Class Volunteer Handbook 1
Table of Contents
Mission Statement........................................................... 3
Section I Volunteer Expectations.................................................. 5
 Expectations ...................................................................... 5
 Becoming a class volunteer .............................................. 5
 Resources .......................................................................... 6
Section II Volunteer Duties .............................................................. 8
 Class Agents...................................................................... 9
 Class Fund Directors....................................................... 13
 Class Committee ............................................................. 18
 Asa Turner Chair............................................................. 21
Section III Outreach ..........................................................................22
 Classletters ...................................................................... 22
 Electronic communication .............................................. 22
 Events ............................................................................. 24
 Grinnell College publications ......................................... 24
 Career Development Office ............................................ 25
 Academic opportunities .................................................. 29
 Office of Admission ........................................................ 30
 Office of International Student Affairs ........................... 31
 Grinnell College Community Council ............................ 32
Section IV Reunion and Alumni College.....................................33
 Alumni College ............................................................... 34
 Reunion ........................................................................... 34
 Milestone reunions.......................................................... 34
 50th Reunion giving program ......................................... 35
For more information, visit http://loggia.grinnell.edu/volunteer

2 Grinnell College, 2009–10
Section V Fundraising ....................................................................36
 The Pioneer Fund mission statement ............................. 36
 Budget process and annual expenditures ........................ 36
 Types of gifts .................................................................. 38
 Ways to give.................................................................... 39
 Gift recognition ............................................................... 41
 Why give? ....................................................................... 44
 Asking for gifts ............................................................... 47
 Pioneer Fund sample script ............................................. 48
 Top topics about fundraising........................................... 51
Appendices ..........................................................53
 Appendix A: Confidentiality Policy................................ 53
 Appendix B: Protection of Constituent Information ...... 54
 Appendix C: Electronic Communication........................ 56
 Appendix D: Copyright Policy ....................................... 57
 Appendix E: Class Giving Statistics ............................... 58
 Appendix F: Generic Call Script .................................... 71
 Appendix G: Reunion Calendar...................................... 76

Class Volunteer Handbook 3
Grinnell College Mission Statement
(February 2002)
When Grinnell College framed its charter in the Iowa Territory of the
United States in 1846, it set forth a mission to educate its students “for the
different professions and for the honorable discharge of the duties of life.”
The College pursues that mission by educating young men and women
in the liberal arts through free inquiry and the open exchange of ideas.
As a teaching and learning community, the College holds that knowledge
is a good to be pursued both for its own sake and for the intellectual,
moral, and physical well-being of individuals and of society at large. The
College exists to provide a lively academic community of students and
teachers of high scholarly qualifications from diverse social and cultural
circumstances. The College aims to graduate women and men who can
think clearly, who can speak and write persuasively and even eloquently,
who can evaluate critically both their own and others’ ideas, who can
acquire new knowledge, and who are prepared in life and work to use
their knowledge and their abilities to serve the common good.

4 Grinnell College, 2009–10

Class Volunteer Handbook 5
Section I: Class Volunteer Expectations
Expectations
Class volunteers have three primary responsibilities. First, in the months
leading up to a class reunion, they work to generate interest, excitement,
and anticipation in attending Reunion. Second, the committee members
work with their class fund director in soliciting their classmates. Finally,
committee members assist the class agent in outreach to strengthen class
engagement through peer-to-peer connections.
Class volunteers should be alumni who demonstrate their passion for
Grinnell through attending regional events and Reunion and giving their
fiscal support to Grinnell.
1. Generate interest, excitement, and anticipation in connecting with
classmates through reunions, classletters, and regional events.
2. Have conversations about philanthropy for Grinnell College with
classmates and/or ask classmates to support the annual class gift.
3. Strengthen class engagement through peer-to-peer connections.
4. Make an annual gift to the Pioneer Fund appropriate to their
circumstances.
5. Attend Volunteer Weekend when the class committee is coming
to accomplish specific work.
Becoming a class volunteer
Composition
Size: Ideally class committees have no fewer than 10 members
at a given time and 10–20 members during special occasions,
especially Reunion. Finding the right people with the time,
commitment, and follow-through to accomplish the committee’s
work is more important than having the right number.

6 Grinnell College, 2009–10
Diversity: The class volunteers should also reflect the social and
geographic diversity of the class they represent.
Social diversity — The committee should be representative
of the diversity of academic, extracurricular, and social
interests of the class.
Geographic diversity — The committee should also come
from different places in the country (or even the world),
representing major metropolitan areas, geographic regions,
or other places with significant concentrations of classmates.
Time: Volunteers are asked to volunteer up to 10 hours of their
time each month, divided between outreach, solicitation, and
class committee conference calls. Volunteer duties, Reunion, and
other events and responsibilities may demand more or less of
their time.
Alumni can express their interest in serving as a volunteer through:
1. Regional event evaluations
2. Grinnell College website http://loggia.grinnell.edu/volunteer
3. Reunion evaluations
4. Pioneer Fund solicitations
5. Contacting staff in the Office of College and Alumni Relations
A member of the Office of College and Alumni Relations or a current
class committee member will follow up with alumni concerning their
volunteer interest.
Resources available for class committee work:
1. Staff advisers: Administrators from the Office of College and
Alumni Relations collaborate with class volunteers on the work
of outreach and fundraising.
2. Volunteer Handbook: This handbook identifies volunteer
roles, describes ways to raise funds and reach out to classmates,
and provides statistics about Reunion, fundraising, and College
finances.An online version of this handbook is available at
http://loggia.grinnell.edu/alumni/volunteer .

Class Volunteer Handbook 7
3. Loggia: The Loggia is an online portal for alumni and current
students. Users can search for alumni in a variety of ways,
from name to major. Profiles provide contact information along
with occupation and educational information. Users may edit
information in their Online Directory profiles. To register, visit
loggia.grinnell.edu/access .
4. Lyris lists: A Lyris list (formerly a listserv) is an e-mail
discussion tool that provides an open forum for discussion,
connection, and reminiscing between members. Additionally,
Lyris lists allow the Office of College and Alumni Relations to
provide information in real time, as well as function as a tool
for class volunteers to further their volunteer roles.
The College currently offers the following types of Lyris lists:
 Class Specific Lyris lists — for discussion within a specific
classyear
 Regional Alumni Lyris lists — connect with alumni in a
specific geographic area
 Special Interest Lyris lists — for alumni who share
common interests such as travel, hobbies, or special studies
 Volunteer Lyris lists — provide direct communication
between volunteer groups (class committees, Alumni
Council, etc.) and the Office of College and Alumni
Relations. It is also a forum for volunteers to share ideas and
give suggestions (restricted to class volunteers)
 Reunion Specific Lyris lists — listservs created specifically
for the class committees of upcoming Reunion classes
(restricted to class committee members)
By logging onto http://lyris.grinnell.edu/read/login , users can
manage their Lyris list access. They can join new Lyris lists and
choose to receive messages in a digest or one at a time.
Further information, including how to join a Lyris list
and manage a Lyris list account, can be accessed online at
http://loggia.grinnell.edu/listserv .

8 Grinnell College, 2009–10
Section II: Volunteer Duties
Class Agents (CA)
The class agent (CA) plays a leading role in promoting and sustaining
relationships between classmates and the College. The class agent does
this by gathering news about classmates and the College and sharing it
through classletters. This segment details how to gather news and prepare
a classletter. It also identifies what information a class agent should share
with the College.
Classletters
Timing: Communicate with your staff advisers, Asa Turner Chair, class
fund director, and class committee to coordinate the timing of classletters,
solicitations, and other class and College activities.
Frequency:
 Class agents must prepare at least two classletters per year. It is
best practice to send at least one in the fall and one in the spring.
 Reunion: In the year leading up to the class’s reunion, CAs are
encouraged to write additional letters to generate interest in the
reunion. Send a letter 1–2 months following Reunion to report
on what occurred.
Submission: The class agent can submit a classletter by e-mail
(Microsoft Word or Microsoft Publisher format preferred) or hard copy.
Please indicate preferences for insertions and mailing when submitting a
classletter.
1. Processing: The standard processing time for a classletter is 2–3
weeks. Please note the following deadlines:
 Sept. 15 — Summer classletter deadline
 Nov. 1 — to mail by Thanksgiving (pre-holiday classletter)
 Dec. 1 — Fall classletter deadline, (these will mail by
December 21, the College is closed Dec. 25–Jan. 1)
 Mar. 1 — Winter classletter deadline

Class Volunteer Handbook 9
 April 1 — to mail before the Reunion registration deadline
(for pre-Reunion classletters)
 May 1 — Spring classletter deadline (these will mail by Reunion)
 July 15 — to mail by Aug. 1 (for post-Reunion classletters)
2. Inserts and finishing: The office will copy and fold the letters.
We will also address and stamp the envelopes. If the CA wishes
to include “News from Here” cards or other inserts, notify the
office through the classletter transmittal form. Other special
instructions for preparing the letter should be included in the
classletter transmittal form.
3. Mailing: The CA has the choice to mail the classletter or have
the office mail classletters on his or her behalf. The office will
provide extra copies of the classletter and envelopes.
4. Rosters: After submitting a classletter, the CA will receive both
a class roster, featuring contact information for classmates and
others who receive the classletter, and a roster of classmates who
are either lost or have requested no mail from the College.
Formatting:
1. Length: A classletter should be eight or fewer 8-1/2-x-11-
inch pages. Duplex (double-sided) printing is used for mailing
the letter to conform to campus-wide printing standards. Past
experience has shown that alumni prefer to read classletters that
are eight pages or shorter in length. This standard is also good
stewardship of College finances, because classletters can be
mailed at a postal rate of less than one ounce.
2. Photos: The CA can insert photos into the classletter or send
them to the office (electronically or by mail) for insertion.
3. Program: Format classletters in Microsoft Word, Microsoft
Publisher, or .rtf (rich-text format file).
4. Style: It is best practice to use simple formatting. This will
enable the office to process the letter as efficiently as possible.
5. Names:
 Classmates: Use CAPITAL LETTERS or bold face the first
time a classmate’s name is used in the letter.

