 2004 on right. Events run by Yale and AYA (common to all reunions) show on both sides.

Page 3 2014 Yale Global Alumni Leadership Forum at the AYA Assembly Nov. 12-15, 2014 (Tentative agenda subject to change)

You will need to arrive sometime Tuesday, Nov. 11, because the Forum starts first thing in the morning on Wednesday, Nov. 12. Breakfast is on your own. Throughout the program you will be hosted by YaleGALE representatives. Wednesday, Nov. 12

Wednesday sessions are at Dwight Hall on 67 High Street, New Haven, CT The High Street doors to Dwight Hall might not be open. You will likely have to enter through the Old Campus courtyard. There will be signs to direct you.

Wednesday Morning Sessions

8:30 a.m.: Welcome by Mark Dollhopf ’77, Executive Director, AYA

9:00 a.m.: Introduction of Delegations and Overview of AYA Programs by Kathy Edersheim ’87

9:40 a.m.: First Breakout Sessions • Volunteer engagement (There will be two breakout sessions on this topic to encourage discussion in a small group setting.) Panelists: Oliver Janney ‘67, Lynn Johnson ‘61, Vin Sharkey ‘66, Anke Tietz ’11 PhD Topic: “Cultivating the Alumni Connection” – How do you get young alumni to start participating? How do you get new participation among older alumni? How do you keep the regulars coming back? • Master Class in Volunteer engagement: Case Study of an award winning reunion/ homecoming. Panelists: Ben Slotznick ’70 and Jennifer Julier ‘77 10:25 a.m.: Coffee Break

10:40 a.m.: Second Breakout Sessions (Some members of the AYA Board of Governors will be joining us.) • Leadership cultivation Panelists: Lynn Johnson ‘61 and Ilona Emmerth ’98 Topic: “Motivating Volunteers to be Effective Leaders” – How do you recruit and motivate alumni to volunteer their time to create and run successful alumni organizations? How do you keep alumni involved for the long term? • Master Class in Leadership cultivation: Ways to recognize and reward leadership. Panelist: Alison Brody ’95 Topic: “Using awards and recognition to motivate volunteers, cultivate volunteer leadership, and build a culture of volunteering” – How do you distinguish between awards? How do you choose a time and place to present awards? Who should present awards? • Master Class in Governance: Empowering volunteerism through responsibility. Panelists: Scott Williamson ’80, Sara Cavendish ‘84, and Bill McGurn ‘65 Topic: How do governance rules help volunteers develop the capabilities and capacities that they may not realize they have? Where does an organization’s vision come from? Why is it essential? How do you put the right people in the right seats? 11:25 a.m.: Residential Living at Yale: A short walking tour of Yale residential facilities on the way to lunch 12:05 p.m.: Lunch. Lunch will be held one block away at Rose Alumni House at 232 York Street. Page 4 1:10 p.m.: Yale and its City: A short walking tour of where the Yale Campus meets downtown New Haven on the way back to Dwight Hall.

Wednesday Afternoon Sessions

1:30 p.m.: Plenary – Organizing Alumni by their Interests and Passions: Facilitator: Nicholas Lewis ‘93

2:15 p.m.: Third Breakout Sessions • Master Class in Organizing by Passions: Case Study in globalizing a student tradition. Examining an award winning alumni activity: Feb Club Emeritus. Facilitator: Tim Harkness ‘87 • Master Class in Organizing by Passions: Case Study in turning tradition into travel. Examining an award winning program: Yale Alumni Chorus. Facilitator: Kathy Edershiem ‘87 • Master Class in Organizing by Passions: Case Study on involving alumni in a student activity. Examining a new athletic tradition now 40 years old: Dernell Every Fencing Tournament. Facilitator: Steve Blum ‘74 3:00 p.m.: Break

3:15 p.m.: Fourth Breakout Sessions • Strategic planning in alumni relations Panelists: Ed Sevilla ’82 and Susie Krentz ‘80 Topic: “Unique aspects of planning for an alumni relations organization” – Who are your principle stakeholders? How does the mission promote giving of time, talent, or treasure? How do you get alumni engaged in the process and make sure they become advocates for the plan? • Regional associations abroad Panelists: Paul Broholm ’78 and Alisa Masterson Topic: “Far from home: organizing regional associations abroad” – What are the particular problems facing regional alumni associations located in countries different than the home of their university? What are the hidden strengths? How do you capitalize on those strengths? • Regional associations Panelists: Vin Sharkey ‘66 and Oliver Janney ‘67 Topic: “Sustaining Regional Associations, both Large and Small” – How do you tailor your programming to the size and reach of your association? What can the large regional associations learn from the smaller ones? What can the smaller regional associations learn from each other?

4:00 p.m. Greetings from Yale President Peter Salovey ’86 PhD

4:30 p.m. Plenary: Summations and Adjournment 5:10 p.m.: Adjourn for the day

6:30 p.m.: Welcome Dinner with AYA Board of Governors (Cocktails at 6:30 p.m., Dinner at 7:15 p.m.) This at the Q Club, 221 Church Street.

Page 5 Thursday, Nov. 13

The AYA Assembly morning plenary: at University Theatre, 222 York Street

9:15 a.m. – 9:45 a.m.: AYA Assembly morning plenary. The theme is The Entrepreneurial Spirit at Yale.

Welcome and Introduction to the Assembly • Welcome to the AYA Assembly – Assembly Chair Darcy Pollack ’87 • Yale Vice President Linda Lorimer ’77 JD on “The Entrepreneurial Spirit at Yale” • Victor Wong ’11, founder of the on-line media company PaperG, on “From the Yale Entrepreneurial Institute to the Real World”

9:45 a.m. – 10:00 a.m.: Short break: Leave plenary and walk from AYA Plenary to Dwight Hall at 67 High Street

Yale Global Alumni Leadership Forum – Thursday Sessions – at Dwight Hall Theme: Engaging alumni in giving throughout their lives 10:00 a.m.: Plenary: Conversations on a Lifetime of Giving: the Arc of Life and the Art of the “Ask” Introduction: Lynn Andrewsen ’82; Managing Director of the Yale Alumni Fund 10:05 a.m.: Session 1 – Creating the groundwork • Laying a foundation for giving while alumni-to-be are still students. Jack Thomas ‘80 10:35 a.m.: Session 2 – Building the relationship • Nurturing giving in young alumni when most still have little to give. Kate Philip ‘10 11:05 a.m.: Coffee Break 11:15 a.m.: Session 3 – Maintaining the relationship • Personalization: keeping alumni vested in giving through the ups and downs of life. Katy Wells ’91 JD 11:45 a.m.: Session 4 – Sharing Best Practices from around the world 12:15 p.m. – 1:30 p.m.: Lunch (by ticket) in Residential Colleges 1:45 p.m.: Welcome from Lise Chapman ’81 MBA, Chair of the AYA Board of Governors 1:50 p.m. – 4:15 p.m.: How to foster a culture of alumni giving – a special program on Fundraising and Development for YaleGALE attendees by Mark Dollhopf ’77, Executive Director, AYA

4:15 p.m.: Break. 4:30 p.m.: Summation and Conclusion 5:00 p.m.: The Heart of Yale: A walking tour of the central part of the Yale Campus on way to Reception. 5:30 p.m.: AYA Leadership Awards Reception Presidents’ Room, 2nd Floor, Memorial Hall (rotunda adjacent to Woolsey Hall) Join us for a wine/beer reception with hors d’oeuvres to celebrate the presentation of this year’s AYA Leadership Awards for Volunteer Innovation and Service, and the AYA Board of Governors Excellence Awards for alumni groups and programs. 7:00 p.m.: Dinner on your own – however, feel free to join YaleGALE at Mory’s (306 York Street), where we will be holding a YaleGALE Reunion. (Cash bar and order on your own.) Mory’s, First Floor, Louis’ Lounge. Page 6 Friday, Nov. 14

The AYA Assembly plenary: Levinson Auditorium, Yale Law School, 127 Wall Street

8:30 a.m. – 10:30 a.m.: AYA Assembly Keynote Plenary Session: Celebrating Our Volunteers

Come hear about the amazing work being done around the world by Yale alumni volunteers. Moderated by AYA executive director Mark Dollhopf ’77, this session will review success metrics from both of the AYA’s Strategic Plans, recap alumni programs from the past year, preview upcoming events, and provide plenty of new ideas that your group could consider. You will also be treated to an announcement of the winner of the second annual AYA photo contest. 11:00 a.m. – 12:00 noon: AYA Assembly Information Sessions ALUMNI PROGRAMS: INFORMATION SESSIONS (SESSION I) Various venues to be announced

These sessions will provide an opportunity for Assembly attendees to learn more about current AYA programs and to provide input on new initiatives. Session presenters will offer an overview and/or annual report and include time for Q&A, as well as information on how to get involved. Sessions will be offered in two time slots — Session II, listed below, will be held in the afternoon — so you will have an opportunity to hear from two different groups.

Details will be available in the coming weeks. Get an introduction to service on the AYA Board of Governors and other volunteer training opportunities through AYA. Learn about the effective use of social media for nonprofits or the new “chapter management” platform of tools for alumni groups, to be launched in early 2015. Find out how to get involved in new initiatives such as the Yale Alumni Ambassadors for the Liberal Arts and the emerging Shared Interest Group for entrepreneurs.

12:15 p.m. – 1:30 p.m.: Lunch in Commons: Commons Dinning Hall, Grove and College Streets (enter from Memorial Hall rotunda) Remarks by President Peter Salovey and Presentation of Yale-Jefferson Award

At lunch, AYA Assembly participants will hear remarks on entrepreneurship from President Peter Salovey ’83 MS, ’86 PhD. In addition, we will present the 3rd annual Yale-Jefferson Awards, an alumni honor sponsored by Students and Alumni of Yale (STAY), given to recognize those who inspire others in the Yale community through innovative, outstanding and sustained contributions of service to the greater good.

1:45 p.m. – 4:00 p.m.: Afternoon Breakout Sessions

Join Assembly breakout sessions, or convene strategic planning sessions with your own delegation.

For Forum attendees: This is also a time to visit alumni of your University, who live, work or study at Yale. You could instead visit one of the Yale museums: http://www.yale.edu/visitor/attractions.html. Alternatively, you and your colleagues can grab a table at one of the many coffee shops around Yale and hold your own debriefing or planning session. For example, there is the Thain Family Café at the Bass Library at 110 Wall Street: http://www.yale.edu/dining/locations/thain.html. In addition there are coffee shops all around Campus on Chapel Street, Broadway, York Street, Wall Street, Whitney, and others. An online listing of coffee shops is here: http://www.infonewhaven.com/dining-listing?field_cuisine_term_tid=20. For other dining, go here: http://www.infonewhaven.com/dining-listing. Page 7 • Graduate School Alumni Association, Annual Fall Meeting • Professional Schools • Shared Identity/Interest Groups (SIG), Leadership Development • Yale Alumni Service Corps, Board Meeting – board members only • Yale Clubs and Associations • Yale College Class Leadership

4:15 p.m. – 5:15 p.m.: AYA Assembly Information Sessions ALUMNI PROGRAMS: INFORMATION SESSIONS (SESSION II) Various venues to be announced

A second opportunity to learn more about AYA programs and to provide input on new initiatives. The selection of sessions will be similar to those offered in the morning.

5:30 p.m. – 6:45 p.m.: Friday Yale Medal Cocktail Reception Beinecke Rare Book and Manuscript Library, 121 Wall Street

7:00 p.m. – 11:00 p.m.: Friday Yale Medal Dinner Commons Dinning Hall, Grove and College Streets (enter from Memorial Hall rotunda)

Every year since 1952, the Yale Medal has been conferred to honor outstanding individual service to the University. This year’s recipients reflect the range of service and leadership the AYA strives to recognize with this award.

Saturday, Nov. 15

Morning: Self-Guided Tours of Yale: For several self-guided tours that can be downloaded as pdfs see the Mead Visitor Center website: http://www.yale.edu/visitor/. There is also a walking audio tour that can be downloaded as an MP3 from that website.

There are free shuttle buses to the Yale Bowl football stadium. They leave from the Payne Whitney Gymnasium near the corner of Tower Parkway and Broadway.

10 a.m. – 12 noon: AYA Pre-Game Hospitality Tent (Yale Alumni Village) Near Portal 17 on the west side of the Yale Bowl

Join Yale Alumni at the popular “AYA Alumni Village.” This free open-air reception for all Yale alumni and their guests provides a place to meet up with classmates and others before going to the Yale-Princeton football game. There will be free hot dogs, chowder, cookies, hot beverages and other refreshments.

For Forum attendees: The festive partying held outside the stadium in the parking lots is an American tradition known as “tailgating”. Many bring picnic tables and even barbeque grills. Some people have such a good time at the tailgate parties that they never actually attend the football games. This is especially true at the top football schools where a ticket might cost $100 or more. Enjoy yourself, but be careful, because there are lots of people, many vehicles, and sometimes accidents happen.

12 noon: Saturday Football (American-style football): Yale vs. Princeton Departure

Page 8 Biographies Speakers

Peter Salovey ’86 PhD, President of Yale University

Peter Salovey is the President of Yale University where he is also a Professor of Psychology. He previously served as Yale's Provost, Dean of Graduate Studies, and Dean of Yale College. President Salovey is one of the early pioneers and leading researchers in emotional intelligence. He has authored or edited thirteen books translated into eleven languages and published more than 350 journal articles and essays, focused primarily on human emotion and health behavior. He has won numerous awards for his research and teaching. President Salovey has also served on a number of national scientific advisory boards and as officer of scientific societies in his field of research.

Mark Dollhopf ‘77, Executive Director, Association of Yale Alumni

Mark Dollhopf began his career on the fundraising side of alumni relations. He started working at Yale in 1977 the year of his graduation, as a staff member for the Yale Development Office – the fundraising department of Yale. In 1980, Mark co-founded the firm of Anderson, Cole & Dollhopf, and there pioneered new institutional fundraising and advancement techniques for universities and independent schools, including the first professional campus direct response programs. His firm served over 100 education, health, social service, political and religious organizations, including Yale, Brown, Columbia and Duke universities; Exeter and Andover preparatory schools; the National Wildlife Federation; the Arthritis Foundation; the Archdioceses of New York, Boston, St. Louis and Chicago; Catholic Relief Services; and Lutheran Social Services. In 1989 Anderson, Cole & Dollhopf was acquired by MCI.

In 1993, Mark founded Janus Development, which counsels non-profit institutions about strategic planning, leadership and board development as well as management and marketing. Strategic planning clients have included Junior Achievement of Central Florida, the Archdiocese of Chicago, the Diocese of Orlando, the Colony Foundation and Liberty Community Services of Connecticut, among others.

Throughout the past 35 years, Mark has been an active volunteer for Yale as an alumnus.

In 1997, Mark founded the Yale Alumni Chorus, a volunteer organization of Yale alumni which has completed eleven major international concert tours and co-sponsored and participated in two domestic choral festivals. Well over 2,000 alumni and friends have participated on concert tours and events representing Yale in Great Britain, China and South America. The group also traveled to Russia in 2003, becoming the first American chorus ever to perform at the Kremlin. In 2004, Mark won the Yale Medal for his work with the Yale Alumni Chorus. The Yale Medal is the highest award presented by the Association of Yale Alumni, conferred solely to honor outstanding individual service to the University.

Page 9 In 2006, Mark became Executive Director, of the Association of Yale Alumni, switching once again from Yale alumni volunteer to alumni relations professional working for Yale. In this capacity, he has led the AYA as it reaches out to alumni in new ways, with a new emphasis on innovative friend-raising. During his tenure, alumni engagement has increased many-fold – by some metrics 400 to 800 percent.

Lynn Andrewsen ’82, Managing Director, Yale Alumni Fund

Lynn Andrewsen joined Yale as the Managing Director of the Alumni Fund in 2006. In this role she oversees the University's annual giving program (the Alumni Fund) to raise current-use, unrestricted giving from alumni of Yale College, the Graduate School and 11 Professional Schools. In fiscal year 2014 (from July 1, 2013 to June 30, 2014) those alumni contributed over $26.3 million to Yale through the Alumni Fund.

Lynn is responsible for developing and managing the implementation of comprehensive cultivation, solicitation and stewardship strategies to generate support for Yale each year. She leads a professional team of 24 staff that works with over 2,300 Yale volunteers who are engaged in reaching out to fellow alumni to encourage annual gifts to Yale. Among the volunteers with whom Lynn and her team collaborate are a 12-member Executive Committee and 75-member Board of Directors, all of whom are Alumni Fund volunteer fundraisers.

Prior to joining Yale, Lynn was Development Director at the Community Foundation for Greater New Haven, and earlier was the Marketing Director at the International Festival of Arts & Ideas in New Haven. Previously Lynn had a career in marketing and sales in the hospitality industry, working in various locations on the Eastern Seaboard.

Lynn has served as her Class Treasurer and as a member of the 30th Reunion Gift Committee for the Class of 1982. She has been an advisor for Yale College freshmen as well as serving as a Yale Community Friend for international students attending Yale, and she enjoys supporting and cheering on the Yale Women’s Ice Hockey team. Lynn is also a member and served from 2011- 2014 as Chairman of the Annual Giving Directors Consortium, an organization that provides a forum for exploring management, policy and strategic issues of interest to directors of annual giving at 40 higher education institutions in the United States and Canada.

Kathy Edersheim ‘87

Kathy Edersheim is Senior Director of International Alumni Relations and Travel at the Association of Yale Alumni. She is the founding Chairperson of YaleGALE and produced the YaleGALE trips to Australia, Japan, Turkey, China, and the U.K. prior to joining Yale. As a volunteer, Kathy was a Board Member of the Yale Alumni Service Corps and produced their program in China and their first program in Ghana. She was Vice-President of the Yale Alumni

Page 10 Chorus and co-produced the Celebration of Song Tour in 2011. Kathy served on the AYA Board of Governors for four years. Kathy was the first woman President of the Yale Club of New York City - the largest college club in the world with a 22 story building located in the heart of mid- town Manhattan - and continues to serve on the Board of the Club. She continues to work on developing an intercollegiate alumni association for the International Alliance of Research Universities, a ten university consortium. Kathy won the AYA Volunteer of the Year award in 2008. In 2011, Kathy was awarded the Yale Medal, Yale's highest award presented by the AYA, conferred solely to honor outstanding individual service to the University. Prior to joining AYA, she worked as a Financial Advisor and marketing professional. Kathy received an MBA from the Stern School of Business.

YaleGALE Panelists and Facilitators

Steve Blum ‘74

Steve Blum has been a CPA and Corporate Finance partner at KPMG, and a Managing Director and COO of Burnham Financial Group. Steve is now employed as Senior Director of Strategic Initiatives at the Association of Yale Alumni – a position created just for him - while he still leads all of KPMG’s client merger/acquisition seminars, and still testifies as an expert in numerous complex financial disputes. At Yale, Steve is a Branford College Resident Fellow, has led 21 financial literacy sessions for students, helped create Student Leadership Forums, co-founded Students and Alumni of Yale (STAY), and organized Yale’s first-ever residential college reunions. After serving as Yale’s Fencing Team Captain as a student, Steve competed nationally and internationally for another decade (earning five national championships in team saber). He has been Co-President of the Yale Fencing Association for decades.

Alison Brody ‘95

Alison Brody is a retired attorney in Portland, Oregon. She volunteers extensively with the Portland Public Schools. Most notably, she has coached a high school constitutional law debate team for the past 16 years, helping the team take home several national titles. For Yale, Alison has been the Alumni Schools Committee Director for Oregon and southwest Washington for the past 13 years and is a board member of the Yale Club of Oregon. She has served as Class Secretary for the Class of 1995 and is currently Class Treasurer. Alison participated in the YaleGALE trip to China and has served on the AYA Board of Governors. During her board service, she was instrumental to the founding of the student-alumni initiative STAY and has chaired both the Student Initiatives and Volunteer Leadership committees. Alison is currently Vice-Chair of the Board of Governors.

Page 11 Paul Broholm ‘78

Paul Broholm is the Director of Investments for a Dutch private bank. He has lived in the Netherlands for 22 years, where he first moved to teach at the Rotterdam School of Management. Paul is President of the Yale Club of the Netherlands, which won the AYA Excellence Award for Outstanding International Club in 2011. Paul initiated the AYA’s recent European Leadership Forum to bring together European Club leaders to discuss opportunities in the region with each other. Paul has served on the board of several charitable and not-for-profit organizations, and is Secretary of the Ivy Circle, an association of U.S. university alumni clubs providing a platform for social and cultural activities in the Netherlands, and sponsor of an annual Fulbright Scholarship. In 2014, Paul was Co-Producer of YaleGALE in Amsterdam.

Sara J. Cavendish ‘84

Sara J. Cavendish is the Managing Member of Windward Asset Management, LLC, which she founded in 2008. Before starting in the investment advisory business in 1998, she worked at the U.S. Department of the Treasury and at the White House. As a volunteer in her community, Sara has provided pro bono legal work, served on the Board of the Appleseed Network of public interest justice centers, and headed special projects in a national U.S. election. For Yale, Sara has been her Class Treasurer more than 15 years and on several Class Reunion committees. She conceived of and Co-Chaired her Class’ successful 50th Birthday Party and Mini-Reunion held in New York City in January 2012, an event that has been copied by many other Yale classes. Sara is a member of the Board of Directors of YaleGALE and was a member of the YaleGALE delegation to China. She has served as a member of the AYA Board of Governors since 2012.

Lise P. Chapman '81 MBA

Lise is Chair of the AYA Board of Governors, and previously served as an Executive Officer.

Currently, Lise is working on a Masters in Counseling and prior worked as Vice President in Mergers & Acquisitions at Merrill Lynch and Senior Account Officer in Citibank’s National Banking Group in New York. Recently, she finished serving as an elected member of the Millburn Board of Education for seven years.

Her volunteer service for Yale includes Yale Day of Service (International Chair), the Yale Alumni Service Corps (India, Nicaragua and West Virginia), and YaleGALE in China. For the Yale School of Management (SOM), she was Chair of her Class’ 30th Reunion, Chair of its 25th Reunion and member of the Reunion Gifts Committee. She was awarded the Yale SOM Alumni Association 2014 Leadership Award for Volunteer Service.

Lise has an undergraduate degree from Stanford and received the 2011 Stanford Medal for alumni volunteer leadership.

Page 12 Ilona Emmerth ‘98

Ilona Emmerth is Senior Director for Major Cities at AYA. She interacts primarily with alumni in New York and Chicago while overseeing staff engagement of alumni in Boston, Los Angeles, New Haven, San Francisco and Washington, DC. In addition to guiding the chapters through strategic planning and innovative program development, Ilona seeks out individual volunteer leaders to help them navigate a volunteer “career path” based on their personal interests and talents. Prior to joining the AYA staff in 2008, Ilona was a dedicated Yale alumna volunteer leader in Cleveland, Ohio. The highlight of her roles and achievements was the 2003 launch of Bulldogs on the Cuyahoga, a multifaceted summer internship program designed to attract current Yale students and recent graduates to the city. While in Cleveland, Ilona’s professional work included supply chain consulting as well as being a principal in her family’s business, a supplier to the fast food industry. Because of her business experience and community engagement, Crain’s Cleveland Business named her one of “Forty Under 40” rising business leaders in 2006.

Tim Harkness ‘87

Tim Harkness is a lawyer -- a partner with the international law firm Freshfields Bruckhaus Deringer. Tim represents clients in complex commercial litigation and has played prominent roles in major international cases. As a volunteer in his professional field, Tim’s pro bono practice has ranged from representation of indigent criminal defendants to helping produce the International Protocol on the Documentation and Investigation of Sexual Violence in Armed Conflict. In his local community he has served as an elected member of the Representative Town Meeting. His charitable work includes a fund which scholarships children to summer camp. For Yale, Tim is Secretary of the Yale Class of 1987 and has served on the Board for the Yale Alumni Service Corps as well as the AYA Board of Governors. He is one of the founders of Feb Club Emeritus, which won the inaugural AYA Excellence Award for Outstanding Collaboration. (Feb Club Emeritus is a viral world-wide series of alumni parties that attract thousands of Yalies each year.) Individually, Tim has received an AYA Leadership Award (Volunteer of the Year).

Oliver Janney ’67

Oliver Janney is a lawyer (Harvard Law) working as general counsel and chief legal officer of major multi-national corporations. He has served on the boards of a number of professional and nonprofit organizations in his community including Chairman of the Endowment Committee and Chancellor of his church. As a volunteer for Yale, he was President of the Yale Club of the Suncoast in Sarasota, Florida, and is currently a director and member of the Club’s Alumni Schools Committee. He has participated in the YaleGALE programs in the UK, Paris, and Europe. Oliver has also served as President of the Ivy League Club of Sarasota and Manatee Counties and continues to serve as a governor of the Ivy League Club and Chairman of the Ivy League Club Scholarship Fund.

Page 13 Lynn Johnson ‘61

Lynn Johnson is a university professor, management consultant, trainer, teacher, facilitator, counselor and coach. He has taught from Africa to Michigan and from the wilds of Ohio to those of New York and New Hampshire. Lynn has also held key roles as senior administrator at both university and university consortium level. In his community, he has been a volunteer counselor as well as vice-president of his church. As a volunteer for Yale, Lynn has served as President of the Yale Club of Akron-Canton, and initiated the Yale Day of Service in the Albany area. Lynn is a member of the Board of YaleGALE and participated in YaleGALE trips to Japan, Turkey, China, Israel, the U.K., France, the Baltics, and Europe.

Jennifer Julier ’77

Prior to joining the AYA in 2001, Jennifer Julier volunteered as a Vice President of the Yale Club of New Haven and as its ASC director. Her duties in the class area of the AYA include working with nineteen Yale College Classes and planning the 40th, 45th, 50th and 55th reunions. Jennifer is also responsible for the intellectual programming at reunions, including the Friday morning lectures and Saturday’s Morning at Yale. She is also Chairman of the AYA’s Faculty Speakers Committee, which coordinates the use of faculty for our programs and oversees faculty stewardship. Before coming to Yale Jennifer was a freelance researcher, editor and writer in the fields of New Haven history and Connecticut genealogy. She holds a Master’s degree in library science from Columbia University and a B.A. in the History of Art from Yale, Class of 1977.

Susanna (“Susie”) Krentz ‘80

Susie Krentz is a recognized leader in strategy development for healthcare organizations, as well as an expert facilitator. Within her field, she is an active volunteer and current Board member for the Society for Healthcare Strategy and Market Development of the American Hospital Association. For Yale, Susie currently serves as Treasurer of the Yale Alumni Magazine. She and her family participated in the first three YaleGALE missions to Australia, Japan, and Turkey. In addition, Susie has served on her class reunion special gifts committee, was a founder of WISER (Women’s Intercollegiate Sports Endowment & Resource), and led the planning committee for Calhoun College’s first all-class reunion. She took part in the development of YaleWomen’s strategic plan, and in 2005 received the Yale Class of 1980 award. Susie has also served on the AYA Board of Governors, and as its Chair led the development of the AYA’s first strategic plan. She was the recipient of the Yale Medal in 2010.

Nicholas Roman Lewis ‘93

Nicholas Roman Lewis is Senior Director for Shared Interest Groups at the Association of Yale Alumni. He has worked with various alumni groups such as Yale in Hollywood, the Yale Black Alumni Association, Yale GALA (Gay and Lesbian Alumni), the Yale Daily News and many others. In particular, he has helped several groups launch mission-driven and international

Page 14 initiatives that address societal needs. In addition to his work with Yale alumni, Nicholas is an entertainment attorney and literary agent in the fields of theater, television, music, film and publishing. Nicholas is currently writing and producing a musical. He has donated many pro- bono hours through the years helping artists with career strategies.

Alisa Masterson

Having worked for the AYA for 24 years, Alisa Masterson is the longest serving staff person at the alumni association. In that time she has worked in many areas of the AYA, including the Club group where she eventually served as Director, the Class area, including reunions, and Shared Interest Groups where she made some of the AYA’s first outreach efforts. Seven years ago she managed the introduction of the global Yale Day of Service and continues to oversee its expansion and growth. She also works on the planning and implementation of the Assembly as well as recruiting, tracking and supporting volunteer delegates who attend. In addition, she works with Yale alumni and clubs outside the United States. She has been an active volunteer in her town where she has served on a number of educational committees and is on the boards of several political organizations. Alisa is a Fellow of Saybrook College.

William B. ("Bill") McGurn, III, ‘65

William B. ("Bill") McGurn, III is an American lawyer who has lived most of his life in Paris and Rome. He has spent his career with an international law firm (Cleary Gottlieb Steen & Hamilton) of which he is currently Senior Counsel, working primarily on cross-border transactions and international arbitrations. His clients include major multinational corporations as well as several sovereign states. Before starting his legal career, Bill served for several years as an officer in the U.S. Navy. He is past president of the American Chamber of Commerce in France, and is currently a member of the board of several nonprofits, including the U.S.-Italy Fulbright Commission, the American Academy in Rome, and the American Hospital of Paris. Bill is a member of the Board of Governors of the Association of Yale Alumni as well as President of the Yale Club of Italy.

Kate Philip ‘10

Kate Philip is Director of Alumni Relations for The Buckley School, an independent day school for boys in New York City – with the highest Annual Fund participation of any elementary school in New York City. She previously served in a variety of roles in their development office which primarily focused on the parent Annual Fund. The School has recently embarked on a $50 million capital campaign. Kate grew up in Connecticut and serves as a member of the Alumni Association Executive Committee at Westminster School. For Yale, Kate is Co-Chair of Agents for the Class of 2010. She was elected to the Yale Alumni Fund Board in 2011, and the Yale Alumni Fund Executive Committee in 2012. Kate worked to establish the Yale alumni BOLD

Page 15 brand (Bulldogs Of the Last Decade) and has focused on improving leadership giving at the young alumni level. She is a seventh generation Yale graduate.

Vincent (“Vin”) Sharkey ‘66

Vincent (“Vin”) Sharkey is an attorney and has also served as a senior executive at an insurance conglomerate and an artillery officer in the U.S. Army. As a volunteer for Yale, Vin has for many years been a member of his local Alumni Schools Committee interviewing student applicants to Yale, and has participated in the YaleGALE trips to China and Europe. Vin has served as President of the Yale Alumni Association of Bergen County and served as Secretary and Board Member for over twenty years.

Ed Sevilla ‘82

Ed Sevilla is Vice President in the strategic communications practice at Grenzebach Glier +Associates, a full-service philanthropic management consulting firm, serving non-profit organizations across North and South America, the United Kingdom, Europe, Asia and Australia since 1961. He volunteers for Yale in a number of capacities. Ed served on the Board of Governors of the Association of Yale Alumni, and serves as the chair of the Davenport College Class of 1982 Cowles Fellowship. As a member of the Alumni Schools Committee, Ed interviews high school students who apply for admission to Yale College. Ed is on the Board of YaleGALE, and is its Vice-President. He has traveled to Japan, China, the United Kingdom, and New Mexico on YaleGALE delegations. He lives with his family in the Boston, Massachusetts area.

Ben Slotznick ‘70

Ben Slotznick is a lawyer, an inventor, a software developer, and a real estate developer. Ben has been on the Board and President of charitable and non-profit organizations in his community, including his synagogue and a non-profit housing development for the elderly. As a volunteer for Yale, Ben organized the 40th Reunion for the Class of 1970, which won an AYA award for Best Class Project of the Year. Ben is also President of the Yale Club of Central Pennsylvania, which covers an area the size of Scotland, but is sparsely populated by Yale alumni. Ben is on the Board of YaleGALE, Chair of its Communications Committee, and Producer for YaleGALE in Europe 2014 and YaleGALE@Yale. He is responsible for the YaleGALE website which was the 2013 winner of the AYA Most Creative Use of Technology and Social Networking Media Award. This year, Ben will receive an AYA Leadership Award (Volunteer of the Year).

Jack Thomas ‘80

Jack Thomas has produced plays on Broadway, Off Broadway, and in London’s West End, through his company Bulldog Theatrical. His recent productions include original musicals, Broadway debuts, smash hits, multiple award winners, and America’s most widely performed

Page 16 play for the past three years. In the New York arts community Jack has served for years on the board of several non-profits focused on theater, dance, music and social service. As Chair of the Yale Alumni Fund, Jack led a team of over 2,000 volunteer class agents, raising a record $53 million over two years. He has also served as advisor to the Yale College Senior Class Gift for two record-setting years. While Chair, he served ex officio on the AYA Board of Governors, the Yale Corporation Development Committee, and the University Council. He has served as Chair of Agents for his Class for thirty years, including six Reunions, all of which set fund-raising records. Jack has received the Chairman’s Award from the Yale Alumni Fund twice, and will be honored to receive the Yale Medal this November.

Anke Tietz ’11 PhD

Anke Tietz is a historian, classicist, and entrepreneur. After working as a researcher at LMU München with an international research project in Turkey, she founded her own educational travel company Via Antiqua. When Anke is not preparing trips or traveling herself, she tutors students in her neighborhood in Latin. As a volunteer for Yale, she has conducted interviews with Yale college applicants for the Yale Admissions Office and participated in YaleGALE in Europe.

Katy Wells ’91 JD

Katy Wells is an attorney and former semiconductor senior executive. As a volunteer in her community, she has served on the Board and as an Officer of charitable and non-profit organizations, including current terms on the Board of Trustees and athletic club Executive Committees of a college preparatory academy and as past Board President of a community development program. Through those activities, she helps maintain a website and newsletters, including coverage of student and alumni athletes of 16 different sports. As a volunteer for her undergraduate university (Lamar University), she served on the College of Arts & Sciences Advisory Council. As a Bowdoin College parent, she serves on the Parents Executive Committee helping with annual fundraising. As a volunteer for Yale, Katy has served as a Law School Class Agent, on the Law School Reunion Gift Giving Committees, and as delegate with YaleGALE in Paris and Europe.

Scott Williamson ‘80

Scott Williamson is a lawyer. As Deputy Regional Counsel for the Division of Enforcement of the Commodity Futures Trading Commission he keeps the commodity markets safe. Scott has headed the Yale Club of Chicago’s (YCC) Alumni Schools Committee program for 20 years -- annually working with more than 200 Yale alumni to interview as many as possible of now some 1,200 annual metropolitan area applicants to Yale. He has served two terms as YCC Club President (1997-1999 and 2012-2014), and Chair of YCC’s first two Yale Days of Service (2009-

Page 17 2010). He has regularly has served on the Class of 1980’s Reunion Gift Committee. In addition, Scott and his family participated in the YaleGALE exchanges to Australia, Japan and Turkey. In 2010, he received the YCC’s William McCormick Blair Distinguished Service Award and the Yale Class of 1980 Award. Scott is currently an Executive officer of the AYA Board of Governors.

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Page 19 Volunteer engagement

There will be two breakout sessions on this topic to encourage discussion in a small group setting.

Panelists: Oliver Janney ’67, Lynn Johnson ’61, Vin Sharkey ’66, Anke Tietz ’11 PhD

Topic: “Cultivating the Alumni Connection” – How do you get young alumni to start participating? How do you get new participation among older alumni? How do you keep the regulars coming back?

Additional information 21

This is a guide to recruiting and retaining volunteers.

Page 20 Volunteer Engagement: Recruiting and Retaining Volunteers

Volunteers are essential for almost every not-for-profit organization, NGO, and community support association including most educational institutions. The volunteer is someone who cares enough to devote personal time and often money to advance your organization’s mission. Volunteers are often the best candidates to perform important tasks, spread the word about your mission, and connect your organization with the larger body of people you want to reach even if you have an unlimited budget,. A good and committed volunteer will enthusiastically and capably take on work that you cannot afford to pay anyone else to do. Volunteers expand the capacity of professional staff and the organization to fulfill its mission. They can be your best ambassadors, telling others about your organization and encouraging additional support of all kinds. They know people you don’t know. They also provide insight about the preferences and evolving culture of the larger community. A university uses its volunteers to do some very different things than does a social service organization. Identify the right opportunities for volunteers in your organization and welcome them into participating in your important work.