10 Grinnell College, 2009–10
 Grinnell alumni: Please put a classyear (Ex: Joe
Rosenfield ’25) or a (?) [Ex: George Drake (?)] after the
name. The Office of College and Alumni Relations will
verify and include the correct classyear. Please make sure
the tail of the apostrophe points down.
 Non-alumni: If a name is not in capitals and no classyear
is indicated, the office will assume the individual is not a
Grinnell alumnus.
6. Insertions: The College will insert letterhead at the top of each
classletter and this disclaimer at the bottom of each classletter:
“Grinnell College is pleased to provide this forum for news of
campus and classmates. The opinions, comments, and statements
contained in this classletter are solely those of the persons
submitting the information or material.”
Sources of information: Gather information of interest to the class from
a variety of sources:
1. Send a classletter: Writing classletters is an easy way to
encourage classmates to send news.
2. Personal contacts: This is an effective way to generate news,
discussions, and ideas for new letters. As class agents communicate
with classmates by e-mail, phone, letter, and in person, they may
gather information for the classletter. The CA:
 Makes certain that the individual would like the information
included in the classletter.
 Uses discretion in editing and paraphrasing longer
quotations to maintain accuracy in what was said.
Quotations from classmates make the letter a lively read.
 Acknowledges the communication received from
classmates. Include information received from all
classmates, not just the ones the CA knows well.
3. College news bulletins: The CA may receive communications
from the Office of College and Alumni Relations providing
information about campus events and activities. The CA may use
this information at his or her discretion.

Class Volunteer Handbook 11
4. Solicit information:
 The CA may ask the Office of College and Alumni
Relations to send “News from Here” postcards in advance
of a classletter; send “News from Here” postcards with the
classletter; or send an e-mail to all the classmates who have
shared their e-mail address with the office.
 CA may also work with the Office of College & Alumni
Relations to send a message to all classmates who have shared
their e-mail address with Grinnell through content contact.
5. Listservs: Many classmates participate in class listservs; CAs
can request news through the listserv.
6. Reprints: Newspaper articles, photographs, websites, or other
writings and pictures from, by, or about classmates may be
included in the classletter.
 Permission of the copyright holder may be needed (see
Appendix D for details). Due to copyright laws, full-length
published articles may not be included in classletters.
 To ensure quality reproduction, the CA should make
certain that the original is clean and clear (it may be sent
electronically).
Themes: CAs are encouraged to use ingenuity to create themes for
classletters. Sample themes from past class agents include:
1. Campus life: News from classmates who lived in certain
dorms (Main, Younker, North Campus, etc.) or participated in
particular activities (athletics, arts, S&B, etc.).
2. Asking questions: “How did Grinnell prepare you for life after
graduation?” “What has stayed with you from your experience at
Grinnell?”
3. Phases of life: Asking classmates about their thoughts and
experiences as the class collectively transitions from one stage
of life to the next (raising children, home ownership, retirement,
etc.).

12 Grinnell College, 2009–10
Guest editors: CAs may invite a “guest editor” to write a letter. This
often occurs in the year leading up to the class’s reunion, and it can
invigorate the classletter audience and provide a useful break for the CA!
Class agents can be innovative in thinking about ways to solicit guest
editors, news, and other material from classmates. Ask the office or class
committee for help in identifying a co-class agent.
Other Class Agent duties
Information changes: The CA is one of the best sources the College has
for updating alumni records (marriages, unions, births, deaths, advanced
degrees, careers, awards, etc). Therefore, it is very important to be
accurate and timely with the information received and transmitted in the
classletter. The source and date of an alumni death must be verified before
it can be announced in The Grinnell Magazine.
Addresses: The CA is asked to send new addresses for classmates as they
are received.
1. It is helpful if the CA includes the approximate date of the
new address. The date need not be included in the body of the
classletter, but it is helpful for recordkeeping.
2. When classletters are returned because they are undeliverable,
the CA should send the front of the envelope with this post office
indication to the Office of College and Alumni Relations.
Class Fund Directors (CFD)
Class fund directors (CFDs) anchor class fundraising by assessing
classmates’ giving potential, building relationships, asking for gifts, and
thanking them for their gifts.
Role: Goal setting, composing personal solicitations, and thanking donors
for gifts are all the functions of the CFDs and staff advisers. CFDs serve
on class committees, coordinate class committee fundraising, share news
with class agents, and advise the Office of College and Alumni Relations
about fundraising.
There are typically one or two CFDs per class; with co-CFDs the
workload is shared between classmates. There needs to be a segment
of the class committee particularly comfortable with and interested in
fundraising.
Like other class volunteers CFDs and class fundraisers’ service
begins by making their own personal gift. A CFD must be a positive

Class Volunteer Handbook 13
advocate for Grinnell; gifts are tangible ways to demonstrate support and
to enhance credibility when asking someone else to give.
The tradition of the CFD as a formal role within the College alumni
community dates back to the 1970s. The tradition of alumni involvement
goes back to 1910.
Fundraising: Fundraising follows an annual communication plan. Class
fundraising is the strongest arm of annual fundraising, with the potential
to account for an additional 10–20 percent more alumni giving with the
help of a strong, engaged class committee.
Fundraising is built on good relationships within which volunteers
ask for gifts and thank classmates for gifts. Grinnell also pursues other
direct contact with classmates about fundraising. The communication
media of the year are:
1. CFD-written letters: There are two CFD letter appeals in the
communication plan for FY 2010 with extra pieces per class
as needed to accomplish fundraising goals. Staff advisers
will distribute appeal letter talking points that reinforce other
communications from Grinnell and the Pioneer Fund. Use the
most interesting points to frame a letter.
2. Mail from Grinnell College: Other funraising pieces include The
Honor Roll of Giving, general appeals, e-mails, and thank yous.
3. Peer to peer solicitation via telephone, face-to-face, and
personal e-mail.
4. Phonathon students call alumni for gifts.
5. Staff contact constituents with whom they have a close
relationship. These constituents are coded as special solicitables.
6. Stewardship and thanking for gifts by writing notes, sending
e-mails, visiting classmates, calling peers, sharing progress
with the class in letters to the class and in classletters where
appropriate are critical to celebrating the sucess of fundraising.
CFDs make the case for philanthropy in an environment where
classmates feel comfortable. Peer to peer solicitation is the strongest
and most effective method of fundraising. Staff advisers work with
donors and class fundraisers to make the gift-giving process simple and
in accordance with donor preferences. Guest writers provide a different

14 Grinnell College, 2009–10
perspective for classmates to consider. Guest writers make a personal
statement about their own sense of philanthropy and reasons for giving.
There is never one person or one case that will connect with every
classmate.
The fundraising relationship grows through three stages in the annual
renewal of gifts. Cultivation is the continual process of connecting people
with the College and maintaining existing relationships with the school.
The class committee anchors cultivation with engagement, reunion,
classletters, and alumni events. Solicitation is asking someone to make a
gift. Stewardship is the process of thanking people for their support and
demonstrating the impact of their gifts. Stewardship is the most important
part of the fundraising cycle; you can never say thank you too many times.
Donors Receive:
1. Grinnell College receipt and letter: The receipt is their tax
document and the letter explains the significance of the donor’s
gift club level.
2. Class thank-yous: CFDs can work with class volunteers to
personally thank each of the donors in your class with postcards,
notecards, e-mails, and phone calls. Fill out the call report on
the CFD Resources page www.grinnell.edu/alumni/ways/annual/
cfdresources to populate the database. Order Grinnell thank you
notes and postcards online at: http://loggia.grinnell.edu/cfd .
3. Student thank you postcards: Numerous student volunteers
handwrite thank you postcards.
4. Staff thank yous: Class staff advisers and other staff send thank
you notes to the volunteers and donors with whom they work. Be
aware that classmates may receive an additional thank you from
a member of the Office of College and Alumni Relations staff.
5. Extras: Sometimes the office sends out additional stewardship
pieces to all donors.

Class Volunteer Handbook 15
Fundraising Language: There are four categories describing constituent
involvement.
1. Contact rules: show constituent preferences for contact as well
as restrictions from contact. Please be attentive to classmate
preferences.
2. Solicitable: based on the philanthropic relationship with Grinnell:
a. No solicit — may not ask for gifts;
b. Open solicit/solicitable — open to being asked for gifts; and
c. Special solicit — has another relationship with Grinnell that
must be coordinated with class adviser before asking for a gift.
3. Giving Status: based on their two-year history of giving all
giving to Grinnell.
a. Active — Made a gift in this fiscal year.
b. Lybunt — Made a gift last year but not yet this year.
c. Sybunt — Made a gift some years ago but not yet this year.
d. Future/non donor — Has yet to make a gift.
4. Solicit Group: based on their five-year history of annual giving.
a. Auto — Made a gift in each of the past five consecutive
years.
b. Swing — Made a gift in at least one, but not more than four,
of the past five years. Also includes alumni who are less than
five years from graduation.
c. Lapsed — Made a gift in the past, but not in the most recent
five years. Note: As soon as a Lapsed Donor makes a gift,
they become a Swing Donor.
d. Future — Has yet to make their first gift and has been away
from Grinnell for at least five years. As soon as a Future
Donor makes a gift, they become a Swing Donor.
Prioritizing for fundraising follows the following general guidelines.

16 Grinnell College, 2009–10
2 year giving history, all giving
5 year giving history,
annual giving only
ACTIVE** LYBUNT SYBUNT FUTURE/
NON DONOR
AUTO Thank you 1
SWING Thank you 2 3
LAPSED Thank you 4
FUTURE Thank you 5
**Active Donor: Includes Active Auto and Active Swing Donors who
have made a gift this year. These are people receiving stewardship calls
and notes thanking them for gifts.
1. Auto Lybunt — Regular donor who has not yet made a gift this year.
2. Swing Lybunt — Irregular, new, or recently renewed donor who
made a gift last year and has not yet made a gift this year.
3. Swing Sybunt — Has made at least one gift in the last five
years, most recent gift was at least two years ago and no more
than five years ago.
4. Lapsed Sybunt — Most recent gift was at least five years ago.
5. Future/non donor — Has yet to make a gift and graduated more
than five years ago.
Prioritizing for Reunion and alumni relations attention follows the
following guidelines:
1. People who are regular donors and who regularly attend alumni
events.
2. People who are either regular donors or who regularly attend
alumni events.
3. People who neither are regular donors nor regularly attend
alumni events.
Tips for Success: Class fundraisers communicate philanthropy in
personal ways. Volunteers can ask these questions to guide their thoughts
about philanthropy.