Why would someone volunteer to support your organization with time and energy? Volunteers have to understand and care about your mission. A person will volunteer when passionate about what your organization stands for and does. While they may receive social benefits, volunteers help because they believe that the organization and the work they do for the organization are important and meaningful.

Recruiting volunteers: Recruiting volunteers requires thought, planning and coordination. Volunteers need to know what is expected of them: what they will do, how much time it will take and what impact their efforts will have. Organized volunteers are happy volunteers. Some volunteers will prefer to take on certain types of responsibilities and may be uncomfortable if asked to perform others.

 Recruit volunteers enthusiastically. Be prepared to tell potential volunteers how much they will enjoy participating with your wonderful organization, what they will help accomplish and why they will find it meaningful. Encourage volunteers to share their passion and recruit their friends.  Know what you need them to do. When people ask, you should be able to tell them what is needed and what the responsibilities will be – will they be advising on an existing effort or creating a new one? Will they be asked to work on social media or to write articles? Organize the activity so volunteers are not wasting their time.  Anticipate who is likely to offer to help. Students? Retired people? Families? Do your best to match individuals and their preferred tasks so as to keep them engaged and happy. For example, a terrific event organizer might be a poor fundraiser.

Managing volunteers: Volunteers are there because they want to be, and generally they will stay as long as the work and the environment are satisfying. And some volunteers will leave the organization no matter what you do. That is why any organization that uses volunteers needs to allocate significant professional time to managing volunteers. In a purely volunteer organization, the (volunteer) leadership needs to manage recruitment and cultivation of new volunteers and new leadership. Good volunteer management can facilitate effective long term engagement and reduce the number of volunteers who lose interest and then leave.

 Plan professional time to oversee volunteer activity. Volunteers need to be engaged with the professionals in the organization and feel that they are an integral part of the organization’s work. Also, the organization should arrange for volunteers to socialize with each other. Making new friends reinforces their loyalty.  Manage them to do what is asked. This is similar to managing an employee. A volunteer role is a responsibility like a job. Be sure to give them tasks they can do well and find rewarding.  Watch for potential leaders. If you are looking for volunteer leaders, be prepared to ask individuals who show competence to take on a larger role with more responsibility.  Thank them. Then thank them again. And again. About 25% of volunteer management is thanking people. Volunteers who work at a distance or only part time are easy to take for granted. Acknowledging them repeatedly works wonders in keeping them engaged. Page 21 Master Class in Volunteer engagement

Panelists: Ben Slotznick ’70 and Jennifer Julier ‘77

Topic: Case Study of volunteer engagement in an award winning reunion

Overview s 23

The first page is an overview of the Class organizations of Yale alumni which hold reunions every five years, and sometimes mini-reunions in-between. The second page is an overview of alumni relations at Yale Graduate and Professional Schools, many of which hold reunions or convocations. SIGs also hold reunions, but for an overview of them please see page 32.

Additional information 25

A two part handout focuses on planning a successful reunion or homecoming event. The next four page handout is a Case Study of volunteer engagement during the 40th Reunion of the Class of 1970, which won the AYA Award for Excellence in Class Programming in 2010.

Sample schedules from two reunions are among the Addenda, see ... 133

Programming schedules from two Class reunions in Spring 2014. The 40th Reunion of the Yale Class of 1974 and the 10th Reunio of the Yale Class of 2004.

Page 22 Classes - friendships based on Year of Graduation

The Class Connection Starts as Undergraduates

From the moment a student is accepted to Yale, he or she becomes affiliated with a graduating class year. Before the first year at Yale begins, there is a week-long orientation for class members. Students live with other members of their class and participate in rich class traditions sponsored by the university, ranging from the Freshman Dinner to Senior Week. During undergraduate years, each class has a leadership council to arrange activities for members of that class. Class members experience arrival at the university together, the same four years of cultural and social events at the university, and they have planned for their post-university lives together. Class members will remember being university students when the same world events took place and when the same music and fashions were popular. Class members have memories of four years together that no other person can share in quite the same way.

The Organizational Structure of the Class

Every five years, each class elects two officers. The Class Secretary reports news of classmates and the Class Treasurer collects money for class activities. Sometimes a group of representatives, a Class Council, helps the class officers. The first Secretary and Treaurer are elected just prior to the final year at the university, allowing class leadership to take root before graduation.

Class Activities After Graduation

Classmates scatter after graduation, but class officers preserve and strengthen friendships. They relay news of marriages, career successes, children and deaths through class notes published in the Yale Alumni Magazine. They may use class websites, email list-serves, blogs and Facebook pages to stay connected. Every five years, the class holds a multi-day reunion back at the university: listening to lectures or touring new facilities, meeting friends, dancing to music from university days (see photos). Some classes have gatherings between reunion years.

The Class Nurtures a Strong and Flexible Personal Network

The Class provides lifelong connections to peers. Because it cuts across academic majors and specific interests, it provides links to a broad and diverse range of resources. When these enrich your life or career you will feel loyalty -- and obligation -- to your class and your university.

Page 23 Graduate & Professional School Alumni

The AYA represents all Alumni

Graduate The Association of Yale Alumni represents all Yale alumni, including those who earned School of Arts advanced degrees from the Graduate School of Arts and Sciences or any one of the 13 and Sciences professional schools at Yale. Each of the graduate and professional schools has at least three delegates to the annual AYA Assembly. Their alumni serve on the AYA Board of Governors. School of Art There, a dedicated Graduate & Professional Schools Committee focuses on the particular interests of these alumni and their schools. This committee brings matters relating to the School of graduate and professional schools to the attention of the Board as a whole. Architecture

School of Graduate and Professional Alumni are active in AYA activities Drama Alumni of the Graduate & Professional Schools are active participants in a broad range of

School of activities within the AYA, such as Yale Day of Service, Yale Alumni Service Corps, the Yale Management Global Alumni Leadership Exchange, and the Yale Career Network. Some of these are organized on a national level by the AYA. Others are organized on a local or regional basis School of by local Yale Clubs or SIGs. Medicine Graduate and Professional Schools also have own alumni events School of Nursing The Graduate School of Arts and Sciences and most of Yale’s professional schools have active School of Public alumni programs of their own, each with its Health own governing board of alumni. Many of these

School of alumni programs have their own schedule of Engineering & activities such as convocations, colloquia, or Applied Science quinquennial reunions (a reunion of all classes at five-year intervals, e.g. the 2015 reunion will Divinity School include classes from 2010, 2005, 2000, 1995, etc.). School of Public Health – Alumni Day 2010 These events are often organized around symposia and other continuing education School of opportunities – focused on the specialties of the school. Though these activities are designed Forestry & for alumni of a particular graduate or professional school, many are open to other alumni Environmental from throughout the Yale community. Studies

School of Music Alumni enrichment through university-wide programs

Law School The Association of Yale Alumni is a leader among major universities in its commitment to Institute of inclusiveness and integration of all of Yale’s Sacred Music alumni—undergraduate, graduate, and professional—in a wide array of alumni-led volunteer programs. This leads to increased opportunities for alumni service, networking, and involvement throughout their careers and lives. Panel discussion at Law School - 2009 Page 24 Reunions: Planning a Successful Reunion – Part 1

Whether your organization runs a robust reunion program or whether you are planning your first ever reunion, the steps below will focus your efforts and help you to plan a successful and productive reunion.

Step 1: Determine Your Objectives You likely have many goals for your reunion celebration, and a reunion, especially in the form of a multi-day reunion weekend, can deliver on many goals simultaneously. You want to determine at the outset which goals are most important and reflect your programming around those goals.

What do you want to accomplish with your reunion? Is the primary objective to bring people together to reconnect with one another? Is the primary objective for alumni to reconnect with the university? Are you celebrating the accomplishments of certain individuals? Are you attempting to show alumni how the university has changed since they attended? Are you trying to raise donations for a specific endeavor? Is there a theme or life concern that you want to discuss with a specific group of alumni?

Step 2: Determine Your Audience Knowing your objectives will help you determine your audience such as young alumni, older alumni, alumni sharing a specific interest, or all alumni. The typical American model (which Yale initiated) is to have a class reunion every five years (bring classes back 5, 10, 15, etc. years after graduation) to maintain the basic connection to the university established when they were students. Not all schools follow this model however. Some schools (Princeton) invite alumni to return every year although they put special emphasis on the five year classes for the annual reunion weekend.

A key question is how many segments of the alumni population will you invite (ten classes, twenty classes, one area of study or more) and how many alumni do you expect will attend? Many schools enjoying larger attendance (Yale included) have most of the reunion events separated by class or interest group even on different days or weekends. Other schools (and programs) will run most of their programming as one large group with one or two events that breakout by co-hort. Each approach has its benefits such as strengthening class ties or networking between classes though the logistics involved in your program may ultimately determine your decision. For a discussion about audience see http://www.iup.edu/upper.aspx?id=88431.

Step 3: Find a Venue (and Related Impact on Scheduling and Logistics) Venue is a crucial decision deeply linked to scheduling and logistics. Organizing at your university provides access to university resources such as faculty lecturers, classroom facilities, and experienced event planners as well as the ability to tap into university traditions such as athletic events and graduations but is constrained by the academic schedule and the need of the student body for the facilities. An interesting venue not on or near campus maybe be an attraction as a destination in its own right, especially for a smaller group or on an off-cycle year (like Yale’s mini- reunions). Off campus events often rely more on volunteers and less on university staff for logistics. For choosing venues: http://www.military.com/Resources/ResourceSubmittedFileView?file=reunions_how_to_plan.htm.

Step 4: Schedule the Event For a large event, the University itself often schedules dates, and is deeply involved in planning sub-events. Some universities have traditional Homecoming or Alumni weekends during which the University will assist smaller groups that wish to hold their own reunion. http://www.iup.edu/upper.aspx?id=88431, http://alumni.dal.ca/get-connected/dal-homecoming/reunions/reunion-planning-guide/.

Step 5: Logistics Depending on your institution, there may (or may not) be resources available to support the logistical planning involved in a reunion. There is a great deal of event planning (booking spaces, planning meals and lodging, accepting RSVPS and payment) and if the university is not able to provide resources to assist with this aspect of the reunion, your class or volunteer group may want to consider hiring a professional event planner. Page 25 Reunions: Planning a Successful Reunion – Part 2

So you’ve decided on your objectives, your audience, your venue, your dates, and who is doing logistics. Or those have been determined by university tradition. What are the next steps in planning a particular reunion or event?

Step 1: Build Your Volunteer Team

Building a strong leadership team for each reunion is extremely important. Not only will the leadership team help you to set your goals and plan your events, they will be in the forefront of your attendance efforts. You have heard it before: the more passionate leaders involved, the more alumni that are likely to get involved and attend! Although you’ll utilize many communication vehicles including email, regular mail, web pages and social media tools such as the organization’s Facebook page to get your message out, the most successful reunion outreach is always one-on- one. A robust and active reunion committee can make all the difference in getting others to attend.

Step 2: Add Customized Meaningful Content

Most robust reunion programs contain several social events such as cocktail parties or dinners, lectures by professors, panels by notable alumni and addresses by university administrators, often the President. What is often most meaningful to participants, however, are the unique aspects that the alumni leadership creates. Whether publishing a class book, including alumni panels focused on group specific issues (such as raising children or retiring from careers), including performances highlighting the group talent (whether in art, music, film or other areas) or even including a well-executed memorial service for deceased friends. The unique events or activities that the volunteer organizers put together often develop from ideas from the volunteer team and may at first seem odd, but should be nurtured and supported.

Step 3: Execute the Plan

Reunion should be fun! It should be enjoyable for both the alumni attending and the volunteer group (and staff) that organized the weekend. You as organizers should plan for the fun (whether by including certain surprises or celebratory events) and have an active role in leading the excitement especially if you sense that the group dynamic is not developing. While managing the last minute details can be a distraction, take some time to make sure that the feel of the event is what you intended. Attendees are going to want to speak with the organizers and the leadership team so it’s important to circulate and make sure everyone is comfortable.

Step 4: Continuing the Momentum

People generally leave a reunion inspired about their organization and the university. To build on the interest, you should incorporate ideas for continued involvement with the university into your communications and programming. After the reunion, in the communications that thank the participants and especially the volunteer leadership, you have the opportunity to build on the momentum from the reunion and help to strengthen the alumni engagement with the university.

Additional Resources / Ideas / Examples: http://www.alumni.upenn.edu/prlc/2013/facts.pdf http://dartmouth.org/reunionplanning/ http://www.military.com/Resources/ResourceSubmittedFileView?file=reunions_how_to_plan.htm http://www.iup.edu/upper.aspx?id=88431 http://alumni.dal.ca/get-connected/dal-homecoming/reunions/reunion-planning-guide/ http://www.reunionsmag.com/resources/resources_FreeStuff.html http://excelsiorpilots.com/plan/timelin1.htm http://www.case.org/Browse_by_Professional_Interest/Special_Events/Homecoming_and_Reunions.html (public index of articles, access to an individual article requires password) Page 26 THE 40TH REUNION OF THE CLASS OF 1970: A CASE STUDY IN VOLUNTEER ENGAGEMENT

While there are many facets to any reunion, homecoming, or special event, this Case Study will look at what the Class of 1970 Reunion planners – including alumni volunteers, the Association of Yale Alumni (AYA) reunion staff, and AYA itself – did to recruit, motivate, retain, and recognize volunteers for that reunion. (Note: Yale and American universities, in general, denote Classes by the year of graduation, rather than the year of matriculation. Also, AYA uses the term Classes to refer to cohorts graduating from Yale College, not the graduate and professional schools.)

This Case Study presents the 40th Reunion of the Yale Class of 1970 because it received the Outstanding Class Award for programming and excellence in 2010, the year AYA instituted several Awards to recognize alumni volunteer efforts and programming excellence.

Background: Yale Classes began having reunions almost two centuries ago, starting when Yale was almost exclusively an undergraduate college. The Class of 1821 held the first Yale Class Reunion in 1824. At that time the graduating Class had only about 70 members – and Class members did all the planning and organizing of the Reunion.

But times have changed. Classes are larger and people live longer – and more groupings of alumni hold reunions, homecomings and special events. So in any one year there are more reunions in total (including reunions for the graduate and professional schools as well as shared interest and identity groups), more Class reunions and more people coming to all of them. Now, a Yale College Class includes about 1350 students – though that will increase about 15% when Yale finishes building the two new residential colleges that have been announced. Though Class Reunions are held only every 5 years, this means that each year thirteen classes hold a reunion back at Yale bringing close to 7000 alumni, family and friends to campus in late Spring every year. Officially, each Class reunion starts on Thursday or Friday and ends on Sunday. Some alumni come for only one day, and some come for only one dinner. Many stay on- Campus, in student housing.

Seven thousand visiting party-goers are more people than the Yale Campus can accommodate at one time. Consequently the reunions have to be held after graduation ceremonies when most students have left Campus, and they have to be held over two consecutive weekends in late May or early June. To create venues for the festivities, the AYA erects between 8 and 10 large high-top tents around campus – each of which provide dinner space for hundreds of people. And during each of these weekends approximately 3500 alumni, family and friends descend upon New Haven.

Today, the dining, lodging, serving, entertaining, venue tents, sound systems, security, and co-ordination of all reunion events require professional management and a budget of millions of dollars. In general, the AYA pays for those reunion activities which are mounted for all classes, and class treasury subsidies (maintained by annual dues) combined with attendance fees pay for class-specific activities and meals.

The Association of Yale Alumni (AYA) currently employs a staff of 7 – whose primary duty is to work with Classes on their programs and projects – particularly their reunions. (AYA total staff is approximately 35.) Five staff members are each specifically responsible for 2 to 4 reunions each year. But during the reunions and the weeks just prior to them the entire AYA staff is involved.

The AYA has been doing this for a long time, and has kept voluminous records and statistics. For example, it knows the average turnout for a 20th reunion, and how that differs from the average turnout Page 27 for a 40th reunion. It knows whether the reunion attendance for a particular Class is above or below the average for all Classes for that reunion. For the 40th Reunion of the Class of 1970, AYA estimated (9 months in advance) that 254 alumni would return, bringing 178 guests. The actual numbers were 251 alumni and 168 guests.

Clearly, AYA professional staffers could produce a wonderful and successful Class reunion without alumni volunteers from that Class – or with minimal input from them. In rare cases, when Class officers are not active or engaged, the AYA staff has to do so. It is also clear that the AYA professional staff spends considerable time training, coaching, encouraging, managing, and placating alumni volunteers. However, it is the experience at Yale that the quantity and quality of Class volunteer involvement affects not just reunion attendance, but the attendees’ enthusiasm, enjoyment and sense of being a part of the Yale family.

What Yale and AYA do to recruit, train, manage, and thank reunion volunteers: There is much that AYA and Yale do to produce each reunion, but this will focus on its efforts with respect to volunteer engagement.

• AYA encourages each Class to choose a volunteer Reunion Chair or Chairs early – more than a year before the reunion event. • AYA provides incentives for a Reunion Chair to start planning a year early – by hosting the Reunion Chair at a reunion of another Class – the year before the Chair’s upcoming reunion. This allows the Chair to observe a reunion and how it is managed. • AYA holds a day-long training workshop for all Reunion Chairs at Yale in September, about 9 months before the reunions. Again this is at no cost to any volunteer Chair. The workshop tries to ease the organizational burden on the Chair by providing seminars on (and a 180 page guidebook about) suggested timelines, to-do items, budgets, souvenirs, musicians, entertainers, menus, programs, attendance building letters, etc. A buffet lunch and dinner lets the Chair taste from many of the suggested menus. Handouts include a list of classmates who are potential reunion volunteers because they had each volunteered for other major AYA activities. The training and materials stress that:

o This is a team effort. o Volunteers, or a committee of volunteers, can be recruited for each major task o It is vital to have an attendance committee of class volunteers, who are willing to contact each classmate individually by letter or phone. o The event must be inclusive, and reaching out to shared interest groups and collectivities within the Class, whether officially SIGs or not, is important. o It is important to work with the Reunion Gift Committee, even though the Reunion Gift Committee is a fundraising component composed of a different set of volunteers under the direction of Yale’s Office of Development, rather than the AYA. • During the run-up to the reunion, the AYA staff liaison for the Class gently reminds the Reunion Chair of tasks to do and volunteers to be recruited and managed. AYA and its campus partners are also responsible for finalizing many different logistical aspects of the reunion, such as the meals, transportation, campus housing, audio visual requests, space for class panels, etc. • AYA urges the Reunion Chair (and Reunion Committees) to go for attendance records – and to go beyond the numbers. That is now institutionalized as part of the AYA Excellence Awards which recognize extra-ordinary Class efforts in five different categories (http://aya.yale.edu/content/award-categories), posting winners online and describing those efforts for future reference: https://docs.google.com/file/d/0B_xST13LJbZ_UXVpUmxTcTlYMUE/edit. Page 28 o Outstanding Class Award: For the class that exhibits overall excellence in programming, including a successful mix of educational, cultural, athletic, social, and community service programming o Outstanding BOLD Class Award: For the “Bulldogs of the Last Decade” class that exhibits excellence in young alumni engagement, either through an array of programming (educational, cultural, athletic, social, and/or community service), a specific initiative, or creative outreach connecting with classmates across the globe o Highest Reunion Attendance Award: For highest attendance, measured as total number of alumni, family, and friends attending a quinquennial reunion, and measured against previous reunions of the same anniversary o Highest Percentage of Returning Alumni Reunion Award: For highest percentage of returning alumni measured against total living alumni of the class and against previous reunions of the same anniversary o Outstanding Class Volunteer Engagement and Leadership Award: For the class that best demonstrates meaningful leadership in strategic planning, volunteer recruitment, financial management, and stewardship

What the Class of 1970 did to recruit, excite, and manage volunteers. One task was keeping the regulars happy. This meant finding volunteers and working with them to accomplish the many things expected of any Yale reunion and expected in particular from past Class of 1970 Reunions. A second task was to do new things in new ways that would actively involve more members of the Class of 1970 in this Reunion – including some who had not previously been involved. This meant empowering volunteers, finding additional ones, and collaborating with others in the University and outside the Class. These efforts started with a handful of classmates: the Chair recruited some of his friends to help, others volunteered themselves, because they wanted to ensure that the reunion had certain programming.

(Much focus for this Reunion was placed on recruiting volunteers who would do or lead things at the Reunion itself. Another way to involve volunteers is to build a very large, inclusive, and extensive attendance committee – for which volunteers contact classmates and friends personally. See for example the 25th Reunion of the Class of 1988, which won the AYA Outstanding Class Award in 2013: https://docs.google.com/file/d/0B_xST13LJbZ_UXVpUmxTcTlYMUE/edit.)

• Plans for Ensuring a Solid Foundation and Perpetuating Class Traditions. The usual type of activities for the regulars

o Entertainment Committee to find music (rock and roll bands made up of classmates) for Friday night and Saturday night, and schedule a short concert by classmates who had been in the Whiffenpoofs (an undergraduate singing group) as students. o Programming Committee to find speakers and assemble discussion panels to fill four time slots (2 on Friday afternoon and 2 on Saturday afternoon). Preferably many of the panelists would be classmates. o Food Chair to choose from among the AYA proffered menus for the weekend, with a goal of satisfying classmates’ differing tastes in food and beverage while containing costs. o Attendance Committee to contact as many classmates personally to urge them to attend. o Memorial Service organizer to schedule and prepare a memorial service for classmates who had died since the last reunion o Art “committee”, work with 2 artists who were classmates and had been active volunteers at previous reunions, to produce a reunion logo and decorative artwork o Souvenir, arrange production of a memorable souvenir to take home from the reunion. Page 29 o Reunion Book Committee Chair, produce a book with reflections from classmates. • Additional Efforts Requiring New Volunteers. New ideas and the less usual for new volunteers.

o Entertainment Committee Chair found extra time slots on Friday and Saturday for almost as many Class musicians as volunteered to perform: 38 musicians playing classical, protest, folk, rock, blues, jug band, and jazz musicians participated. Some had never come to a reunion before. Thursday evening featured an iPod playlist of rock ‘n’ roll from the Class’ college years put together by a classmate who was a musician and radio station music announcer during college. In addition, pre-reunion concerts were held in 3 cities. o Programming Committee put together 8 panel discussions for Friday and Saturday (involving 23 classmates) plus a speaker, then found time slots on Thursday for another speaker and another panel. o Food committee was able to save enough money on the weekend meals, to include a free Thursday evening reception. o Art Committee Chair put together a glossy art book of representative work of 17 classmates who worked in the visual arts, and held a book signing at the reunion. This Art Book is in addition to the Reunion Book of reflections listed above. An illustrated self-guided walking tour of notable Yale Campus architecture was also produced by another classmate. o Souvenir, three additional souvenirs were produced in limited quantities to promote pre- reunion events and induce classmates to write reflections for the Reunion Book. (Submit a reflection and get a souvenir.) o Sport Interest Groups. Although some of the biggest undergraduate sports associations (football and swimming) have frequently held all-Class receptions during Reunion weekend, many others had not. For this reunion, Class of 1970 volunteers worked with the Alumni Sports Associations and the Yale Athletic department to hold all-Class receptions for fencing, sailing, and crew –and a pre-reunion fly fishing event at the Yale Pond. For Class members, events featuring martial arts, yoga, and golf were also included. • Not all efforts were successful, but all volunteers (and most classmates) felt more a part of the Reunion.

o One classmate proposed a 100 mile long-distance bicycle ride ending at Reunion. Although no one offered to join him, he did make the 100 mile ride. o One volunteer proposed a pre-reunion race-car driving school. A few classmates were interested (and even paid deposits), but not enough to make it work.

Not counting contributions either to the Art Book or the Reunion Book, over 60 of the 254 classmates who attended the reunion volunteered their time or services to make it happen. Over 80 contributed to the Art Book and the Reunion Book (some to both).

Most volunteers and many other classmates felt more a part of the Reunion than previously.

What the Class of 1970 did to thank volunteers. • Reunion and pre-reunion activities were featured in the Class blog, along with thanks to volunteers involved in some specific events. • Two emails were sent after the reunion, thanking all volunteers, with copies posted to the Class website: Matters of Note at http://alumninet.yale.edu/classes/yc1970/40th-note.html and Plethora of Thanks at http://alumninet.yale.edu/classes/yc1970/40th-thanks.html.

Page 30 Leadership cultivation

Panelists: Lynn Johnson ’61 and Ilona Emmerth ‘98

Topic: “Motivating Volunteers to be Effective Leaders” – How do you recruit and motivate alumni to volunteer their time to create and run successful alumni organizations? How do you keep alumni involved for the long term?

Additional information 32

This is a guide to nurturing new leaders.

Page 31 Leadership Cultivation: Nurturing New Leaders

Volunteer leaders are the lifeblood of a successful alumni association. They serve the functional role of being a staff multiplier – they are on the ground, all over the world, with the potential to use their time, talents and treasure to represent the organization and advance its interests.

Volunteer leaders are like other leaders. So, many aspects of nurturing leaders are similar in any organization. Identifying basic talent, competency and management ability of potential leaders is similar for volunteer-led organizations as it is for other organizations. Training people, teaching them and providing mentoring involve many of the same processes and skill sets. See www.handsonnetwork.org/files/resources/BP_VolunteerRecruitment_2010_HON.pdf for recruiting volunteers. For recruiting volunteer leaders see: www.handsonnetwork.org/files/resources/GI_DevelopingVolunteerLeaders_2010_HON.pdf.

But some aspects of nurturing volunteer leaders are not like nurturing other leaders. How are volunteer organizations different? Your volunteers are not working for a paycheck. They are volunteers, not employees. So, if you treat your volunteers poorly, they can leave – and will. It is important to realize that your volunteers receive non-monetary compensation largely in the form of respect and gratitude. They receive additional compensation in the form of the training they receive – both for specific jobs and for leadership training – and the experience. For some, the contacts and networking may be compensation. Volunteers also receive gratification by feeling that they have done something important, and have done it well. This is why it is essential to say thank you – often and sincerely.

The most important words are “thank you”. Good leaders know how to thank and recognize people. Recognition of volunteers is of paramount importance in volunteer organizations because it can be the currency for volunteer motivation. For Nine Rules of Recognition, see http://www.handsonnetwork.org/files/resources/The_Nine_Rules_of_Recognition.pdf.  Give people real and meaningful jobs. Jobs that are within their capabilities. This means explaining why even drudge jobs are important to the organization. And thank them, especially for doing the thankless jobs.  Train your people to do the jobs well. This is so that you have reason to thank them.  Give your people opportunities to take on more challenging and difficult work. And thank them for taking on the added responsibility.  Mentor them, support them and watch their back. This includes warning your people about potential obstacles, suggesting ways to deal with those obstacles, and sometimes using your own influence to smooth the way. This is so that the people you mentor can grow into these greater responsibilities, succeed at them, and want to take on even more.  Give your people a voice. Giving people more responsibilities includes bringing them into the decision making process -- at a level appropriate to their skills – and taking their comments respectfully and seriously. Thank them for their comments, even if you don’t adopt them.  Bring them to meetings. Introduce them to organization leaders and the public when appropriate. This allows your people’s value to be seen, appreciated, and acknowledged by others.

Manage Volunteer Burnout: Managing burnout starts from day one. Components include support, supervision, engagement and recognition. For more see http://www.handsonnetwork.org/files/resources/volunteer_burnout_.pdf.

Mentoring Caveats. Nurturing new leaders requires mentoring them. Here are some things to remember.  The people you mentor will never be exactly like you. They will do things differently. You have to let them.  People learn by making mistakes. Supervision and autonomy need to be balanced. Give people the opportunity to fail. Then help them fix mistakes, and teach them to learn from them.  A well-mentored person will outgrow the job. The leaders you nurture will want to be leaders themselves. When the time comes, help them find another organization to lead or step aside. Page 32 Master Class in Leadership cultivation: Ways to recognize and reward leadership

Panelists: Alison Brody '95

Topic: "“Using awards and recognition to motivate volunteers, cultivate volunteer leadership, and build a culture of volunteering” – How do you distinguish between awards? How do you choose a time and place to present awards? Who should present awards?

Additional information 34

The handout details some of the ways that Yale recognizes alumni volunteer leadership and service. It focuses on awards and recognition for which AYA, its Board of Governors, or constituent groups are integrally involved.

Page 33 Publicly Recognizing Volunteers through Awards

Thanking volunteers is necessary. It is the right thing to do. It is motivating and inspiring for the volunteer and for other volunteers and it nurtures leadership potential. Showing appreciation can take many forms, from a simple spoken (and heartfelt) thank you to spoken public recognition at gatherings, from tangible gifts to more permanent forms such as engraved on-site plaques. One method of public recognition involves giving awards.

The way that the award is presented is as important at the award itself. Both have to be geared to the value, importance and nature of the acts that are being rewarded. Contributions of time and talent need appropriate recognition just as much as large contributions of money that often result in naming something after the donor (such as a building, a professorship, a scholarship, etc.) – after all Yale was named after its first large donor.

Below are some examples of recognition for volunteer and alumni service bestowed by Yale. Each example lists what is given, for what it is given, who decides to give it, who presents the award, and in what setting. There is great variety in these examples, which show some of the ways in which recognition can be calibrated to the nature of the volunteer engagement. Of course, every institution has its own traditions which can used to make an award special.

The Yale Medal (http://aya.yale.edu/content/yale-medal). The Yale Medal is the highest award presented by the AYA, conferred solely to honor outstanding individual service to the University. In addition to the Medal itself, recipients’ names are carved into the wood panels of Commons. Recipients do not necessarily have to be Yale degree holders, but most are. Each year, up to 5 recipients are chosen by a committee of the AYA Board of Governors. The Medal is given primarily and typically for volunteer service to Yale, so the committee rarely considers current or past members of the University administration, faculty or staff. The Medal is presented by the President of Yale during the annual AYA Assembly (joined in many years by those attending the Yale Alumni Fund Convocation) at a special dinner given at Commons in honor of the Yale Medal winners, and attended by approximately 500 volunteer leaders.

AYA Board of Governors Excellence Awards (http://aya.yale.edu/content/aya-board-governors-excellence-awards). These certificates recognize the superior accomplishments of Yale’s classes, regional clubs and associations, shared identity and interest groups, and the graduate and professional school alumni associations. They recognize events, programs, and best practices. Recipients are chosen by a committee of the Board of Governors of the AYA, and written up for future reference: https://docs.google.com/file/d/0B_xST13LJbZ_UXVpUmxTcTlYMUE/edit. The Awards are presented by the Executive Director of the AYA, during Assembly at a special awards reception.

AYA Leadership Awards for Volunteer Innovation and Service (http://aya.yale.edu/content/aya-leadership-awards- volunteer-innovation-and-service). This engraved pewter bowl is given to individual volunteers for extraordinary accomplishments, innovation and selfless service to Yale. The AYA staff chooses the recipients – 5 or 6 each year. The award is presented by the Executive Director of the AYA, during Assembly at the awards reception. See link to https://docs.google.com/file/d/0B_xST13LJbZ_UXVpUmxTcTlYMUE/edit after pp. 48-51.

Howard R. Lamar Faculty Award (http://aya.yale.edu/content/howard-r-lamar-faculty-award). The Howard R. Lamar Faculty Award is presented by the Board of Governors of the AYA, to a Yale faculty member to honor outstanding individual service to the alumni of Yale University, through a variety of alumni relations programs. Inaugurated in 2014, the first five recipients were chosen by a committee consisting of the Executive Committee of the Board of Governors plus AYA professional staff. The Award was given in the spring.

Yale-Jefferson Public Service Awards (http://aya.yale.edu/content/stay-jefferson-award). Certificates are awarded to three Yalies — one alumnus, one graduate/professional student, and one undergraduate — who inspire others in the Yale community through innovative and sustained contributions of service to the greater good. They are given under the auspices of Students and Alumni for Yale (known as STAY, an AYA-supported student-alumni organization) and decided upon by a committee of student and University leaders. The awards are presented by a Yale Vice President at a Friday luncheon during AYA Assembly (joined in many years by those attending the Yale Alumni Fund Convocation) and attended by approximately 500 volunteer leaders.

Class Awards (http://aya.yale.edu/content/class-awards_2999). AYA encourages Classes to bestow awards at their 5- year reunions to recognize and thank classmates who have dedicated time, energy and enthusiasm to the Class. Awardees are selected by the Class leadership. Page 34 Master Class in Governance: Empowering volunteerism through responsibility

Panelist/Facilitator: Scott Williamson '80, Sara J. Cavendish '84, and Bill McGurn '65'

Topic: How do governance rules help volunteers develop the capabilities and capacities that they may not realize they have? Where does an organization’s vision come from? Why is it essential? How do you put the right people in the right seats?

Overview 36

This is an overview of governance at the AYA.

Additional information 37

The handout details how governance structure cultivates volunteer leadership, but cannot substitute for it.

Page 35 Association of Yale Alumni Governance

The structure of alumni volunteer governance

The Association of Yale Alumni (AYA) consists of everyone who completed at least one semester of a degree granting program at Yale University. No dues or fees are expected. The affairs of the AYA are managed by a professional staff in New Haven, CT (USA) located at the Alumni House and governed by the AYA Assembly.

The Assembly is a representative body of Yale alumni selected by supporting Yale alumni organizations around the world. The The Association of Assembly meets one time per year on the Yale campus to discuss Yale Alumni (AYA) alumni affairs, volunteering for Yale, and the affairs of the university. is the current Members of the Assembly are called “delegates” and often have served governing structure Yale as volunteer alumni leaders in their local communities, their Yale of Yale alumni classes,Alumni or in House shared interest or identity groups. activity. Yale alumni activity began in The Assembly elects a Board of Governors from its membership. The AYA Board of 1792 – the longest Governors consists of 24 alumni volunteers with especially strong leadership skills. The record of any Board meets several times per year and works closely with the AYA professional staff. American university. Members of the AYA Board serve for three years. The Board elects four officers, including a The organization and Chair of the Board, who serve for two years apiece. content of Yale alumni activities Who serves in governance roles have evolved over the centuries. Many if Members of the AYA Assembly and the AYA Board not most of these of Governors are selected by their peers for their changes were leadership skills and for their passion to serve conceived and Yale. Alumni of every age may serve. Alumni of

implemented by every professional back ground may serve. alumni volunteers. AYA Web Site: aya.yale.edu What alumni leaders do YaleGALE in China July 17-31, 2011 Leaders in AYA governance do two things. First, they develop the vision and the strategies that inspire other Yale alumni to serve Yale, and they communicate that information broadly,

YaleGALE is a Steering including over the Internet. Second, they ensure that all Yale alumni have access to resources sufficient to enable success in providing service to Yale. This will include attending meetings Committee of the AYA and organizing and attending events and programs. Board of Governors working to enhance the The benefits to alumni and to Yale YaleGALE in China global cooperation of the Volunteer alumni leadership helps Yale achieve its goal of providing service to the global July 17-31, 2011 participating institutions community. Volunteer leadership helps alumni support each other, which builds a and broaden international community across generations who share a common goal of service. YaleGALE is a Steering affiliations to foster Committee of the AYA enhanced excellence in Board of Governors education through alumni working to enhance the Page 36 leadership. global cooperation of the Leadership and Governance

Good governance is about the best processes for making and implementing decisions – but cannot guarantee “correct” decisions: http://www.goodgovernance.org.au/about-good-governance/what-is-good-governance/. According to this and many formulations, good governance is accountable, transparent, responsive, equitable and inclusive, effective and efficient, participatory, and follows the rule of law. But just saying so doesn’t make it happen. Different organizations will require different rules to achieve this.

For some ways to ask the right questions about what rules and structures are best for an organization see http://www.companydirectors.com.au/Director-Resource-Centre/Not-for-profit/Good-Governance-Principles-and- Guidance-for-NFP-Organisations and http://www.independentsector.org/33_principles.

Governance structures and roles engage volunteers. Well defined roles create entry points to the organization to engage volunteers. Roles need to be tailored to the different talents available. They need to be laddered so that volunteers can be engaged at their level of comfort – and so they can grow. Existing leadership and governance need to anticipate the needs of the organization and the talents of the upcoming leadership to make sure there is a match.

Governance structures and roles must fit the resources of the community that the organization serves. This is particularly true of voluntary associations and volunteer organizations. The organization can only rely upon the time, talent, and treasure that its volunteers bring to the table. For example, the rules can’t require a larger quorum than usually come to a meeting. As another example, a top heavy volunteer organization with all chiefs and few workers is likely to collapse. In contrast, a well-funded organization with professional paid managers and workers, may thrive with a large non-hands-on volunteer advisory board (whose primary responsibility may be giving or raising money). Sometimes an organization will be founded by a charismatic or superbly talented individual or group, but the intent of governance rules and structures is to enable the organization to continue to exist past the tenure of extraordinary founders – when roles must be filled by others in the community.

Rules of governance cultivate leadership. A documented set of rules (as you would have in a governing document such as by-laws) provide guidance for both expert and developing leaders and for different leadership roles. The rules specify many of the things to be done and decided. They often specify when things must be accomplished and decisions made. They detail who is responsible for getting what done, and who must be consulted. When people are given leadership roles, the rules of governance help people grow into those roles. The rules, both formal and informal act like a handbook for leaders. However, it is still necessary for one generation of leaders to mentor the next. When you expect volunteers to do real work, and assume real responsibility, you must give them real power.

Rules of governance need to be tailored to the organization being governed. Certainly, many rules of governance may be dictated by law – which varies from country to country, and even province to province. Still it is important to consider the needs and purpose of the organization -- both when setting up an organization, or reviewing its efficacy. This is true of all kinds of organizations, governments, for-profit enterprise, non-profit ones, and voluntary associations. This is true with respect to both formal written rules as well as informal and customary ones. The more a university expects its alumni organizations to be self-funded, and self-managed, the more control it has to give up.

Governance can help articulate community values, purpose, or vision, but cannot substitute for them. If an organization’s (or a community’s) leaders do not believe in these values, they will work around them. They may abide by the letter of the rules, without following its spirit. Besides, one cannot create a rule for every situation. In those cases, values must be internalized in the leaders. Building a community (or organization) and its values requires building a culture that embodies these values. It requires the patient and continued leadership of many individuals over time to instill a sense of community and community values in the group’s members. And to create traditions that bind generations. These leaders must live these values, encouraging others by example.

Governance rules support leadership, volunteer recruitment, and good stewardship. The written or generally accepted rules and policies of the organization are a crucial support structure for the organization. However it is the implementation and the actions of the leadership that make an organization strong and successful. Page 37 Organizing alumni by their interests and passions

Panelist/Presenter: Nicholas Roman Lewis ‘93

Topic: The focus of this session can be categorized as shared interest groups (or SIGs), shared identity groups, or affinity groups.

Overviews 39

These pages are overviews of Yale SIGs in general, plus two specific SIGs: YaleWomen and Yale Entrepreneurs

Additional information 42

The first focuses on organizing an alumni passion for doing what they did as students. The second handout focuses on organizing affinity groups from the top down versus the buttom up. The third is a case study on the organization of YaleWomen. The fourth is a toolkit for organizing local chapters of YaleWomen.

Page 38 SIGs

Background

Historically, Yale alumni have connected to each other and to the University through three traditional avenues: Yale College classes, regional clubs, and graduate/professional school alumni associations. Increasingly, Yale graduates are coming together to formulate groups on the basis of a “shared identity”, related to ethnicity, race, culture or sexual orientation, producing such groups as the Asian-American Alumni and Black Alumni Associations. Other graduates are motivated to affiliate on the basis of a “shared interest” which stem from a common activity enjoyed as a student or from a common professional interest, such as the Whiffenpoofs Singing Group and Yale in Real Estate Association. Collectively, “shared identity groups” and “shared interest groups” are referred to in shorthand as “SIGs.”

Goals

SIGs provide significant opportunities to foster a greater sense of connection to and engagement between members of the alumni community and Yale. Through events and activities, SIGs serve as ambassadors for Yale, supporting institutional goals and promoting the reputation of the University. SIGs also help to identify talented prospective Yale Lion Dancers at the NYC Lunar New Year banquet students, as well as volunteer alumni of the Association of Asian American Yale Alumni leaders.

Organizing Structure

The Association of Yale Alumni (AYA) offers SIGs the opportunity for formal recognition which brings about corresponding benefits. To receive official recognition from AYA, SIGs must satisfy the following five criteria: Membership threshold of at least 100 alumni; Volunteer leadership of, at minimum, two officers; Preparation of Articles of Incorporation and By-Laws; Preparation of a three-year strategic plan; and Submission of annual report. To date, the AYA has recognized a total of 61 SIGs. This number continues to grow.

Benefits

Upon receiving formal AYA recognition, SIGs are granted permission for use of the Yale name. In an effort to help publicize the existence of a SIG, the AYA will include the group name and key information on the AYA website and provide web hosting for the group’s own website. AYA will also distribute two start-up broadcast e-mail communications to prospective members and provide updated member lists.

Page 39 Creating Opportunities for Women Alumnae

From Women at Yale to YaleWomen

Since their admission to Yale College in 1969, women have played an increasingly important role in the life of the University, as students, administrators, faculty, and alumnae. Yale’s alumnae, currently numbering about 50,000, or one-third of Yale’s total alumni body, are engaged in traditional AYA activities, from cultural events, service initiatives and travel, to class, club and professional and shared interest groups -- as participants and leaders. Many women are also generous donors to Yale. Recently, alumnae have welcomed the opportunity to focus specifically on women graduates, to engage our potential to connect with each other and with Yale.

A March 2010 conference celebrated the 140th anniversary of women at Yale University and the 40th anniversary of women in Yale College. It showcased the accomplishments of women graduates, and provided more than 300 participants the opportunity to network with each other. Growing out of that conference, YaleWomen, an organization for women alumnae is being formed.

Local Meetings Grow to National Organization

Initially on a regional basis, women organized get-togethers to make friends and professional connections, and to engage in all the ways Yalies engage. These informal gatherings created a new energy. Many women who had The founders of YaleWomen, 2011 not participated in traditional alumni events attended. This led to a Strategic Planning Retreat in February 2011, and a strategic plan for YaleWomen is being created.

Networking and Mentorship

Women share ideas and advice: from professional to personal, from climbing up – or climbing off – the corporate ladder, to juggling career and family. One participant noted: “While I can discuss these issues in mixed groups, I prefer to get advice from other women.” Similar activities are developing to mentor students and create networks within professions.

Developing Meaningful Relationships YaleGALE in China July 17-31, 2011 The organization is still young, but full of energy. It’s hard to predict how it will evolve – campus partnerships, service opportunities, fund-raising, professional mentoring … all of these are possible. It may not generate interest from all women graduates, but it’s already YaleGALE is a Steering engaging some alumnae who have not been involved with Yale before. Committee of the AYA

Board of Governors working to enhance the global cooperation of the Page 40 participating institutions and broaden international Yale Alumni Entrepreneurs

The Idea

"Entrepreneurship can be a powerful force for good, in the New Haven community and beyond" the report for Yale Tomorrow concluded.

"The emergence of an entrepreneurial economy is the most significant and hopeful event to have occurred in recent economic and social history" Peter Drucker underscored.

Yale Alumni Entrepreneurs (YAE) is a new alumni group starting in New York and Cleveland with the support of the Association of Yale Alumni (AYA) in New Haven to seize a historic and untapped opportunity for the University, alumni, students and their communities, worldwide.

Specifically, the opportunity is to develop new and successful for profit and nonprofit businesses by connecting start-up entrepreneur Yale alumni with successful entrepreneur Yale alumni and others as free mentors, in each community of participating Yale alumni worldwide.

Emphasizing the New Entrepreneurial Opportunity for People Around the World

YAE is intended to increase young alumni involvement in Yale Alumni associations and other alumni activities, and also create new businesses and income that benefit nonprofit and for profit organizations and people including Yale University, alumni, students, faculty, and their communities around the world.

Organization

YAE is a separate legal entity responsible for the mentoring program made available at participating local Yale alumni associations and for operating a network linked to the AYA, the Yale Entrepreneurial Institute (YEI) which serves Yale students (see image), and other alumni or entrepreneurial groups as appropriate.

How It Works

An alumnus submits a short description of the venture idea to YAE locally.

An intake alumnus conducts a phone or in person interview to determine what information is needed to flesh out the idea, and, when ready for mentoring, identifies appropriate mentors.

A pool of local mentors with various types of industry and subject expertise, including marketing, management , financial and legal, is assembled locally. Each local YAE mentor pool also can draw on YAE and other mentor pools nationally and internationally as it determines.

Page 41 Organizing Alumni by Interests and Passions

Which comes first– a group with a shared passion that becomes organized into a formal entity or a passion that is so compelling that many people choose to organize around it?

You can organize a Shared Interest Group (SIG) or Affinity Group by first identifying a group to be organized. That group can be organized from the top down, the bottom up, or some combination (see other handout).

Alternatively you can identify an interest or passion (for an activity) to organize around. Often this distinction will not matter. But, starting with a shared interest in doing an activity may lend a different dynamic to the collectivity.

In some alumni-based SIGs, this different dynamic is caused by focusing on organizing an annual (or periodic) participatory event or activity rather than (a) organizing a group to support current students who are engaged in that activity or (b) organizing a group for intergroup networking opportunities. Sometimes, the organizational motivation is for alumni to do now what they had loved to do as a student – with a group of like-minded individuals.

Some examples of organizing around a passion once held as students:

Yale Alumni Chorus. The Yale Alumni Chorus (YAC) is a self-funded member-based organization. It produces choral concert tours and festivals. Hundreds of alumni, family and friends participate every year. Many view this as a proto-typical SIG, but it did not arise as an alumni continuation of a specific student group. Certainly Yale has a long tradition of multiple undergraduate (and graduate student) singing groups that go on tour. Many of these choral groups have their own alumni SIGs which provide support and guidance. In contrast, YAC was founded by alumni who just wanted to sing together as Yalies (http://alumninet.yale.edu/sigs/yac/aboutus.html).

AYA Service Initiatives. Since 2008, the Association of Yale Alumni (AYA) has developed several alumni-run service initiatives: Yale Alumni Service Corps (yaleservicecorps.org), Yale Global Alumni Leadership Exchange (yalegale.org), and Yale Day of Service (yaledayofservice.org)). Each has different programs and organizational characteristics.

Yale Alumni Service Corps: Every year, hundreds of Yale alumni, family and friends travel to a developing country, or an under-developed community to perform community service. Projects range from education to public health to light construction. Each trip is self-funded by the alumni who participate in it.

Yale Global Alumni Leadership Exchange: Every year, dozens of Yale alumni, family and friends travel abroad at their own expense to exchange best practices in alumni relations with foreign universities.

Yale Day of Service: On the Yale Day of Service (DoS), alumni and their families and friends work side by side to make communities better because Yale alumni live there. The effort involves over 4000 Yale alumni, family and friends at over 250 sites around the world. Many DoS projects are part of ongoing efforts by local Yale Clubs or other Yale alumni organizations – and part of their programming toolkit.

Yale has a long history of student-run community service and social justice initiatives. While the AYA service initiatives are not affiliated with any of the specific Yale student service programs, they tap into a passion of many alumni for performing service to their community (or communities around the world) under the banner of Yale.

Dernell Every Fencing Tournament. This tournament is a yearly fundraising event organized by the Yale Fencing Association – an alumni SIG which supports the Yale Fencing Team. The unique feature of this tournament is that Yale alums who had been on the Fencing Team as students compete against current Yale student fencers. It gives current fencers and alums a chance to get together for a friendly day of fencing and camaraderie – to bond the way a sports team does, via competition. (http://www.yalebulldogs.com/sports/m-fenc/2009-10/releases/20091119xaocy1).

Feb Club Emeritus. Feb Club was originally an undergraduate student social event. However, since 2008, it has become a social event for alumni around the world (febclub.webs.com). The student tradition was an attempt to enliven the coldest, dampest month of the year – February – by holding a party at Yale every night of the month. As an alumni tradition the intent is to hold an alumni get-together (no matter how small) somewhere in the world every night of February. Many Yale regional associations participate, sometimes sponsoring several events to serve a dispersed constituency. There are currently over 100 Feb Club events around the globe attended by over 5000 alumni. Page 42 Affinity Groups: Organizing Alumni Affinity Groups

An Affinity Group is a set of people who share a common interest or identity.

Affinity groups have been organizing for centuries as dining clubs, fraternal organizations, guilds, athletic associations, political action groups, and social change collectivities. Alumni affinity groups at university have been organizing at least since the 1850s, when Yale alumni self-organized to form the “Crew Association” to support undergraduate rowing at Yale. More recently, especially since the turn of the twenty-first century, university alumni relations departments and associations have found affinity groups based on identity or other shared interests to be an effective way to engage alumni across classes, regions and schools, as well as within classes, regions and schools.

Affinity groups can be organized from the top down, or from the bottom up. In other words, the university may be instrumental in promoting the formation of specific alumni affinity groups that are of institutional interest, or the university can provide a climate and culture in its alumni relations that enables self-organization among the alumni in such groups. Generally, there is an element of both.

Organizing alumni affinity groups originating at the university: A recent example is the formation of YaleWomen as a nation-wide affinity group within AYA. The process involved both the AYA and Yale – and active women Yale alumni leaders. Both AYA and Yale invested considerable resources to encourage and nurture the formation of the group. For a Case Study, see attached. The institution can increase the chances of success by some crucial early steps:

Hold one or more galvanizing events of interest to potential members and leaders of the group. Use the gatherings as a way to build a database of potential members and leaders. If more than one event, engage some of those enthused by the first event to help plan the second. Use to recruit leaders for the next step.

Help stage a strategic planning retreat. Make sure that significant aspects of the planning come from leaders emerging from the earlier events. Provide expert consultants and facilitators so that the new organization develops a community and a plan.

Provide ongoing database, communications, and organizational support.

The aims of community organizing for social action are different than a university’s alumni engagement so the standard guidelines about tactics and specific plans for social action often differ from those of a university. Nonetheless some of the insights are still crucial. For example, to become involved people must see (a) a benefit (or harm) to themselves if the group succeeds (or fails) and (b) their involvement will make a difference. For other important teachings, including that the most important victory is the group itself, see: http://comm- org.wisc.edu/papers97/beckwith.htm . See also http://www.worc.org/userfiles/file/Howto-Understand-Role-of- Community-Organizer.pdf.

Organizing alumni affinity groups from the bottom up: A recent example is the explosive growth of Yale in Hollywood. The original idea for an entertainment industry affinity group came from a sub-group of the Yale Club of Southern California. The organizers of one event found the attendees so enthused (and asking for more), that they proceeded to organize larger events and are now bi-coastal. Some local chapters of YaleWomen were organized from the bottom up. See attached. One formulation (http://localcircles.org/2012/05/17/what-is-an-affinity-group/):

Start with a handful of people you know.

Do something soon.

Learn consensus building and how small groups can make decisions effectively.

Bring all of yourself - build friends and community, not just an action group.

Meet over a meal.

An alternate formulation of organizing tips from http://www.occupylv.org/spokes-council-organizing-affinity- groups is “Form a group with your friends! Be loud! Look exciting! Have fun!” Page 43 Yale Global Alumni Leadership Exchange

Launching a SIG: The Story of YaleWomen

Written by Ellen McGinnis, Chair and Amy Bevilacqua, Secretary

In December 2011, YaleWomen, an organization of Yale alumnae, held its first Council meeting and was officially launched. The first meeting was the culmination of focused efforts since March 2009, but also the result of events and interest going back to 2001, and, in some ways, long before that. YaleWomen represents the largest Shared Identity Group (SIG) at Yale, representing over 50,000 female graduates of the college, graduate and professional schools.

While the organization is still in its infancy, many lessons have been learned that may apply to other groups who wish to launch. While the story below may not be a perfectly relevant blueprint for others, this sequence of events and process of collaboration hold some valuable insights for other networks and groups.

The Case for YaleWomen: A Groundswell of Events During Yale’s Tercentennial, Yale’s Women Faculty Forum and the Association of Yale Alumni (AYA) hosted Gender Matters: Women at Yale, examining the role of women at the University, and featuring alumnae speakers (September 2001).

Three years later, in 2004, the AYA sponsored a first “reunion” of alumnae with a multi‐day conference entitled In the Company of Scholars: Yale Women in a Changing World. Over 500 alumnae, spanning all of Yale’s schools and crossing the decades, experienced the importance of coming together as Yale women.

Support and Context: The AYA Strategic Plan The 2008 AYA Strategic Plan identified the fostering of a SIG for alumnae as a high priority, based on the desire of alumnae to build on the 2004 conference and to find ways to continue to gather and to act together as Yale alumnae. The AYA and alumnae volunteers initiated a number of activities in support of this effort, including:

• Celebrating Yale Women: 40 Years in Yale College, 140 Years at Yale conference, held on the Yale campus with 300 attendees in March 2010. During the planning for this event, the organizers, which included current and former AYA Board members, worked with alumnae in the “major cities” to hold pre‐conference events to spark interest in the event and a potential women’s organization • After the “Celebrating” event, AYA leadership held listening sessions with groups of alumnae in major cities nationally and at the AYA Assembly, in 2010 and 2011, to gather ideas and volunteers to work toward an organization

YaleWomen Case Study January 2013 Page 44 Yale Global Alumni Leadership Exchange

• At the same time, volunteer‐driven alumnae programming and gatherings in Los Angeles, San Francisco/Silicon Valley, Chicago, Boston, New Haven, New York and Washington, D.C. were happening throughout 2010 and 2011

Galvanizing Event: Retreat in New York An organizing “retreat” for an alumnae organization was held in New York City in February 2011:

• Attendees: The AYA has catalyzed the renewal of existing alumni organizations and the birth of new ones by providing leadership training to alumni and leading strategic planning retreats. The task for the alumnae interested in forming a Yale alumnae organization was to reach out to other alumnae to determine if they could get at least 35 women to attend a retreat. With the help of Jenny Chavira, ’89, the Director for Volunteer Engagement at the AYA, Ellen Gibson McGinnis, ’82, who was, at the time, the Immediate‐Past Chair of the AYA Board of Governors and Nancy Stratford, ’77, the immediate past Chair of the Yale Alumni Fund, worked together to contact hundreds of Yale alumnae, including active volunteers in regional clubs, classes, other shared interest groups (SIGs, YAF and AYA activities, as well as women who had attended the 2004 “Company of Scholars” and 2010 “Celebrating” events. As a result, the retreat was over‐subscribed and, in the end, approximately 50 alumnae attended. • Leadership: The retreat was led by Ellen McGinnis, Nancy Stratford, Mark Dollhopf, ’77, the Executive Director of the AYA, and Jenny Chavira. • Kick‐Off: A cocktail reception was held the night before the retreat, at the home of Bobbi Mark, ’76, so that the attendees could get to know each other ahead of the meeting. • Location: The retreat was held at the offices of Kirkland & Ellis, made available through the generosity of Dale Cendali, ‘81. • Agenda: The agenda for the meeting included: o Introductions. Each attendee stated her name, Yale affiliation(s), and how Yale changed her life. o Welcome by Ellen and Nancy. Emphasis on creating a “circle of leadership” to begin strategic discussions about forming an organization. Goals for the day were set forth, including (a) beginning a discussion about mission and shared values, (b) creating a list of “next steps”, rough deadlines and overall goal setting, (c) getting to know each other. o Background by Mark. Mark presented an update on the AYA Strategic Plan and some of the exciting new ways that alumni are making a difference for Yale alumni and their communities. o Group Discussion. Nancy and Ellen led a discussion about the recent events for Yale women and the momentum that led to the retreat, and started to elicit ideas. o Motivation. Mark introduced break‐out sessions by informing the group about what motivates volunteers. The break‐outs addressed why we should create a “YaleWomen” organization (what primary needs would be met?), what values should be at the core of such an organization, and what programming might the

YaleWomen Case Study January 2013 Page 45 Yale Global Alumni Leadership Exchange

organization offer. Categories for discussion were needs, stakeholders, reasons not to form an organization, core values, and program areas. o Lunch. Discussions continued over lunch. o Reporting. After lunch, the small groups reported on their findings. Flip chart pages were used to take notes and tape them to the wall so the group could see the ideas, and the larger group debated, in particular, the list of values. o Guest Speaker. The group then heard from Cynthia Hallenbeck, President of the Harvard Business School Women’s Association of Greater New York, who described her organization and its programming. o Initiation of Strategic Planning. After a quick overview of the strategic planning process by Mark Dollhopf, the women broke into four groups to come up with questions to be addressed under the topics of research (benchmarking, surveys, constituent interviews, etc.), strategic plan, (mission statement, writing a plan, governance issues), campus partnerships (identify student, faculty and administration groups that might have common cause), and local chapters (volunteer recruitment, listening sessions, events). Each group reported back. o Wrap‐up. The group talked about “ah ha” moments of the day, priorities, and started to explore mission and vision. o Next Steps. Each participant filled out a card with her name, contact information, and what area or areas she wanted to get involved with.

Post‐Retreat Activity: Organizing Committees After the retreat, Jenny Chavira from the AYA sorted the information submitted on the cards, and created a list indicating each person’s interest. Added to that list were names of alumnae who could not attend the retreat, but had been contacted prior to it and voiced interest in participating.

Based on the work at the retreat, five committees were formed: • Strategic Planning (to develop and draft the strategic plan) • Campus Partnerships (to investigate potential partnerships with campus organizations) • Chapters (to determine how to interact with, encourage the formation of and generally promote local and “particular‐interest” chapters of the central organization) • Marketing/Branding/PR (to develop a plan for getting the word out, and to help determine the name of and tag line for the organization) • Research (to provide research support for the other committees)

Ellen McGinnis, Nancy Stratford and Jenny Chavira (the “Initial Team”) worked together to identify co‐chairs for each committee, from among the women who had declared an interest in each area. The rest of the list was assigned to one (or, in a few cases, more than one) committee.

Once the co‐chairs accepted their roles, the Initial Team contacted them to ask them to contact the women on their committees, set up periodic meetings, and report back with goals and a timeline for meeting the goals. Some women were members of more than one committee, and were tasked

YaleWomen Case Study January 2013 Page 46 Yale Global Alumni Leadership Exchange with keeping those committees informed about each other’s work. The Initial Team had been, and continued to, hold weekly ½‐hour phone calls to plan, deal with issues as they arose, and to keep the process moving. Once co‐chairs were selected, a second weekly call was scheduled to be held immediately after the Initial Team call, so the co‐chairs could report to each other, get input, and keep the process going.

The Strategic Planning Committee was co‐chaired by Amy Bevilacqua, MBA ’97 and Carolyn Kenady, ’74. Amy and Carolyn decided to aim to complete the draft of the strategic plan by June (starting in March). They broke the plan up into 9 sections, and assigned sections to teams of drafters. The committee held hour‐long meetings via conference calls weekly, starting at the end of April 2011. Drafters of the various sections held additional meetings, and the draft Strategic Plan was finalized by July.

At the same time, the Chapters, Marketing, and Campus Partnerships committees held periodic calls and began to develop guidelines. The organizers realized that, although some research needs were identified, much of it could be handled by the committee that required the information, and the Research committee did not really get off the ground.

Throughout the process, and as a complement to sustained and focused committee action, when particular expertise was required, specific alumnae were asked to help. For example, Susan Yecies, ’71, a marketing professional who advised the committee co‐chairs, brought to the process her considerable expertise in naming and branding as names for the organization were considered. Employing a variety of decision‐making modes led to effective outcomes.

The AYA provided additional support by making the expertise of Michael Morand, of the Yale Office of Public Affairs & Communications, available to the Marketing committee for consultation.

Though the group of alumnae currently active in YaleWomen includes women of all ages, it was very difficult in the beginning to engage the youngest classes of alumnae (known as “Graduates Of the Last Decade” or “GOLD”), due largely to their stage in life and career commitments. To reach out to this group, the organizers distributed a survey specifically directed to GOLD alumnae seeking to confirm that we were building an organization relevant to them and, in the process collecting names of people who were interested in becoming involved.

Moving from Plan to Action: Mobilizing the Council One of the sections of the YaleWomen Strategic Plan addressed how to actually launch the organization, identifying key dates and actions. The central task was to form a governing body, which the Strategic Plan named the “Council.”

Weili Cheng, ’77 was asked to lead a committee to select the first Council, and to recommend a slate of officers from the names on the Council. Weili was a trusted past Chair of the AYA Board with a sensitive understanding of what skills were needed in Council members and Officers, and

YaleWomen Case Study January 2013 Page 47 Yale Global Alumni Leadership Exchange was a neutral party not personally interested in being on the Council herself. All of the women who had signed up to assist with planning, whether or not they were active on a planning committee, were asked whether they would like to serve on the Council, and, if not, if they would serve on the selection committee (this is the 100+ list of alumnae).

The committee was charged with selecting a diverse Council in terms of age, geography, source of degree (College or G&P school), ethnicity, race, and whatever other factors it deemed important. Once the list of willing participants was identified, the committee reached out to other alumnae, identified with the help of key stakeholders and the AYA, to yield as diverse as Council as possible. The committee worked over the course of a month, and released their results with a charge to the Council to seek participants over the next several years who would significantly add to the diversity, in particular with respect to age and ethnicity.

Once formed, the Council’s first charge was to vote on the slate of officers, a vote conducted online and anonymously via Survey Monkey. The nominees, who were all elected to serve in these Officer roles, were Ellen McGinnis (Chair), Nancy Stratford (Vice‐Chair), Amy Bevilacqua (Secretary) and Carolyn Kenady (Treasurer). The Council held its first meeting via conference call in early December 2011.

In advance of the first meeting, the presumptive officers plus a few Council members worked with Mindy Marks, ’00 who, during the course of the planning had moved from the Secretary’s office to the staff of the AYA, and with Marta Moret, ’84 MPH (a Council member), to develop a survey which was sent out to the 35,000 alumnae for whom the University has email addresses, to both publicize the launch of YaleWomen and to determine areas of interest and discover what ideas the membership might have for the organization. The survey generated a very high response rate and yielded not only confirmation that the organization was on the right track, but provided ideas and names that formed the foundation and beginnings of a member database—a critical asset as the organization continued to mature.

Managing Multiple Stakeholders Identifying and staying in touch with key stakeholders has been an ongoing effort, and has been critical to the success to date of the organization. It is important for, among other things, reaching different segments of the alumnae. Some of our specific efforts included:

• Checking in early with University leadership. At the point after the February 2011 Retreat that the committees were formed and about to start their work, Nancy Stratford and Ellen McGinnis reached out to Linda Lorimer, ’77 J.D., the Secretary of Yale and Vice President who oversees the AYA, and current and former women members of the Yale Corporation. A meeting was held in April of 2011, informing a group of influential University leaders about planning efforts and soliciting their views. The meeting was attended by Linda Lorimer, Margaret Marshall, ’76 J.D., Mimi Gates, ’81 Ph.D, Indra Nooyi, ’80 M.P.P.M., Donna Dubinsky, ’77, Margaret Warner, ’71, Nancy Stratford, Ellen McGinnis, as well as

YaleWomen Case Study January 2013 Page 48 Yale Global Alumni Leadership Exchange

Eve Rice, ’73 (member of the University Council) and Mindy Marks, who was then on Linda’s staff. • Tying in historical perspective. Former AYA Chairs Susie Krentz, ’80 and Weili Cheng were on the Strategic Planning committee, and provided both historical perspective and informed voices in the process. Other “wise women” stakeholders, who were very involved volunteers, some of whom work at Yale, were kept informed. • Allowing for previews of key documents. A draft of the Strategic Plan in near‐final form was provided to Linda Lorimer for review and comment, and some of her comments were incorporated into the Strategic Plan before it was finalized. • Sharing information with peer groups and regional networks. YaleWomen sent the Strategic Plan to leaders of other SIGs, both to get their reactions to the plan content, and to begin to discuss potential collaborations. YaleWomen also shared the Strategic Plan with leaders of regional Yale clubs and associations, classes and SIGs.

Critical Success Factors…So Far The organizers identified the following decisions and behaviors as critical to the success of the strategic planning process:

• Support from AYA and the University. Perhaps the most important element of success was that the AYA assigned a talented AYA staff person, Jenny Chavira, to assist with the planning efforts. It was part of her job to move the effort along, and she was focused on keeping the volunteers on a schedule. Jenny had access to resources such as the alumni database, but also was in a position to inform the process with insights from the University in general and the AYA and other SIGs. There is little doubt that the launch process would have taken longer and may not have been as successful without Jenny’s able assistance. • Leveraging momentum. Soon after the March 2010 “Celebration” a list was constructed of interested alumnae and the initial team held “listening sessions” and brought alumnae together for the February 2011 retreat. Regional activity, especially in the “major cities,” helped create momentum, kept alumnae engaged with other alumnae, and demonstrated kinds of and level of activity that validated the potential for the success of the organization. Watching and learning from the regional activity form key, as it provided lessons on what worked, what women wanted, and how volunteers were motivated. Regional groups also became critical sources of volunteers to work on the national planning. • Broad, but strategic, outreach. Engaging large numbers of alumnae and inviting them to the February 2011 retreat was important because it started to get the word out, as well as bringing into the planning process a relatively diverse group of alumnae. It was important, though, that those alumnae had some exposure, through attendance at an event, or involvement in volunteer activities, to Yale alumni affairs and, to some extent, the new direction of alumni engagement at Yale catalyzed by the AYA and its 2008 Strategic Plan. • Convening a galvanizing event. The Retreat itself was the critical launch event that allowed identification of leaders who were committed to immediately working on planning.

YaleWomen Case Study January 2013 Page 49 Yale Global Alumni Leadership Exchange

Forming committees out of the retreat helped focus planning efforts and let alumnae gravitate to areas of their particular interest. • Setting aggressive deadlines and not expecting perfection. The Strategic Planning co‐ chairs made a critical decision early on to set an ambitious deadline for completion of a draft plan, set frequent meetings and short interim drafting deadlines, and accepted that they might sacrifice perfection for speed. A 70% complete plan was thus circulated to the entire committee for comments, and although there were extensive edits at that point, the entire process was completed in less than 3 months. The concept of focusing on moving ahead to form a governing board and start the work of the organization, as opposed to engaging in a lengthy planning process, was extremely effective, as this group of Yale alumnae tended to focus on getting the words perfect, which could have led to an unending drafting process. • Finding the right people and personalities for leadership roles. Key factors of success were the selection of the co‐chairs, and the overall attitude of the entire group. The co‐chair selection process was a combination of (a) being able to identify women who, by their volunteer efforts known to the AYA and the core organizers, or demonstrated in the February 2011 retreat, seemed likely to be good listeners, organized, and practical and (b) luck. The Strategic Planning co‐chairs, in particular, were focused on keeping the conference call agendas on track, moving the discussion along as necessary, doing a lot of interim work via email, and were notably low key, calm, polite and respectful of the views of the participants. The group tried to interact with transparency, and exhibited respect for one another. It agreed to disagree when full consensus was not reached, with most participants understanding that the decision was made in the interest of time and the good of the effort as a whole. • Balancing inclusion and forward motion. There were strong feelings about most of the plan components, and clear disagreements expressed. There was some concern that the loudest voices dominated the agenda at times, and that some women dropped out of the process because of the time taken up with some of those voices. However, the co‐chairs and drafters tried to step back and be aware when one person’s point of view represented only that person, and take into account the consensus of the group, which may have been expressed privately or more quietly. • Using a variety of decision‐making models. Identifying expertise among alumnae, and using a combination of consensus and decision‐making by leaders guided by expert advice, was critical to achieving goals and implementing steps to completing the Strategic Plan.

YaleWomen Case Study January 2013 Page 50 YaleWomen: A New Alumnae Network (edited for YaleGALE – for more information see yalewomen.org)

Chapters Toolkit – Summer 2012 Summary

This toolkit has been developed to provide “best practices” and other practical tips and information to help alumnae who are starting to form YaleWomen chapters. For some alumnae, chapters will be defined geographically by city, region, or state. For other alumnae, chapters might be online or virtual – for members of a Yale class or school or women with a common interest or profession. The “best practices” reflect the experiences of the alumnae who formed the ten chapters that are in place or being formed as of this writing of the toolkit. As new chapters are formed and existing ones evolve and grow, new “best practices” will be developed and shared. It is important to note that given the diversity of Yale alumnae – from Yale affiliation to personal and professional interests – there is no one way to form a chapter. These “best practices” are options for you to consider in order to meet the needs of your Yale alumnae community. But these are not strict rules; they are guidelines and suggestions. In these early days of YaleWomen, we’re not trying to limit, define and proscribe: we want to enable and encourage you to find what works best for your chapter.

This toolkit includes the following information: • Background of YaleWomen • Why Form a Chapter? • How to Get Started • Relationships Among Chapters and Between Chapters and YaleWomen National Organization • Defining Your Alumnae Base • Coordination with Local Yale Clubs and other groups and associations (including shared interest groups) • Communications • More Thoughts about Event Planning

Background of YaleWomen

Women have been part of the student body at Yale since 1869, when the first woman matriculated in the School of Art. In the hundred years following, the graduate and professional schools at Yale included women students. In 1969, Yale College became coeducational, catalyzing a change in the profile of the broader University alumni body. Today, women are more than one-third (50,000) of the Yale alumni body. YaleWomen has been launched to bring them together.

The mission of YaleWomen is to create a vibrant, engaged community of alumnae, drawn together by the common thread of our Yale experiences, that is committed to advancing women’s voices and perspectives and to enriching one another, Yale, and the world.

The initial focus of YaleWomen is on four key areas:

• Building community among Yale women • Providing lifelong learning opportunities • Promoting collaborations that will contribute to society • Enabling alumnae to stay involved with Yale in meaningful ways

While working toward these goals, YaleWomen is committed to adhering to the organization's core values of inclusiveness, compassion, learning, equality, integrity and excellence.

Page 51 Why Form a Chapter?

Chapters are a distinctive venue through which to convene communities of Yale alumnae, across Yale College and the Graduate and Professional Schools, across generations, across personal and professional interests, and with existing organizations and new groups. At the local level, chapters can bring alumnae together through activities ranging from social get-togethers at alumnae homes to special events, including speakers, readings, exhibits and performances. Chapters can also co-sponsor and help organize activities with local Yale Clubs or other shared interest groups (e.g., Yale Day of Service). Chapters currently operate or are being formed in ten areas, including Boston, Chicago, Cincinnati, Connecticut, Colorado, Los Angeles, New York and San Francisco/Silicon Valley, Seattle, and Washington, DC. We envision that online and virtual chapters will also bring alumnae together through shared backgrounds, interests, and identities.

How to Get Started

Start with a core group of women (even two or three is enough!) who can share the start-up work. To find alumnae in your area, contact the Recruitment and Outreach Committee at **************, Reach out to alumnae friends and acquaintances. Talk with the Yale Club (if there’s one near you) or any other Yale alumni group or event, such as Yale Day of Service or a Shared Interest Group. The AYA’s Shared Interest Group staff person supporting YaleWomen can also help you to identify other alumnae who might be interested in forming a chapter.

With your core group, hold an initial meeting, which can be in person, by teleconference or e-mail to discuss and decide on a plan and communications plan, including key messages, frequency, and channels (e.g., hard copy, e-mail, social media, etc.). The agenda could include: • Why YaleWomen? • What are our interests for programs • Setting an initial calendar • Deciding on the (minimum) communications infrastructure to get going: will you create a website, LinkedIn or FaceBook page, or a ListServ, or simply communicate by e-mail?

The calendar can be as simple as hosting one or a few get-togethers over the coming months at the homes or workplaces of your core group members. For communications, select the communications channel(s) that are user- friendly for your core group and will scale to handle the target audience of alumnae in your chapter area. For example, tracking email RSVPs can be difficult when you have a large group of alumnae. Many chapters are using FaceBook groups. A few also have LinkedIn groups. And some only use e-mail distribution. Try to identify broadly the women you are trying to include. While some alumnae may be very active on FaceBook or LinkedIn, others might not participate in those sites for a variety of reason, including privacy. There are always some alumnae with connectivity and bandwidth issues.