Class Volunteer Handbook 17
1. “Who made a difference for you at Grinnell College?”
2. “Can you articulate how Grinnell College shaped your life?”
3. “Why do you give?”
 Making a contribution early in the fiscal year, allows a volunteer
to talk confidently to classmates about making a gift and the
importance of participation. Explaining personal reasons for
making a gift can persuade a reluctant classmate to do likewise.
 Understand most people enjoy giving to a cause meaningful to
them and will respond positively to letters and contacts.
 Grinnellians are engaged. Research suggests that between 60 and
70 percent of alumni are willing to make a gift in any given year.
A few extra phone calls or e-mails make the difference.
 Fundraisers, be proud of Grinnell and its future. Fundraising
makes aspiration possible.
 Grinnell creates passionate people. As alumni, Grinnellians are
vocal about what they do and do not like about the current state
of Grinnell. Though someone may be upset over a new policy or
perceived change, that does not mean they will refuse to support
the College. Alumni are passionate because they care, and often
this passion needs direction.
 Read the Strategic Plan and the annual budget. Be knowledgeable.
When in doubt, tell someone you will get back to them. Do
some research, contact us, and get back to them. The Strategic
Plan is online at www.grinnell.edu/offices/institutionalplanning/
strategicplanning .
 Patience and persistence pay off.
 Rely on your education as a Grinnellian to respond to questions
persuasively and positively.
 Ask for help by posting a question on the CFD listserv, cfds@
lyris.grinnell.edu , or by calling the Office of College and Alumni
Relations at 866-850-1846.
 Humor helps.

18 Grinnell College, 2009–10
Class Committee
Class committee members have three primary responsibilities. First,
in the months leading up to a class Reunion, they work to generate
excitement about attendance at Reunion. Secondly, committee members
assist the class agent in outreach to strengthen class engagement through
peer-to-peer connections. Finally, any committee members prefer to work
with their class fund director to solicit their classmates but some do not.
Reunion: Alumni attend Reunion to see classmates. The quality of the
Reunion will be determined by how many classmates attend. The best
way to increase attendance and promote Reunion is to contact each
classmate personally. Therefore, a goal of the committee can be to contact
each member of the class at least one time. This can be achieved by
organizing a communication campaign using telephone, mail, e-mail,
web, etc. During Volunteer Weekend, the committee can coordinate
this process by assigning a list of classmates for each class committee
member to contact. The Office of College and Alumni Relations will
provide the committee with classmates’ addresses, phone numbers, and
e-mail addresses, along with strategies for outreach.
1. Pre-Reunion: Reunion is good time to contact classmates.
Committee members might find out what classmates would like
to see more (or less) of in the classletters, regional events, and
Reunions. They can encourage less active classmates to write
and participate. They can get a sense of what the class as a whole
is thinking about, and, in turn, make that a subject for subsequent
classletters or Reunion events. It’s also a good opportunity to
identify any classmates who might want volunteer in some other
way. When contacting classmates about reunion, class committee
members should do the following:
 Review the dates for Reunion.
 Encourage classmates to attend Reunion and to register
ahead of time.
 If the class is part of a Reunion cluster state which other
classes are included.
 Promote Reunion giving.
 Urge classmates to call their friends and encourage them to
attend.

Class Volunteer Handbook 19
 Review program highlights for the weekend.
 Direct them to the website http://loggia.grinnell.edu/reunion
for updates on Reunion and attendance.
2. Post-Reunion: There are a couple of things for committee
members to do very soon after Reunion.
 Ask classmates what they enjoyed about Reunion and what
was less enjoyable for them. It may be useful to write these
things down to assist in future Reunion planning. (It can be
a long time between reunions!)
 Submit a note to the class agent for a follow-up classletter
that details what happened at Reunion, thanking classmates
who participated and volunteered (handwritten thank-you
notes are also a nice touch), and encouraging people to start
thinking about their next reunion.
Solicitation: The committee can work with the class fund director and
Pioneer Fund staff to determine how best to assist with the philanthropic
efforts of the class. Committee members who prefer not to work
solicitation are not required to do so.
1. Reunion Years: Reunion allows alumni to reflect on their
lifelong relationship with Grinnell College. With reunion giving,
honor that relationship with a “stretch” Pioneer Fund gift. A
stretch gift is often two to ten times the amount of a regular
annual contribution. Such increased giving in the year before
Reunion and during Reunion year itself sends a strong message
of class support, investment, and enthusiasm to the College,
peers, parents, prospective students, and most important, current
students. With support from the CFD and the staff adviser, the
class committee will drive reunion giving by:
 Setting class giving goals for participation and/or dollars
raised based on their classmates’ giving history;
 Identifying potential donors;
 Seeking the participation of their classmates through phone
calls, e-mails, personal letters, and other communication; and
 Following up with peers by writing thank-you notes to
classmates who participate in the Reunion class fund.

20 Grinnell College, 2009–10
2. Connecting Years: During the two- to four-year period between
reunions, alumni participation in the class fund is crucial to the
College’s stability. The class committee’s involvement creates
the foundation for the overall class participation during the years
between reunions by:
 Connecting with peers;
 Encouraging participation by making a personal annual gift;
 Sharing the case for annual Pioneer Fund support with
classmates.
Outreach: By reaching out to classmates and other alumni, the
committee helps strengthen the network between classmates and
connections to the College. To connect with classmates, the committee
should do the following:
 Contact classmates. Ideally, each classmate would receive at
least one personal contact from at least one committee member
each year. Media appropriate for contacting classmates includes
phone e-mail, text message, than you note, and postcard.
 Develop connections with alumni peers and talk about the
College.
 Encourage attendance at regional and College events.
 Research and recruit new volunteers for the class committee,
Alumni Association Council, GRASP, Career Development
Office, and the Wilson Program.
 Collect information for and encourage classmates to submit
classnotes to The Grinnell Magazine and to your classletter.
 Be an ambassador. TALK, TALK, and TALK to alumni friends
about Grinnell. Reach out across the many classyears of
Grinnellians you know, have met, and would like to meet.

Class Volunteer Handbook 21
Asa Turner Chair (ATC)
The class Asa Turner chair (ATC) is selected when a class reaches the 35th
reunion milestone. The chair is chosen from members of the class who have
disclosed their own commitment to Grinnell through an estate provision. The
primary role of the Asa Turner chair is to assist the planned giving staff in
promoting the College’s planned giving program. Responsibilities include:
 Annual mailing to classmates. The planned giving staff works
with each class ATC to formulate an appropriate message to be
sent to the class. Staff can provide sample letters to aid the ATC
in the letter writing process. The letters, enclosures, and response
devices are prepared by the College and either mailed to the
ATC for personal signature and mailing, or mailed directly from
the College with a scanned signature. The mailing is part of a
comprehensive mailing schedule and is timed to coordinate with
messages received from the other class volunteers. Responses to
the mailing are returned directly to the planned giving staff for
follow up.
 Referrals. Planned gifts can be complicated due to the tax and
estate planning issues involved. The ATC is not expected to be
an expert in planned giving, but is asked to refer classmates to
the staff for further information.
 Hosting off-campus events. ATCs may be asked to host or
sponsor a small gathering of planned giving prospects in their
geographic area. Expenses can be covered by the College, but
the ATC’s invitation, endorsement, and presence at the event is a
powerful tool.
 Stewardship. ATCs will be informed when a classmate creates
a planned gift with the College. ATCs are asked to thank their
classmates by acknowledging their gift, either by note or in
person. Given the sensitivity of these types of commitment, public
recognition is discouraged without first consulting with the donor.
 Reunion. ATCs are members of the class committee and take an
active role in planning and implementing their class reunion by
encouraging attendance, participating in activities, and setting an
example with their personal philanthropy.

22 Grinnell College, 2009–10
Section III: Outreach
Grinnell alumni can interact with Grinnell in many ways, beyond gifts to
the College and attendance at Reunion.
Classletters: Each class has one or more individuals who serve as class
agents. In this role, they receive and share news about classmates and
Grinnell College by compiling, writing, and mailing classletters to their
classmates. Typically, class agents will write 2–4 classletters each year.
Occasionally, the class agent will invite a classmate to serve as a guest editor.
Electronic communication
1. www.grinnell.edu: The Grinnell College website is a rich
resource for information about the College.
 Search – Use the search function to find the information
you seek on the Grinnell College website.
 Alumni — Visit http://loggia.grinnell.edu for information
about Reunion, events, alumni activities, volunteering,
giving to Grinnell, and other alumni resources (transcript
requests, admission referrals, etc.).
 Academics — Visit www.grinnell.edu/academic for
information about academic programs, including the
Expanding Knowledge Initiative (EKI).
 Calendar — Visit calendar.grinnell.edu to see the campus
calendar.
 Scarlet and Black — Visit < web.grinnell.edu/sandb > to
read the online edition of the S&B. The S&B also maintains
a blog at www.thesandb.blogspot.com .
 Grinnell in the News — Visit wm2.grinnell.edu/cgi-bin/
newskate.dll to read and submit stories about Grinnell and
Grinnellians.

Class Volunteer Handbook 23
2. Lyris list: A lyris list is an e-mail discussion tool that provides
an open forum for discussion, connection, and reminiscing
between members. Additionally, lyris lists allow the Office of
College and Alumni Relations to provide information in a timely
fashion. They can also help class volunteers communicate more
effectively.
The College currently offers the following types of lyris lists:
 Class Specific Lyris lists — for discussion within a specific
class year
 Regional Alumni Lyris lists — connect with alumni in a
specific geographic area
 Special Interest Lyris lists — for alumni who share a
common interest such as travel, hobbies, or special studies
 Volunteer Lyris lists — provide direct communication with
the Alumni Office as well as a forum for volunteers to share
ideas and give suggestions (restricted to class volunteers)
 Reunion Specific Lyris lists — Lyris lists created
specifically for the class committees of upcoming Reunion
classes (restricted to Class Committee members)
Further information, including how to join a Lyris list and
manage a Lyris list account, can be accessed online at http://
loggia.grinnell.edu/listserv.
More information can be found at loggia.grinnell.edu .
3. Alumni Directory: The Alumni directory provides alumni
and current students with a virtual community of Grinnellians.
Individuals’ profiles provide contact information along with
occupation and educational information. Users may edit the
information in their profiles once they have registered at loggia.
grinnell.edu/access .
4. Grinnell News Online: E-mailed biweekly to alumni, parents,
and friends of Grinnell by the Office of College and Alumni
Relations, GNO is a digest of Grinnell in the News, Pioneer
Athletics, campus news, and alumni news. To subscribe, send a
message to alumni@grinnell.edu .

24 Grinnell College, 2009–10
Events
1. Regional events: Each year, the Office of College and Alumni
Relations sponsors dozens of events across the United States.
These range from informal, alumni-led pub nights, to picnics
for alumni and students, to receptions, to presentations by
professors. Alumni receive notification of events in their area by
e-mail and print invitation. Alumni may also visit loggia.grinnell.
edu/calendar for a current list of regional events.
2. Travel Programs: Groups of alumni join together to travel
around the globe for relaxation, continuing education, service,
and more! To learn more about alumni travel programs, visit
www.grinnell.edu/alumni/travel .
Grinnell College Publications
1. The Grinnell Magazine: Published quarterly for alumni,
students, parents, faculty, and friends of the College by the
Office of College and Alumni Relations. The contents of the
magazine are selected to stimulate thought and discussion, to
demonstrate the range of opinions and activities on the campus
and in its broader community, and to provide news about the
College and its alumni.
 Classnotes: If a classmate has news suitable for publication
in the Classnotes section of The Grinnell Magazine, please
prepare detailed information including the effective date
of the news, correctly spelled names, classyear(s), etc.,
and submit to the Office of College and Alumni Relations
at classnotes@grinnell.edu or by mailing to: Classnotes,
Office of College and Alumni Relations, Grinnell College,
Grinnell, IA 50112.
2. g-mail: This quarterly newsletter, a sister publication to The
Grinnell Magazine, offers news briefs from campus and
alumni. The summer issue always focuses on Reunion and
Commencement.
3. Sportsletter: The Sportsletter offers news of Grinnell’s varsity
sports teams and athletics program, in a print newsletter mailed
at the end of each sports season (fall, winter, and spring). It is

Class Volunteer Handbook 25
mailed to former Grinnell athletes, among others, and is also
available upon request.
Career Development Office: There are many ways you can give back
to the College and stay involved through the Career Development Office.
The CDO provides many services and programs to current students in
which alumni can play an active part. The CDO encourages alumni who
would like to assist Grinnell College students to contact us at career@
grinnell.edu or visit www.grinnell.edu/offices/cdo .
1. Grinnellink Alumni Questionnaire
 Purpose: Alumni share information about themselves in an
online form that helps students and other alumni with their
career decisions.
 Process: Alumni can complete Grinnellink Alumni
Questionnaire online at http://loggia.grinnell.edu/
grinnellink . The Grinnellink Alumni Questionnaire includes
current and past information such as graduate schools
attended, degrees received, cities lived in, titles of positions
held, organizations worked for, hobbies/interests involved
in, contact information, etc. After alumni return the online
form the CDO uses the information to assist Grinnell College
students, alumni, staff and faculty. Alumni recognize they
may be contacted for advice and assistance regarding any
of the information on the form. Once contacted, alumni
provide information based on their personal and professional
experiences such as choosing and applying to graduate
schools, offering career-specific advice, conducting practice
interviews and providing constructive advice, reviewing a
resume and/or application letter, etc.
 Cost: There is no cost for alumni to submit.
2. Career Connections Session
 Purpose: Alumni assist students by sharing their post-
graduate path and experiences during an informal
presentation on campus.
 Process: Alumni contact the Career Development Office to
arrange a date and time for a Career Connections session.

26 Grinnell College, 2009–10
The CDO arranges a room for the presentation, reserves
necessary audio visual equipment, and advertises the Career
Connections session based on information provided by
alumni. Alumni share details of career choices, how they
made decisions to work in specific jobs, how they chose
certain graduate schools, and other interesting detours of
their journey since leaving Grinnell In addition, alums often
provide insight into what life is like in a specific city, how
students might find internships, what skills are important
to specific career paths, what differences there are in jobs
within career areas, how to find and apply to jobs, what
advice they have for applying to graduate schools, and
anything else they believe students might find helpful. Most
alumni will talk for 15-20 minutes and then offer time for
questions and discussion.
Career Connections can take place on campus, most often
in the CDO presentation room or conference room. If it is
not practical for the alum to travel to Grinnell, a video or
telephone conferencing session can be arrange and is an
efficient and effective method of participating in a Career
Connection.
 Cost: If taking place on campus, alumni pay for their own
transportation, meals and accommodations or arrange to
present a Career Connections session when they’re already
coming to campus for other reasons.
3. Internship Program
 Purpose: Alumni offer internship opportunities at their
companies or organizations for students to gain practical
work experience in a chosen career field.
 Process: Alumni submit a description to the CDO
describing the internship responsibilities, skills desired,
specific projects and compensation provided. The Career
Development Office compiles and forwards student
applications. Deadlines are typically scheduled for in early
February for summer internships. Many alumni provide
direct supervision and mentoring for the intern. Internships
take place in the U.S. and abroad during the summer for 10
consecutive weeks.

Class Volunteer Handbook 27
 Cost: Summer internships may be funded through alumni
donation, by the organization, or through a Grinnell
College-sponsored competitive grant.
4. Pre-Professional Program
 Purpose: Alumni offer a career exploration experience for
current Grinnell students by allowing a student to shadow
them at work or providing an informational workplace tour.
 Process: Alumni may contact the CDO directly to
participate or indicate shadowing as a volunteer interest via
Alumni Association surveys. Students apply to the CDO
to register the experience and research potential options.
Students may contact alumni directly to express their
interest in a arranging a direct visit. The program takes place
during Grinnell College’s academic breaks and alumni hosts
may also offer small projects to give the student further
insight into the operation of the organization and career
field. Housing and transportation is the responsibility of the
student.
 Cost: There is no cost to alumni participants. However,
hosts may provide lunch or dinner at their discretion.
5. GRINNELLINK Receptions
 Purpose: Alumni assist students by sharing their post-
graduate path and experiences during casual small group
interactions on campus.
 Process: Alumni volunteer for their alma mater by serving
as Class Agents, Class Fund Directors, Asa Turner Chairs,
Alumni Council Members, and Class Committee Members.
In their volunteer roles, these alumni return to campus once
or twice a year. In anticipation of their return to campus,
alumni are invited to participate in the GRINNELLINK
Reception and complete a brief biography. The event gives
students a casual and informal opportunity to network and
connect with alumni.
 Cost: There is no cost to alumni as they are on campus for
other engagements.

28 Grinnell College, 2009–10
6. Resume Collections
 Purpose: Alumni accept Grinnell students’ resumes and
cover letters for job and/or internship openings within their
company or organization.
 Process: Alumni email job or internship opportunities
to career@grinnell.edu . The Career Development Office
advertises the opportunity to students with specific instructions
on how to apply. Most often the CDO collects the resumes as
MS Word attachments and forwards all applications to alumni
or their employer after the stated deadline. Occasionally alumni
prefer students to contact them or their employer directly.
 Cost: This recruiting opportunity is a free service offered by
the CDO.
7. PioneerLink Opportunity Posting
 Purpose: Alumni can post a job or internship opportunity
within their organization on PioneerLink, our online career
services management system.
 Process: Alumni visit https://grinnell-csm.symplicity.
com/employers/ , click Register and Post an Opportunity
to Grinnell students. Complete the registration form
and complete the job posting form. Your username and
password will be emailed to you within one business day.
You can return at any time to post additional opportunities.
 Cost: PioneerLink is a free service offered by the CDO
when posting opportunities to Grinnell students.
8. On-Campus Recruiting
 Purpose: Alumni return to campus to recruit or assist with
recruiting current students for their employer.
 Process: Alumni contact the Career Development Office to
arrange a recruiting date by contacting the CDO career@
grinnell.edu. A form is also available online to indicate
interest in an on-campus recruiting visit www.grinnell.edu/
offices/cdo/employers/. The CDO reserves the room(s) and
advertises the visit based on information provided by the
alum. A recruiting day can consist of an information booth/

Class Volunteer Handbook 29
table, an information session, and/or an interview day.
Many alumni pre-screen resumes before coming to campus
so they can pre-select students to interview on campus.
 Cost: The alumni and/or their employer pays for the recruiting visit.
9. Consortia Involvement
 Purpose: Alumni and their employer want to interview
college students, including Grinnell College students,
through consortiums of which Grinnell College is a member.
 Process: Alumni contact the Career Development Office
for specific instructions on how to participate in the Senior
Interview Days organized through the Selective Liberal Arts
Consortium (SLAC). Senior Interview Days are available in
Boston, Chicago, New York, and Washington, DC.
 Cost: There are registration fees to participate in consortia
recruiting events; contact the CDO for more information.
Academic Opportunities
Alumni Scholars: Alumni Scholars are invited to the College to present
their scholarship on campus, renew acquaintances with faculty, and
meet current students. Alumni Scholars should have graduated from
the College within the past 8–10 years and have (or nearly have) their
graduate degrees in hand.
“Scholarship” can be defined rather broadly to include not just academic
disciplines represented at Grinnell, but also fields such as law, engineering,
performing arts, and librarianship. A visit usually lasts two days and includes
a public presentation by the scholar and one or more informal meetings with
students to discuss the scholar’s own path from Grinnell to his or her present
field of work, or perhaps to discuss graduate programs.
Past nominations have been received from departments,
concentrations, and other faculty groups. Nearly 100 alumni have
returned to Grinnell under the program. The Alumni Scholars fund covers
the cost of these visits, including an honorarium, travel costs, and meals.
Alumni interested in participating in the program should contact a
faculty member from their department or concentration. They should
describe what they have done since graduation, what they would do while