The Chapters Committee can connect you with an alumna (or alumnae) who can be a “mentor” you through the process. You may prefer to test the waters by organizing and some events to see what does and doesn’t work; you can compare your experience with other chapters.

Relationships Among Chapters and Between Chapters and YaleWomen National Organization

The structure between the national YaleWomen organization and individual chapters has not yet been finalized. While there is no formal network of chapters, there is a great deal of informal idea-sharing. As more chapters are organized, we may begin to organize periodic meetings of chapter leaders to share ideas. We may also find sub- groups getting set up – perhaps younger alumnae in one geographic region, or YaleWomen in academia. As these evolve and YaleWomen really begins to take shape, we will address the formal relationships, including the financial relationship.

Page 52 Defining Your Alumnae Base

The geographic base for a chapter can be large or small. It depends in part on identifying and building a critical mass of alumnae, and how easy it is for them to attend events and programs. In Boston, for example, women drive up to two hours from Cape Cod and western Massachusetts to attend events that are held in Boston. Cincinnati is planning an event that would invite women from as far away as Columbus, Indianapolis, Lexington and Louisville.

If you live in an area where there is not a large critical mass of Yale alumnae (or even if you have plenty of Yale alumnae), you may wish to include women who are Yale spouses, parents, or alumnae of other Ivy League, Seven Sisters or similar schools. Your planning group can make an initial decision, and then you may want to get input from participants.

Coordination with local Yale Clubs and other Yale groups and associations

Before you launch publicly, meet with the representatives of the Yale Club or Shared Interest Groups in your area to outline your plan and the benefits to them of having a YaleWomen chapter in your area. YaleWomen has collaborated and partnered with many Yale Clubs. Our goal is to complement Yale Clubs and Shared Interest Groups: YaleWomen can help increase overall alumni involvement in Yale alumni activities by engaging alumnae who might not previously been involved. A rising tide does lift all boats. The goal of both YaleWomen and the Association of Yale Alumni is that local YaleWomen chapters will coordinate closely with Yale Clubs on a local basis. To date there have been mixed results in different locations. In some locations, the YaleWomen chapters are considered a subgroup of the Yale Club and share the website and other logistical benefits (e.g., paypal accounts, etc.) along with great synergy. In other locations, the relationship may be more one of tolerance. Financial and governance ties between YaleWomen chapters and local Yale clubs are another area which is still being addressed.

Communications

Once you’ve planned one or more events and have drafted your communications, you’re ready to reach out to other Yale alumnae. To reach out to your target audience, the local Yale Club may be able to supply an email list or you can reach out to ****************. Define your target group (see list below for ideas.) Draft your initial message (see samples in Appendix.) Don’t forget to post event information on your social networking sites, if you have them, or on Yale club websites. We’re developing a national calendar on which to post on the YaleWomen website. There’s also a website called EventBrite which you can use to collect RSVPs if there is no payment involved. One chapter felt they got a particularly good turnout for their first event by mailing out a nice printed invitation.

The target group for an invitation may include: • Alumnae from Yale College and the Graduate and Professional Schools.  This may be from the same geographic area as the local Yale Club or it may be broader or narrower. • Parents (mothers) of young alumni or current students • Spouses (wives) of Yale alumni • Alumnae of other colleges or universities.

Attendance at many YaleWomen events reflects a broad spectrum of alumnae, ranging from alumnae who are officers or members of/involved with Yale Clubs and Shared Interest Groups to alumnae who have not been involved in Yale alumni activities at all.

Once you’ve defined your target audience and obtained contact information, send out your initial email or mailing to them. For subsequent events, you may establish a presence on social networking sites, including FaceBook and LinkedIn. If you use social networking sites, recruit someone to moderate the posts. The role includes (1) checking on the AYA Alumni Directory to verify that those who ask to join attended Yale; (2) posting relevant news from eLine

Page 53 and from YW communications; (3) encouraging discussions via “Like” or other methods; (4) for social media super- users, there are links and feeds that you can set up.

More Thoughts About Event Planning

Events can be informal potluck gathering at someone’s home or workplace, or a gathering at a restaurant with wine and hors d’oeuvres or a meal. The major objective is networking and general conversation, and you may want to get a semi-private room, or a location at someone’s home where there will not be a lot of interruptions or background noise. Events can also be formal programs with speakers or panel discussions (perhaps medical, financial planning or career planning advice or showcasing alumnae representing a variety of fields).

Events can be held in an alumna’s home or workplace, restaurants, museums or other private or public spaces. Consider the day of week, the time of day, the duration of the event, the time of year, and the frequency with which you hold events. If you’re thinking beyond the “first” event, consider different times (weekend vs. weekday evening) to be sure to attract the broadest cross-section. You may even want to send out a SurveyMonkey poll to your potential attendees to find out what time works best for them.

It may be easiest to start with get-togethers hosted in someone’s home, but be sensitive to the impact of an invitation from a “high-end” address and whether that will deter some alumnae. The logistics are easy if you have a volunteer who is willing to open her home. They are typically BYO with attendees bringing an appetizer and beverage and while the hostess supplies sandwich fixings or chili to “anchor” the food. For chapters covering a large geographic area, the home-based events may be ideal for getting closer to your target audience by hosting them in different geographic parts of your region.

Based on comparing notes among chapters early on, women tend to like potluck events (whether they cook or pick up something at the local grocery store or wine shop) and budget-priced events (e.g., restaurants that will be affordable to the broadest group of women). In some locations, accessibility to public transportation or major highways is an important consideration. Whatever the event, alumnae like lots of time for socializing, usually with an opportunity to go around the room and have everyone introduce themselves to the group.

Other event considerations include:

• Registration: always have a sign-in sheet to get email addresses and ask for volunteers and areas of interest. Name tags help alumnae meet one another. Do you need to collect payments? What about walk-ins vs. pre- registered? How will you handle refunds? • Do you want to partner with your Yale Club or SIGS (e.g, Yale Club of Chicago has a new Outreach Committee) • Marketing (including FaceBook, LinkedIn, ListServs (google groups, NING), e-mails (g-mail accouts), snail mail, and websites – including those of Yale Clubs • Pricing: If you need to charge a fee, whether for food, space or speaker, what’s the effect of the price point on the potential attendance? Can you recoup some of your costs by getting one or more sponsors (which might be one single generous alumna)? One group had a book signing, and got each participant to purchase the book at a slightly discounted retail price, while the group was able to buy the books at a wholesale price – the difference subsidized the cost of refreshments. • Activities: whatever the main event, most groups provide lots of time for socializing and networking. Unless the turnout is too large, having everyone introduce themselves to the group can be a great icebreaker. And don’t underestimate the conversation value of small door prizes or posed group questions. • Post-Event: Plan before the event how you will follow up post-event. At some get-togethers, attendees have asked for a list of names/emails. If you’re happy to provide, be sure to announce an opt-out for those who don’t want their info distributed (e.g., tell me before end of evening if you want your email/name left off the list) or circulate a sign-up sheet for those interested in participating.

Page 54 Master Class in Organizing by Passions: Feb Club Emeritus

Panelist/Presenter: Tim Harkness ‘87

Topic: A Case Study in globalizing a student tradition. Feb Club Emeritus is an award winning alumni activity.

Overview 56

Additional information 57

The first handout focuses on how social media can be used to organize multiple-location real-world events, distributed in time and space. The second focuses on supporting social medial that is started and maintained by volunteers.

Page 55 Feb Club Emeritus

What is Feb Club?

In 2008, a small group of Yale alumni were bemoaning the fact that their busy lives did not allow them the chance to just hang out with their Yale college friends. What they needed was a stress-free, easy and fun way to get together. What they built was Feb Club Emeritus.

Feb Club Emeritus is series of parties for Yalies around the world. Each night of February, there is at least one party. On most nights, there are many. From Atlanta to Zanzibar, and everywhere in between, over 100 events each year draw over 5000 Yalies. This is during what A benefit to Clubs everyone remembers as one of the worst months of the winter in New Haven on the Yale Campus. (To alleviate the February doldrums, there have student versions of Feb Club since The distributed nature of Feb Club events, in both the mid 1970s.) location and time, gives needed flexibility to local How a Feb Club party is organized Clubs – especially small Local individual hosts are in charge of organizing Clubs. Many clubs (and local chapters of SIGs) each event. They can represent local Yale Clubs, local have large regions that chapters of SIGs, a group of Yale friends, or just a they cover – and parts of Yale alum who likes to host Yale parties. The parties those regions have a low have three rules: 1) No speeches; 2) No fundraising; density of alumni. This and 3) It’s just a party. The “Ministry” of Feb Club makes it very difficult to maintains a website that lists each event and helps schedule, plan, or budget hosts keep track of attendance. It coordinates with for events to serve all of a region’s constituents. In the Association of Yale Alumni, local Yale Clubs and uses social media to publicize its events. contrast, a Club (or SIG) can work with its The parties are as diverse as the locations. The Yale Club of New York throws a kick off event scattered members to that routinely draws 1,000 alumni (photo above). Yalies in Hawaii throw Feb Club on a beach hold several small Feb (photo below). London Elis go to a pub, while their French classmates sip wine. Some events Club events across its are large, many are small, all are different. In its first 7 years, Feb Club Emeritus has had over region – even on different 500 parties, held events on every continent and has drawn over 35,000 guests from the Yale days. For example, the College Classes of 1941 through 2014, as well as graduate and professional schools. Colorado Yale Assoc. has sponsored as many as A way to engage – or re-engage seven Feb Club events around the state during Feb Club Emeritus has become known among Yale alumni groups February of one year. as an annual social hub. Many Yale clubs use them to attract those who otherwise are not interested in alumni gatherings. Half of the attendees in Atlanta our first year had not been to a Yale event since leaving campus. We hear the same thing time and again. That the promise of no speeches and no fundraising is a draw. As is the fun and, ultimately, the people. A benefit to Yale

Feb Club Emeritus has turned into a rallying point, drawing people into (or back into) the Yale alumni fold. Some come for the party, and check back in once a year. Others find connections and become involved. Page 56 Planning Multiple-Location Events using Social Media

One way to involve many alumni in a “single” event and leverage volunteer efforts is to have it distributed over a number of sites. The events have to be fun or tap into an emotion. An existing student tradition can go “global” – or with annual repetition, a new alumni tradition can be created. Multi-location events are a way to “cross-pollinate” among existing organizations such as regional chapters and they can be a way to build a new organization based on alumni interests. The “single” event can even be distributed over time using a number of different dates.

Participants feel like they are part of a larger effort or happening closely connected to the university. Even a small group of five to ten people will feel the connection if they know that their event is part of a much larger event or effort. A multi-location event can significantly help small regional associations (or local chapters of shared interest groups) with programming by providing an additional event that is closely associated with the university – with little cost to the university or the local groups. Social media can also be used during and after the event(s) to “tie” them together.

Examples of global distributed activities and international multi-location events.

Traditional sports rivalries. Attending television broadcasts of athletic contests between traditional university rivals has often been the impetus for local gatherings. Planning a local event is eased because the date of the contest is set well in advance and publicized widely by the broadcaster as well as by the university. In many cases, the contest can be viewed at a local sports bar – lowering venue overhead. Publicizing time and location of local events (often by a local alumni association) is still necessary. Ideally, a central web presence publicizes local venues to increase turnout. Examples include “The Game” between Yale and Harvard in late November or The Boat Race between Oxford and Cambridge in March.

Feb Club Emeritus. Feb Club was originally a series of Yale undergraduate student social events to enliven the coldest, dampest month of the year – February – by holding a party at Yale every night of the month. However, since 2008, it has become an annual social event for alumni around the world (febclub.webs.com). As an alumni tradition the proclaimed intent is to hold an alumni get-together (no matter how small) somewhere in the world every night of February. To have an “official” event, all you need is a volunteer “host” at a local pub, where alumni can meet with little or no preparation. Alums can pay for their own drinks, so there is no cost to the host or regional association. More elaborate events are also held by those with time or money to do it. There are currently over 100 Feb Club events around the globe attended by over 5000 alumni.

Yale Day of Service: The Yale Day of Service (DoS) (yaledayofservice.org), was begun in 2008 to tap into Yale’s student traditions of community service and social justice. Every year, the second Saturday of May is designated as the Yale DoS. On that day (or as close to that day as possible), alumni and their families and friends volunteer their time to a local community organization for a service program such as park clean-up, tutoring or mentoring. The effort involves over 4000 Yale alumni, family and friends at over 250 sites around the world. Many DoS projects are part of ongoing efforts by local Yale Clubs or other Yale alumni organizations.

Centralized planning with local execution ensures a well-organized event that reflects the interests of a wide array of alumni. However, success often requires some of the characteristics of a successful flash mob or message that has gone viral. For each event, there need to be clear instructions defining participation that allows significant local flexibility; the structure should allow volunteers to self-organize each event without central control; the university must provide centralized online sign ups and automatic email reminders, and built in social media sharing.

Building and maintaining distributed events usually requires an online framework for local implementation: It can be useful for both organizers and participants to be able to sign up through the system. Both Feb Club and DoS encourage individual site organizers to sign up – not just regional associations – in addition to the individual participants. This allows Shared Interest Groups and even a group of friends to participate with their own event.

Feb Club Emeritus was organized from the bottom up by a few alumni volunteers. It spread virally as a fun and unique Yale tradition. However, the simple centralized online framework has allowed it to continue and grow. In contrast, Yale DoS was a concerted effort organized by AYA from the top down including the creation of a volunteer leadership structure. But the flexibility for participation has allowed a simple centralized online framework with regional coordinators to support continued growth from the bottom up. Page 57 Social Media: Supporting Media Run-&-Maintained by Volunteers

Electronic media have made communication easier. Sometimes easier than we would like, but often not as easy as we think.

Create what is essential – for the rest, go with the flow. Control and create the essential messages that must be delivered. Allow – and even promote – appropriate optional elaboration. Volunteers do not always have the time or bandwidth to meet specific deadlines, or create the high message flow espoused by social media gurus. But whatever content is produced will carry weight with those that follow the content creator.

If you can’t let go – at least loosen your grip. You can only control the content you create. You do not even have the resources to create all the content that you need to engage alumni. Besides, you can no longer stop people from creating content and publishing it to the world.

Create safe and simple playgrounds – or support them. The difficulty of providing and maintaining secure university servers, development environments, and creation tools is tremendous. The expense is enormous, but justified for official university branded content. However, these things are available for free (or almost for free) on the Internet. (No university can control Facebook, or even Linked-In.) It benefits the university to support – or even provide – “free” but mentored places in the Cloud for non-branded and lightly-branded alumni-related content. This can be done inexpensively. It also means that alumni-created content will not be lost when alumni die or stop a paid service. It even means that content will not be lost when the University IT budget is axed.

Engage alumni artists, coders, and writers. Members of this group are often overlooked by the university unless they become rich and famous. They may also be the type of people who do not work well in the committee-style projects of many alumni organizations. Yet they can be energetic, intense, and creative. Electronic media is a vehicle to involve them. They may be short on treasure, but rich in time and talent.

Everyone has different tastes – respect them. Everyone has different eyes and sees differently. Everyone has different ears and hears differently. Tolerate vision and voice (visual and textual content styles) that are different than yours – better yet, support those styles that resonate with the intended audience of club, class, or affinity group.

Don’t rely on Facebook – do understand WordPress and Blogger. Social Media companies such as Facebook and Linked-In are in flux trying to monetize their eyeballs, which means that their policies have been and are likely to change. (For example, the changing definition of a Facebook “group” has destroyed some online communities.) This can seriously impact the reliability of the “free” part of their messaging. It has been said that only 16% of the people who like a Facebook page see any given post. Nonetheless some people and organizations rely on a Facebook page as the primary online presence. In contrast, WordPress and Blogger were designed for the slower pace of blogs, but have morphed into tools for creating websites. It is said that 1/5 of all websites are created with WordPress.

Blogger is a proprietary free service provided by Google, but tied to a particular user’s Google account. A long-term issue for a website based on Blogger may be transferring the site to another webmaster, especially when change is sudden. A similar free (but advertising supported) service is available through WordPress.com. An upgrade (for a fee) will remove advertising. WordPress.org is free open-source software than can be installed on any server; it allows greater control than WordPress.com. An organization can purchase low-cost hosting contracts from companies such as GoDaddy.com. Many of these hosting contracts include “one-click” installation of multiple instances of WordPress. Services may be priced on an a-la-cart basis, but are much less than a university’s IT infrastructure.

Understand “cobbleware” and know when it is appropriate. You can “cobble” together a variety of low cost or free services for non-profit organizations, if they require little bandwidth or through put. This “cobbleware” is reliable within its limits, so may suit small components of a volunteer alumni organization. They may not be suitable for volunteer organizations that have sufficient funds to pay for more robust IT solutions and the maintenance thereof. Page 58 Master Class in Organizing by Passions: Yale Alumni Chorus

Panelist/Presenter: Kathy Edersheim ‘87

Topic: A Case Study in turning tradition into travel. Yale Alumni Chorus as an award winning alumni activity.

Overview 60

Additional information 61

The handout focuses on how the love of travel can be used to organize shared interest groups.

Page 59 Friendships from Singing Together – The Alumni Chorus

The Power of Song

In 1997, a group of 180 choral singers from 30 states around the United States traveled to China for a two‐week tour. The chorus, comprised of Yale alumni and their spouses, children and friends, performed a repertoire of classical music that reflected the same music many of the singers had performed when they were undergraduates at Yale University in New Haven, Connecticut (USA).

For the individuals of all ages, ranging from recent graduates, to men in their 80’s, it was a life changing and rejuvenating experience as everyone, both participants in the chorus and those who attended the concerts, recognized the power of musically‐based intercultural exchange.

Ambassadors of Song

Since the first trip to China in 1997, the Yale Alumni Chorus, or YAC, as it has come to be known, has traveled to over 13 countries on 6 continents. YAC has performed in the State Kremlin Palace, the first American U.S. chorus invited to perform there, participated in an exchange program at Cambridge University in the UK and had tours to South Africa and South America. YAC has a repertoire which includes many folk songs sung in native languages. The Chorus has learned many of these songs in master classes led by musicians in the countries where they are performing.

The Yale Alumni Chorus

In 2003, recognizing the real phenomenon the Chorus had become, it was formally established as The Yale Alumni Chorus Foundation, Inc. and was granted recognition as a 501(c)( 3) charitable organization for the purposes of U.S. tax purposes. The Foundation’s Board of Directors sets Foundation Policy and engages in oversight of the entire enterprise to ensure that established policy is followed.

Page 60 Creating a Community around Travel

Alumni connections can be a powerful motivator – and innovator – of international opportunities. It’s especially true in the context of a world where travel is expected for a well-educated person and collaborative efforts take place half-way around the globe. Beginning about 50 years ago, a few universities began to offer trips that fit the educational mission of the university while generating some additional support for other alumni relation efforts. Today opportunities for alumni engagement and travel have expanded to a range of new programs that encourage alumni to follow their passions by traveling with others who share an interest – or an affinity - for a particular activity. The affinity travel experience can create a community for those who share the overlapping interests. Or, an affinity based community can choose to travel and form tighter bonds for having shared an intense experience.

Yale Educational Travel (www.yaleedtravel.org), part of the Association of Yale Alumni (AYA) offers a range of affinity or educational travel that includes adventure tours, family tours, photography tours, theater tours, and various cruises. Smaller alumni groups also do this. Recently, the Yale Club of Washington, organized a successful lecture tour of the Civil War Battlefield at Gettysburg, as a fundraiser: www.yaleedtravel.org/programs/10153.

It is more than the destination, the theme, or the purpose – it’s the package. Packaging the journey is necessary to create community, but not sufficient. Compare www.acs.edu.au/info/hospitality/touri9sm/package-tours.aspx.

A key piece of a successful tour package is the social interaction. The consumer who buys a package gives up flexibility and customization for convenience, value (perhaps cost savings or special access), assured quality and responsibility – and perhaps primarily for social interaction. Consumers seek others with sufficient affinities to have good dinner and touring conversations during the trip. This is why affinity travel is so successful.

Community requires continuity, and ownership. To be a community – especially a community of volunteers – rather than just a participant in a trip, a significant number of the travelers must feel ownership of the journey and will often become the most frequent participants. The strongest community is created when some of the travelers are also volunteers as they help plan, organize, and administer the travel. Community members may have different roles: tourist, traveler, guide, or leader - a community requires all four. Here is the concept adapted from The 3 Stages of the Volunteer: www.realizedworth.co/2012/05/3-stages-of-volunteer-what-they-need.html which uses these terms metaphorically rather than literally as done here:

Tourist: They are first here to enjoy the ride, and can be given specific tasks, and shown how to do them. A majority of participants in the travel activity may be tourists ready to appreciate the sense of community and, perhaps, become more engaged. Use the techniques of volunteer engagement including support and thanks. (See handouts.) Traveler: They know what to do, but need permission to do it. They may be ready to take on responsibility, but will do it their own way. Don’t burn them out or give them tasks beyond them. As your potential future leaders it is worth investing extra effort to manage them. Use the techniques of cultivating leadership. (See handouts.) Follow up and thank them. Guide: These leaders can be trusted to run parts or all of the program thanks to their talent and experience. Leader: They are ready to take the lead in designing a new program either within the existing framework or a variation or new concept. The organization needs creative people like this – and they need the support of all the other participants.

Travel communities can be organized from the top down or the bottom up.

Yale Alumni Chorus (http://alumninet.yale.edu/sigs/yac/aboutus.html) was organized by volunteers from the bottom up. They wanted to sing with other Yalies and give concerts around the world. Yale Alumni Service Corps (yaleservicecorps.org) was initially organized by AYA from the top down, but has since become a self-governing community engaged in providing service in underserved communities around the world.

Successful affinity-based travel can form the basis of a community. Whether performance-based (e.g. singing), sports-based (e.g. skiing, golfing, biking), service-based, adventure-based (e.g. bird watching) or otherwise – if the alumni collectivity (or market) is large enough, a community can be built by giving them ownership. For more on affinity and shared interest groups see overviews and handouts. Page 61 Master Class in Organizing by Passions: Dernell Every Fencing Tournament

Panelist/Presenter: Steve Blum ‘74

Topic: A Case Study on involving alumni in a student athletic activity. Examining a “new” athletic tradition now 40 years old.

Overview 63

Additional information 64

The handout focuses on how the community among student athletes founded upon athletic competition and teamwork, can be extended to include alumni as fellow competitors and team members

Page 62 Connecting to Yale through Athletics

Athletics at Yale

Some students come to Yale as recruited athletes, already very accomplished in their sport of choice. Others try out for teams having little or no prior experience. The best and most committed athletes are selected for varsity and club teams, but opportunities also exist for others through Yale's intramural leagues. Through many hours of hard work toward a shared goal, student athletes build life-long friendships and associations.

Alumni Athletic Associations

A network of alumni associations represents all of Yale's 35 varsity sports. The associations consists of former athletes, alumni, parents, and friends but membership is open to anyone interested in contributing or getting involved with Yale athletics. Many associations organize annual gatherings that include both current undergraduate athletes and alumni. Associations typically are governed by officers elected from the membership, usually with undergraduate representation.

Activities beget Success

Alumni associations communicate information about upcoming games/races/meets and team results to alumni and friends. Through the offering of career networking and job placement, hosting of special events including receptions, alumni/alumnae games, golf outings, and the raising of money to support Yale athletics, associations enhance the experience between Yale and the alumni community. Association fund raising supplements the team budgets and helps cover recruiting costs, team travel, equipment, communications, and other annual team expenses. These contributions provide coaches with the resources necessary to attract the best and the brightest to come to Yale and to be successful.

Creating Lasting Loyalties

After graduation, athletic associations provide a lasting network for Yale alumni. Job placement and career networking can be extremely valuable, and connections to a particular sport or to Yale athletics in general can open doors across generations. Affiliation with an athletic team gives alumni a more personal and direct connection to Yale. This more focused association can help to elicit donations both to support the team they once played on and to support Yale as a whole. Games, races, and meets provide focal points around which receptions and other gatherings can be organized. Such events help alumni remember and even re-live their happy undergraduate experiences, reinforcing loyalties that might otherwise fade over time.

Page 63 Building Alumni Community through Athletics Traditional sport rivalries between universities can re-engage all alumni on an annual basis. However, among those alumni who were student athletes, a tighter knit alumni community can be developed.

Student athletes are fiercely passionate about their sport. They expend intense amounts of time and energy with team members and coaches. They work tirelessly and fearlessly to excel in competition. Spending so much time together in pursuit of common goals builds strong friendships with teammates -- and a student’s identity with a particular sport runs deep. When the team is part of the university, a student’s loyalty to the team can translate into loyalty to the university. This loyalty to team, teammates and sponsoring university can continue as students become alumni and can continue for a lifetime.

Alumni athletic associations can nurture loyalty to fellow team members and the university. For example, at Yale, self-organized alumni athletic associations were the first shared interest groups (SIGs). Alumni used them to provide monetary support for equipment and coaches to current student teams as well as networking and career support for alumni who had been team members. This sense of ongoing family may translate into more general support for the University. See Athletics Overview.

Friendly competition among athletic team alumni can strengthen friendships and develop new ones. It can continue to build on the emotional bonds that developed among teammates who competed together. It can help develop new bonds among athletes of different generations. Possibilities among non-contact sports are myriad. They can build sustainable traditions that support team and university. For example, • Yale’s swimming and diving teams have a Blue Legends Alumni Swim during their annual winter alumni weekend. • The Yale golf team annually has an alumni golf outing in the fall. • Yale’s men’s and women’s crew (rowing) teams regularly host alumni rows during reunions, large events, or just because a few former teammates called their head coach to request it. In conjunction with endowing their head coach position, the women’s team recently celebrated their 40th anniversary with six teams of alumni “eights” racing! Such competition is facilitated in many sports through recognized systems of age handicapping. Others have traditions (often called “pro-am” for professional-amateur) of pairing more robust or skilled players with less skilled ones. Still others, such as basketball, reduce contact aspects of the sport for older athletes.

Athletes like to engage through sport – even new sports. Golf is a favorite and can be the basis of friendly but competitive outings among former teammates. For example, Yale’s golf course hosts an annual alumni event for the volleyball, soccer, hockey, football, basketball and lacrosse alumni associations.

Friendly competition between alumni and students can build important networks. The potential advantage of such competitions is that it creates friendships and networks that bridge generations, and can result in connections that help students get jobs when they graduate. Former athletes understand the teamwork and focus that young athletes can bring to any job. These intergenerational networks strengthen the sense of family among team alumni – and a sense that the university is part of that family. In some sports athletes remain competitive for many years and can compete directly with younger ones, especially when honed skill, hand-eye coordination, or the elements of teamwork are more central than raw force or speed. Consider fencing, archery, or sailing. For example: • The Yale Association holds the Dernell Every Tournament as an annual event when alumni can fence against current student fencers, followed by a banquet. • The Yale Sailing Team has an annual spring alumni regatta which current students often join. Page 64 Strategic planning in alumni relations

Panelists: Ed Sevilla ’82 and Susie Krentz ‘80

Topic: “Unique aspects of planning for an alumni relations organization” – Who are your principle stakeholders? How does the mission promote giving of time, talent, or treasure? How do you get alumni engaged in the process and make sure they become advocates for the plan?

Additional information 66

This is a guide to strategic planning for alumni organizations.

Page 65 Strategic Planning for an Alumni Relations Organization The typical components of a strategic plan are relevant for alumni relations organizations, including mission, vision, values, goals, strategies, and tactics, and outcomes metrics, along with associated action and financial plans.

Yet in some ways strategic planning for an alumni organization is different from other contexts. Not all stakeholders have a vested interest in the organization. The strategic planning process can be used to both identify what the strategic priorities and desired outcomes are, and serve as a method to create stronger alumni connections and build a volunteer cohort that will help execute and advocate for the plan. Alumni organizations can also use the strategic plan to identify their resource requirements and budget needs.

There are some unique issues which alumni relations organizations may need to consider during a strategic planning process, such as:

Structure • What is the formal governance relationship between the university and the alumni association? • What is the alumni organization’s financial and business model (e.g., membership paid or not?) • What is the relationship between alumni relations and development? Are these activities housed within a single alumni relations organization, or are they separated into two distinct organizations that work cooperatively? • What are the current volunteer structures (roles/responsibilities) and how might they change because of the plan?

Process • What are the objectives of the plan, in the context of the mission and structure of the alumni organization? • What is the input and decision making process to create and approve the plan? • How can the alumni association engage a broad range of alumni by age, geographic location, and interests? • What communications messages and vehicles are needed to inform and engage the full alumni population once the plan is completed?

Content • What is the scope of issues the strategic plan needs to address, from engagement to giving? • How does the alumni association’s mission promote the range of ways alumni engage with the university, and does the structure of the organization enable that? • How can alumni, through the alumni relations organization, advance university’s “institutional” priories?

The principle stakeholders in an alumni relations strategic plan can include the alumni relations and development volunteer leadership, the broader alumni population, university leadership, and alumni relations and development staff.

Recommendations: Use the strategic planning process as a way to engage alumni and make sure they become advocates for the plan. Ask alumni directly how the organization can better meet their needs and the needs of the university. To do this, you need to go where the alumni already are, i.e., the natural connection points. Alumni engagement should take place intensively during the planning process to help shape the plan and once the plan is complete, key directions should be shared broadly with alumni and to reconnect with (potential) alumni leaders.

Sample strategic plans Association of Yale Alumni, Yale Ambassadors in Action, 2012 Association of Yale Alumni, Ambassadors for Yale, 2008 YaleWomen, A New Alumnae Network, 2011 Page 66 Regional associations

Panelists: Vin Sharkey ’66 and Oliver Janney ‘67

Topic: “Sustaining Regional Associations, both Large and Small” – How do you tailor your programming to the size and reach of your association? What can the large regional associations learn from the small ones? What can the small regional associations learn from each other?

Overview 68

This page is an overview of local Yale Clubs, also called Yale regional associations, and how they fit into the AYA network.

Additional information 69

The first page is a guide to choosing programing for regional associations designed to sustain alumni engagement. The second page is a list of sample regional association activities.

Page 67 Yale Clubs - 189 Regional Groups

Geographical Bridges

In 40 countries and 149 geographic regions of the USA, diverse groups of alumni representing a spectrum of age groups, genders, professional schools, ethnic or religious heritages, sexual orientations and special interest groups gather to share their common experience at Yale. While 51% of all alumni reside in New York, Washington, New Haven, Boston, Chicago, San An offer to help Francisco, and Los Angeles, regional groups exist throughout the USA, providing links to Yale’s Regional Yale, serving their communities, promoting Yale through interviewing applicants for Yale, groups (Clubs or and providing continuing education opportunities for Yale alumni where they live. Associations) are Yale regional alumni seek to change lives by serving and improving our own communities. pleased to offer With this focus, alumni work and gather together, sharing and enhancing the leadership friendship and strengths gained from Yale education. Regionals are financially independent from Yale and mutual assistance to autonomously manage their regional governance, programs and events. alumni of foreign universities who wish Emphasizing Young People to explore regional group development in Regional Yale alumni present Yale Book and their own country Service Awards for secondary school students and the USA. exhibiting “intellectual promise and outstanding character.” Applicants to Yale College receive an individual interview by their local alumni. Alumni groups sponsor summer community service internships for students from Yale. Yale Day of Service projects attract alumni of all ages, their families and their friends. Washington DC - Capital Area Food Bank

Continuing Education

Regional alumni groups promote lifelong learning experiences as a habit, not merely an ideal, through presentations by noted Yale professors, prominent leaders, and artists, performances by Yale musicians or dramatists, on-line academic courses, and practical learning through service project experiences designed to stimulate active intellectual engagement, year after year.

Talent and Time, More than Treasure

Financial contributions to Yale are only one reason or purpose for Regional Associations. In addition to using their own funds to support financial aid for students from their local communities, associations work with fellow alumni to improve community conditions, provide continuing educat ion, and foster closer relationships among Yale graduates and commitment to Yale.

Page 68 Regional Associations: Programs to Sustain Alumni Engagement

Programming for your audience – Know your audience. Learn what they like. The geographic region and the urban, suburban or rural nature of the locale affect what works. The age of the intended audience does too. So does the cost.

The best way to know what events are of interest is to solicit programming suggestions from alumni and members by simple pen-and-pencil, email, web-based survey methods (http://aya.yale.edu/content/membership- surveys_1570; www.surveymonkey.com) or social media. Segment your audience so each person can respond with the most comfortable tool.

Programming for your resources – Know your group limitations and resources. Planning an event requires volunteer time, talent, and, sometimes, treasure or financial capacity. The essential resource is the leadership of volunteers who are committed, willing and able to plan, organize, and produce an event. Financial resources in an association’s accounts or funds generated by an event are secondarily important. • Work with volunteers to choose events that the planners are enthusiastic about producing and have the capabilities to produce and execute with excellence. • Look for reproducible events. The necessary effort for the subsequent event will be reduced, even if the event grows in size. Some can be made reproducible by altering them slightly to fit the resources available. For example, an association can hold a reception every year for local students who have graduated from high school, been accepted by the University and will be attending the University the next year. • Small or large events are only successful, if within the budget for time, talent and treasure. • The size of the event or the amount of financial investment is not determinative of the interest or fun generated. Small groups, even one or two people, can produce fun and interesting events.

Creating program-ready traditions – Build events around institutional traditions and annual events to strengthen alumni participation. Coordinating around an existing university event can be an opportunity for a relatively easy and inexpensive get-together with continuing appeal to successive generations of alumni. • Shape and promote a few select student traditions, if you have them, so that they will have continuing appeal as students become alumni. Otherwise create those traditions. • Have an annual party at a time during the year that is usually vacant on the social calendar, like Feb Club. • Organize a community service tradition that can get people outside, like Day of Service. • Take advantage of a spectator sports event or inter-university rivalry: The Harvard-Yale Football Game. • Build on a seasonal University event or need (college fairs in the U.S. or interviewing high school students applying to university for admission: Yale Alumni Schools Committee).

Creating low-cost, easy-to-organize university-branded programming • Identify professors who give accessible lectures of their current research then take the show on the road by paying their travel expenses (within limits): AYA-Redpath Speakers Program. • The University or alumni associations can work together with publicists to monitor the travels of University connected people. Many authors, playwrights, musicians, artists, and professors tour to promote their work, or give promotional talks. Local associations can plan an event to coordinate with a regional visit, such as a presentation and luncheon.

Resources for ideas on a wide variety of events: • A sample list of events categorized by audience: see next document in handout. • Suggested themes, venues, and talent sources: http://aya.yale.edu/content/advice-examples. • Events sponsored by the Yale Club of Washington, DC, a large association not located near Yale: http://www.yaleclubdc.org/event-calendar. • Events organized by a smaller club with a scattered alumni based, the Yale Club of Central Pennsylvania, that might have only a handful of events every year: PaYale.com. • A shorter list of events with more detail about each event including the resources needed to hold it and instructions for making it happen: yalegale/casestudies.

Page 69 List of sample regional association activities

I. Educational Opportunities a. Lectures, Panels on academic, political, health, or social issues b. Study Groups on topical issues c. Educational tours organized and sponsored by regional association II. Social and Networking Activities a. All age groups i. Spectator sports: attendance at university, or regional and local amateur and professional sporting events ii. Picnics iii. Historical tours: museums, art galleries, historical sites iv. Professional or career building information events such as Networking v. Dinners/luncheon with programs b. Recent and young alumni/alumnae i. Cocktail parties ii. Theater or musical outings iii. Participatory activities 1. Sports teams sponsored by the Regional Association in inter-association leagues 2. Dancing iv. Wine Tours c. Middle age to Senior alumni/alumnae i. Health related discussions and symposia ii. Financial and Retirement planning offerings iii. Singles events d. Young Families i. Children’s book readings ii. Children’s age appropriate events 1. Art related 2. Cooking with parents iii. Outings: picnics, amusement parks e. Alumni-student (mixed age) activities i. Lunches, dinners or other programs during student holidays or breaks ii. Alumni mentoring, or help with job interview or search techniques iii. Summer internships, including association social activities for alumni and interns sponsored by the association III. Service Offerings a. Regular service or charitable events i. Sponsored by regional association on a repeating basis ii. Sponsored by non-association NGOs on repeating basis b. Special or theme organized days of service with community NGOs including charities c. Educational mentoring – this is also representing the university i. Tutoring local students, even if not candidates for the university ii. Mentoring students about general university application processes. IV. Continued Connection with the University a. Events, meetings, talks by university officials on the state of the university and other developments b. Representing the university at events where students learn about different universities c. Lectures by university professors or researchers, “subsidized” by university V. Interaction among Alumni/alumnae a. Job banks with positions offered by Alumni/alumnae of the university associated with the regional association b. Career mentoring

Page 70 Regional associations abroad

Panelists: Paul Broholm ’78 and Alisa Masterson

Additional information 72

The first page is a discussion of key factors in the success of an alumni regional association that is far from and in a different country than the university it represents. The second page focuses on expanding a service program (such as Day of Service) to an international association.