30 Grinnell College, 2009–10
on campus, and possible dates they could visit. Most years, nominations
will be considered as they come in for both fall and spring in order to give
maximum flexibility for planning. However, the Alumni Scholar program
will be suspended for the 2009-2010 academic year. Nominations will
continue to collected with the goal of resuming the program in 2010-2011.
The Wilson Program in Enterprise and Leadership
The Wilson Program in Enterprise and Leadership often invites alumni
to return to campus to share their experiences with current students,
either in classes or at other special events. Alumni with experience in any
sector - business, nonprofit, and government - have talked in appropriate
classes, including Wilson Program courses on careers, organizational
management, and innovation strategies. If you would like to participate
in a course on campus, please see www.grinnell.edu/academic/wilson or
contact Douglas Caulkins, Donald L. Wilson Professor of Enterprise and
Leadership at caulkins@grinnell.edu or Mark Montgomery montgom@
grinnell.edu .
Office of Admission
1. All alumni can help the Office of Admission by doing the
following:
 Encourage a campus visit
 Keep current material on hand for reference
 Share Grinnell College experiences with others
 Wear the Grinnell College logo regularly
 Attend local Grinnell College events
 Identify qualified students who might be interested in
learning more about Grinnell and refer these names to the
Office of Admission
2. GRASP: Members of the Grinnell Regional Admission
Support Program serve as an extension of Grinnell’s Office of
Admission. The primary function of a GRASP volunteer is to
serve as a representative and ambassador of Grinnell College
and to promote awareness of the institution. GRASP volunteers
play an important role throughout the admission process. These
volunteers uphold the values inherent in the Grinnell experience
by honestly and accurately representing the institution. The role
of an individual volunteer will depend upon his or her interest

Class Volunteer Handbook 31
level and the amount of time available. GRASP volunteers are
asked to help the Office of Admission by doing the following:
 Write, e-mail, or call local students who are referred to
GRASP volunteers by the Office of Admission
 Allow the Office of Admission to provide the volunteer’s
name, telephone number, and/or e-mail address to interested
prospective students and/or their parents in their area
 Contact students who have recently visited campus, see how
their visit went, answer any questions they may have, and
share experiences and memories when appropriate.
 Attend a high school visit or college fair with a staff
member of the Office of Admission
 Represent Grinnell College at a local college day/night program
 Contact students who have been referred to GRASP
volunteers by the Office of Admission to encourage them to
complete their application for admission to Grinnell College
 Call or visit area community/civic organizations or places of
worship to discuss the College with students
 Assist the Office of Admission with special events
 Host or plan a party for prospective students and their families
 Conduct a formal admission interview on behalf of the
Office of Admission
 Contact accepted students to congratulate them
 Present a book award at local high schools, if available
 Help coordinate the work of other alumni volunteers
Office of International Student Affairs
Grinnell’s Host Family Program is a cooperative effort between the
Office of International Student Affairs (OISA) and volunteers in the
local community. Our goal is to connect international students with
local families who will support their experience here as well as enjoy
the opportunity for cultural exchange. Many host family matches result
in true and lasting friendships! Other relationships are less interactive,

32 Grinnell College, 2009–10
but are still helpful for a student whose family lives very far away. New
matches are made each August, just before the new students arrive on
campus. Please contact the OLSA, Karen Edwards at edwardsk@grinnell.
edu 641-269-3703. (If this program interests you but you don’t live in
Grinnell, you might want to contact another college or university in your
area. Many campuses across the country offer programs like this, and
would welcome eager volunteers.)
Grinnell College Community Council
The mission of the Grinnell College Community Council is to promote
positive interactions between the community and the College. The
Council serves as a liaison, facilitating dialogue about opportunities for
the community and the College for mutually beneficial collaboration.
Membership includes people who live in the city of Grinnell, work in the
city of Grinnell, and attend Grinnell College. This may include Grinnell
College alumni, staff, students, or parents. Contact the Office of College
and Alumni Relations to express interest in serving on the Community
Council.

Class Volunteer Handbook 33
Section IV: Reunion and Alumni College
Each summer, Grinnell College hosts Reunion and Alumni College.
Alumni return to the College to rekindle connections with classmates,
enjoy lively conversations and lectures, explore the current campus, and
revisit their past.
Class volunteers are the most important part of your Reunion year.
Our goal is for you to work together to promote a celebration that will be
long remembered by you and your classmates. As volunteers, you give
immeasurable gifts of time, wisdom, energy, and enthusiasm. We are
grateful for your efforts and appreciate your leadership.
The Office of College and Alumni Relations staff is readily available
to support your efforts as needed. We are excited to work with you as
you prepare for your reunion and we are here to help make this your best
Reunion ever.
During the 18 months leading up to Reunion, the class committee
will work with the Office of College and Alumni Relations on their
Reunion. The committee and staff have different roles, outlined below:
Office of College and Alumni Relations
 Create a fun and lively weekend!
 Design, print, and distribute reunion program information.
 Provide committee members with class lists.
 Plan all-class activities (Picnic, Alumni Assembly, etc.) and
class-specific events.
 Produce and distribute reunion directory.
 Provide weekend information packets, programs, and nametags.
Class Committee
 Promote a fun and lively weekend!
 Communicate with classmates about Reunion.
 Reach out to classmates to encourage Reunion attendance.
 Provide input for class-specific weekend events or activities
(sports, lectures, etc.).

34 Grinnell College, 2009–10
 Provide “special touches” at class events (memorabilia, speaker, etc.).
 Greet classmates as they arrive at planned events.
Alumni College:
Each year, approximately 60 alumni return to campus to participate in
Alumni College, held Wednesday and Thursday in the week preceding
Reunion weekend. Five faculty members from a variety of majors and
disciplines lead the program, which features five academic lectures and
five shared meals.
This two-day small group college experience offers former students
the opportunity to rediscover the wonder of sitting in the classroom,
the fun of intellectual discussions with Grinnellians of all ages, and the
intimate interaction with faculty that makes Grinnell an exceptional
academic institution.
Reunion:
Reunion is a time for Grinnellians to reconnect with classmates, faculty,
alumni of different decades, and the campus. Everyone who returns
to campus for Reunion Weekend will enjoy the all-reunion picnic, the
Alumni Awards presentation during Assembly, dinner with classmates, a
Waltz on Saturday evening, and a very special brunch on Sunday.
Reunion celebrates our common ties to Grinnell and gives your
class or cluster the opportunity to proudly share Grinnell’s heritage
and imagine its bold aspirations for the future. Whether you come to
commemorate a milestone, mix with old friends, or stimulate your mind,
Reunion captures the spirit of Grinnell for all who attend.
Milestone Reunions:
The Office of College and Alumni Relations recognizes the 10th, 25th, and
50th Reunions as milestone reunions. Milestone reunions are independent
class reunions. Class committees for these reunion years, along with class
advisers, are encouraged to plan class events that celebrate milestone
achievements and reflect the dynamic nature of the class.
Suggested Milestone Activities:
 10th Reunion: career networking and development event;
financial planning seminar

Class Volunteer Handbook 35
 25th Reunion: planning for elderly parent care panel/speaker;
navigating the college admission process with Grinnell College
Office of Admission; special social activities including a
Grinnell Relays, sporting event, theme party, bus tour, etc.
 40th Reunion: retirement panel; travel presentations;
volunteerism panel; continuing education mini-courses or panel
 50th Reunion: using the Grinnell online community; local wine
tasting; private dance
50th Reunion Giving Program:
The annual class gift honors Grinnell College and the College’s future.
For alumni, the Pioneer Fund represents the longstanding tradition of
broad support of the College’s mission, the students, faculty, programs,
and the commitment to need-blind admission. The class of 1956 requested
an opportunity to directly share their legacy and so began sponsoring the
graduating class. The graduates in turn make their senior gifts in honor of
the 50th class.
The 50th reunion class gift includes:
 Pioneer Fund unrestricted gifts
 Senior Opportunity Scholarship — This annually funded
scholarship honors selected graduating seniors by buying down
their loans, so they enter the next phase of their lives with a more
reasonable burden of debt. The gifts reward successful completion
of the Grinnell education for a select group of graduates.
 Capital gifts — Outright and pledged capital gifts will be
counted in the 50th-year legacy if finalized in the Reunion year.
 Planned gifts
 Realized bequests received by the College during the Reunion year
 Life income gifts established and credited at face value
 Irrevocable deferred gifts credited at face value
The honorary marshal at Commencement comes from the 50th reunion
classyear and is selected by the student Commencement Committee.

36 Grinnell College, 2009–10
Section V: Fundraising
Pioneer Fund mission statement: We establish loyal donor
relationships with alumni, parents, and friends so the Grinnell community
has involved, socially committed members who annually fund the mission
of Grinnell College. Grinnell College’s mission statement can be found
on page 3 of this handbook.
Budget process and annual expenditures: The sole purpose of Grinnell
College is to educate young people in accordance with the Grinnell College
Mission Statement. The budget process funds educational priorities and is
determined by a central committee. It is a thoughtful process involving a
diverse group of campus representatives. Budgets are prepared in the fall,
approved at the spring Board of Trustees meeting, and implemented the
following July 1 for the fiscal year that runs from July 1 through June 30.
By natural classification, about 60 percent of budget expenditures
are for salaries and benefits; about 30 percent for programs and items
such as computers and library materials; and about 10 percent for campus
maintenance.
The budget income, tuition income, and expenditures tables show the
projected annual budgets:
Fiscal Years 2010 and 2011 will have marked challenges following
the economic pressures from Fiscal Years 2008 and 2009.
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Grinnell College Bookstore. Gifts and grants include government grants,
contracts, private gifts, and grants.
Based on the FY 2010 budget as approved by the Grinnell College Board of
Trustees at the April 2009 meeting.

Class Volunteer Handbook 37
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Scholarships and Grants Awarded.
Based on the FY 2010 budget approved by the Grinnell College Board of Trustees
at the 2009 meeting.
For detailed information about the budget assumption, including Grinnell’s
response to economic issues, please visit www.grinnell.edu/offices/
institutionalplanning .
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G4H$*74%;6'4*+9*.*
9>0*
1'23456'** I<3JA*.26"$A*@*FK&68A*L&"3**+*>M:*N* G4H$*74%;6'
&88)%$*+9:.* 1'23456'** I<3JA*.26"
O)"("J4"'E*+9.*
9,0* 7&88)%$*+9:.*
7$&34"$*74%;6'4#*+99.* O)"("J4"'
9,0*
9/0*
Based on the FY 2010 budget approved by the
Grinnell College Board of Trustees at the April 2009 meeting.
The cost of operating and maintaining auxiliary buildings is included in “Auxiliary Enterprise.”
More information can be found at the Office of Institutional Planning
website, www.grinnell.edu/offices/institutionalplanning .