Page 71 Regional Associations Abroad: Key factors for Success

These key factors include not just suggestions for local volunteer leaders on-the-ground, but also the university support for them.

Local leadership. Strong local leadership is essential for the success of an international club. Strong leaders might form a regional association on their own. If the region or area or country is important to the institution, the University can think about recruiting one or more local alumni with leadership capacity, and asking them to establish a club. In either case, the University must be prepared to offer support in the way of alumni lists, basic resources, faculty or alumni office visit, and guidances. It’s lonely “out there.” The University can help to make it less so.

Alumni “density.” A successful association needs a critical mass. There is no special, exact formula for this. A truly dynamic leader can bring people together, while the lack of a leader can keep a crowd from becoming a club. Still, alumni density might determine your priorities in developing clubs, and where you aim your resources. A city or region with a lot of alumni is more likely to have a (potential) leader, and more likely to build ongoing momentum, than one where alumni are few and far between.

Key items for support  A good, up-to-date alumni list, and support for list maintenance. Don’t forget advice on how to deal with names on the list (opt-in, opt-out on emailings, what not to do with the names)  Internet or website support: Habemus website, ergo sumus. This might include advice on Facebook or LinkedIn for groups. Setting up a webpage or website takes too much time and energy when each group has to explore the matter on its own.  Some basic training in resources and requirements. Spend an hour or two walking the local leader through available resources, and introduce new leaders to more experienced leaders and to other local leaders. Note: Even Yale, though excellent in many respects, does not always do this. For example, in the Netherlands, it never linked the regional association leaders and the volunteer leader organizing Yale requested interviews of students applying for admission. They met by chance. A good candidate for leading a regional alumni association may have leadership experience, but not necessarily with alumni. Running a volunteer organization can be quite different from running a formal organization with hierarchies and reporting lines.  Ties to the “mothership.” An organization built around a far-off university is buoyed by frequent contact. Pay particular attention to travel schedules, and arrange events around travelling faculty or university representatives, and local alumni. It takes a little bit of work, but is greatly appreciated by the club, and strengthens the ties tremendously.

Alumni umbrella groups. If density is too low, consider looking into “like-minded” groups and forming an umbrella group that might include a few different universities. Consider peers based on rankings, country of origin, size, or school focus (e.g. business school alumni, computer science majors, etc.) A regional association might have one or two “exclusive” events and a few “shared” events to provide a fuller calendar. The good experience of the Ivy Circle in the Netherlands is an example, as are the “Oxbridge” clubs. Many overseas U.S. university alumni associations get together with associations from other universities on a regular, if informal basis, to create a critical mass for events.

Remember: a vital local alumni organization can help you recruit students, raise the university’s profile, and build bonds in numerous ways. Page 72 Day of Service: Mobilizing International Alumni

Organizing an annual Day of Service abroad where alumni can make a difference in their local communities brings alumni together and refreshes their ties with the university. The event and ensuing successful stories promote a virtuous cycle of community engagement, alumni pride, and visibility for the university: www.yaledayofservice.org.

How does a university expand the Day of Service to international alumni? Either you need a volunteer leader dedicated to the international effort for outreach or appoint a staff member as coordinator who is passionate about the idea and who is dedicated to supporting local service project pioneers with materials, guidelines, encouragement and recognition. Broadcasting success stories from these pioneer projects to all alumni will start a snowball effect, encouraging other alumni service entrepreneurs to step forward to organize projects in their own communities. See www.yaledayofservice.org/node/1077 for international service sites. Also www.yaledayofservice.org/node/1081.

Maintaining the energy requires tenacious attention to several tasks. See www.yaledayofservice.org/node/441. • Communicate, communicate, communicate. Tell success stories about beneficiaries of your service projects, using photos and their words. Use email, letters, websites and social media to keep the messages alive. • Energetically recognize alumni who have led or participated as volunteers in the projects with personal thank you notes and publication of their quotes and photos. • Continuously improve your support materials and processes including service project registration tools, waiver forms, promotional materials, media templates, thank you letter templates, planning checklists for the organizers and event preparation checklists for the project coordinators and volunteers.

How do you find and develop local service projects? Where the density of alumni is low and the lack of critical mass seems to be an obstacle for the local alumni entrepreneur, it is essential to create a partnership with a local service organization such as a school, association, NGO or other experienced charitable organization. • Service partners provide help: additional service ideas and volunteers to reinforce your alumni volunteers. • Hold regular planning sessions, create a simple program plan and follow up on the planning tasks. • FOCUS on 1 or 2 great service ideas that will be successful and rewarding for all.

How do you recruit volunteers for a Day of Service? You need three types of volunteers: a leading pioneer who will bring the idea to life in a specific region or country; a couple of people who are willing to serve on the core planning team; and volunteers for the actual day who will serve as project leaders and/or service agents. • Attract interest through success stories and recognition of alumni in other regions who have stepped forward. Share the fun! People like to join successful, productive, humane projects. • Make it easy to participate through a clear statement of what is expected in terms of time and effort, simple sign-up sites and a variety of support materials and guidelines. • Perform contingency planning with local service partner(s) to ensure a back-up source of volunteers. • Thank volunteers who commit early to serve and follow up with them to make sure they show up. • Make all projects visible to all alumni worldwide so that they can participate in another region during a trip.

How much extra cost will be involved? The expense of a dedicated University coordinator is shared across many places and the whole effort. Besides the volunteers’ time, there might be expenses for printed materials, t-shirts/hats, and a post-event social gathering amongst alumni. One Day of Service cost the local alumni club about 100 Euros.

How do you reinforce the team? Make the activity fun and rewarding in itself. In addition, there is a certain gratifying feeling that comes from making a difference in the lives of other people in your community. • For the core team: arrange a couple of after-work meetings in a nice cafe to check on progress and socialize. Lasting relationships between alumni are built through this teamwork that focuses on a common goal. Weekend skype sessions combining personal catch-up and task follow-up have also worked well. • Service project volunteers: for encouragement, provide regular communication about what will be expected of them, clear logistics information, and good project leadership. • For all: give a heartfelt “thank you” to each volunteer and service partner. Recognize projects and teams in university communications. Page 73 Introduction to a lifetime of giving

Presenter: Lynn Andrewsen ’82, Managing Director of the Yale Alumni Fund

Topic: “The Arc of Life and the Art of the ‘Ask’”

Overviews 75

The first overview is on Annual Giving and the Yale Alumni Fund, the second is on longer multi-year Capital Campaigns.

Additional information 77

Page 74 Annual Giving through the Yale Alumni Fund

Annual giving to support Yale

The Yale Alumni Fund is the University’s annual giving program, through which the Office of Development – charged with fundraising for the University – solicits gifts from 160,000 alumni on an annual basis. While alumni might make special capital gifts during a Class Reunion or during a Campaign, the University’s goal for the Alumni Fund is to encourage alumni to make a gift every year to support the University’s core operations.

Reunions: Annual giving provides the University a vital, steady stream of funds and an opportunity to Gathering, and cultivate and sustain relationships with alumni which may lead to significant future gifts. Giving Back The Alumni Fund priorities are to connect with every alumnus to provide a vehicle for supporting Yale; to raise unrestricted funds for budget relief; and to grow leadership annual Every year, about giving (gifts of $1,000 to $100,000). 15,000 Yale College alumni celebrate a The Alumni Fund Team reunion. Many come back to More than 2,000 alumni are directly involved in campus to see soliciting their peers for annual gifts. Volunteer friends, and many leadership is a key element of any successful also recognize their fundraising program. Peer solicitation is a very reunion by making effective way to ask alumni for gifts, since a request a special gift, often from a classmate can be particularly motivating. In working with a 2013-14, Alumni Fund staff and volunteers sent over volunteer from their 1,500,000 mail and email solicitations and made over 50,000 telephone calls. These efforts class on the generated record results – the Alumni Fund raised $35.2 million in unrestricted gifts from Reunion Gift 44,462 alumni and parents. The average gift to the Fund in 2013-14 was $791. Committee or the Alumni Fund, and Every year, right from the beginning! Development staff. Even while students are on campus they begin to hear about annual giving and participate as the newest alumni in giving back to Yale. The Yale College Senior Class Gift program teaches students about the impact of alumni giving. Classmates who volunteer to ask their friends to make a gift receive training, tools and networking opportunities to learn from experienced alumni volunteers. In 2014, 97% of the Senior Class contributed, raising over $33,000 from classmates, and triggering over $275,000 in challenge gifts, for a total of more than $308,000!

Page 75 Capital Campaign Fundraising at Yale The Role of Charitable Giving

Charitable giving is vital to the long-term health of the university. Yale is fortunate to have so many generous, engaged individuals who provide financial support for ongoing educational initiatives, research, facilities, extracurricular activities, and new programs. Funds raised by the Yale Development office may be available for immediate use, or invested in the Yale endowment, which had grown to $16.6 billion in 2010. But endowment growth depends not only upon investment gains but also upon ongoing gifts. In 1950, Yale’s Every Gift endowment was valued at $132 million. If donors did not continue to make subsequent gifts, Matters in 2010 the endowment would have grown to less than $5 billion.

Gifts to Yale at all Yale Tomorrow levels make a difference. Large The “Yale Tomorrow” campaign was a capital gifts may focused, multi-year effort to inspire significant have philanthropic support from alumni, parents, transformational friends, corporations and foundations for these impact. One such campaign priorities: Yale College, the Arts at contribution is the Yale, the Sciences at Yale, and Yale and the gift by Edward World. The campaign exceeded its goal of $3.5 billion and concluded on June 30, 2011. Harkness, Yale Beinecke Plaza at Yale, bathed in blue light at the College Class of launch of Yale Tomorrow. 1897, which Who Gives? established the YaleGALE in China residential colleges Who makes gifts to Yale? While there are many sources of support – alumni, parents, friends, July 17-31, 2011 that serve as the hub foundations and corporations – over 63% of the funds raised for Yale Tomorrow came from of undergraduate alumni. Relationships with donors are built over time and tend to follow a cycle: from YaleGALE is a Steering life today. Annual identification, to interest, to involvement, to investment, to stewardship. There is a ladder of Committee of the AYA giving at more philanthropic support: from individuals, from first-time donors, to renewals, to annual Board of Governors modest levels unrestricted gifts, to major/capital gifts, to planned gifts (life income or bequests). Typically promotes working to enhance the the gifts at the top of the ladder are larger, more complex, and require personal contact. participation and global cooperation of the demonstrates the participating institutions breadth of Why Alumni Give YaleGALE in China philanthropic and broaden international Alumni have very personal reasons for giving to Yale. Donors often cite their educational July 17-31, 2011 support by alumni. affiliations to foster experience, relationships, activities, history, residential colleges, and financial aid enhanced excellence in (particularly if alumni received aid when they were students themselves) as reasons they YaleGALE is a Steering give. Each gift is a demonstration of the passion that Yale alumni feel for their alma mater. education through alumni Committee of the AYA leadership. Board of Governors working to enhance the global cooperation of the participating institutions and broaden international Page 7. affiliations to foster Development 101: The Stages of Giving

The History of Development and Fundraising

“Development” is the thoughtful process of building relationships that advance an institution’s mission over time, including setting goals to raise funds to accomplish that mission. When relationships are developed with care, donors make gifts that truly help the cause rather than offering gifts that divert from the mission.

Every Gift Matters ”Fundraising” is the process of asking for and obtaining funds to advance a cause.

Gifts at all levels make Charitable giving has existed as long as people have interacted in their communities, and a difference. Large has enabled communities to create NGOs, hospitals, schools and universities, and capital gifts may have encourage arts, research, and networking. transformational impact. Annual giving The Five Stages of Giving 1. Identification: Find prospective donors at more modest levels (“prospects”) promotes participation 2. Interest: Determine whether the prospect and demonstrates the has any link to your cause breadth of 3. Involvement: This is the longest stage: philanthropic support Cultivate the prospect and Engage them by members of a community. Small 4. Solicitation: Ask for a specific gift – Sell the gifts may lead to large need! ones, when the donors 5. Stewardship: Thank the donor in every are thoughtfully possible way – with reports, events, and stewarded! concrete ways so they may see the results of

their gift.

The five stages run in a continuous cycle: a gift that is properly stewarded leads to the process of identifying a further gift from the donor to the institution, and to the deepening of the donor’s relationship to the cause, and to the advancement of the cause. Why do people give? • Rewards and Recognition

• Access to fascinating people and fun events

• Strong belief in the cause or the people who direct it

• Desire to make a difference in their community and in the world

• Urge to give back to society

• Sense of Belonging

• May wish to remain ANONYMOUS but still effect change

• May give for tax benefits, but this is not the sole motivator.

Page 77 The Intimate Face of Fundraising

Fundraising has many facets – from mass market campaigns that raise hundreds of millions of dollars, to solicitations of mere handfuls of donors that raise as much. Which approach, or mix of approaches, is best depends upon the donor base – and how the fundraising campaign is linked to other organization goals. In many campaigns, a variation of the “Pareto principle” applies: that 80% of the donations are made by 20% of the donors. Some campaigns are even more skewed, with perhaps 90% to 95% of the contributions given by only 5% to 10% of the contributors. In such campaigns, it becomes important to maximize the contributions of the relative few. Fundraising becomes more intimate, and the interactions between the person who solicits a gift (the gift “solicitor”) and the prospective donor become paramount.

Solicitor-based fundraising is a very delicate and sensitive art. It’s best done in person and face-to-face. Next best is over the telephone. The more impersonal the ask, the less likely it is to be effective, and the less likely to yield optimal gifts. Getting to know the donor and developing a relationship typically generates the big gifts. Matching a donor’s passion with the need of the institution is crucial, but the personal relationship is key. The art of “the ask” is about listening carefully to a donor’s words and demeanor and responding thoughtfully and with nuance to the donor’s particular history, situation, and desires.

Donating is about supporting a community – and the people within it – with which the donor identifies. This is why it is essential for fundraisers to build connections with the donor, and between the donor and the community for which “the ask” is made. One of these connections is the solicitation itself. There is no substitute for being part of a real-world in-flesh community. However, online communities can keep connections alive when people are distant, or introduce people to a group that they embrace in real life. This is especially true for younger generations, where maintaining an active and vibrant virtual community using social media can be essential to fundraising – even when the ask is not made online.

Fundraising can lose polish and effectiveness when applied on a mass scale with social media. An impersonal ask is the easiest to ignore. People may “unfollow” an online community that is used only to ask for gifts. (The same holds true of all communications – whether snail-mail or email – if viewed by the recipient as solely “marketing” or “soliciting”.) For many organizations, utilizing social media primarily as a community builder is likely to attract more followers/friends. These can be approached for raising funds on a more individual and personal basis.

Develop a database of prospective donors and their contact information. This is essential for all fundraising – whether or not solicitor-based. Social media and online communities may be a key component of the database gathering effort.

Stay connected to alumni who will give during the course of their lives. Establish a meaningful lifetime relationship driven by customer service, tailored programs built on market data, and career services. • The Napa Group, www.napagroup.com, Trends and Best Practices in Alumni Associations o Use market information and data to segment programs and create value-centric relationships with alumni; shift toward lifetime relationships through a “lifecycle model of programs and services” o alumni seek meaningful relationships with their universities; alumni relations become ‘portals’ for programming and communications and an ‘enabler’ of services • Engagealumni.com, http://engagealumni.com/tag/alumni-relations-best-practices/ - Building Alumni Affinity Through Great Customer Service - user friendly websites, easy access to live support, seamless logistics at events, knowing what alumni expect • Team Works Media, http://www.teamworksmedia.com/blog/university-engagement-5-new-ways-to-think- alumni/ – No one size fits all – “The emotional engagement button is different between (and often within) generations and if you don’t parse your message accordingly you’ll miss the mark on triggering a response.” • Jewish Philanthrophy, http://ejewishphilanthropy.com/keep-alumni-engaged-by-offering-career-services/ - “At the core of every successful alumni program…is an ability to capture and reflect back what their members want. One of the best ways to engage alumni is by offering them resources and support in making decisions about their career.” • CASE, www.case.org, Multiple articles in areas of Outreach and Engagement, Constituencies, Alumni Generations, and Marketing & Market Research – o One size doesn’t fit all and the many faces of alumni o Pursuing relationships that span different stages of lives o Five segmentations – the new, the experienced, the stay-at-home, the entrepreneurial, and the hiring o Programming for baby boomers headed to retirement and for Millennials with high expectations for electronic communication, personal control, and service Page 78 Preparing students to be giving alumni

Panelists: Lynn Andrewsen ’82 (moderator) and Jack Thomas ’80

Topic: Why is it so important to begin fundraising before students become alumni? How do you get students accustomed to giving? How do you train student volunteers to ask other students for donations?

Additional information 80

Page 79 Preparing Students for a Lifetime of Giving

Students and young alumni feel more connected to each other than to the institutions they attend(ed). Younger donors and volunteers give time, talent and treasure out of a sense of this interconnected community and extended “family” rather than a traditional sense of charitable obligation. This is why it is so important for the university to help build this community – and be perceived as an integral part of it. In contrast, when the university is perceived as apart from, inimical to, or disdainful of this community, its members will feel no obligation or desire to give back to university. Also, young donors are more results-focused in their giving – they want to know with specificity what results they “get” when they give.

Building an interconnected community of students starts when they are accepted at university – if not before. The actions of the admissions department, departments providing services to students, and offices of student life can positively (or negatively) effect the subsequent efforts of development and alumni relations. Give students email addresses for life, create life-long virtual communities, and support student activities that foster community. This goes beyond institutional help setting up or maintaining student activities to include personal involvement of faculty and administration in student lives (see Residential College Masters at Yale, or involvement of Yale Deans and Provosts cheering on university sporting teams). Teach students that the reason they had such a good school experience is because of the generosity of their predecessors. If they are not having a good experience, fix it. If the community of students feels divorced from the university, there is little for which the school can effectively solicit.

Make alumni part of every student’s interconnected community. Have successful alumni mentor and teach current students in a variety of settings: on campus and off, in large groups and small, in official courses and casual get-togethers. The on campus, small group, casual get-togethers are particularly important in establishing intergenerational connection and providing models of alumni success that include coming back and giving back. It’s important that alumni speak about what they’ve done since graduation. It is essential to demonstrate that giving back time is as important as giving money – and that one’s relationship with alma mater does not end when one graduates.

Have students interact with alumni – as many as possible. Discuss with students what it means to be a good alumnus or alumna. Have students involved in alumni solicitations, thank-yous for donations, or both. Have recipients of named scholarships connect with donors. See http://giving.yale.edu/news/giving-yale/students-celebrate-giving-elihu-day.

Those who give large gifts begin by giving early. Certainly, not every early giver will become wealthy enough to donate a fortune, but the importance of reaching current students and young alumni cannot be overstated. Among those who make a gift of over $500,000 to Yale, the vast majority made their first monetary gift within 5 years of graduating. This is why Yale has focused in recent years on educating students about the gifts that make their Yale experience possible, and on executing a broad-based Senior Class Gift campaign.

Involving current students in fundraising – both as donors and as solicitors. If you groom well-trained, dedicated alumni-to-be who reach out to their classmates for an annual fund gift, you’ve won half the battle. The Senior Class Gift. At Yale, students finishing their undergraduate education are asked to pledge their first contribution to Yale during a three-week campaign in February of their senior year. Graduation is typically in May. Consequently, sentimental attachment typically runs high as students begin their final semester. To build the habit of giving, the act of giving something is more important than the amount. The Senior Class Fundraisers are fellow students. The people doing the asking (Class Agents) are other Senior Class students who personally know the people whom they ask for gifts. The askers are volunteers who know the givers because they live in the same Residential College. Effort is made to have Class Agents solicit people they know best. Class Agents are given training in how to ask, especially about emphasizing participation. Following graduation, Class Agents may solicit gifts from their classmates for decades.

Use friendly competition to drive increased participation. Students at some schools (such as business schools) thrive on competition per se. Students elsewhere may respond to competitive “challenges” against rivals. Competition among Residential Colleges (dorms). At Yale both undergraduate social life and non-varsity intramural athletic competitions are based on the Residential Colleges – this fosters a friendly rivalry among them. During the Senior Class Gift Campaign, the seniors in each Residential College “win” a matching gift if they achieve certain goals or challenges, including reaching participation targets, increasing participation over the previous year, and raising the largest dollar amount. For information on matching gifts see: en.wikipedia.org/wiki/Matching_gift. Competition “between” classes. There are also challenges for the entire Senior Class with respect to raising more money or increasing participation over the previous year’s graduation seniors. With this friendly competition, participation has risen from 83% in 2004 to 97% in 2014. Total dollars raised has also increased. Online competition. For an online, game-like approach to fundraising see vimeo.com/52150696 from SSE-Riga. Page 80 Fostering giving in young alumni

Panelists: Lynn Andrewsen ’82 (moderator) and Kate Philip ‘10

Topic: How do you nurture giving in young alumni who do not yet have much to give? How do you keep connected with them in the online world where they live? How do you develop a sense of an alumni community among the Internet generation?

Additional information 82

Page 81 Keeping the Connection – a key to Young Alumni Giving Ask for what young alumni can actually give. Young alumni may have little to give financially – so set giving levels that are appropriate, yet would still be a stretch. This encourages recent alumni to think about considering the school a priority in their charitable giving. Involve them as a community of both askers and givers – so their friends are doing the asking. Engaging students to participate as fundraising volunteers helps to build a team of alumni fundraising volunteers. Ask for time, talent, enthusiasm, and attendance when there is not yet treasure.

You can’t ask them if you can’t find them. Do you have valid contact information for your young alumni? Young alumni are far more mobile than older alumni – hence, the importance of an email address and a cell phone number. The one address that doesn’t change when young people change apartments (or zip codes) is their email address. (Their parents will forward hard copy letters for only so long.) Develop and implement a strategy for obtaining email contact info and cell phone numbers.

Give alumni (and students) email addresses for life. Hold “free” real-world events, where admission requires an email address. Raffle off the latest technology item and collect email addresses on entry forms (notify winner via email!)

Breaking through the spam and clutter. Most email is spam (en.wikipedia.org/wiki/Email_spam). Much snail-mail is junk (www.nytimes.com/2012/09/20/business/seeking-revenue-postal-service-plans-to-deliver-more-junk- mail.html?_r=0). Your solicitation can get lost. The issue is not just getting one email read, but losing a contact.

For email - an eye-catching graphic, a snappy subject line, or short text that’s brief and to the point. 47% of all emails are opened on a smart-phone, 19% on a tablet (marketingland.com/34-percent-email-opens-now- happen-pc-83277). 64% of people say they open an email message because of the subject line (Chadwick Martin Bailey: www.cmbinfo.com). Some suggest that the entire email should fit, plain text, on an iPhone screen with no scrolling. Handwritten “thank you” notes still work. Young people may be tech-savvy, but they appreciate the time that handwriting a note takes.

Build a virtual community – if you can’t get your message to them, let them come to you. Try to connect with young alumni where they’re spending time. Phones are primary. On average, people check their phones 110 times a day (www.npr.org/blogs/alltechconsidered/2013/10/09/230867952/new-numbers-back-up-our-obsession-with-phones). YouTube sees a spike in activity during primetime shows – this is a multitasking generation. Email, LinkedIn and Facebook may be a minimum requirement. Instagram is encouraged (news.yale.edu/2013/12/10/yale-makes-mark- instagram). E-newsletters can keep your alumnae/i up-to-date on current university affairs: www.nytimes.com/2014/06/30/business/media/for-email-a-death-greatly-exaggerated.html (see the bi-weekly e-newsletters of Yale President Salovey in Notes from Woodbridge Hall). The ask is in the context of community.

Use social media to create online communities for students that will last a lifetime. New students are more likely to join than alumni (alumni opt-in 20% to 35%, incoming first years up to 95%). But the community may disappear if email addresses are not for life. Using school email addresses outsources authentication. Social media is about relationship building. Keep your institution relevant by constantly updating your social media presence with new information. Do something with the information you gather from social media. Are people contributing to your School’s group discussion on Facebook for whom you don’t have valid contact information? Have they given to the School in the past 5 years? If not, reach out. Your goal is to turn ‘followers’ into ‘givers’. Do not rely on social media as the primary vehicle for making your solicitation.

Use social media as a vehicle to inspire real-world action or attendance at real-world events. This includes attending reunions! Design marketing and fundraising campaigns to go viral, but realize that one cannot predict what will go viral. When soliciting online – couple giving with actions (but see vimeo.com/52150696 from SSE-Riga).

The ALS Ice Bucket Challenge raised $94.3 million between July 29 and August 27, 2014. (People post videos of being drenched with ice water online to raise awareness.) Compare with $2.7 million raised during the same period the previous year: www.alsa.org/news/media/press-releases/ice-bucket-challenge-082714.html. The Barack Obama 2012 re-election campaign had 45 million Facebook fans and raised over a half Billion dollars on-line: http://swampland.time.com/2012/11/15/exclusive-obamas-2012-digital-fundraising- outperformed-2008. Page 82 Keeping alumni vested through good times and bad

Panelists: Lynn Andrewsen ’82 (moderator) and Katy Wells ’91 JD

Topic: How do you solicit a donor in a bad economy? What do you say to a donor who disapproves University policy? How do you approach a donor who thinks the University already has enough money?

Additional information 84

Page 83 Keeping Alumni Engaged in Giving over a Lifetime

When alumni experience financial success, they may be asked to give more. Often a fundraiser (professional or volunteer) will learn of career, family, or financial achievement during a cultivation conversation. That’s one reason that such conversations should be open and wide-ranging. Many donors will be motivated to increase their giving through these thoughtful discussions.

When life makes alumni question their giving, fundraisers must work to keep them engaged. Like a marriage, a lifetime of giving requires maintaining the relationship in good times and bad. Otherwise, a donor may develop a habit of not giving, or of giving less. Discovering a prospect’s concerns or changing circumstances is a reason why personal communication is so important. It can reveal a problem in time to fix it – or ameliorate its impact. An important part of a fundraiser’s job (especially a volunteer fundraiser) is strengthening the donor’s relationship with a giving community, because this can affect the interconnected feeling among those in the community as well as giving by others. Hard times. Individuals who have come on hard times can be moved by the idea that their participation at any level sends a powerful message especially in support of a community with which they identify.

Less remunerative work. Some occupations and professions just earn less than others. For example, this may be the case with people working for government or non-profits. All donors and their gifts matter and their contributions are a message that every student is significant, every field of study and professional field is valued, and every gift is important and a vote in support of the school.

Retirement. Retirement occasions many changes in lifestyle and spending. Still, it is an opportunity to affirm that the donor is an important member of this community, and will continue to give at a level which is comfortable. It is also an opportunity to discuss testamentary and “life income plan” options available that could benefit both the donor and the school.

Disappointment with university actions. These are often felt as a personal rejection of the donor – and the donor’s most heart-felt beliefs. Some may feel that a university is too political or not political enough. Some may be concerned that the politics, policies, research, or faculty actions are too liberal or conservative, too far left or too far right. Some alumni will feel that the university is not effectively supporting an athletic team or other student activity that was dear to them. Most personal is when the university does not admit a graduate’s child.

The fundraiser should first acknowledge the hurt. Then, possibly offer examples of multiple views from the donors’ own classmates. Help donors acknowledge (a) how much they have valued being a part of this extended university family, (b) how this “family” has made them what they are, (c) that whatever the disappointment, in the context of the wide range of university opinions and actions, this is not a personal rejection, and (d) that their gift is still a vote that matters to the health of this “family”. When university success offers an excuse not to give. The donor can be reminded not only that the education, research, and services offered all cost more than the tuition received – but also that in economic downturns or difficult financial times for the university, it cannot rely upon increases in tuition, research grants, or government funding. Instead, it must often look to its own husbanded resources. University wealth. Some donors may feel that the university is already rich enough – and doesn’t need more. Explain how the majority of existing endowment is committed to specific efforts. Explain that new gifts support new efforts, new initiatives, or more scholarships. But remember, that’s why universities ask, not why people give.

Skeptical graduates of means who are approached by a close, respected friend can be persuaded to make important gifts. This is especially true when the prospect is reminded of individual reasons for support that include, “For me, access to our school’s premier experience depended on financial aid and the generosity of alumni who came before me.” A small gift can be quite meaningful.

Needs of other charitable endeavors. While the value and importance of helping other worthwhile organizations should be acknowledged, the fundraiser can ask the donor to include the university among their charitable priorities. A fundraiser can also point out how much the university helps to address those same causes, from university research, teaching or outreach programs, to the work of classmates and other members in the alumni community. Examples of fellow graduates making a true difference in public office, leading at non-profits and in companies, and serving around the world can serve as a reminder of the importance of outstanding education to enable alumni to address social concerns. “Many institutions promise to change the world for the better, but for my money, our school delivers more often on that promise.” This quote and others adapted from a Yale Law School Fund Volunteer Guide. Page 84 Walking Tours of the Yale Campus

These materials have been designed to accompany some short walks to and from the sessions in Dwight Hall.

Residential Living at Yale (Old Campus and Branford College) 86

Yale and its City (Chapel Street and the New Haven Green) 96

The Heart of Yale (Sterling Library, Cross campus, and Beinecke Plaza) 105

Page 85 Residential Living at Yale: an introduction

A short walk from Dwight Hall in Old Campus, via Branford College, to Rose Alumni House.

This guide is designed to illustrate the architectural and design features of the Yale Campus on the short walk from Dwight Hall on Yale’s Old Campus to Rose Alumni House on York Street. However, instead of taking the direct, one-block, 5-minute route using Library Walk, this tour will take an extra 10 minutes and explore Residential Living at Yale on both the Old Campus, and Branford College.

When you walk out the front doors of Dwight Hall, you are in the middle of Old Campus.

Stop a minute and look around.

This is the oldest part of the Yale Campus – the heart of Old Yale. Currently, it is also where most first year undergraduate students live – about 1000 of them – and become acquainted with Yale traditions.

Notice that the Old Campus includes two distinct architectural styles – the red-brick Georgian [or American Colonial] and stone Collegiate Gothic. Both predominate in the residential colleges, and many other Yale buildings. There is both tradition and eclecticism in these choices. The Gothic harkens back to the colleges of Oxford and Cambridge in England – upon which the Residential College system at Yale is loosely based. The red brick of American Colonial harkens back to the days of the founding of Yale and other storied American universities. Look straight across the courtyard to the archway in the brownstone building. That is Phelps Gate, leading to the

Page 86 center of New Haven. There will be more information about Phelps Gate on another one of the other tours, when the group enters it from the New Haven side. But for now just use it to orient yourself to the City.

Yale was once much smaller. Until the 1800s, all of Yale was contained within what is now the Old Campus. However, the campus then was not separated from the City of New Haven by a solid wall of buildings. Rather it was bounded by a wooden rail fence similar in feel to the rail fences you see along the outer perimeter of the Old Campus courtyard.

Although the Old Fence does not continue, the tradition remains of sports teams having an official photograph leaning against a replica of the Fence.

The name also continues as the name of a co-ed fraternity, Fence Club.

In the latter half of the 1800s, the Old Campus became enclosed by most of the buildings you now see. Dwight Hall was built in the mid-1800s. In the late 1800s, a string of buildings were erected: Durfee Hall, Battell Chapel, Farnam Hall, and Lawrance Hall. Then Welsh Hall. Phelps Hall with its Gate finished the enclosure in 1895.

Page 87 Walk to your right.

On the right is a building (or rather two conjoined buildings) known as Linsly-Chittenden Hall. Dwight Hall was originally build as the University Library. Chittenden was built several decades later and was originally intended to replace is as the new library. Instead it became lecture halls, classrooms, and academic offices.

Linsly Hall was built in the early 1900s to connect Chittenden with Dwight Hall. If you have a chance, enter Room 102 of Linsly- Chittenden and look to the right. You will see a magnificent Louis Comfort Tiffany window entitled Education. Mr. Chittenden donated the funds for the building and the window in memory of the death of his daughter. See http://www.yale.edu/publicart/tiffany.html or http://en.wikipedia.org/wiki/Education_(Chittenden_Memorial_Window)

Take a left when you come to the red brick building.

This is McClellan Hall, a relatively new building (1925) designed to replicate and provide balance with its neighbor, Connecticut Hall which is much older. At the time, many joked about the administrations need to preserve visual symmetry

As you walk between McClellan and Connecticut Halls, look to the right. This is Vanderbilt

Page 88 Hall, designed by the same architect as Phelps Gate, and finished the year before. It was the gift of Cornelius Vanderbilt in memory of his son, who died of typhoid fever while in his junior year at Yale.

Connecticut Hall, built between 1750 and 1752 is the oldest remaining building on the Yale Campus. It was originally built as a dorm. A number of famous alumni lived here, including Nathan Hale whose statue is at its corner.

Nathan Hale was a young school teacher who fought in the American Revolution. He was hung as a spy by the British. On the statue, you can see his legs already bound. Nathan Hale is known for his last words, “I only regret that I have but one life to lose for my country.” He is also known for saying, “I wish to be useful.”

Between World War I and World War II, the Yale Campus was transformed by the addition of residential living facilities for most students. They are called Residential Colleges, and each is an enclosed space like the Old Campus, with one or more courtyards. However, all the courtyards are much smaller than the Old Campus, with fewer residential units around them. Most of the Residential Colleges did not evolve like the Old Campus, building by building. Rather each tended to be designed by one architect, even if he mixed styles. Now it’s time to walk over and visit a Residential College.

Page 89 Turn back towards Dwight Hall. See the huge tower behind it. That is Harkness Tower. It is part of the Harkness Memorial Quadrangle which includes two residential colleges, Branford and Saybrook. This tour will take you through Branford.

Walk back across Old Campus towards Harkness tower towards the High Street Gate across from it.

Harkness Tower itself has become one of the iconic images of Yale. It has a 54 bell carillon, which is played throughout the year by members of a student organization called the Guild of Carillonneurs, https://www.youtube.com/watch?v=WGKSao8Z1Zc and https://www.youtube.com/watch?v=lgMI4y7ck7A. Their lunchtime concerts are at 30 minutes past noon.

As you cross Old Campus on the way to High Street, pass by the statue of Timothy Dwight Woolsey. He was President of Yale when Dwight Hall was built and the Old Campus was beginning to be enclosed. Generations of students have rubbed his foot for good luck.

A stature of Abraham Pierson, Yale’s first President is just beyond.

As you leave Old Campus, take another look at the size and scale of its enclosed courtyard. All residential colleges have at least one. The Old Campus has the largest and is used for the university-wide portion of graduation ceremonies. The week after graduation ceremonies, a large high- top tent is erected in Old Campus for two weeks to house reunion festivities (rain or shine) for the 25th and 10th reunions – these days some of the best attended. Tents are erected in Residential College courtyards as well for the two reunion weekends.

Before we cross the street, take a look up at Harkness Tower. It is both a solid weighty structure and pierced like lacework. Like much of Collegiate Gothic its surface abounds in decorative elements: plaques, gargoyles, statues. Some are grotesque, some astoundingly beautiful, some humorous. Many are

Page 90 so high up, that few actually see them. We will be pointing out some of these as we walk along.