38 Grinnell College, 2009–10
Types of revenue: The Office of the Treasurer, www.grinnell.edu/offices/
treasurer , is responsible for:
1. Tuition and fees are the expected contributions from students
and their families. Net tuition and fees are the total contributed
by students. In the appendix is a table showing the past several
year’s tuition and fees as full pay, average paid, and average
annual expenditures per student.
2. Endowment is a process by which donated gifts are invested,
expended, and stewarded according to the charitable intent of
the donors for the long-term good of Grinnell. The investment
committee of the Board of Trustees, along with the treasurer,
executes the investment and spending best practices and policies
for Grinnell College. Endowment funds may only be expended
according to the donor intentions of those funds.
3. Private support — The vast majority of funds received each
year are restricted to the purpose for which they are intended.
Private support for capital projects and funds increases
Grinnell’s holdings for the long-term good, while annual funds
support the annual expenditures for the curriculum.
4. Pioneer Fund: Grinnell College’s annual fund, the Pioneer
Fund, provides revenue for the College’s annual operating
budget. Annual gifts made to the Pioneer Fund are spent in the
year in which they are received.
The majority of Pioneer Fund gifts are unrestricted
operating funds used for expenditures required for the
annual progress of the College’s mission of education.
Unrestricted funds are expended following the budget process’s
recommendations for priorities for a given year.
Unrestricted funds support the programs for Grinnell
education: classes, laboratories, performances, speakers,
internships, wellness programs, athletics, and arts initiatives.
The budget is prepared each fall and put into place the following
July. In the intervening months, opportunities arise that, if Grinnell
had to wait for the next budget cycle, could take up to two years
to be implemented. Unrestricted giving to the Pioneer Fund
allows Grinnell to take advantage of these opportunities and to be
responsive in its decision-making.

Class Volunteer Handbook 39
5. Capital Gifts: Gifts can be made to permanently enhance the College
and increase its capital. Funds for permanently endowed scholarships,
professorships, prizes, faculty chairs or programs, and infrastructure
projects create the permanence and stability of the institution.
6. Planned Gifts (also referred to as “Estate Gifts” or “Deferred
Gifts”): The most common planned gift is via a will, bequest,
or beneficiary designation through a life insurance policy or
retirement account. Another approach is to create a retained
life income account with Grinnell, in which income is payable
for life to the donor and/or other designees. Upon death, the
proceeds are used by Grinnell as previously determined by
the donor. All planned giving donors are recognized with
membership in Asa Turner Associates.
7. Matching Gifts: Gifts may be eligible for employer matches.
Matching organizations will double or triple the value of their
employees’ charitable contributions by making a matching gift.
Some organizations also match gifts made by retirees, spouses,
or board members. Some organizations match gifts of time spent
volunteering for Grinnell. To learn more about matching gifts,
look up employers to see if they match charitable gifts, check
matching gift ratios, and investigate procedures, go to
http://loggia.grinnell.edu/cfd .
Ways to give: There are a variety of assets that can be used to make
outright and planned gifts to Grinnell College:
1. Cash (U.S. currency): via check, money order, or credit card.
2. Tangible personal property (“Gift in Kind”): These are often
one of two kinds: collections (books, musical and scientific
instruments, etc.) or personal property. Such gifts must be
given without restriction or expectation that the items will be
permanently displayed or kept by the College.
3. Art: Gifts of artworks or collections are treated much like gifts
of personal property; however, the Internal Revenue Service
requirements concerning the deductible value for the donor are
more stringent. A committee meets to review proposed gifts of
art to the College.

40 Grinnell College, 2009–10
4. Securities: The College will accept both publicly traded and
closely held securities. IRS regulations determine how the
College values the gift. These regulations direct the College to
average the high and low market price on the date the gift is
made.
5. Real estate: Gifts of real estate may include personal residences,
vacation homes, and rental, commercial, and business properties.
Properties with any fractional interests, subject to a prior life
interest, are acceptable. Prior to acceptance of real estate, the
College may require a title search, appraisal, and environmental
audit at the donor’s expense.
6. Life estate in property: The College will accept a remainder
interest in a personal residence, farm, or vacation property
subject to the same policy as accepting real estate. The donor
or other life tenant may continue to occupy the property for
the duration of his or her life. The life tenant pays expenses for
maintenance, real estate taxes, insurance, and any indebtedness.
7. Life insurance: Cash value life insurance policies no longer
needed may be transferred to the College as a gift. Upon
assignment of ownership and beneficiary change, the College
will surrender the policy for the cash value.
8. Other: Gifts of crops, timber, livestock, coin collections, and
other nontraditional personal property may also be appropriate.
9. Non-deductible gifts:
 Gifts of services rendered are not deductible as a charitable
contribution. Examples of those types of gifts include
writing an article for The Grinnell Magazine, honoraria, and
radio spots.
 Expenses not reimbursed can be counted as gift credit if the
expenses were incurred in service to the College. These can
be deducted from personal income tax returns in accordance
with IRS guidelines.

Class Volunteer Handbook 41
Gift recognition: The class fund counts gifts made to the Pioneer Fund.
The Honor Roll of Giving recognizes all gifts to the College, including
capital and planned gifts. An individual’s gift level in the Honor Roll
reflects all gifts made, including soft credit for gifts made by another
entity, such as a matching gift company, a family foundation, or gifts
shared by a couple (each person shows hard and soft credit for the gift,
but the funds are only counted once in the actual College ledger).
1. Gift credits: Gifts are considered hard or soft credit.
 Hard credit means the individual made the gift directly.
 Soft credit means the gift was made by another entity and
credited to the individual.
i. Matching gifts are counted as soft credit in the class gift
and the hard credit, the actual dollars paid, counted for
the employer.
ii. Alumni couples generally share their household gift as
half hard and half soft credit for each person.
2. Asa Turner Associates: As mentor to the Iowa Band, which
founded Iowa College (Grinnell College) in Davenport, Asa Turner
is sometimes referred to as the “Father of Grinnell College.” Asa
Turner Associates was established in 1994 to recognize individuals
who have provided for Grinnell College through their estate plans.
Gifts that qualify for membership include:
 Bequests
 Provisions in a revocable trust
 Insurance beneficiary or annuity designation (pooled income
funds, charitable remainder trusts)
 Charitable gift annuities
 Retirement plan beneficiary designation (IRA, 401k, 403b)
 Remainder interest of a life estate in real estate

42 Grinnell College, 2009–10
3. Honorarium and memorial gifts are gifts in honor of and in
memory of people and programs. To make a gift special, make
it in honor of someone or something significant: a professor,
your parents, or favorite people. Gifts can be made in memory of
someone important who has passed away.
4. Grinnell College Recognition Levels: Fiscal Year 2010
(2008–09 Academic Year)
Rosenfield Fellow: . . . . . . . . . . . . . . . . . . . $50,000 or greater
Trustee Circle: . . . . . . . . . . . . . . . . . . . . . . . $25,000–$49,999
Laurus Nobilis: . . . . . . . . . . . . . . . . . . . . . . . $10,000–$24,999
Iowa Band: . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$5,000–$9,999
Pioneer Circle: . . . . . . . . . . . . . . . . . . . . . . . . . .$2,500–$4,999
Presidents’ Club: . . . . . . . . . . . . . . . . . . . . . . . . .$1,500–$2,499
Young Alumni Presidents’ Club: . . . . . . . . . . . . . $750–$2,499
(2000–2009 and current students)
Scarlet and Black Circle: . . . . . . . . . . . . . . . . . . . $500–$1,499
James J. Hill Society: . . . . . . . . . . . . . . . . . . . . . . . .$164–$499
Honor Roll: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$1–$163
 Rosenfield Fellow — $50,000 and up
Joseph Frankel Rosenfield’s ’25 passionate devotion to
Grinnell College was unmatched. During his tenure as a trustee,
lasting more than half a century, his personal and professional
investment in the College catalyzed the tremendous growth of
the endowment, ensuring the continued excellence of Grinnell.
 Trustee Circle — $25,000 to $49,999
Since 1846, the College’s trustees have promoted “the great and
lasting good” of Grinnell College. Their collective commitment
to stewardship, sound investment, and prudent management
allows Grinnell to develop its special character as an institution
that combines academic achievement with service to our nation
and world.

Class Volunteer Handbook 43
 Laurus Nobilis — $10,000 to $24,999
In Greek and Roman times, laurel leaves were woven into a crown
and given to outstanding citizens who performed a heroic act.
Laurel leaves, also known as bay leaves, are known for their bitter,
spicy taste, and are found in many dishes. Evergreen, sturdy, and
fragrant — surely these were contributing factors to the greatness
attributed to the Greek bay tree throughout history. The virtue
of prosperity was also assigned to the tree. This meaning has
transferred itself to our present society with the conferring of a
B.A. or baccalaureate degree.
 Iowa Band — $5,000 to $9,999
The 12 members of the Iowa Band, who together founded
Iowa College (now Grinnell), worked together against a host
of obstacles. These pioneering Eastern college men created the
basis for a flourishing educational institution on the Western
frontier that continues to grow and adapt to the new challenges
of the 21st century.
 Pioneer Circle — $2,500 to $4,999
J. B. Grinnell added his pioneering spirit to the efforts of the Iowa
Band and brought Iowa College to the new town he had founded
on the Iowa frontier. The trail he blazed is still being following by
the pioneers of this generation and the next, who will continue to
shape the future of Iowa, the nation, and the world.
 Presidents’ Club — $1,500 to $2,499
The leadership gifts of these donors serve the common purpose
of preserving and extending the educational and service heritage
of Grinnell’s 11 presidents.
 Young Alumni Presidents’ Club — $750 to $2,499
(classes of 2000–2013)
Students and recent alumni (an alumnus/a being anyone who has
completed 16 credit hours at Grinnell) face special challenges in
supporting their College. We honor their extraordinary dedication
with membership in the first of Grinnell’s leadership gift levels.
 Scarlet & Black Circle — $500 to $1,499
In the College’s early years, Grinnell’s color was a faded
pink. Grinnellians came to realize that waving pink pennants
at sporting events did not instill fear in their opponents, and

44 Grinnell College, 2009–10
clamored for new colors. In the early 1890s, a bold combination
of scarlet and black was chosen. This gift level recognizes the
bold College spirit of its members.
 James J. Hill Society — $164 to $499
On June 10, 1846, James J. Hill of the Iowa Band laid a silver
dollar on the table at a meeting of the new Grinnell College
Board of Trustees declaring it to be the seed of an endowment to
support outstanding students and faculty. Each fall new students
receive a Grinnell silver dollar medallion calling them to assume
their responsibility to support their College.
 Honor Roll — $1 to $163
All donors to the College have a place of honor, for only through
private support can Grinnell College takes its place as an
extraordinary, innovative, academically rigorous institution.
Why Give?
1. Show pride in Grinnell College.
2. Share belief in the Grinnell mission of educating young people
for their lifetimes.
3. Demonstrate gratitude for the Grinnell education.
4. Continue the tradition of support for a Grinnell education.
5. Tuition and fees do not cover the full cost of Grinnell education
(pages 26–27).
6. Education is an investment in the future.
7. Prepare Grinnellians for a world not yet imagined for them.
8. A healthy annual fund establishes fiscal balance. Educating
students takes investment balance — student tuition and alumni
gifts balance earnings from invested, privately provided funds
(endowment returns).
9. The Grinnell Education
Grinnell expects students to have high-quality classroom
curricula; close interaction with top-notch faculty devoted to
education; diverse and abundant social and cultural activities;
promising study abroad, internship, and research opportunities;

Class Volunteer Handbook 45
vital mental health and student affairs programs; and exciting
entertainment options. A gift to the Pioneer Fund invests students
with a Grinnell education for life-long learning.
Grinnell provides a program above and beyond a typical
college or university experience.
 Need-blind admission policy — Grinnell College is one of a
small number of private colleges that adheres to need-blind
admission policy for all domestic students. Grinnell makes
admission decisions without any knowledge of a prospective
student’s financial status, or ability to pay tuition and fees.
 With more than 90 percent of Grinnell’s students
receiving some degree of aid, this is a substantial financial
commitment differentiating Grinnell.
 A nationally recognized faculty (with an 8:1 faculty/student
ratio) devoted to teaching. Students work one-on-one with
professors; their intensely mentored educational experiences
are at the core of a Grinnell education. Attracting and
keeping top-notch faculty and staff is a financial investment
accounting for approximately 60% of the annual operating
budget.
 A residential policy of self-governance requires healthy
financial support so students experience the realities of
managing community life. Under self-governance, Grinnell
students are responsible for making many residential
decisions affecting their day-to-day lives. Learning to use
authority and resources leads them to care for themselves
and others as responsible adults.
 Grinnell’s individually advised, guided curriculum allows
students, with faculty guidance, to build their own course
of study. Grinnell students pursue an education in the truest
sense of the liberal arts, exploring a wide range of interests
in an atmosphere of academic freedom.
 A fully residential campus set in a bucolic Midwestern
town. Having over 95 percent of students living on campus
creates close bonds between students all living and working
in the same spaces. Grinnell students know their classmates
and have a great sense of communal identity.

46 Grinnell College, 2009–10
10. The Importance of Pioneer Fund Gifts
A bronze plaque in Herrick Chapel recognizes the
Congregational ministers who, as the Iowa Band, followed their
mentor’s vision and founded this institution. Each year, the Annual
Report and the Honor Roll of Giving recognize the importance of
financial support from alumni, parents, and friends.
On June 10, 1846, Iowa Band members envisioned
founding an exemplary college. Amid debates concerning the
formation of Iowa College (now Grinnell College), James J.
Hill ceremoniously laid a silver dollar before those assembled
and sounded a call to action. Hill said his single dollar would be
the first step — the cornerstone — of an endowment that would
support outstanding students and faculty. With that simple act,
Grinnell College became a reality.
More than 160 years have passed since Hill challenged the
Iowa Band to secure the future of Grinnell College as a superb
liberal arts college with a tradition of distinguished excellence.
Today, Grinnell College relies on philanthropic support to
fulfill its mission. Grinnell uses resources with the same vision of
long-term strength. The Pioneer Fund is an annual program that
encourages unrestricted gifts for Grinnell College’s mission of
educating women and men.
These gifts are a direct part of the College’s current operating
budget. The money raised for the Pioneer Fund is put to use
toward annual expenses. Alumni, parents, and friends participate
in ownership by acknowledging their relationship and by making
gifts to the school. Financial support provides activities, programs,
staff, faculty, and services for all Grinnellians.
Grinnell College has opportunities to include more people in
its success. Grinnell engages committed support for the College
from the surrounding community.
Grinnell invests in young people for the good of society,
with the help of all who believe this is the right thing to do.

Class Volunteer Handbook 47
Asking for Gifts
Make a personal case for giving. Give a personal perspective.
Giving is not just about money, as gifts reflect the emotional tie to the
Grinnell community.
 “Why do I give?”
 “Why is the Pioneer Fund relevant to my interests? How is it
relevant to others’ interests?”
 “Why do I believe Grinnell College is worth your resources?”
Tips for success:
 Get training and input from class advisers and peers.
 Practice.
 Research prospects to have good ideas for conversation topics.
What were they involved with at Grinnell? What was their
major? Take the time to learn about them in conversation.
 Use positive language to prepare someone to say “yes.”
 Approach each conversation with organized thoughts.
 Ask with pride, persistence, and patience!
 Be passionate, enthusiastic, and sincere.
 Be confident! Never apologize for fundraising.
 Listen. Listening to what the prospect shares about himself or
herself is a great way to ask for a gift specific to their interests.
 Bring them on the “inside” track about what’s happening at Grinnell.
 Share the budget, the endowment, and College spending policy.
 Corresponding regularly increases comfort and effectiveness
with prospects. Use these opportunities to share current
information about Grinnell College. Create a more personal
connection and they will enjoy receiving “insider” information.
 Most important, reach out to fellow Grinnellians with whom you
have Grinnell College in common, whether they are teammates,
classmates, study partners, life partners, friends, roommates,
parents of friends, or friends to be. Sharing suggested outreach
topics with classmates reinforces the value of the conversation
with fellow Grinnellians.

48 Grinnell College, 2009–10
Pioneer Fund sample script:
This is a fairly formal script to use as a guide for calling classmates. Be
upfront, have great conversations, and guide the flow of the conversation.
Visit Appendix F for a script that incorporates conversations about
Reunion and outreach.
Intro:
Hello, this is ____________, Grinnell College class of ’_______. May
I please speak with _____________________. I’m a class volunteer
(volunteer with Office of College and Alumni Relations, Alumni
Association Council volunteer, Pioneer Fund Leadership volunteer).
Purpose:
 I’d like to talk with you about your involvement as a volunteer
and as a donor.
 I’d like to talk with you about your experience with the life of
the College and your involvement as a donor.
Rapport: Open-ended questions. Use positive and affirming language.
Encourage them to be active with Grinnell. Encourage them to talk about
concerns. Reinforce a positive relationship with Grinnell. Share your
positive relationship with Grinnell. Share your belief in the institution
and staff. Direct them to appropriate people at the College to have further
conversations about a specific concern or issue.
General rapport topics: Share a brief version of the answer, and then
ask the question.
 Who made a difference for you at Grinnell?
 Do you know, can you articulate, how Grinnell shaped your life?
 Tell me the kind of students you want to see graduate from
Grinnell this year and in the coming years.
 How did you find Grinnell?
 Where have you found Grinnellians in the world?
 Are there alumni in your area?
 Have you been able to take advantage of alumni events?
 How was reunion/the regional alumni event?

Class Volunteer Handbook 49
Transition:
 I appreciate the influence you have on our Grinnell.
 I take my responsibility seriously to advocate for the College.
 I believe in Grinnell College because (part of the mission
statement with which you resonate)_______________________
___________________________________________________.
 I give $______ to Grinnell College because I believe/feel:
Ask for a specific amount:
 Will you please you join me and consider a gift of
$_________________ to the Pioneer Fund? [The next person to
speak must be the donor!]
 Please consider a thoughtful gift that is meaningful to you and
appropriate to your circumstances. [The next person to speak
must be the donor!]
Negotiate: Connect. Comeback. Clincher.
Connect: Acknowledge that they said something. Listen — do not argue.
 I hear you.
 I understand.
Comeback: Refer to the conversation earlier, and build your case for
support:
 You said you appreciated _________. Grinnell does/is ________
in support of that.
 You have many organizations you support, which is
quintessentially a Grinnell value. Grinnell should be one of your
philanthropic priorities, not the only priority.
Clincher: Ask for a specific amount in support of a particular value or
experience.
 Would you consider a gift of $_________ in support of your/our
belief in the power of the Grinnell education?

50 Grinnell College, 2009–10
Top topics of discussion: These are the top six topics you need to be able
to articulate for yourself or to direct them to someone who can and will
have the conversation.
 Endowment: What is it?
 Why does Grinnell College need annual gifts?
 Why does Grinnell College need donors?
 Grinnell College mission is _______.
 I give because _______.
 You should consider giving because _______.
 I don’t know. I don’t have an answer for you (am uncomfortable
with this conversation). I am going to refer you and this matter
to ________ who will have this conversation with you.
Be prepared — you won’t know every answer. Be direct. Don’t apologize.
Tell them you’ll make sure we get back to them or say you’ll find out and
be in touch.
Close:
 Thank you _______ (person) for your commitment of
$________ to Grinnell College’s Pioneer Fund.
 If you want to take care of concluding your gift electronically, go
online to <www.grinnell.edu> and click on “Alumni” and “Make
a Gift.” You can use electronic funds transfer or credit cards, etc.
 You’ll get great letters from the College you can use to send in
your check.
 I can have a pledge balance reminder sent to you.
 I’ll watch for your gift.
 I’ll pass the information along to ________ (staff adviser) with
whom I have regular contact about our class.
 Thank you again _______ (person) for your commitment of
$________ to Grinnell College’s Pioneer Fund. It’s been a
pleasure talking with you. Do you have any questions?