The Harkness Memorial Quadrangle was designed by James Gamble Rogers, as were most of Yale’s Residential Colleges – along with many other Yale buildings. They all have a similar feel, which give the Yale Campus an architecturally cohesive – but not uniform – feeling. Many consider the Memorial Quadrangle, and the Branford College portion of it, to be his most successful.

Look across the street at the Memorial Quadrangle Gate, the work of master iron craftsman Samuel Yellin. Yale has ten hand-forged gates by Yellin. This is the most spectacular. The gate is only open at graduation.

Before crossing the street , look to your right. You will see some garage doors and entry doors. These belong to individual home for the Master of Branford College. The residence also has entry from within the college. There will be more information about the Master in a bit.

Cross High Street and turn to your left.

The Master of a Residential College is a university academic. Frequently a professor or administrator, he or she lives with his or her family in a College. Often the family includes children. The duties of the Master are in addition to whatever other academic or administrative duties he or she may have. The Master (and family) is part nurturing parent figure, part exemplar of adult living, part counselor, and part tutor in living. For an only slightly dated view see http://archives.yalealumnimagazine.com/issues/95_11/masters.html. (This piece was written in 1995 when there had been fewer women Masters.) Each Residential College also has a Dean whose focus is more on student academic matters (and progress), though Dean and Master work together on assisting students.

Notice the dry mote around Branford. Rogers first used this architectural embellishment in the Memorial Quadrangle. In contrast, there is no moat around the Old Campus. Subsequently this moat motif was incorporated in each Residential College, whether or not Rogers designed it.

Page 91 Turn right at Library Walk.

The wide pedestrian way between High Street and York Street that separates Branford College on the right from Jonathan Edwards College on the left. At the far end of Library Walk you can see the Yale University Theater and Drama School.

Turn right again into the first entry to Branford.

Notice while walking through the entry passage, the doors leading off of it. These are entryways to residential units where the students live. Through the entryway is a stairway to several floors with a few living units on each floor. Students meet each other coming in and out. It helps them get to know each other. Organizing smaller groups of living units by entryway rather than large numbers of units by floor makes a residential college seem more knowable and intimate by avoiding the impersonality that large dormitories can impart. This architectural feature is seen in all the residential colleges and has been adapted for highrises at the Yale-NUS campus in Singapore. The end of the passage opens into one of Branford’s small courtyards, named Linonia. Notice the entryways leading off of it.

Passing through the courtyard and the next passageway, notice the gargoyles and other decorative masonry.

Page 92 Proceed through the archway into main Branford Courtyard. If you look left and cran your neck up, you see Harkness Tower. Look across the courtyard along the right to the partly enclosed terrace. This is part of the Master’s Residence.

Turn right.

At the far end of the courtyard, is a raised terrace, our destination. Inside is the Common Room for students. As we walk along we pass an archway to the left. Take a quick look into the Calliope Court. The Branford College library is within.

Every Residential College has a library. Certainly all are overshadowed by the University Library and its sheer volume of books. But the College libraries provide a quiet space to work or study 24 hours a day, 7 days a week. And if your roommate has a noisy party, or an overnight guest, you can usually grab some sleep on the comfortable couches. Before we walk onto the terrace. Look to your left through the archway. Beyond the archway is another of Branford’s small courtyards. Look to your right, through the archway – that is Saybrook College.

Walk up the few steps to the terrace and enter this Branford building.

Take a sharp right into the Common Room.

Page 93 The Common Room is open 24/7 for quiet study and small groups. The space is also used for special events, receptions and Some Master’s teas. There is a piano for musical performances and a raised area in the back that can be used as a stage. The stage also leads to a stairway to the next floor where Branford has its Dining Room. Students can access the Dining Room via an additional stairway and elevator.

The Branford Dining Room is lovely and high ceilinged. You will be having lunch tomorrow either here or at another similar Residential College Dining Room.

There is another area of Branford we will not visit – the basement and its many student activity rooms. These include

• Art Studio • Two courts for basketball, squash or dance • Buttery - a snack bar run and managed by students • Computer room • Digital Media Center • Game room for pool and ping pong • Fully equipped gym - We have cardio machines (bikes, treadmills and eliptical) as well as standard weight training equipment.

Page 94 • Self-service Laundry room • Pottery studio - With three wheels, a wedging table, a full selection of glazes, and our very own kiln • music practice room - sound proof with a baby grand piano • Functioning Printing Press - Vandercook Printing Press, Golding Automatic Press and Chandler & Price Treadle Press. • Student Kitchen -- for students who which to cook, either because of special dietary needs or for fun and relaxation • TV Room: as comfortable seating for 20, a big screen TV, DVD player and Cable TV.

Every Residential College has similar but not identical facilities. For example another might not have a Printing Press, but rather a climbing wall, or a photography studio.

Return to the Branford Courtyard, and take a sharp right out the York Street exit.

Before crossing the street there are several buildings to note. Across the street are two more Residential Colleges. Straight across is Davenport College. Slightly to the left is the entrance to Pierson. Further to your left is the Yale University Theater and Drama School. Between the University Theater and Pierson is Rose Alumni House, the offices of the Association of Yale Alumni, and the end of this tour.

Watch carefully as you cross the street.

Page 95 Yale and its City

A short walking tour of where the Yale Campus meets downtown New Haven on the way back to Dwight Hall from Rose Alumni House.

This guide is designed to illustrate architectural and design features of the Yale Campus encountered during a walk from Rose Alumni House on the Yale Campus to Dwight Hall on Yale’s Old Campus. However, instead of taking the direct, one-block, 5-minute route using Library Walk, this tour will take an extra 10 minutes and explore how the central part of the Yale Campus meets downtown New Haven.

Start this tour in front of Rose Alumni House on the sidewalk of York Street.

Branford College is across the street. Pierson and Davenport Colleges are to the left.

Now turn right and walk down York towards the traffic light at Chapel Street.

The University Theater and Drama School are on the right. These buildings contain performance spaces, classrooms and workshops. The main stage is often used by the undergraduate student Yale Dramatic Association, usually called the Dramat. The success of the student run organization in producing plays in the first quarter of the 20th Century (including original work and premieres of works by well-known

Page 96 playwrights) led to the founding of this Theater and the Drama Schoo l. James Gamble Rogers had a hand in the architecture – and the Harkness Family was involved in providing funds.

This is not the only theater at Yale. Look down the block to Chapel Street to see what looks like a church. It was originally built in 1846, but was renovated in the mid-1960s to become a theater for productions mounted by the Drama School with both students and professionals. It is known as the Yale Repertory Theatre. Around the corner on Chapel is another building that houses a smaller Black Box Theatre for the Drama School as well as gallery space for the Art School. There are performance spaces more suited to musical concerts on the other side of Campus, and many of the Residential Colleges have smaller theaters for undergraduate productions. Continue walking towards the traffic light at Chapel Street.

The dark brownstone building to the right (just past the Drama School) belongs to Wolf’s Head, a Senior Society. The Yale Senior Societies, also called secret societies, are somewhat like fraternities, but for just seniors. Some of them have buildings of their own, which they call tombs. The most famous, is Skull and Bones.

Page 97 Across York Street is the back of Jonathan Edwards College. Behind Jonathan Edwards, facing High Street is the tomb of Skull and Bones.

The next building along York to the right houses the Yale Daily News, an independent student-run newspaper. Operating as a daily newspaper since 1878, it is the oldest independent college daily newspaper. Originally, it was similar in scale to its neighbors, but the more recently built Loria building did not do such a good job of transition. An organization of alumni raised and manages an endowment to ensure the independence of the newspaper.

The corner of York and Chapel Streets anchors the Arts at Yale, not only with respect to academic departments, but also with respect to the buildings that house them. Across York is the Yale Art Gallery, designed by Louis Kahn, and considered an architectural masterpiece. Facing it is the Rudolph Building, another masterpiece which houses the Yale School of Architecture School, with the Loria Center housing History of Art and connecting Rudolph Hall to the Yale Daily News. And across the street is the Yale Repertory Theatre.

Rudolph Hall, the concrete building at the corner was designed by Paul Rudolph in the well-named Brutalist style. Rudoph became Dean of the Yale School of Architecture shortly after this building was commissioned. When first built in the 1960s, it had been the home for both the Art and Architecture Schools. The inside has both vast and small closed spaces, with interesting transitions. The art students however were not as appreciative as the architects. Now it is home to just

Page 98 the Architecture School. As we pass get a sense of the rough concrete wall, that softens a bit with distance. Some have likened the look to corduroy. The building was recently restored.

When Rudolph Hall was restored, additional space for History of Art was added by way of the Loria Center. The difficulty of providing transitions between Rudolph Hall and the Yale Daily News building is obvious. Just as obvious is the difficulty in the Loria Center trying to make its own architectural statement when Rudolph Hall, and the two nearby Louis Kahn buildings are considered masterpieces. Both the Loria Center and Rudolph Hall are better viewed from in front of the Repertory Theatre or further down Chapel. Notice that from Chapel Street, the Yale Daily News building is not seen.

The Yale University Art Gallery, designed by Louis Kahn, occupies the other corner of Chapel and York. Down the block, on the other side of Chapel Street is the Yale Center for British Art also designed by Louis Kahn. The Art Gallery is considered his first major work, early in his career. The Center for British Art was his last commission. We will get a better look at them as we walk along, but most of their delights are inside or in the garden behind, rather than the streetscape.

Chapel Street used to be a bright edge boundary between Yale and New Haven. Now it is less so, because Yale owns offices and some facilities beyond – and many of the apartments are occupied by graduate students. But look how the Center for British Art preserves the ground floor streetscape of shops and restaurants. Because of this, Chapel Street still serves as retail row just outside the Yale Campus. There seem to be more highly caffeinated coffee shops than anything else. Take a

Page 99 look at the un-obtrusive entry to the Center for British Art. If you didn’t know it was there, you might not find it.

The Yale University Art Gallery is the oldest university art museum. The collection is now displayed in three connected buildings that were recently renovated. These include Street Hall, built in the 1860s on the Old Campus (funds donated by Mr. Street). The Old Art Gallery from the 1920s, which includes a bridge connecting it to Street Hall, effectively changing the relationship of the Yale Campus to the City. And finally, Louis Kahn’s building of the 1950s. The collections are extensive, varied and well worth a visit.

From the corner of Chapel and High Streets, one could walk up High Street under the bridge, past Linsly- Chittenden on the right and the Skull and Bones tomb on the left back to Library Walk and Dwight Hall. However, this tour will continue down Chapel Street one more block

Look across Chapel Street. After Street Hall is Vanderbuilt Hall.

Page 100 The building on the corner of Chapel and College is Bingham Hall. Yale’s first New Haven building was constructed here in 1718. Bingham Hall was built two centuries later in the late 1920s, and funded by the children of Charles Bingham. Now, both Bingham Hall and Vanderbuilt are part of the Old Campus, which houses most Yale freshmen (first year undergraduate students) – approximately 1000 of them.

Chapel and College is also where the Yale Campus meets the center of New Haven. Across College Street from Bingham Hall is the New Haven Green, the center of New Haven since American colonial times.

The Old Campus, is a single city block right next to the old center of New Haven. As the core of the Yale Campus expanded, particularly after 1900, it took in more and more land in the quadrant of New Haven on this side of the Green, bounded by College and Chapel.

Page 101 The Campus expanded in several other directions as well. Down College, past the Green, is the Music School and the current building called Sheffield, Sterling, Strathcona or SSS. SSS was originally the medical school, then later the scientific school. Additional engineering, computer, and science buildings lie beyond it, up to a mile away from where we stand. Beyond that is the Yale Divinity School at the far north end of Campus.

The Medical School ultimately moved in the other direction, south on College a little more than a half mile from here, beyond a 4 lane highway.

The outdoor sports facilities are elsewhere. The football stadium, along with playing fields for baseball, soccer, and lacrosse, is about 2 miles down Chapel past where we came. The golf course is about 4 miles in that direction.

The most recent major addition to the Yale Campus occurred in 2007. The West Campus is located 7 miles to the south west (past the Medical School). Yale purchased a pharmaceutical research facility from Bayer with 136 acres and 17 buildings outfitted as offices and bio-science laboratories. The Nursing School and a number of research institutes have already moved there.

Look down College just on the other side of the Green, we see a row of buildings. Starting there and for the next block and a half, the Yale Music School has five buildings with classrooms, practice rooms, and concert halls.

From this corner of College and Chapel, the heart of classical music at Yale is two blocks along College Street, while the heart of visual arts and classical dramatic arts at Yale are two blocks along Chapel Street. Interestingly, heading south on College into New Haven, in the opposite direction from the music school, and a half block away from Campus is the Shubert Theater. This is an iconic part of the American Musical Theater tradition. During the first half of the 20th Century, many Broadway plays were first performed here, and many of the biggest names in theater got their start. The inside has been lovingly restored. http://www.shubert.com/shubert-theater/the- history.

Cross over both College and Chapel to stand on the sidewalk at the edge of the Green. Phelps Gate can be seen from here. If it is late fall, winter, or early spring, when the leaves of the trees do not block the view, one can look across the Green and see the buildings on the other side. It is truly and still the center of New Haven. In the center of the Green are three churches built in the early 1800s.

Page 102 On the far corner of the Green, we see the New Haven City Hall. The original building was designed by the architect for Dwight Hall. A modern addition has tried to maintain the articulation and line.

The two white buildings with columns are court houses. The City Court House is diagonally across the Green from us.

The New Haven Free Library is next to the City Court House.

The other white building, the Federal District Court House, designed James Gambol Rodgers, is on the other side of City Hall.

Turn around and look at the buildings on Old Campus. Imagine the days in the first half of the 1800s when gentlemen students lounged against the Old Fence, looking out on the New Haven Green.

Page 103 Look again at Phelps Gate. This is the first thing that most students see when they first come to Yale, as they unpack their luggage from a parent’s auto, a taxi-cab or a bus.

Cross the street, but be careful,

Walk through Gate. Notice how it frames Dwight Hall with Harkness Tower behind it and the statue of President Woolsey in front. The open courtyard, and the architectural vistas of Old Campus beckon.

This is not just how first year students first enter Yale. It is how they process in academic robes as they file in to graduation. They enter as graduating seniors with classmates from their Residential College. At the conclusion of the ceremony, they leave the same way. There are smaller commencement ceremonies afterwards in each residential college.

Page 104 The Heart of Yale:

A walking tour of the central part of the Yale Campus on the way from Dwight Hall to Woolsey Hall and Commons.

This guide is designed to illustrate architectural and design features of the Yale Campus encountered on a walk from Dwight Hall on the Yale’s Old Campus to the central part of campus at Woolsey Hall and Commons. The direct route is about 6 minutes, but adding several short detours to look into some of the libraries will add about 10 or 15 minutes.

Start right outside the front entrance to Dwight Hall, turn left, and exit the Old Campus by the High Street Gate.

This tour will pass several residential colleges, and visit some of the main libraries, monumental buildings, and open spaces. To put this walk in perspective consider two concepts that may put this Campus and others in another light.

The first is thinking about an Architecture of Return. (Hopefully you have had a chance to learn something about Residential Living at Yale, and have had a chance to visit some living spaces in a Residential College.) How does dormitory space do more than just house students? How does it help mold them into productive and successful adults? How does it help turn them into loyal alumni? How does it make them want to return to Campus? How does it make them want to give back, in terms of time, talent and treasure?

The second is thinking about a Campus as a Curated Gallery of Architecture. Is that compatible with an Architecture of Return? Is it compatible with an institutional desire for monumental, memorable and ground-breaking examples of architectural design?

Page 105 Exit the Old Campus via the High Street Gate, turn right. Remember that we are across from Harkness Tower and the two Residential Colleges of Branford and Saybrook.

After the completion of the Harkness Memorial Quadrangle in 1921, it seemed so right for what Yale wanted as residential living facilities. All of the Residential Colleges were based on versions of that plan with Common Room, Dining Hall, and residential units – surrounding a courtyard and stacked around entryways rather than accessed via long hallways. All have moats. The individual living units in the first Residential Colleges were a mix of singles, doubles, and larger suites. Many suites had a common room with attached individual rooms for single students for sleeping and studying. As the student population of Yale grew larger, the individual rooms in a suite often became doubles (for two students) attached to a common room. Singles were in shorter supply, and became prized – most often going to seniors.

In 1961, Yale built two more Residential Colleges, Morse and Ezra Stiles. These were both designed by Eero Saarinen. Much is the same as the other Residential Colleges, but much was different. Each has a Common Room, a Dining Room, a courtyard and moats. But the courtyards are not quadrangles, being much more irregular. Intentionally, few of the walls abutted at right angle. Importantly, the actual residential units in both Stiles and Morse consisted almost entirely of singles.

Yale is about to build two more Residential Colleges, the first in over 50 years. The design choices consciously reflect Yale experiences with Residential College construction in the 94 years since the Memorial Quadrangle was completed in 1920.

Over the past two decades, Yale has renovated all of the Residential Colleges. Much has been necessary to bring the building up to current safety standards, or current technology standards, such as adding Ethernet and wireless WiFi. But Yale has also done selective re-configuration of room arrangements.

You still see the Common Room, the Dining Room, the courtyards, entryways, and moats. But notably, Morse and Stiles have fewer singles and more suites. And more right angles (a long term maintenance decision). For Yale the Residential College system is a center for social interaction. Yale believes that this extra-curricular life teaches as much about becoming a successful and responsible adult as the university coursework – and Yale seems to have found that residential suites and roommates

Page 106 (along with student common spaces such as courtyards, and “bumping-into” places like entryways) are an important part of that learning.

Stop for a moment at the intersection of High Street and Elm Street.

To your right is a part of the Old Campus. The basement serves as a postal office for Yale students. It is called Yale Station.

We are at Elm Street. Look across. To the left is Trumbull College.

To the right is Berkeley College.

Cross Elm Street, and continue straight. This was once a continuation of High Street and part of the New Haven public street system. Now closed to traffic is known as Rose Walk.

Going back to the topic of the design of the new Colleges: What do the design plans for the new Residential Colleges teach us about what Yale has learned about a Residential College system.

Not surprisingly, the two new Residential Colleges are designed in a modern updating of Collegiate Gothic with both stone and brick. They each have a Common Room, Dining Hall, courtyard and moats, and similar amenities to the other existing Residential Colleges. And they have a mix of living units, primarily focused on student suites built on an entryway system, rather than on corridors.

In the Yale’s report deciding to build the new colleges, http://newresidentialcolleges.yale.edu/vision/charting-course-academics-and-student- life#parameters , it states,

“The residential college system is one of the glories of Yale, and it is a major reason why students choose to come to Yale and a major reason why Yale College students report greater satisfaction with their education than students at most peer institutions.”

Page 107 Many of these features are also embodied in or adapted for the architecture for the liberal arts colleges formed by National University of Singapore and Yale.

There will be three residential colleges of 330 students, each having its own dining hall, courtyard, student suites, sky-gardens, faculty residences, study- spaces, intramural teams, and butteries, informal student-run eateries that are a Yale tradition. Students live in suites of six single rooms. These small-scale communities are arranged vertically in residential towers, which contain both student suites and faculty apartments. Floors will be grouped into neighborhoods, each with its own skygarden … http://en.wikipedia.org/wiki/Yale-NUS_College

What draws alumni back to Campus for reunions, are not just memories of the place – but of memories of people. These significant social interactions are generated by the Residential College design. Ultimately this is what inspires many alumni to give of their time, talent, and treasure.

Stop in front of Sterling Library, the central library at Yale, donated by Mr. Sterling.

As one might guess, the architect was James Gambol Rogers. People say that Rogers wanted to build a cathedral at Yale, but they gave him a library to design. Before entering, to see what he did. First look around.

To your right is the Women’s Table, a commemoration of women at Yale. Remember that originally this was an all- male school. http://www.yale.edu/womenatyale/WomensTable.html

Also to your right is a large green area, called the Cross Campus. It is one of the largest green areas on campus. There is an extension of the library underneath it. As you look out towards College street. You see Berkeley College to your right and your left. They are connected underground. Further to your right is Calhoun College. Across College Street, hidden by Calhoun is the Music School.

Page 108 Turn around again and face Sterling. Look up onto the roof. There is a miniature medieval castle built to hide the air conditioning equipment.

Take a quick look inside Sterling, to see James Gambol Rogers’ “cathedral.”

There are lovely reading rooms inside, even a courtyard. There are usually several interesting exhibits of books or printed materials from the archives. A less used courtyard has been enclosed and turned into a spectacular music library. And, of course, fifteen levels of bookstacks containing over 4 million volumes.

Leaving Sterling, cross Rose Walk, go down the steps to the Cross Campus and follow the path to the right. Head towards the cross walk. Take a sharp right and go down the stairs into Bass library. After walking through the vestibule of Bass, you will exit via a small structure on the other side of Cross Campus.

This is the elevator entrance to the Bass Library which is housed beneath the Cross Campus.

Page 109 Some architecture critics have been disappointed in Yale’s choice of architecture for the New Residential Colleges. They believe that Yale missed an opportunity to do something architecturally innovative or striking. But just consider several things: Yale has very specific types of social interactions that the Residential Colleges are designed to promote, and Yale has other places for architectural innovation. Some reside in the Art Museum end of Campus – and others in the very center of campus where this tour ends.

It is important to remember that when one goes into an art museum, or an art gallery, a key purpose of the museum is to display the art so it can be appreciated. This means that the museum’s walls and architecture cannot overshadow the art work on display. A museum’s walls must in some sense be neutral – even if they demonstrate great skill in their construction. In the same way, the abundance of Collegiate Gothic and American Colonial provide a backdrop upon which truly astonishing architecture stands out. The Rudolph Building and Kahn museums are examples. Another is the Beinecke Library, just around the corner.

Using the Campus as a curated gallery of Architecture, accentuates the buildings which are most impressive. It also contributes to the unique sense of place of the Campus – and contributes to an Architecture of Return.

There is a snack bar, though food can’t be taken inside the library itself. It is as much a student study space and hang- out as a library.

If there is not time to see Bass Library take a left. Walk the short distance to Wall Street and cross it into the Hewitt Memorial Quadrangle.

Page 110 The Hewitt Quadrangle is a plaza in the center of the Campus. It includes offices of the University President and top university administration, the largest dining facility and the largest concert hall and auditorium. Most of these were built just after 1900. The most recent building is the Beinecke Rare Book Library to your left, along with its sunken sculpture garden. The plaza is most often referred to as Beinecke Plaza. http://en.wikipedia.org/wiki/Hewitt_Quadrangle

Walk over to the sunken sculpture garden. This contains Isamu Noguchi’s sculpture “The Garden (Pyramid, Sun, and Cube). The sunken courtyard also serves as a light well for the rare book library, most of which is under this plaza. http://www.yale.edu/publicart/noguchi.html

The Beinecke itself is made out of translucent white marble. During the day, it looks like a multi-faceted sugar cube. At night it may take an orange glow from the light inside passing through the marble. Other times, the outside lights bathe the cube in white or blue (Yale’s official color). The same is true in the inside.

If it is open go inside for a look.

The books in the Beinecke are housed in a climate controlled core, as well as underground, but the light from outside streaming through the marble creates an old- world glow. For the casual visitor, there are curated displays from the collections, including a Gutenberg Bible. Sometimes university receptions are held here.

Page 111 Across from Beinecke, the relatively small building straight ahead is Woodridge Hall. It holds the key Yale administrative offices.

The large building to the left is Commons, the largest University dining facility. It is use for freshmen as well as large convocations. A lunch and dinner will be served in Commons before Assembly is over.

The large building straight ahead or to your right (and partly behind Woodridge hall) is Woolsey Hall, the largest University auditorium and home to one of the world’s largest organs. Campus-wide Friday night concerts are often held in Woolsey.

These two buildings, both on monumental scale, are connected by the Memorial Rotunda. The Rotunda is smaller and more intimate, with the names of all Yale students and alumni who have died in this country’s wars. The AYA Excellence Awards are often held in the Presidents Room on the second floor of the Rotunda.

In front of Commons colonnade, is a memorial cenotaph, honoring those Yale alumni who died in the First World War. Above the colonnade are inscribed the names of World War I battles.

Inside Commons (on left).

Inside Woolsey Hall (on right)

Page 112 Walking towards the Rotunda, notice the Calder mobile: http://www.yale.edu/publicart/calder.html though in the past other large sculpture has been located here.

Before proceeding to the next event, walk through the Rotunda and exit out the other side. This is the corner of Grove and College, and where College Street turns into Prospect Street

Across College Street is Silliman College. However, diagonally across the intersection is the beginning of the Science and Engineering Buildings, including Sterling-Sheffield-Strathcona (known as SSS). Up Prospect Street and over one or two streets to the right is the Campus area called Science Hill. It includes the Peabody Museum of archaeology and natural history, the Yale School of Management, and the Divinity School beyond. Looking up Prospect, and at the tops of the buildings, one might see wind turbines generating energy on the top of Becton Engineering Labs.

The street behind SSS is Hillhouse Avenue. Once this was the beginning of the suburbs of New Haven. Hillhouse Avenue contains a string of nineteenth century mansions that have been restored and repurposed as University administrative offices and the Yale Presidents’ residence. Both Charles Dickens and Mark Twain described Hillhouse as "the most beautiful street in America." For more on

Page 113 Hillhouse see: http://en.wikipedia.org/wiki/Hillhouse_Avenue or http://nhpt.org/index.php/site/district/hillhouse_avenue_historic_district/ .

The Grove Street Cemetery (with a gateway designed Henry Austin the architect of Dwight Hall) was long a defining boundary for Yale. It contains the remains of Yale Presidents, American Colonial Patriots and other notables. However, it has become encircled by Yale properties. The two new Residential Colleges are being built up Prospect on the other side of the Cemetery across from the Hockey Rink.

That concludes this tour of the Heart of Yale – and our series of tours of the Yale Campus. There is much more to see on Campus: magnificent buildings, amazing museums, inspiring performances of music and drama in splendid theaters and concert halls. And there is much more to see and do in New Haven, Yale’s city. There are fine restaurants of many different types, including 3 (or 4) of the best pizza restaurants in the whole United States. After all, clam pizza was invented in New Haven.

We hope that these brief tours have given you some sense of Yale’s Residential College system and how it works. Perhaps even an inkling of why it works, and how it produces loyal alumni. We hope that the tours have given some sense of how a university can have magnificent architecture, but not be overwhelmed by it. And finally, how the purpose of University architecture, is not just to showcase architects, or house offices, classrooms, and even students, but to provide a social, visual – and in the case of the carillon, even an aural – setting that will bind students to their alma mater for life.

Page 114 Architecture and University Life

YaleGALE participants are generally neither architects nor architecture critics. However they have been "aware" consumers of art and architecture, due in part to the strong and engaging Art History department at Yale. (Even many scientists and engineers take at least one art history course.) This aware consumption is also due to the many examples of fine architecture at Yale designed by world renowned architects.

In reading the materials in this section, consider the following issues: How does architecture sell a campus to prospective students? How does architecture motivate alumni to return to visit campus, recommend the university to others, or donate money to a university? Because most visual artists learn their trade in part by seeing what the masters have done, how does good architecture add to the teaching climate at an architecture school, and also sell an architecture school to prospective students?

Additional materials in this section

The Campus as a Curated Gallery of Fine Architecture: inspiring architects and developers ……………………………………………….. 116

The Architecture of Return: creating memories that drive alumni to come back and give back ….. 117

Architectural Remembrances: remembering specific spaces and buildings by YaleGALE participants 118

Page 115 The Campus as a Curated Gallery of Fine Architecture: inspiring architects and developers

Is a Campus just a group of buildings? Can an architectural “collection” serve an educational purpose?

This depends upon what a school wants to teach its students -- and how it wants to teach it to them. But consider how Robert A.M Stern has revitalized the Yale School of Architecture in the past 15 years.

Robert Stern is the Dean of the Yale School of Architecture – and has been since 1998. As an architect, he has won prizes and accolades. Many architectural critics believe that, under his leadership, the Yale School of Architecture has returned from blandness to become one of the best and most exciting architecture schools in the world. Many critics and commentators feel this way despite the fact that they dislike the buildings that Robert Stern (the architect as opposed to the educator) designs. Rather, they appreciate what he has done for the School and the students taught there: http://archpaper.com/news/articles.asp?id=3007.

Dean Stern is praised for bringing a diversity of stellar architects, with an extraordinary range of styles, to teach at Yale. These include architects such as Frank Gehry, Zaha Hadid, Greg Lynn, David Adjaye, and Peter Eisenman. He has exposed the architecture students to these extra-ordinary yet differing architects. Some have even said that Dean Stern has “curated” a faculty of star architects.

Yet a famous architect might teach at only one university at time. Nonetheless, many students on many campuses can experience that architect’s buildings, if one of the architect’s buildings is nearby.

The Curated Campus: Consider the Yale University Campus, in New Haven, Connecticut. The central part of campus, including the residential dormitorie,c are primarily neoclassical. Many are red-brick Georgian and grey-stone Collegiate Gothic. Much of that was designed by the celebrated James Gamble Rogers. But there is also Greek-revivalist among them. Buildings constructed since the 1950s take a different approach.

Interspersed are magnificent and striking modern buildings by Louis I. Kahn, Paul Rudolph, Cesar Pelli, Eero Saarinen, Gordon Bunshaft, Robert Venturi, Philip Johnson, Frank Gehry, along with others. For a map of many of these buildings, see http://www.yale.edu/architectureofyale/archtour_map.pdf. For photos and descriptions of a select number of these buildings, see http://www.yale.edu/architectureofyale/.

This curation of excellent architecture is an ongoing process, as new buildings are erected (see for example Kroon Hall https://environment.yale.edu/kroon/ or Evans Hall http://som.yale.edu/our-approach/edward- p-evans-hall/project-overview) and other buildings are lovingly restored and renovated (see for example http://www.buildings.yale.edu/past_gallery.aspx).

But Yale is not alone in this planning scheme. Consider the Campus of the California Institute of Technology (CalTech) in Pasadena, California. There is something strikingly similar about CalTech’s campus and Yale’s – despite their many differences, including their educational focus.

• CalTech is a much smaller university than Yale. (12,000 students at Yale, 2,000 at CalTech) • CalTech has a much smaller campus. (837 acres at Yale, 124 acres at CalTach) • California’s regional architecture is Spanish colonial. Yale’s is New England colonial. • California’s semi-tropical vegetation is quite different than temperate Connecticut’s.

However, both use courtyard-based residential facilities as an interesting but neutral palette from which spring surprising, delightful and carefully chosen modern buildings. This is much the way paintings are acquired and hung in a gallery space, or on a museum wall. See: http://cats.caltech.edu/tourdesc. Such a “curated” method for planning a growing campus may not suit all, but is certainly worth considering.

Page 116 The Architecture of Return: creating memories that drive alumni to come back and give back

Does distinctive Campus architecture matter to students who do not study architecture? Is there a function or purpose to university buildings besides educating students and supporting faculty (or pleasing donors)?

Certainly the primary function of a university is educating students and supporting faculty research. However, in today’s world, the importance of alumni relations is increasing. This is because the long term health of the institution is enhanced when alumni continue to support the institution, such as by

• hiring and mentoring younger alumni • recommending the institution to prospective students • raising the profile of the institution by crediting some of their success to it • donating funds to the institution

This happens when alumni remember their university fondly and with pride. This happens when alumni think of the university as their alma mater and fellow alumni as part of their family. Consequently, a campus architecture that creates a sense of family, nurtures memories of that place and those familial bonds, can contribute to the growth and sustenance of the university.

Yale has a wealth of beautiful buildings, a veritable sculpture garden of the works of some of the world’s greatest architects. It also has nurturing residential facilities, either originally designed or subsequently renovated to promote collegiality and interaction among students. The Yale Campus impacts its students directly if sometimes subconsciously. They remember those places. They want to come back to them.

What follows are recollections of Yale alumni about spaces and places at Yale. Some concern specific pieces of architecture, some concern the spaces between them, some the friendship engendered thereby. Photographs by Stuart Cohen '70.

Page 117 Architectural Remembrances – from Yale alumni with YaleGALE in Europe 2014

Paul Broholm ‘78

My favorite space at Yale was probably the Branford Courtyard, a beautiful, spacious, yet intimate courtyard that was a meeting place for young scholars, frisbee players and jugglers, and friends. It was a perfect emblem of the intent to create a safe and intimate space in the midst of one of the world’s great universities, and it succeeded wonderfully.

There are many buildings at Yale that are special for different reasons: the attention to detail in the colleges built in the 1930’s, Connecticut Hall with its connection to the Revolutionary Era, but if I were to choose one building above all others, it would be Sterling Memorial Library, built as a cathedral to knowledge and wisdom. Here, too, there are many beautiful details, but the suggestion that knowledge can inspire to great things is itself inspiring.

Stuart Cohen ‘70

My sharpest memory of physical Yale was about 3 AM one night after I returned something to someone on the other side of the campus. There were no cars and no people. I walked down the middle of what are normally busy streets, with silent buildings especially the Gothic colleges looming up on either side. It was serene, noble and very quiet. The feeling was of being in a place that is as alive as the people who occupy it, now also sleeping in anticipation of another day.

I like the hockey rink, known as the Yale Whale and designed by architect Eero Saarinen. It's a ridiculous building, with a massive swooping roofline that lifts in the center as if it housed some tall or powerful object. But it's a hockey rink. The only thing inside is the flat ice surface and seating around it. The gesture of the design has no bearing on the function of the building, but it's fun and distinctive. You'd never see such a thing where use dictates design, but at a major university you can get away with such things.

Page 118 The Old Campus is a place out of time. Such a large yard, ringed with buildings, all of them over 100 years old. It's a space designed for things to happen there, so big that almost anything can: walking, playing games, sitting in the sun, or many activities at once. The criss-cross of walkways leads you on one path or another but you don't have to stay on them. It feels safe, both a place held together by tradition and a blank canvas on which to create.

Kathy Edersheim ‘87

My favorite space at Yale is the meditation room at the (relatively new) St. Thomas More House. The room is octagonal in shape with stained glass windows and very little furniture. It is peaceful and beautiful. Although it did not exist when I was a student, the graciousness and calm of the space embody the ideals of Yale - encouraging the contemplation of new and different ideas.

My favorite architecture at Yale is the classic Harkness Tower. Harkness encloses the carillon which makes beautiful music throughout campus every evening around 5 o'clock. The Tower is the tallest structure around central campus. It looks like lace when you see the sky through the many openings of the structure. It has a grace and beauty rarely found in a stone structure. I've always loved the building and continue to enjoy it every time I see it when I'm on campus.

Tim Harkness ‘87

My favorite architectural space is the entrance to Payne Whitney Gym. Crossing the threshold into the gym was always, for me, like entering a cathedral or a cloister -- as the doors behind me closed, the building's imposing stone enforced a hushed reverence for what was about to come and shut out the world from whence I had come. For me, that was usually water polo practice. Whatever I was about to do, that imposing entrance acted as a barrier to what was outside, allowing the gym to become a true sanctuary.

My favorite architectural feature of Yale is as mundane as it is ubiquitous -- the entry way. Most college dorms have hallways, but not Yale. The entry ways facilitate interaction and community in a way that I did not grasp while there. It finally hit me when I visited Yale-NUS (the residential college recently founded in Singapore by Yale and NUS), which is recreating the idea in a high-rise. The entry way has a daily and profound effect on student life. Page 119 Oliver Janney ‘67

I was especially fond of the reading areas in Sterling Library. The deep leather chairs in nooks with bookshelves nearby created a very cozy personal space. It felt more like home than an institution.

My favorite architecture at Yale was the juxtaposition of the Gothic residential colleges built in the 1930s with the striking modern architecture of Ingalls Rink and the Beinecke Rare Books Library. Saybrook College, where I lived, offered a taste of Oxford or Cambridge with leaded glass windows and stunning courtyards. Ingalls Rink and the Beinecke Library blended comfortably with the older architecture but also stunned the first-time viewer with their bold designs and materials.

Lynn Johnson ‘61

The transition from the institutional, impersonal feeling of the spacious Old Campus Quadrangle of freshman year to the almost cozy feeling of Calhoun College, the small residential college of my sophomore, junior, and senior years was a welcome one. My two roommates and I were very fortunate to move for our senior year into a highly sought-after suite of rooms above the dining area. Our balcony, which overlooked the courtyard and afforded outdoor seating, soon became a popular gathering place, and we felt exceedingly comfortable there, perhaps even a bit regal as we presided over this coveted space.

The magnificent structures of Yale’s campus, from Harkness Tower to the Commons, were initially very intimidating to me. When I saw the campus for the very first time – which was precisely the first day of my freshman year – the whole scene was quite overwhelming. However, with the typical bravado of the young, I very soon began to take it all for granted, thinking, “Oh, of course, this is what a good college is supposed to look like!”

Jennifer Julier ‘77

My favorite space is not necessarily the most beautiful space at Yale – at least not now. It is the L&B room in Sterling Library, a sea of armchairs and sofas upholstered in green, creaky leather flanked by medieval

Page 120 study rooms with tables and chairs. The view out the windows of those study rooms is extraordinary in any season. As an undergraduate I would position myself in one of the armchairs and try to read. Too often I nodded off, or was distracted by the titles of the books on the shelves before me. (L&B houses what, by Yale standards, would be called “light reading” – novels of the present day and not-so-distant past.) In recent years poor L&B has been slated for renovation year after year, but the space has been continually usurped by other library offices in need of a home during refurbishment. Like a doughty old matron, L&B is in dire need of a makeover; but once the new chairs, better lighting and fresh carpet arrive, will it be the same welcoming haven as before?

My favorite architecture at Yale is not a building but a category: Yale’s gargoyles and other sculpted adornment around campus. Installed for the most part during the Great Depression, these embellishments provided valuable work for stonemasons and much-needed amusement for the students, faculty, staff and townsfolk who saw them take shape. It is impossible to walk around campus today and not discover a stone figure or a face that one has never noticed before. The gargoyles of Yale embody tradition, style, humor, and even mystery, and everyone has his favorite. A treasure of beauty and whimsy, Yale would not be the same without them.

Kate Philip ‘10

My favorite place on campus was the view from my junior year room in Jonathan Edwards. The room was part of a 10 person suite, and my room, which I shared with my roommate of three years, was a spacious double with a large bay window that overlooked the Yale University Art Gallery Sculpture Garden. Sitting on a perch, staring through crisscrossed metal and glass windows, observing a tranquil space of artistic reflection transported me to a less complicated time and reminded me of how lucky I was to be at Yale.

My favorite architectural feature at Yale is the Kahn Gallery. Unlike any other art gallery that I've ever encountered, it is both modern and referential. As you walk through the galleries, you will be amazed at the flow between rooms and the spaciousness that highlights each and every work, elevating it to an even higher place.

Elliott Schlang ‘56

Space should, number one, make a person feel good. At Yale, the Freshman Quadrangle [Old Campus] made me feel good when as a student I was lonesome for home, exhausted from studying, beaten down by an unexpectedly disappointing grade, jilted by a fleeting “ love” affair; even now when I visit the campus,

Page 121 the Quad fills me with happy nostalgia. For those of you unfamiliar with the Freshman Quad, it is a green park about the size of a football field surrounded on the perimeter by 8 dorms, each with its distinctive architecture, criss-cross walks, and a very old wooden fence. The symmetry, the trees, the snow in winter, the view of changingseasons, the space for outdoor sports, its use for graduation and other ceremonies, the feeling of security within it, the iron gates, its sense of history all added to the pleasure of my college years and it still makes me feel good when I visit.

By far my favorite architecture at Yale is the Harkness Bell Tower, the iconic symbol of Yale, donated so generously in the early 1900’s by the the Harkness family of Standard Oil fame with, incidentally, their family roots in Cleveland which is also my home. The Tower’s exquisite architecture, radiant symmetry, imposing heights and beauty, personification of strength, and, yes, since I am a music lover, the nostalgic sound of its melodic chimes marking the hours and quarter hours and on holidays, particularly over Christmas, the special treat of the bells beautifully sounding joyous Christmas carols—these all make it an unforgettable sight and treasure.

Vin Sharkey ‘66

My favorite space: The 1400 Club, a suite of rooms in Pierson College reserved for seniors, tucked away in an entryway serving only that suite and the Dean's office. It included a large living room with fireplace, a kitchen, a large bath and five bedrooms, large enough for seven students. Six friends and I won the lottery for the suite and spent a marvelous senior year in it, making lots of fires, eating countless pizzas, playing bridge or Hearts well into the night for months on end, and debating most of the important issues of the day. Ours was the last year of the 1400 Club; following our graduation it was converted into living space for the Dean.

My favorite structure: Woolsey Hall/Commons. Yale can be a bit overwhelming at first, but then Mother Yale welcomes all of her freshmen to dine together for a full year in that magnificent, cavernous structure known as Commons, with massive wood beams that seem to extend farther into the distance than one can see, coats of arms hanging deep into that distance, and huge wooden tables

Page 122 reminiscent of Medieval times. And right outside its doors a large circular marble foyer, engraved with the names of the thousands of Yale men who died in the service of our country from the very beginnings of our collective history. It makes you realize that Yale is a bigger place than the experiences of all of us who have been so privileged to have studied and lived there. Much bigger.

Ben Slotznick ’70, ’73 Dra

My favorite space was the Silliman attic – a place that no longer exists, having been renovated into more standard uses. When I was at Yale, it was ”found space” used as a small theater, and I watched, acted in, or designed sets and lighting for more than half-a-dozen shows. The shape and shadows of steeply pitched roof rafters, massive brick chimneys and cavernous recesses above the eaves, taught me much about designing in three-dimensions.

My favorite architecture is the Rudolph Building, a prime example of Brutalist architecture – but it always felt warm to me. Stairwells were womb-like, even cozy, but opened into large lofty open areas. I loved the many – and always interesting – transitions between varied levels and spaces.

Francesca Spiegel ’08 MA

My favourite space at Yale was on any top floor of old campus looking at the landscape of bell towers and other neo-gothic spikes from above, especially at night. They seemed to form a quad beyond the quad, it was a bit ghostly and reminded me of Jacques Brel's song "Le plat pays" with spiky gothic bell towers, blackened sandstone, and little gargoyles. I especially enjoyed it if any of the bells were ringing.

Most of the time I felt dwarfed by the imposing, outsized architecture and furnishings at Yale; I thought it oppressive. For this reason, I particularly liked the philosophy department, one of the oldest if not *the* oldest campus building. It has pleasing proportions, lots of lovely low windows, really helpfully conducive to the careful reflection needed to disentangle complex logical issues!

Anke Tietz ’11 PhD

My favorite place at Yale was the Classics Library at the 5th – the top – floor of Phelps Gate, where, as a graduate student I had my own desk, intimately hidden within a labyrinth of bookshelves. The dark, wooden floors, the portraits of renowned scholars, the old fireplace (though it wasn’t in use), the soft armchairs, the thousands of books, and the occasional whispering of fellow students created a cozy, warm, welcoming atmosphere. A few steps, through the fire escape door, and one was on the roof of Phelps, where we would sneak out to clear our heads, have a forbidden cigarette or a sip of wine, take in the view

Page 123 over Old Campus or the night sky and enjoy a feeling of freedom before we went back to our research.

As a huge hockey fan, my favorite architecture is the David S. Ingalls Rink, the hockey rink designed by Eero Saarinen in the 1950ies. Also known as the “Yale Whale”, the building with its curved, humpbacked roof resembles a whale indeed and looks incredibly cool. Having undergone various phases of renovations, Ingalls has kept its charm and character, while at the same time has all the amenities of a modern sports arena to offer that any hockey fan could dream of – cheering for the Yale hockey team was the highlight on many weekends during my time at Yale.

Katy Wells 91 JD

My favorite space is the Law School Courtyard, which is guarded on one side by the large Gothic stained glass windows of the Lilian Goldman Law Library. Since the 1930s, students, faculty, and staff have been gathering in the Courtyard to study, meet, and relax. I first entered this inviting space as a college senior on a campus visit with my father; I ended my student days there at a Courtyard graduation ceremony featuring American author, activist, and civil rights leader Coretta Scott King; and I visit during reunions as an alumna inspired by the next generation enjoying its unique brand of shade and sunlight.

My favorite architecture is the Sterling Law Building, which houses the Law School and occupies one city block. It was constructed in 1929-31, modeled on the English Inns of Court, and built in the “Collegiate Gothic style.” Amused, awed, and inspired, I enjoyed my time there as a student under the constant watch of the whimsical stone, wood and glass embellishments adorning the building - symbols of law and justice that include main characters in legal dramas, scenes of adjudication and punishment, and famous legal figures from cultures around the world (ranging from King Solomon and Confucius to Charlemagne).

Page 124 Addenda

Map of the Yale Campus 126

Invitation to Alumni Village outside the Yale Bowl on Saturday 10 – noon 132

includes form to gather alumni contact information

Sample Reunion schedules (10th Reunion of 2004 and 40th Reunion of 1974) 133 The two schedules are side by side: 1974 on left, 2004 on right. Events run by Yale and AYA (common to all reunions) show on both sides.

Page 125 sites of interest

Mead Visitor Center 149 Elm St 203.432.2300 www.yale.edu/visitor Yale Guided campus tours are conducted Mon–Fri at 10:30 am and campus map 2 pm, and Sat–Sun at 1:30 pm. No reservations are necessary, and tours are open to the public free of charge. Please call for holiday schedule. Large groups may arrange tours suited to their interests and schedules; call for information and fees.

selected athletic facilities Directions: From I-95 North or South, connect to I-91 North in New Haven. Take Exit 3 (Trumbull Street) and continue to third traªc light. Turn left onto Temple Street. At first traªc light, turn Yale Bowl right onto Grove Street. At first traªc light, turn left onto Col- 81 Central Ave lege Street. Continue two blocks on College Street to traªc light From downtown New Haven, go west on Chapel Street. Turn at Elm Street and turn left. The Visitor Center is on the left in the left on Derby Avenue (Rte. 34) and follow signs to Yale Bowl. middle of the first block, across from the New Haven Green. Completed in 1914 and regarded by many as the finest stadium in America for viewing football, the Bowl has 64,269 seats, each Yale University Art Gallery with an unobstructed view of the field. 1111 Chapel St 203.432.0600 Payne Whitney Gymnasium www.yale.edu/artgallery 70 Tower Pkwy The Art Gallery holds more than 185,000 works from ancient 203.432.1444 Egypt to the present day. Completed in 1932, Payne Whitney is one of the most elaborate Open Tue–Sat 10 am–5 pm; Thurs until 8 pm (Sept–June); indoor athletic facilities in the world. Architect John Russell Sun 1–6 pm. Free. Pope borrowed the design in part from England’s Liverpool Cathedral. Yale Center for British Art 1080 Chapel St Ingalls Rink 203.432.2800 73 Sachem St www.yale.edu/ycba 203.432.0875 The Center holds the largest collection of British art outside the Designed by Eero Saarinen, Ingalls Rink (known affectionately United Kingdom. as “The Whale”) is one of the most distinctive skating rinks in Open Tue–Sat 10 am–5 pm; Sun 12–5 pm. Free. North America. Yale Peabody Museum of Natural History Yale Field 170 Whitney Ave 250 Derby Ave; south of the Yale Bowl 203.432.5050 www.peabody.yale.edu Yale Field is the 6,000-seat stadium where Yale plays its home baseball games. The Peabody showcases a famous collection of dinosaurs, the largest turtle in the world, minerals, rocks, and more. Gilder Boathouse Open Mon–Sat 10 am–5 pm; Sun 12–5 pm. Admission charge. 280 Roosevelt Dr, Derby, CT [not shown on map] 203.734.9706 Yale University Collection of Musical Instruments 15 Hillhouse Ave Completed in 2000, this 22,400-square-foot boathouse on the 203.432.0822 Housatonic River is home to the Yale crew teams. www.yale.edu/musicalinstruments Golf Course at Yale Beinecke Rare Book and Manuscript Library 200 Conrad Dr [not shown on map] 121 Wall St 203.432.0895 203.432.2977 Four miles northwest of campus, this 18-hole championship www.library.yale.edu/beinecke facility designed by Charles Blair Macdonald in 1924 includes putting and chipping areas, a driving range, and a pro shop. Sterling Memorial Library 120 High St 203.432.2798 www.library.yale.edu 1 2 3 4

Fisher yale university campus north

Canner Street Curtis Bellamy i Visitor Center NORTH P Public parking A Cottage Street A • Building entrance divinity school Numbered buildings Marquand are street addresses institute of Chapel sacred music SDQ

Lawrence Street

Betts House Greenberg Conference Center

St. Ronan Street

Leitner Observatory Prospect Street Edwards Street

Greeley Yale B Memorial Lab Marsh Hall Farm Edwards Street B

Farnam Gardens Pierson-Sage Garage Bishop Street Marsh Botanic Gardens Wright Lab EAL Hillside Place Class of Chemistry Humphrey Street Munson Street Research Building Wright Lab West to Science Park Kline Lab Chemistry

Bass Center Sterling Lab Chemistry Gibbs Labs Whitney Kline Avenue Biology Garage C Tower C Woodland Street Sloane Physics Lab Kline Geology Lab Prospect- Sage Sachem Whitney Avenue Hall Garage school of forestry & environmental studies Peabody Kroon Museum Compton Street Hall Class of Environmental Prospect Street Science Center Osborn Ingalls Labs Manseld Street Rink

Webster Street Evans Horchow Sachem Street Hall Hall Watson Winchester Avenue Center

Founders Lincoln Street Hall Hall Steinbach Bradley Street D school of President’s D management House Mudd Donaldson Library Commons

Rosenkranz Lock Street Undergrad Yale Health Hall Bristol Street Garage Admissions Center (opening Prospect Place Luce Rose August ) Hall Allwin Hall Center Prospect Lock Street (Yale Place Police) from I- (Exit ) Canal Street P

Hillhouse Avenue

Trumbull Street -

Malone GROVE STREET Health Center Services Helen Undergraduate CEMETERY Hadley International Career Services Hall Center and IEFP Watson Hall Leet Oliver Audubon Street

Becton E Center Dunham Mason Whitney Avenue E Davies Lab Lab Lake Place AudubonCourt P Prospect Street

school of engineeringStreet Temple Garage Ashmun Street & applied science Lanman Center Tower Pkwy Kirtland Warner Rosenfeld Grove House Whitney P York Square Place Hall Street SSS Grove Square Garage

Payne Grove Street Whitney Centralwer Gym Po Plant law school Commons Memorial Hall 1 2 3 4 graduate HEWITT Timothy Woolsey Dwight Hall Silliman school Sterling QUAD Student Financial f Law Beinecke Services Morse Hall o Building Library Tower Parkway Ray Tompkins Graduate Woodbridge Studies Hall House Wall Street

Ezra Stoeckel - Stiles Sprague Hall Slifka Hall Center Music Berkeley Library Bass WLH Yale school Bookstore O BroadwayTheater Sterling LibraryCROSS of music Broadway Broadway MemorialLibrary Whalley Avenue CAMPUS Yale Leigh Press Hall Visitor Hendrie New Haven

Center Free Public

Orange Street York Street

Temple Street

Hall Church Street Trumbull Berkeley Calhoun Library Elm Street Elm Street Yale Station - Post Oce Durfee Battell Arnold Chapel Hall Lanman- Farnam Saybrook Wright St. Thomas More Chapel OLDCAMPUS NEWHAVEN New Haven City Hall Davenport Harkness Lawrance Tower GREEN Golden Rose Alumni Center Pierson Dwight Branford Hall Lynwood Place Phelps University Theatre Howe Street school Welch Jonathan Linsly- Edgewood Avenue of drama Edwards McClellan Chittenden Afro- Hall GPSCY Connecticut American Loria Cultural Sculpture Bingham Center Center Garden Street Art Hall Vanderbilt RudolphHall Gallery school of Chapel Street The Studyarchitecture Howe at Yale Street Yale Repertory Garage Chapel Street Center for Theatre British Art Chapel- to Yale Athletic Fields Green York Omni Hall Garage New Haven school Shubert Hotel at Yale of art Theater Latino Cultural Center Crown - Street Asian American/ Garage Native American Cultural Center Crown Street

York Street

High Street

Park Street

Church Street Orange Street

Temple Street College Street Temple Street New Haven Garage Hotel George Street Temple Medical Center Garage

North Frontage Road

Howe Street Air Rights from I- & I- Parking Facility

South Frontage Road

LEPH Yale-New Haven ESH NIHB South Street Church Connecticut Smilow Hospital: Mental Health ICDU school of Cancer East Pavilion CSC College Church Center South Howard Avenue Hospital public health Place Lafayette Street

SPPC Park Street York Street Harkness Medical Hospital: Auditorium Library SPP College Street Children’s South NSB Hospital: Pavilion Sterling Hall West Pavilion Cancer Congress Avenue Center of Medicine Pierce Hunter WWW school of Sylvan Avenue Boyer Laboratory Gold Street LMP medicine Liberty Street BB LLCI Hope Congress Vernon Street CB Place MRC/ FMP TE BML PET Amistad Street Cedar Street Yale-New Haven Dana TMP Clinic FMB Lauder Psychiatric Primary Hospital Yale Care Ctr Anlyan school of Physicians Center Building nursing Howard Ave. LSOG Church Garage Street South Ward Street Washington Avenue

Amistad Street Davenport Avenue Gilbert Street Garage & Fisher

Canner Street Curtis Bellamy

Cottage Street divinity school Marquand institute of Chapel sacred music SDQ

Lawrence Street

Betts House Greenberg Conference Center

t RonanSt. Street

Leitner Observatory Prospect Street Edwards Street

Greeley Yale Memorial Lab Marsh Hall Farm Edwards Street

Bass Center Sterling Lab Chemistry Gibbs Labs Whitney Avenue Kline Biology Garage Tower Woodland Street Sloane Physics Lab Kline Geology Lab Prospect- Sage Sachem Whitney Avenue Hall Garage school of forestry & environmental studies Peabody Kroon Museum Compton Street Hall Class of Environmental Prospect Street Science Center Osborn Ingalls Labs Manseld Street Rink

Webster Street Evans Horchow Sachem Street Hall Hall Watson Winchester Avenue Center

Founders Lincoln Street Hall Hall Steinbach Bradley Street school of President’s management House Mudd Donaldson Library Commons

Hillhouse Avenue

Trumbull Street -

Malone GROVESTREET Health Center Services Helen Undergraduate CEMETERY Hadley International Career Services Hall Center and IEFP Watson Hall Leet Oliver Audubon Street

Becton Center Dunham Mason Whitney Avenue Davies Lab Lab Lake Place AudubonCourt Prospect Street

school of engineering Street Temple yale university campus south and medicalGarage center Ashmun Street & applied science Lanman Center Tower Pkwy Kirtland Warner Rosenfeld Grove 1 2 3 House Whitney 4 York Square Place Hall Street SSS Grove Square Garage yne Pa Grove Street Whitney Central Gym Power Plant law school Commons Memorial Hall

graduate HEWITT Timothy Woolsey Dwight Hall Silliman school Sterling QUAD Student Financial f Law Beinecke Services F Morse Hall o Building Library F Tower Parkway Ray Tompkins Graduate Woodbridge Studies Hall House Wall Street

Ezra Stoeckel - Stiles Sprague Hall Slifka Hall Center Music Berkeley Library Bass WLH Yale school Bookstore O BroadwayTheater Sterling LibraryCROSS of music Broadway Broadway MemorialLibrary Whalley Avenue P CAMPUS Yale Leigh Press Hall Visitor Hendrie New Haven

Center Free Public

Orange Street York Street

Temple Street

Hall Church Street Trumbull Berkeley Calhoun Library i Elm Street Elm Street Yale Station - Post Oce Durfee Battell Arnold Chapel Hall Lanman- Farnam Saybrook Wright St. Thomas More Chapel OLD CAMPUS NEW HAVEN New Haven City Hall Davenport Harkness Lawrance G Tower GREEN G Golden Rose Alumni Center Pierson Dwight Branford Hall Lynwood Place Phelps University Theatre Howe Street school Welch Jonathan Linsly- Edgewood Avenue of drama Edwards McClellan Chittenden Afro- Hall GPSCY Connecticut American Loria Cultural Sculpture Bingham Center Center Garden Street Art Hall Vanderbilt RudolphHall Gallery school of Chapel Street The Studyarchitecture Howe at Yale Street Yale Repertory Garage Chapel Street Center for Theatre P British Art Chapel- to Yale Athletic Fields Green York Omni Hall Garage New Haven school P Shubert Hotel at Yale of art Theater Latino Cultural H Center Crown P H - Street Asian American/ Garage Native American Cultural Center Crown Street

P York Street

High Street

Park Street

Church Street Orange Street

Temple Street College Street Temple Street New Haven Garage Hotel George Street Temple Medical Center Garage P

North Frontage Road

Howe Street P Air Rights from I- & I- I Parking Facility I South Frontage Road

LEPH Yale-New Haven ESH NIHB Church Street South Connecticut Smilow Hospital: Mental Health ICDU school of Cancer East Pavilion CSC College Church Center South Howard Avenue Hospital public health Place Lafayette Street

SPPC Park Street York Street Harkness Medical Hospital: Auditorium Library SPP College Street Children’s South NSB Hospital: Pavilion Sterling Hall West Pavilion Cancer Congress Avenue Center of Medicine Pierce Hunter WWW school of Sylvan Avenue Boyer Laboratory Gold Street LMP medicine Liberty Street BB LLCI Hope Congress Vernon Street CB Place MRC/ FMP TE BML PET Amistad Street Cedar Street Yale-New Haven Dana TMP Clinic FMB Lauder Psychiatric Primary Hospital Yale Care Ctr Anlyan school of J Physicians Center J Building nursing Howard Ave. LSOG Church Garage Street South Ward Street P Washington Avenue P Amistad Street Davenport Avenue Gilbert Street Garage &

1 2 3 4 1 2 3 4

yale university west campus

Frontage Road

Keycard Morgan Lane Entrance K Morgan Ln K

NORTH

W-A

P W-A

L W-B L

W-B He ernan Drive

P W-B I- N & S W-B

W-B

W-B W-C W-B

WEST HAVEN

ORANGE W-B Keycard P Entrance Heernan Dr

M M Delivery Entrance Callegari Drive Heernan Dr

W-C W-C P W-C EXIT South- bound

N N

W-D Main PP Entrance 137 Frontage Rd

W-D P

Frontage Road W-D

W-D

W-E Child Care P Center W-E

O Marsh Hill Road O

EXIT North- bound

1 2 3 4 selected yale buildings and addresses

Allwin Hall D3 Drama, School of G2 International Center for Yale Mudd Library D2 Stoeckel Hall F3 31 Hillhouse Ave Students and Scholars E4 38 Mansfield St 469 College St Dunham Laboratory E3 421 Temple St Anlyan Center J2/3 10 Hillhouse Ave Music, School of F3 Street Hall G2 300 Cedar St Jonathan Edwards College G2 1071 Chapel St Durfee Hall G3 68 High St Nathan Smith Building I2 Architecture, School of G2 198 Elm St 333 Cedar St Timothy Dwight College F4 Kirtland Hall E3 345 Temple St Arnold Hall G1 Dwight Hall and Memorial 2 Hillhouse Ave New Haven and State Affairs 304 Elm St Chapel G2 Office E4 Tompkins East J2 67 High St Kline Biology Tower C3 433 Temple St 789 Howard Ave Art, School of H1/2 219 Prospect St 32–36 Edgewood Avenue G1 Nursing, School of J4 Tompkins Memorial Pavilion J2 Bass Center C 2/3 Kline Chemistry Laboratory C 2 789 Howard Ave 266 Whitney Ave Engineering & Applied Science, 255 Prospect St Osborn Memorial School of E3 Laboratories D2/3 100 Tower Parkway E1/2 F2 Bass Library Kline Geology Laboratory C3 165 Prospect St 110 Wall St Evans Hall D3 210 Whitney Ave Trumbull College F2 56 Hillhouse Ave Payne Whitney Gymnasium F1 241 Elm St G3 Battell Chapel Kroon Hall C2 70 Tower Pkwy 400 College St Ezra Stiles College F1 195 Prospect St Undergraduate Admissions D3 302 York St Peabody Museum of Natural 38 Hillhouse Ave Becton Center E3 Laboratory for Medicine and History C3 15 Prospect St University Theatre G2 Farnam Hall G3 Pediatrics J2 170 Whitney Ave 380 College St 222 York St Beinecke Rare Book and 15 York St P.E.T. Center J2 F2 Vanderbilt Hall G3 Manuscript Library Farnam Memorial Building J2 Laboratory for Surgery, Obstetrics, 801 Howard Ave 1035 Chapel St 121 Wall St 310 Cedar St and Gynecology J2 Phelps Hall G3 F2 375 Congress Ave Visitor Center F3 i Berkeley College Fitkin Memorial Pavilion J2 344 College St i 149 Elm St 205 Elm St 789 Howard Ave Laboratory of Epidemiology and Pierson College G1 B2 Public Health I3 Warner House E3 Betts House Forestry & Environmental Studies, 261 Park St 393 Prospect St School of C 2 60 College St 1 Hillhouse Ave President’s House D3 G3 Lanman Center E1 Watson Center D3 Bingham Hall Founders Hall D2 43 Hillhouse Ave 300 College St 135 Prospect St 70 Tower Pkwy 60 Sachem St Primary Care Center J2 J2 Lanman-Wright Hall G2 Watson Hall E3 Boardman Building Gibbs Laboratories C3 789 Howard Ave 330 Cedar St 260 Whitney Ave 206 Elm St 51 Prospect St Public Health, School of I3 Boyer Center J3 Graduate School of Arts and Lauder Hall J2 Welch Hall G3 295 Congress Ave Sciences F2 310 Cedar St Ray Tompkins House F1 330 College St 20 Tower Pkwy Brady Memorial Laboratory J2 Greeley Memorial Laboratory B1 Law School F2 Whitney Grove Square E4 310 Cedar St 2 Whitney Ave 370 Prospect St Lawrance Hall G3 Rose Alumni House G2 232 York St Branford College G2 Green Hall H1/2 358 College St Whitney Humanities Center F4 74 High St 53 Wall St 1156 Chapel St Leet Oliver Memorial Hall E3 Rose Center E1 101 Ashmun St Calhoun College F3 Greenberg Conference Center B2 12 Hillhouse Ave Winchester Building J2 189 Elm St 25 York St 391 Prospect St Leigh Hall F3 Rosenfeld Hall E4 109–111 Grove St 100 Church Street South J4 Hall of Graduate Studies F2 435 College St Woodbridge Hall F3 105 Wall St 320 York St Leitner Observatory Rosenkranz Hall D3 Class of 1954 Chemistry 115 Prospect St Research Building B2 Harkness Hall and Planetarium B2 Woolsey Hall F3 275 Prospect St (Central Campus) F3 355 Prospect St Rudolph Hall G2 500 College St 100 Wall St 180 York St Class of 1954 Environmental Linsly-Chittenden Hall G2 Wright Laboratory B3 Science Center D3 Harkness Memorial Auditorium 63 High St Sacred Music, Institute of A1 272 Whitney Ave 21 Sachem St (Sterling Hall of Medicine) I2 Lippard Laboratory J2 Sage Hall C 2 Wright Laboratory West B/C3 333 Cedar St Clinic Building J2 15 York St 205 Prospect St 268 Whitney Ave 789 Howard Ave Harkness Memorial Hall Loria Center G2 Saybrook College G2 Yale Bookstore F1 (Medical Center) I2 Collection of Musical 190 York St 242 Elm St 77 Broadway 367 Cedar St Instruments E3 Luce Hall D3 Sheffield-Sterling-Strathcona Yale Bowl X/Y2 15 Hillhouse Ave Harkness Tower G2 34 Hillhouse Ave Hall E3 81 Central Ave 74 High St I3 1 Prospect St College Place Magnetic Resonance Center J2 Yale Cabaret G1 37–55 College St Harris Building I2 789 Howard Ave Silliman College F3 217 Park St 230 South Frontage Rd F3 505 College St Commons Malone Center E3 Yale Center for British Art H2 168 Grove St Health Services Center E3 55 Prospect St Sloane Physics Laboratory C 2 1080 Chapel St 17 Hillhouse Ave Congress Place J3 217 Prospect St after July 2010: 55 Lock St D2 Management, School of D2/3 Yale Physicians Building J2 301 Cedar St Sprague Memorial Hall F3 800 Howard Ave Helen Hadley Hall E3 Marquand Chapel (Sterling Connecticut Hall G3 470 College St 420 Temple St Divinity Quadrangle) A2 Yale Press F3 1017 Chapel St 409 Prospect St Steinbach Hall D3 302 Temple St Hendrie Hall F3 Dana Clinic Building J2 52 Hillhouse Ave 165 Elm St Marsh Hall B1 Yale Repertory Theatre H2 789 Howard Ave 360 Prospect St Sterling Chemistry Laboratory C 2 1120 Chapel St Hope Memorial Building J2/3 Davenport College G2 225 Prospect St 315 Cedar St Mason Laboratory E3 Yale Sustainable Food Project 248 York St 9 Hillhouse Ave Sterling Divinity Quadrangle A1/2 Farm B2 Horchow Hall D3 Davies Auditorium 409 Prospect St Edwards St 55 Hillhouse Ave McClellan Hall G3 (Becton Center) E3 1037 Chapel St Sterling Hall of Medicine I/J2 Yale University Art Gallery G2 15 Prospect St Hunter Building J2 333 Cedar St 1111 Chapel St 15 York St Medicine, School of I/J2 Divinity School A1/2 Sterling Law Building F2 Yale West Campus K/O Ingalls Rink D2 Morse College F1 D2 127 Wall St Donaldson Commons 73 Sachem St 304 York St 15 Mansfield St Sterling Memorial Library F2 Institution for Social and Policy Morse Recital Hall 120 High St Studies E3 (Sprague Hall) F3 77 Prospect St 470 College St yale university athletic fields

1 2 3

Westwood Road

Alden Avenue Oliver Road to Golf Course at Yale miles West Rock Ave Edgewood Park

Cleveland Road Yale Avenue Yale

X Chapel Street X NORTH Field F Field D Gate F North

Field D Special Gate A UPPER FIELDS Gate E

DeWitt Yale Family Bowl Field Avenue Central Field E Johnson Anthony Field Thompson Kenney Field Center & Gate D Jensen Plaza Service Road Field D South

Yale Gate B Armory

Reese Gate C Stadium Field C- Y Y Field C- Field B Special Coxe Connecticut Field C Cage Tennis Tennis Center Special Courts LOWER FIELDS Smilow Field Center & Lapham Field House West River Field B Cullman-Heyman Tennis Center

Field C- Avenue Yale Walter Camp Gate Derby Avenue to I- & I- to Route

Weight Throw Area Yale Field

DEWITT CUYLER COMPLEX Clinton Burnat- Grass

Track Frank Tickets to Varsity Games Field High Memorial Z Jump Z 203.432.1400

Field Y The Ray Tompkins House, next to Payne Whitney Field X

Gymnasium, houses the Athletics Department Marginal Drive ticket office. Mazzuto Field

© 2010 Yale University • Maps not to scale Yale campus map AYA Alumni Village Meet your classmates and Yale friends before the game! YALE VS PRINCETON Saturday, November 15, 2014 10:00 am - 12:30 pm • FREE for all Yale alumni • Located within Hospitality Village; adjacent to the Yale Bowl • Refreshments – quantities limited so come early! • Children’s activities • For admission to the AYA Alumni Village, complete the form below and bring it with you.

*Athletics Pre-Game Lunch – A lunch buffet is also available in the Bulldog Tent (also in Hospi- tality Village). Go to http://www.bulldoghospitality.com/ or call (203)650-2738 or for more information. *Game Day Information: Advance purchase of Tickets and Parking Passes are required prior to the game. Call the Ticket Ofﬁ ce at (203) 432-1400 or visit the Ticket Ofﬁ ce Website at: https:// athletics.ticketing.yale.edu * Get your Yale gear before the game! Visit Yale’s Official Licensing Web site at: http://www.insigniagoods.yale.edu *Co-Sponsored by the Association of Yale Alumni - www.aya.yale.edu and the Yale Bookstore. Visit the Bookstore’s new website at: yalebookstore.com *Questions - Call (203) 432-0158 ------Admission Form

Please complete the information below and bring this form with you. Name Yale Afﬁ liation Phone # of Guests

E-mail Sample AYA Reunion Schedules from Spring 2014 45th Reunion of the Yale Class of 1969 10th Reunion of the Yale Class of 2004

Overview The schedules for these two reunions are placed side by side so that they can be compared. Class of 1969 is on the left. Class of 2004 is on the Right. Programming provided by Yale/AYA for all reunion attendees is the same in both columns. Details of common programming are provided after the separate schedules.

Class specific programming is decided by each Class and organized by that Class. Often, younger classes have less free time to travel to a reunion, less free time to volunteer to organize a reunion, and less disposable income to pay for reunion events. Consequently, younger classes may have less elaborate reunions, as in these examples.

Both of these reunions were held on the same weekend, along with reunions for five other Classes. The previous weekend six other Classes held reunions. Classes were grouped, so that families with children would have reunions on the first weekend. There was additional programming for families and children on the first weekend, called Camp Bulldog.

Page 133 1969 45th Reunion Schedule 2004 10th Reunion Schedule 1969 Reunion Headquarters Open 2004 Reunion Headquarters

Campus rooms available. Opens Reunion headquarters opens on Old Campus. Campus rooms available. Headquarters will be open as follows:

Thursday, May 29, 1:00 PM - 11:00 PM Timothy Dwight College - 345 Temple Street Time to Write That Book Thursday: 1 pm - midnight In this panel organized by John O'Leary and J.P. Jordan, authors from the class (Barney Brawer, Dennis Nils Drogseth, Friday: 7 am - midnight Thomas Hine and Michael Medved) will discuss 1) how to get a Saturday: 7 am - midnight book out of you (including tips on "opening the spigot," carving out time to write, and knowing when it's done) and 2) how to Sunday: 7 am - 2 pm get it published (either through traditional channels of agent- Thursday, May 29, 1:00 PM - Sunday, June 1, 2:00 PM to-publisher or through the many self-publishing options.) The "book" can run the gamut from a memoir for your friends and family, to the next great novel you were born to write, to the professional trade book you've been putting off forever.

Thursday, May 29, 3:00 PM - 4:00 PM Whitney Humanities Center - 53 Wall Street Room: Auditorium Doing Well by Doing Good

George Atwood of Yale's Planned Giving office will offer strategies to leverage your charitable intentions and reduce your taxes, increase your income and diversify your assets. Included will be an overview of split interest gifts, bequest strategies and planning ideas which can make a difference in an increasingly complex tax environment.

Thursday, May 29, 4:15 PM - 5:15 PM Timothy Dwight College - 345 Temple Street Room: Library Welcome Cocktails in the Courtyard Thursday, May 29, 5:30 PM - 6:30 PM Timothy Dwight College - 345 Temple Street Room: Courtyard Welcome Dinner in the Courtyard Thursday, May 29, 6:30 PM - 8:30 PM Timothy Dwight College - 345 Temple Street Afterglow in the Courtyard Thursday, May 29, 8:30 PM - 11:00 PM Timothy Dwight College - 345 Temple Street

Page 134 1969 45th Reunion Schedule 2004 10th Reunion Schedule Meet Me at Mory's! Meet Me at Mory's!

Plan to meet your friends at Mory’s, the place to be Thursday Plan to meet your friends at Mory’s, the place to be Thursday night as the doors are thrown open to all returning alumni! night as the doors are thrown open to all returning alumni! Complimentary food, impromptu singing and camaraderie Complimentary food, impromptu singing and camaraderie from 9 pm to midnight. from 9 pm to midnight.

Thursday, May 29, 9:00 PM - Friday, May 30, 12:00 AM Thursday, May 29, 9:00 PM - Friday, May 30, 12:00 AM Mory's - 306 York Mory's - 306 York

Full Continental Breakfast in the Courtyard Friday, May 30, 7:00 AM - 9:00 AM Timothy Dwight College - 345 Temple Street

AYA Faculty Lectures AYA Faculty Lectures

Rows of empty seats in classrooms across Yale await your Rows of empty seats in classrooms across Yale await your arrival for our many lectures during the weekend. This arrival for our many lectures during the weekend. This morning, enjoy the best of Yale teaching today as Robert A.M. morning, enjoy the best of Yale teaching today as Robert A.M. Stern, Akhil Amar, Paul Bracken and Laurie Santos lecture on Stern, Akhil Amar, Paul Bracken and Laurie Santos lecture on their current work. Click here for details. their current work. Click here for details. Friday, May 30, 9:00 AM - 12:00 PM Friday, May 30, 9:00 AM - 12:00 PM

"Best of Bistro" Lunch in the Courtyard Friday, May 30, 12:00 PM - 1:30 PM Timothy Dwight College - 345 Temple Street

Page 135

1969 45th Reunion Schedule 2004 10th Reunion Schedule The Stages of Life

Dr. Robert Waldinger, Massachusetts General and Harvard Psychiatrist, oversees the longest study of adult life ever conducted. This 75-year ongoing work identifies the factors that lead to adult health and happiness, and provides the scientific foundation and understanding of the early life choices that lead to increased well being in late life. Friday, May 30, 1:45 PM - 2:45 PM Whitney Humanities Center - 53 Wall Street Room: Auditorium Senior Year: Are You Ready for the Final Exam?

Each of us can learn from classmates what makes a life well lived. During this session, which has become a '69 reunion tradition, Dan Siever and Lang Wheeler will lead us in sharing and comparing experiences, asking questions, proposing answers, and making an attempt to find out what matters now, and what will matter in our futures. Friday, May 30, 3:00 PM - 4:00 PM Whitney Humanities Center - 53 Wall Street Room: Auditorium 1969 The Future of Planet Earth and Renewable Energy

In this session we will hear two talks:The first is "The Future of Planet Earth," in which geologist Skip Hobbs '69 will discuss how the earth’s biosphere is transforming; the importance of sustainability in natural resource extraction; climate change and the human factor; and what we can and must do as responsible citizens to deal with and mitigate these changes. The second, "The Renewable Energy Revolution is Underway," is a survey by Tom Emmons '69 of leading renewable energy technologies (solar, wind, and biofuels) and a status report on the increasing integration of renewable energy into the economy.

Friday, May 30, 4:15 PM - 5:15 PM Whitney Humanities Center - 53 Wall Street Room: Auditorium

Page 136

1969 45th Reunion Schedule 2004 10th Reunion Schedule University Welcome Reception University Welcome Reception

The evening begins with a reception for all classes. Enjoy wine The evening begins with a reception for all classes. Enjoy wine and cheese in a beautiful and historic Yale setting with alumni and cheese in a beautiful and historic Yale setting with alumni from many generations. from many generations.

Friday, May 30, 4:30 PM - 6:30 PM Friday, May 30, 4:30 PM - 6:30 PM Cross Campus - On College between Elm & Wall Cross Campus - On College between Elm & Wall Calhoun College Reception Calhoun College Reception

Master Jonathan Holloway welcomes Calhoun alumni from all Master Jonathan Holloway welcomes Calhoun alumni from all reunion classes to a cocktail reception in the college. reunion classes to a cocktail reception in the college.

Friday, May 30, 6:00 PM - 7:00 PM Friday, May 30, 6:00 PM - 7:00 PM Calhoun College - 189 Elm Street Calhoun College - 189 Elm Street Room: Master's House Room: Master's House Cocktails in the Courtyard Happy (Happiest!) Hour

Friday, May 30, 6:00 PM - 7:00 PM Come back to Old Campus to reconnect with your classmates at Timothy Dwight College - 345 Temple Street our first official class reunion event. Although we may not look the same as when we lived there, we still know how to get the party started. Friday, May 30, 6:30 PM - 7:30 PM Old Campus - 67 High Street Room: Courtyard "American Bounty" Dinner in the First Supper: Southwest Style Courtyard Whether you leisurely arrive on Friday morning or scramble to Friday, May 30, 7:00 PM - 9:00 PM New Haven after work Friday night, we invite you to join us for Timothy Dwight College - 345 Temple Street dinner on Old Campus for the first official night of our reunion. Afterglow in the Courtyard Our chefs will be preparing tastes from the great Southwest. Friday, May 30, 9:00 PM - Saturday, May 31, 12:00 AM Friday, May 30, 7:30 PM - 9:30 PM Timothy Dwight College - 345 Temple Street Old Campus - 67 High Street in the Courtyard

Page 137

1969 45th Reunion Schedule 2004 10th Reunion Schedule Post Supper: Cocktail Style

Couldn't join us for dinner on Friday night? Come to Old Campus after dinner to enjoy a casual reception with the rest of the class. No pressure - we just want to see you sooner rather than later.

Friday, May 30, 9:30 PM - Saturday, May 31, 1:00 AM Old Campus - 67 High Street Room: Courtyard Full Continental Breakfast in the

Courtyard

Saturday, May 31, 7:00 AM - 9:00 AM Timothy Dwight College - 345 Temple Street

Morning Yoga Morning Yoga

Start your Saturday morning (weather permitting) with some Start your Saturday morning (weather permitting) with some gentle stretching and breathing exercises, and get your body gentle stretching and breathing exercises, and get your body feeling "yoga good" for a busy day of reunion activities! This is a feeling "yoga good" for a busy day of reunion activities! This is a mixed-level class featuring modifications for all levels of ability, mixed-level class featuring modifications for all levels of ability, so whether you have been practicing for years or have never so whether you have been practicing for years or have never touched a yoga mat, everyone can have an enjoyable experience touched a yoga mat, everyone can have an enjoyable experience in this class. Please wear comfortable, loose-fitting clothing. No in this class. Please wear comfortable, loose-fitting clothing. No previous yoga experience necessary; children and all ages previous yoga experience necessary; children and all ages welcome. welcome.

Saturday, May 31, 7:30 AM - 8:30 AM Saturday, May 31, 7:30 AM - 8:30 AM Old Campus - 67 High Street Old Campus - 67 High Street 1969 Yoga Saturday, May 31, 7:30 AM - 8:30 AM Timothy Dwight College - 345 Temple Street Room: Buttery Morse College Open House and Morse College Open House and Tours Tours

Stop by newly-renovated Morse College Stop by newly-renovated Morse College during our open house; tours will start during our open house; tours will start every 15 minutes. every 15 minutes.

Saturday, May 31, 8:30 AM - 10:00 AM Saturday, May 31, 8:30 AM - 10:00 AM Morse College - 302 York St. Morse College - 302 York St. Room: Courtyard Room: Courtyard

Page 138 1969 45th Reunion Schedule 2004 10th Reunion Schedule Morning at Yale Morning at Yale

Here's your chance to enjoy again the extraordinary Here's your chance to enjoy again the extraordinary opportunities available at Yale! There are two "course times," 9 opportunities available at Yale! There are two "course times," 9 am and 10:30 am. Learn or do something wonderful this am and 10:30 am. Learn or do something wonderful this morning! Click here for full descriptions of lectures and tours. morning! Click here for full descriptions of lectures and tours. Saturday, May 31, 9:00 AM - 11:30 AM Saturday, May 31, 9:00 AM - 11:30 AM

"Spring Into Summer" Lunch in Lunch with the Prez the Courtyard Bring yourself. Bring your reunion companions. And join us Saturday, May 31, 12:00 PM - 1:30 PM and President Salovey for lunch on Old Campus. That's right - Timothy Dwight College - 345 Temple Street our Prez will be with us to enjoy pulled pork sandwiches, sweet potatoes and many other BBQ delicacies.

Saturday, May 31, 12:00 PM - 1:30 PM Old Campus - 67 High Street Room: Courtyard The Road Less Traveled

With apologies to Robert Frost, Ralph Swanson will moderate a Money Can't Buy You Love But It panel consisting of David Roe, who has for more than 35 years Could Come In Handy: A run the West Coast office of the Environmental Defense Fund; discussion of early-career Ken Brown, who started with a Fortune 100 company and then financial planning took the leap into the wonderful world of the "startup;" Dick MacKay, a physician whose career in public service has taken Maybe you're still trying to figure out how to budget your first him to a Navajo Reservation in Arizona, Nairobi, Kenya, and few years after finishing law school/med school/that stint you Manhattan, where he is head of the HIV/AIDS clinic at Mt. did bartending in the Czech Republic; maybe you're changing Sinai; and Stewart Palmer, who left Yale to serve in Vietnam, jobs or going back to school and need a little advice about how and after a successful career in computer technology came back to do that while ALSO starting a retirement account (IRA? Roth to campus as a member of the Class of 2014. IRA? twin mattress?); or maybe you just want a guided tour of long-term financial planning's many acronyms and rules of Saturday, May 31, 1:30 PM - 2:30 PM thumb, so that you can eventually buy that adorable little Whitney Humanities Center - 53 Wall Street townhouse you've been ogling. Get answers, and learn to save Room: Auditorium your dollah dollah bills, y'all. This session will be led by Steve Ukraine in Crisis: An Insider's Blum '74, a CPA and investment banker who now works at the AYA, who has spent the last two years doing these sessions Viewpoint around Yale and around the country. Classmate George Chopivsky will offer his comments. Saturday, May 31, 1:30 PM - 2:30 PM Saturday, May 31, 2:40 PM - 3:10 PM Sheffield-Sterling-Strathcona Hall - 1 Prospect Street Whitney Humanities Center - 53 Wall Street Room: 114 Room: Auditorium

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1969 45th Reunion Schedule 2004 10th Reunion Schedule LGBT Alumni Association LGBT Alumni Association

Please join us for a reception as we Please join us for a reception as we talk to students and faculty about the talk to students and faculty about the current affairs of the LGBT campus current affairs of the LGBT campus community. (www.yalegala.org) community. (www.yalegala.org)

Saturday, May 31, 3:00 PM - 5:00 PM Saturday, May 31, 3:00 PM - 5:00 PM New Residence Hall (Swing Dorm) - New Residence Hall (Swing Dorm) - 10 Tower Parkway 10 Tower Parkway

Dean Rodney Cohen of the Afro-American Cultural Center Dean Rodney Cohen of the Afro-American Cultural Center invites ALL alumni and guests to our annual reception. Meet invites ALL alumni and guests to our annual reception. Meet current House staff, talk with students about their experiences current House staff, talk with students about their experiences at Yale, catch up with old friends, and hear updates about the at Yale, catch up with old friends, and hear updates about the planning for the 45th Celebration of The House. For more info planning for the 45th Celebration of The House. For more info e-mail Rodney Cohen at [email protected] or Nicholas e-mail Rodney Cohen at [email protected] or Nicholas Roman Lewis ’93 at [email protected]. We look forward Roman Lewis ’93 at [email protected]. We look forward to seeing you at the House! (www.yale.edu/afam) to seeing you at the House! (www.yale.edu/afam)

Saturday, May 31, 3:00 PM - 6:00 PM Saturday, May 31, 3:00 PM - 6:00 PM Afro-American Cultural Center - 211 Park St. Afro-American Cultural Center - 211 Park St. Asian American Cultural Center Asian American Cultural Center (AACC) & La Casa Cultural Joint (AACC) & La Casa Cultural Joint Reception Reception

Alumni and guests are invited to hear more about the Yale Alumni and guests are invited to hear more about the Yale Latino Alumni Association (www.yalelatinos.org) and AAAYA, Latino Alumni Association (www.yalelatinos.org) and AAAYA, the Association of Asian American Yale Alumni the Association of Asian American Yale Alumni (www.aaaya.org), including updates and highlights of the (www.aaaya.org), including updates and highlights of the Spring 2014 Yale Asian Alumni Reunion on campus. We look Spring 2014 Yale Asian Alumni Reunion on campus. We look forward to seeing all alumni at this reunion gathering! forward to seeing all alumni at this reunion gathering! Saturday, May 31, 3:00 PM - 4:30 PM Saturday, May 31, 3:00 PM - 4:30 PM La Casa Cultural - 301 Crown St. La Casa Cultural - 301 Crown St.

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1969 45th Reunion Schedule 2004 10th Reunion Schedule Government: Gridlock and Pen and iPad: What's it like being Governance a Successful Writer in this New

Congressional classmate Yarmuth will join former Executive Age? appointees, Goldberg (former IRS Commissioner) and Hundt Come listen to a panel of your successful (witty and charming) (former FCC Commissioner) to discuss the state of government classmates who have developed their careers as writers, at every level. his interactive presentation will allow the including Burt Helm, Max Chafkin, Katherine Hill, Helen audience to ask the professionals, and offer their own proposed Phillips, Joshua Foer and Liz Meriwhether. They will share solutions to effective governing beyond gridlock, focusing upon their personal stories of how they got to where they are and issues like tax reform, infrastructure investment, education, where they hope to go in their craft. Audience participation is immigration, healthcare, and more. You won't want to miss this welcome. latest edition of our Class's political forum. Saturday, May 31, 3:00 PM - 4:00 PM Saturday, May 31, 3:15 PM - 4:15 PM Sheffield-Sterling-Strathcona Hall - 1 Prospect Street Whitney Humanities Center - 53 Wall Street Room: 114 Room: Auditorium President's University Update President's University Update

President Peter Salovey welcomes you back to campus, offering President Peter Salovey welcomes you back to campus, offering his review of Yale today. his review of Yale today.

Saturday, May 31, 4:30 PM - 5:00 PM Saturday, May 31, 4:30 PM - 5:00 PM

Woolsey Hall - 500 College Street Woolsey Hall - 500 College Street

A Celebration of Yale Singing A Celebration of Yale Singing After the President’s update, After the President’s update, join singers from all classes for join singers from all classes for a jamboree celebrating Yale’s a jamboree celebrating Yale’s incredible musical tradition. incredible musical tradition. Alumni from the Glee Club, the Alumni from the Glee Club, the Whiffenpoofs and Whim ’n Whiffenpoofs and Whim ’n Rhythm will perform Yale favorites from many generations, Rhythm will perform Yale favorites from many generations, concluding with a rousing rendition of “Bright College Years.” concluding with a rousing rendition of “Bright College Years.” Saturday, May 31, 5:00 PM - 6:30 PM Saturday, May 31, 5:00 PM - 6:30 PM Woolsey Hall - 500 College Street Woolsey Hall - 500 College Street Cocktails in the Courtyard Pre-dinner Drink(s)

President Peter Salovey and Marta Moret will visit the class Before our Saturday class dinner, enjoy a drink (or more) on during cocktails. Old Campus. Dinner immediately to follow.

Saturday, May 31, 6:30 PM - 7:30 PM Timothy Dwight College - 345 Temple Street

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1969 45th Reunion Schedule 2004 10th Reunion Schedule Class Dinner in the Courtyard Dinner: 2004 Class(y) Style

Saturday, May 31, 7:30 PM - 9:30 PM We invite you to a super delicious dinner on Old Campus to Timothy Dwight College - 345 Temple Street celebrate our 10-year reunion. Dress fancy, dress casual, dress Afterglow in the Courtyard to impress - just dress to have a good time while you enjoy gourmet dining inspired by a variety of American regions. Dance the night away with Plastic Visitation! Saturday, May 31, 7:30 PM - 9:30 PM Saturday, May 31, 9:30 PM - Sunday, June 1, 12:00 AM Old Campus - 67 High Street Timothy Dwight College - 345 Temple Street Room: Courtyard It's the Remix to Ignition Did someone say "party"? Your reunion co-chairs did! This is your time to shine on the dance floor (or near it) while catching up with your classmates. We invite everyone to come hot and fresh out the kitchen. Saturday, May 31, 9:30 PM - Sunday, June 1, 1:00 AM Coffee in the Courtyard Old Campus - 67 High Street Room: Courtyard Sunday, June 1, 7:00 AM - 9:00 AM Timothy Dwight College - 345 Temple Street AYA Farewell Breakfast at AYA Farewell Breakfast at Commons Commons

Enjoy memories of Enjoy memories of Commons and a final Commons and a final gathering with friends at this gathering with friends at this delicious breakfast for all delicious breakfast for all classes, featuring muffins, classes, featuring muffins, coffee cake, bagels, oatmeal, coffee cake, bagels, oatmeal, grits, Belgian waffles, eggs, grits, Belgian waffles, eggs, French toast, potatoes, French toast, potatoes, bacon, sausage, fruit, coffee, bacon, sausage, fruit, coffee, tea and juices. We promise you won't go home hungry! tea and juices. We promise you won't go home hungry!

Sunday, June 1, 7:30 AM - 11:30 AM Sunday, June 1, 7:30 AM - 11:30 AM Commons - 168 Grove Street Commons - 168 Grove Street 1969 Yoga Sunday, June 1, 7:30 AM - 8:30 AM Timothy Dwight College - 345 Temple Street Room: Buttery 1969 Class Meeting Sunday, June 1, 8:30 AM - 9:20 AM Whitney Humanities Center - 53 Wall Street Room: Auditorium 1969 Memorial Service

Sunday, June 1, 9:30 AM - 10:30 AM Whitney Humanities Center - 53 Wall Street Room: Auditorium

Page 142 1969 45th Reunion Schedule 2004 10th Reunion Schedule University Church Worship University Church Worship Join Yale's ecumenical Christian Join Yale's ecumenical Christian community for Sunday worship, which community for Sunday worship, which will include an alumni preacher from will include an alumni preacher from one of the reunion classes, prayers for one of the reunion classes, prayers for alumni who had died, and wonderful alumni who had died, and wonderful music and liturgy. The Rev. Douglas music and liturgy. The Rev. Douglas Grandgeorge '64, Pastor of Grandgeorge '64, Pastor of Smithfield Church in Amenia, NY, will preach. Smithfield Church in Amenia, NY, will preach. Sunday, June 1, 10:30 AM - 11:45 AM Sunday, June 1, 10:30 AM - 11:45 AM Battell Chapel - 400 College Street Battell Chapel - 400 College Street

Page 143 AYA Lectures and Tours (these are offered for all reunion attendees) Tour of Bass Library Bass Library opened in October 2007 and replaced the former Cross Campus Library. From its opening, Bass Library has been a popular location for study, especially among undergraduates, and the library’s circulating and reserve materials are the most frequently used collection within the Yale University Library system. Features of the renovated library include the Thain Family Café, group study spaces and classrooms, a media check-out service, an office for student technology support, and an updated take on the individual study rooms that were affectionately known as “weenie bins” in Cross Campus Library. The tour will be led by Laura Sider, Assistant Department Head, Librarian for Front-Line Services, Access Services. Meet at the Bass Library circulation desk. Limited to the first 25 participants. Friday, May 30, 9:00 AM - 10:00 AM Bass Library - 120 High St. Room: Circulation Desk Yale's New Residential Colleges Robert A.M. Stern M.Arch. '65, Dean, Yale School of Architecture, and J.M. Hoppin Professor of Architecture

Yale's system of residential colleges, established in the late 1930s and today the cornerstone of its undergraduate experience, was given physical form by architect James Gamble Rogers (B.A 1889), who designed eight of the first ten to be built. Four of them are red-brick Georgian; the other six, as well as very many other Yale buildings of the period including the Sterling Memorial Library and the Law School, are Gothic buildings of stone and brick, as such contributing to the dominant visual language of the University. Two additional colleges, Stiles and Morse, built in the 1960s to the design of Eero Saarinen (B.Arch. '34), acknowledge Rogers's Gothic but in a Modernist style. Dean Robert A.M. Stern (M.Arch. '65) discusses how his professional practice approached the design of colleges 13 and 14, the first two new residential colleges to be built in over fifty years. Designed as fraternal twins, similar in size and palette but each enjoying its own identity and organization, the new colleges will carry forward the legacy of Gothic Yale.

Friday, May 30, 9:00 AM - 10:00 AM Sterling Law Building - 127 Wall Street Room: Levinson Auditorium Yale Art Gallery Open House

Now open: the expanded Yale University Art Gallery! See more than 4,000 works of art from ancient to contemporary cultures around the world.

Friday, May 30, 10:00 AM - 12:00 PM Yale University Art Gallery - 1111 Chapel Street

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Battell Then and Now: Faith and Community at Yale

We welcome back Battell Chapel deacons, choir members and other alumni to explore the legacy of Battell Chapel and how that legacy has lived out with today's multi-religious student body. The program will include organ and vocal music by students of the Institute of Sacred Music, a display of Battell memorabilia, and introductions to today's chaplains, followed by lemonade and cookies on the Old Campus.

Friday, May 30, 10:30 AM - 11:30 AM Battell Chapel - 400 College Street

Elihu Yale: Merchant, Collector and Patron

Benjamin Zucker '62, author and historian

In this talk on the University's founder, Benjamin Zucker will tell how Elihu Yale made his fortune in India, mostly through trading in diamonds. Arriving in Madras in 1672, he rose through the hierarchy of the East India Company from clerk to governor. When he returned from India in 1699 he brought with him Indian gems, furniture, and textiles, establishing a fashionable household in which, by the end, he had assembled a collection of some ten thousand items. Yale's collection was dispersed at seven auction sales after his death in 1721, and the catalogs of those sales survive, providing information about the lively London art market of the period and Yale's role as a Fellow of the Royal Society, a dedicated churchman, and a philanthropist, totally in tune with the English Enlightenment.

Friday, May 30, 10:30 AM - 11:30 AM Beinecke Rare Book and Manuscript LIbrary - Wall & High Sts. Room: Lobby

Futurizing Business Education

Paul Bracken, Professor of Management and Professor of Political Science

Global competition, accelerating technological transformation, and a myriad of other forces are altering the business landscape. A futurist and business educator offers lessons to guide tomorrow’s business.

Friday, May 30, 10:30 AM - 11:30 AM Whitney Humanities Center - 53 Wall Street Room: Auditorium

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America's Constitution, Written and Unwritten Akhil Reed Amar '80, '84 Law, Sterling Professor of Law and Political Science In this lecture, based on his two most recent books, America's Constitution: A Biography and America's Unwritten Constitution, Professor Amar will offer his audience an overview of the grand project of American constitutionalism, past, present, and future, with particular emphasis on America's place in the world. Friday, May 30, 10:30 AM - 11:30 AM Sterling Law Building - 127 Wall Street Room: Levinson Auditorium

The Origins of Irrationality

Laurie Santos, Associate Professor of Psychology

Despite all our impressive achievements as a species, humans often behave in ways that are surprisingly dumb. People regularly make decisions that are blatantly irrational, and systematically lead to less money, worse outcomes, and reduced overall happiness. Over the past few years, Professor Santos has take a new approach to studying human irrationality – exploring where these bad decisions come from in the first place. She will present her recent work on evolutionary origins of human errors, exploring whether the human primate is alone in its bad decisions. She will end by talking about new work from her new Canine Cognition Center at Yale examining whether man's best friend – the domestic dog – also shows human-like biases.

Friday, May 30, 10:30 AM - 11:30 AM Sheffield-Sterling-Strathcona Hall - 1 Prospect Street Room: 114 Tour of Beinecke Rare Book & Manuscript Library

The Beinecke Library contains the principal rare books and literary manuscripts of Yale University and serves as a center for research by students, faculty, and other scholars, whether affiliated with Yale or not. Beinecke is one of the largest buildings in the world devoted entirely to rare books and manuscripts. Please come for a tour and hear about the myths and legends of a great research library. Oh, and the Gutenberg Bible and Audubon’s Birds of America are always on display! Meet on Beinecke Plaza, 121 Wall Street. Friday, May 30, 11:00 AM - 12:00 PM Beinecke Rare Book and Manuscript LIbrary - Wall & High Sts. Actors at Work: A Scene from Shakespeare

Murray Biggs, Adjunct Associate Professor of English and Theater Studies

Theater lovers returning to campus know that the place to be on Saturday morning is this rehearsal workshop. Tackling a scene from Shakespeare (9 am) and the one from modern or contemporary drama (10:30 am), Director Biggs puts his Yale Drama School actors through their paces, soliciting input from the audience as each scene takes shape. Although the results will seem magical, it will also be clear that nothing less than hard work brings drama to life.

Saturday, May 31, 9:00 AM - 10:00 AM Yale University Art Gallery - 1111 Chapel Street Room: McNeil Lecture Hall

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What Solomon Didn’t Know: How to Divide the Pie Barry Nalebuff, Milton Steinbach Professor of Management, School of Management Most of you will spend a good deal of your professional life engaged in negotiations of one form or another. Of course, there will be many negotiations in personal lives, as well. The goal of this session is to change the way you look at negotiations. We will present a rational and principled approach toward negotiations that emphasizes one simple idea: what is the pie? When the parties truly understand what is at stake, it makes it possible to cut through the bluffing and clutter, and reach a principled outcome. Here are two links to a preview: http://tinyurl.com/yalealumni1;http://tinyurl.com/yalealumni2.

Saturday, May 31, 9:00 AM - 10:00 AM Linsly-Chittenden Hall - 63 High Street Room: 101

What Does Earth’s Climate History Tell Us About Our Future?

Mark Pagani, Professor of Geology & Geophysics; Director, Yale Climate and Energy Institute Reconstructions of Earth’s climate history reveal strong linkages to the concentration of atmospheric

CO2 and the magnitude of CO2 change. These relationships provide a measure of the sensitivity of Earth’s

climate to CO2forcing, and provide a guide for the magnitude of temperature change we should anticipate for the future. Saturday, May 31, 9:00 AM - 10:00 AM William L. Harkness Hall - 100 Wall Street Room: 119

Searching for Other Earths Debra Fischer, Professor of Astronomy

Before 1995, humanity had no evidence that planets existed around other stars. Since that time, astronomers have discovered more than 500 such planets with ground-based telescopes and in February 2011, NASA announced the discovery of 1200 planet candidates from the successful Kepler space mission. These discoveries have ushered in a new era in astronomy and renewed interest in detecting life on other worlds. In this talk, Professor Fischer will explain how our solar system compares to other planetary systems and comment on current thinking about the conditions that were conducive to the start of life on Earth. She will also describe the Yale Exoplanet Search for other habitable environments: rocky worlds orbiting at distances from their host stars where liquid water might pool on the surface.

Saturday, May 31, 9:00 AM - 10:00 AM Sheffield-Sterling-Strathcona Hall - 1 Prospect Street Room: 114

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Athletics at Yale

Join Tom Beckett, Director of Athletics, for a discussion of men's and women's varsity athletics at Yale. Hear about Yale's recent exploits on the playing fields (and at the Rink!) and plans for upcoming seasons.

Saturday, May 31, 9:00 AM - 10:00 AM William L. Harkness Hall - 100 Wall Street Room: 120

Tour of Marsh Botanic Gardens Marsh Botanic Gardens is eight acres of plantings on Science Hill with six greenhouses for teaching and research. Enjoy a stroll with Manager Eric Larson and staff through the naturalistically designed beds, full of rare plants and plants of historical interest, and explore the glass houses with their special collections of desert plants, carnivorous plants, and edible tropical plants like chocolate, coffee and cinnamon. Please note: This tour is limited to 50 people and will last approximately one hour and forty-five minutes.

Saturday, May 31, 9:00 AM - 10:45 AM Marsh Botanic Gardens - 227 Mansfield St. Room: Garden Tour

Newberry Organ Tour

With its 197 ranks, 166 stops and 12,617 pipes, the Newberry Organ is one of the most magnificent orchestral organs in the world. Come hear this "king of instruments" and take a tour behind the pipes, courtesy of University Organist Thomas Murray and Organ Curators Joe Dzeda and Nicholas Thomson-Allen.

Session runs to 11:30 am Saturday, May 31, 9:00 AM - 11:30 AM Woolsey Hall - 500 College Street

Close Reading for Craft Fred Strebeigh '74, Senior Lecturer, English and Forestry & Environmental Studies Do Yalies have a writing secret? In contests run since 1997 by the Atlantic magazine and the Norman Mailer Center, Yale students have won 39 percent of 1st prizes for nonfiction writing and 34 percent (71 of 211) of all nonfiction awards. Students who have taken Fred Strebeigh’s classes have received almost a quarter (51 of 211) of these national awards, and Fred will teach a class focusing on what may be Yale’s best techniques for teaching writing. Discussion will include the opening five pages of John McPhee’s book, The Pine Barrens, which appeared originally in the New Yorker – but no one needs to read in advance. Click here to read the selection.

Saturday, May 31, 9:00 AM - 10:00 AM Loria Center - 200 York St. Room: 250

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Emotional Intelligence: From Theory to Everyday Practice Marc Brackett, Director, Yale Center for Emotional Intelligence; Research Scientist in Psychology

Emotions matter. What we do with our emotions is especially important. When perceived accurately and regulated effectively, emotions help us to focus on important tasks, make effective decisions, enjoy healthy relationships, and manage life’s ups and downs. In this presentation, Professor Brackett will describe the theory of emotional intelligence developed at Yale under President Salovey’s direction and share his decades of research on the relationship between emotional intelligence and important life outcomes. He also will discuss “RULER,” the Center’s evidence-based approach to teaching emotional intelligence in school systems, which has been shown to increase academic performance, decrease bullying, and enhance school climates. Finally, he’ll discuss how creating emotionally intelligent communities can help us to build a more happy, healthy, productive, and compassionate society.

Saturday, May 31, 9:00 AM - 10:00 AM Linsly-Chittenden Hall - 63 High Street Room: 102

Physics and Dance Emily Coates '06 '11 GRD, Lecturer in Theater Studies and Sarah Demers, Assistant Professor of Physics

What does a true dialogue between dance and physics look like? Explore this interdisciplinary conversation with Yale professors Emily Coates (Theater Studies) and Sarah Demers (Physics) through the lens of George Balanchine's reinvention of the pirouette and the Higgs boson discovery. No prior physics or dance knowledge is required, but we will be moving in the studio, so bring bring your body and mind and be prepared to take off your shoes!

Saturday, May 31, 10:30 AM - 11:30 AM York St. - 220 - 220 York Street Room: Studio

Bullying Among Children and Adolescents: Consequences, Contexts, and Challenges

Alan Kazdin, John M. Musser Professor of Psychology & Child Psychiatry

Bullying among children and adolescents is not new, so why is it receiving attention now? Tragic cases of child suicide, parental interests in protecting their children, and findings that show the short- and long-term consequences of bullying on mental and physical health are among the key reasons. Moreover, we have learned that virtually all children in an environment where bullying is ongoing suffer in some way, so no one escapes the bully’s reach. This presentation highlights what we know about bullies, victims, and by-standers and what can be done to reduce bullying. Bullying is placed in broader contexts including findings from animal research, efforts to reduce aggression and harassment more generally, and national and international issues about the rights of children. Changing bullies is quite possible, but the effects will be limited without also attending to broader social influences that promote bullying and other types of violence and harassment.

Saturday, May 31, 10:30 AM - 11:30 AM William L. Harkness Hall - 100 Wall Street Room: 119

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J. Edgar Hoover and the American Century Beverly Gage '94, Professor of History

Former FBI director J. Edgar Hoover is one of the most important – and most misunderstood – political figures of the 20th century. Join Yale history professor Beverly Gage (JE '94) as she explores his life and legacy.

Saturday, May 31, 10:30 AM - 11:30 AM Linsly-Chittenden Hall - 63 High Street Room: 102

Actors at Work: A Scene from Modern or Contemporary Drama

Murray Biggs, Adjunct Associate Professor of English and Theater Studies

Theater lovers returning to campus know that the place to be on Saturday morning is this rehearsal workshop. Tackling a scene from Shakespeare (9 am) and one from modern or contemporary drama (10:30 am), Director Biggs puts his Yale Drama School actors through their paces, soliciting input from the audience as each scene takes shape. Although the results will seem magical, it will also be clear that nothing less than hard work brings drama to life.

Saturday, May 31, 10:30 AM - 11:30 AM Yale University Art Gallery - 1111 Chapel Street Room: McNeil Lecture Hall

Color in Context: Revisiting Albers Anoka Faruqee '94, Associate Professor of Art In 1963, Josef Albers published his masterwork: Interaction of Color via Yale University Press, as a limited silkscreen edition. Fifty years later, the original volume and its various descendants continue to enlighten and delight art students, instructors, designers and artists. This presentation will consider the publication's pragmatic and philosophical relevance to our present moment. Although not required, participants may want to purchase the Albers app, created by the Yale University Press, from the Apple App Store.

Saturday, May 31, 10:30 AM - 11:30 AM Bass Library - 120 High St. Room: L01-A

Yale at Rest: The Grove Street Cemetery

Join Patricia Illingworth, Chief Docent of the Friends of Grove Street Cemetery, for a tour of this historic resting place of Roger Sherman, Noah Webster and other luminaries.

Saturday, May 31, 10:30 AM - 11:30 AM Grove Street Cemetery - Grove Street & Prospect Street

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The American Health Care Paradox Elizabeth Bradley '96 PhD, Professor of Public Health (Health Policy); Director, Yale Global Health Initiative; Master of Branford College For decades, experts have puzzled over why the U.S. spends more on health care but suffers poorer outcomes than other industrialized nations. In their book, The American Health Care Paradox, Master Bradley and co-author Lauren Taylor marshal extensive research, including a review of data from 30 countries and domestic best practices, to get to the root of this issue. For more, seewww.theamericanhealthcareparadox.com.

Saturday, May 31, 10:30 AM - 11:30 AM Sheffield-Sterling-Strathcona Hall - 1 Prospect Street Room: 114

Liberal Arts in the 21st Century Pericles Lewis, President, Yale-NUS College

The recent founding of Yale-NUS College precipitated for its leadership a re-thinking of the liberal arts curriculum model. Looking to update what has largely been a U.S. approach to incorporate a broader international perspective in an Asian environment, President Lewis and his colleagues spent three years focusing on the crucial elements to answer the question: what must every young person learn in order to lead a responsible life in this century? Having recently completed the College’s inaugural academic year, President Lewis will provide an update on this exciting initiative.

Saturday, May 31, 10:30 AM - 11:30 AM William L. Harkness Hall - 100 Wall Street Room: 120

The New African Archeology: Yale's Explorations along the Niger Roderick McIntosh '73, Professor of Anthropology

"One tablespoon of earth excavated along the Niger for every ton along the Nile" – the old chestnut about African archeology rings as true now as sixty years ago. Yet, Yale is doing something about that imbalance. And the cities, crafts, and prehistoric economies coming to light look radically different from our expectations born of Near Eastern excavations. Some have even begun talking about (Yale's) Seventh Original Civilization.

Saturday, May 31, 10:30 AM - 11:30 AM Loria Center - 200 York St. Room: 250

Yale Glee Club Singing Workshop Anyone who loves singing (spouses and guests included!) is invited to a choral workshop. You needn't have been a Yale Glee Club member to enjoy this rehearsal! Repertoire prepared during the workshop will be performed (by you!) at the "Celebration of Yale Singing" at Woolsey Hall on Saturday afternoon.

Saturday, May 31, 10:30 AM - 11:30 AM William L. Harkness Hall - 100 Wall Street Room: 201/Sudler

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Payne Whitney Gym Tour See some of Yale's most impressive renovation projects, including the Lanman Center, the Brady Squash Center, and the Adrian C. "Ace" Israel Fitness Center. Saturday, May 31, 10:30 AM - 11:30 AM Payne Whitney Gym - 70 Tower Parkway

Fiction, Feminism, and the Politics of Gender and Sexuality Margaret Homans '74, '79 PhD, Professor of English and Women's, Gender and Sexuality Studies

Where do new ideas come from? Feminism over its long history and, more recently, political movements on behalf of nonconforming genders and sexualities (gay, lesbian, queer, transgender) have often been inspired by visions of social change found in works of fiction. Better worlds must be imagined before they can be brought into existence, and throughout the history of these movements, innovative political thinkers have often been creators of fiction, too. In this lecture, Professor Margaret Homans, this year’s winner of the Harwood F. Byrnes/Richard B Sewall Teaching Prize, discusses some of the conversations between fiction and the politics of gender and sexuality that she explores in her courses for English and Women’s Gender, and Sexuality Studies.

Saturday, May 31, 10:30 AM - 11:30 AM William L. Harkness Hall - 100 Wall Street Room: 208

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