Class Volunteer Handbook 51
Follow-up:
 Send a thank-you note or e-mail after a call.
 Always say, “Thank you!”
 Follow up! Regardless of the outcome of a contact, always thank
your classmates for listening and send a personalized note or e-mail
soon after the conversation. This will double your likelihood of
receiving a gift or pledge from an individual in the future.
 Thank them for their gifts when they come in. Your personal
thank you makes people feel good and appreciated.
Top topics about fundraising:
1. Endowment: What is it? Refer to the Grinnell magazine article
from spring 2009.
 The endowment is a thoughtful process whereby donated
funds are stewarded, invested, and expended according to
the philanthropic intent of the donor and for the greater
good of Grinnell College.
 Joe Rosenfield ’25 wanted to make Grinnell financially
impregnable.
 It’s the “forever” money for Grinnell.
 Other people’s gifts are invested, to be maintained in
perpetuity, for the long-term health of Grinnell.
2. Why does Grinnell College need annual gifts? Refer to the
Grinnell Magazine article from Summer 2009.
 Students need our gifts.
 Grinnell programs are annually funded.
 Grinnell’s curriculum, faculty, staff, and programs cost
money. (How much money is needed every year for markers
and chalk for classroom and study room work?)
 Continued need-blind admission can only exist with
sufficient financial backing

52 Grinnell College, 2009–10
 Grinnell is an investment. With your support, we can
prepare today’s students for an unknowable future. Without
you, we won’t be able to invest in the kind of education in
which we feel we should invest.
3. Why does Grinnell College need donors?
 Students need us to be supportive of and involved in their
education.
 Giving to Grinnell reinforces the values of social justice.
 Grinnellians are the best people to recognize the impact of
the Grinnell experience on the world.
 Education is an investment beyond any one person’s
obligation. Everyone receives support from others.
 The value of a Grinnell education is measured by the giving
statistics of Grinnell alumni.
4. Grinnell College mission (see page 3)
5. “I give because …”
6. “You should consider giving because …
 … it’s our community.”
 … students need their fellow Grinnellians.”
 … education is an investment.”
 … it’s our responsibility to take care of the organizations in
which we believe.”
 … Grinnell is likely not your only priority right now, but it
should be among your priorities.”
 … as students, we didn’t bear the full cost of education,
regardless of our financial situation.”
7. I don’t know.
 “I don’t have an answer for you (am uncomfortable with
this conversation). I am going to refer you and this matter to
______who WILL have this conversation with you.”

Class Volunteer Handbook 53
Appendix A: Confidentiality Policy
Purpose: To provide volunteers for the Office of College and
Alumni Relations with an understanding of the standards regarding
dissemination and disposal of confidential information.
Guidelines: This information is to be used by volunteers only in
the performance of their duties as class agents, class committee
volunteers, class fund directors, Asa Turner chairs, regional
committee members, Alumni Association Council members, and
Phonathon callers, as well as all other volunteers working for the
greater good of Grinnell College.
 Information provided to all volunteers throughout their volunteer
period is strictly confidential.
 Information shared with volunteers is done on a “need to know”
basis.
 Information may not be transferred to any party outside the
Grinnell College Office of College and Alumni Relations
volunteer system without the prior approval of the director
of alumni relations, director of the Pioneer Fund, director of
planned giving, or the director of development.
 The information received is not to be used for any purposes
other than those for which it has been provided.
 Proper disposal of confidential information includes manual and
electronic shredding or return of information to the Office of
College and Alumni Relations.
 All class agents, class committee volunteers, class fund directors,
Asa Turner chairs, regional committee members, Phonathon callers,
Office of College and Alumni Relations staff, and other parties
involved in communications are required to adhere to this policy.

54 Grinnell College, 2009–10
Appendix B: Protection of Constituent Information
(September 12, 2006)
The Office of College and Alumni Relations does not sell or trade contact
information maintained on the College’s institutional database for any
purpose. Protecting the privacy of our constituency is a top priority, and
considered an obligation of the College.
In an effort to maintain an accurate and effective record of addresses
and contact information, the College will occasionally partner with select
firms to survey constituents for correction or completion of inaccurate
information. Examples of this include the production of an alumni
directory and targeted market research. Any firm hired to provide
services that require the submission of any record from the College will
be required to sign a binding contract ensuring the confidentiality of this
information, and restrict its use to the sole purpose agreed upon by the
College and the firm. No firm will be permitted to sell this information,
or use it in any manner outside of the parameters described in a legally
binding contract. The College’s legal counsel, to ensure confidentiality of
data is guaranteed, will review all contracts of this nature.
The Office of College and Alumni Relations receives requests from
alumni for contact information of other alumni by mail, phone, fax and
e-mail on a regular basis. Staff members who assist with these requests
require the individual placing the request to prove his/her identity by
answering specific questions. If the questions are not satisfactorily
answered the request will not be granted. Additionally, any person who
requests access to our file room for any purpose is required to sign a
confidentiality agreement. Just as outside firms are restricted from using
College data for other purposes, the College asks alumni and users of
the file room to protect and not use for profit any personal information to
which access has been granted.
Employees of Grinnell College may request contact information
(phone, email, address) for individuals or groups (former swimmers,
anthropology majors, etc). The information given must be used for
College purposes (departmental newsletter, invitation to College event,
etc.). When a mailing is returned to Grinnell College from the United
States Postal Service for a bad address, the returned piece will be
immediately forwarded to the Office of College and Alumni Relations
so the central database can be updated. All returned mail routed to the
Office of College and Alumni Relations remains unopened is processed
within 5 working days after being received by the College and Alumni
Relations. Once the updates have been made mail returned from

Class Volunteer Handbook 55
the United States Postal Service will be sent via campus mail to the
originating department. All data released is to be deleted and not released
or used for any other purpose other than agreed upon. Data is NOT to be
saved or stored for future uses
Outside organizations contact internal departments and/or individuals
to request alumni contact information primarily for survey purposes. If a
department or individual believes the request is an institutional obligation,
a written request describing the outside organization, the purpose and
rationale of the project must be submitted to the Office of College and
Alumni Relations. If the request is granted, the Office of College and
Alumni Relations will ask the requestor to complete and return a form
before any information may be released. The release and use of alumni
contact information to an outside organization is the responsibility of
the person completing the form. The Office of College and Alumni
Relations will provide to the person completing the form a document that
he/she should ask the outside organization requesting the information
to complete. The document requires the outside organization to ensure
confidentiality of the provided information, to restrict its use for the sole
purpose agreed upon by the College and the organization, and to delete all
data released to them and not store for future uses.
Alumni directories, either paper or electronic, listservs and classletters
are for official college use, and for individual communication between
alumni. Use of personal information for any other purpose, including, but
not limited to, reproducing and storing in a retrieval system by any means,
electronic or mechanical, photocopying or using the addressed or other
information for any private, fundraising, commercial, or political mailing, is
strictly prohibited and constitutes misappropriation of property.
If you are contacted by an organization or business that implies,
directly or indirectly, that your information was provided by Grinnell
College, please contact the Office of College and Alumni Relations
immediately. If possible, forward any related material received to our
office for review.
Grinnell College
Office of College and Alumni Relations
Grinnell, IA 50112
Attn: Director of Donor Services

56 Grinnell College, 2009–10
Appendix C: Electronic Communication
Class Lyris list: Grinnell College provides alumni with Lyris list
e-mail discussion groups to provide a forum for classmates to
communicate with each other. A Lyris list is an electronic distribution
list that allows members to post and receive messages to/from other
members of the Lyris list without maintaining an e-mail address book
or separate distribution list.
 The purposes of the Grinnell College alumni Lyris list program
are to provide an open forum for discussion, connection, and
reminiscing; to provide information from the Office of College
and Alumni Relations in a real-time way; and to give class
volunteers a place to further their volunteer roles.
 To join a Lyris list, visit http://loggia.grinnell.edu/listserv .
Please read and review the Lyris list guidelines for membership,
as it is very important to understand the rules for discussion
before joining a listserv. Once you have read the guidelines
document, please browse through our list of existing Lyris list
on the same site. You can then select a group to join. The site
will walk you through the process of joining a Lyris list. If you
have any questions, please contact the Lyris list administrator at
866-850-1846 or e-mail alumlsrv@grinnell.edu .
The Loggia: The Loggia, Grinnell’s online alumni community,
Alumni On-Line Community is for official College and alumni use
for individual personal communication between users. Membership
in The Loggia is available to alumni only. In order to take advantage
of all that your community has to offer, you must register to establish
a user ID and password. You need only register for the community
once. When you return on future visits, enter your user ID and
password when prompted on entry to the members’ only areas of
the community. To find out more about the on-line community, visit
http://loggia.grinnell.edu .
Online Gifts: Credit card gifts can be given through a secure
website. Visit http://loggia.grinnell.edu/makeagift.
Contacting the Office of College and Alumni Relations: To send an
electronic message to the Office of College and Alumni Relations,
e-mail us at alumni@grinnell.edu or visit www.grinnell.edu/car/
staff and click on the person you wish to contact.

Class Volunteer Handbook 57
Appendix D: Copyright Policy
(Effective April 15, 2004)
Occasionally volunteers may wish to include items in communication
with classmates that fall under the protection of the 1976 Copyright
Act. These items may include but are not limited to:
 Newspaper, magazine, or journal articles
 Excerpts from books and dramatic or musical works
 Visual art, including prints of artistic works and photographs
 Information obtained from websites or other electronic forums
If such items are to be included in a communication with
classmates, written permission for duplication from the holder of the
copyright must be obtained by the volunteer and provided with the
communication at the time of submission to the Office of College and
Alumni Relations for processing.
 Permissions are requested from the original publishing entity
(such as the New York Times or Oxford University Press) or
holder of the copyright (such as a professional photography
studio).
 Requests should include the purpose for reproduction, number of
copies to be produced, and any other information requested by
the copyright holder.
 If copyrighted items require payment of a fee for reproduction
rights, they should not be used in classmate communication.
If a volunteer has questions about the copyright of an item or who
should be contacted for reproduction permissions, they can contact
the Office of College and Alumni Relations for assistance.
Submission of communication containing possible copyrighted
material without proper permission may result in prolonged
processing time.
For information on the 1976 Copyright Act, visit
www.copyright.gov .

58 Grinnell College, 2009–10
Appendix E: Class Giving Statistics
Pioneer All
Total Fund All College Gifts
Solicitable Pioneer Dollars Donors % Pioneer Reported Asa
Class Fiscal Class Fund Reported for to the Fund % of Total for Turner
Year Year Members Donors Honor Roll College Participation Participation Honor Roll Associates
1937 2003 45 $4,761 20 42.22% 44.44% $40,903.00 *
2004 38 $3,908 16 42.11% 42.11% $5,053.00 *
2005 38 13 $5,322 13 34.21% 34.21% $5,322.00 5
2006 30 12 $5,145 12 40.00% 40.00% $5,145.00 4
2007 25 14 $5,277 14 56.00% 56.00% $5,277.00 4
2008 24 10 $7,601.00 10 41.67% 41.67%$1,419,706.96 4
2009 18 8 $4,018.00 8 44.44% 44.44% $4,018.00 3
1938 2003 72 $5,864 31 43.06% 43.06% $6,264.00 *
2004 61 $4,688 19 29.51% 31.15% $137,896.59 *
2005 61 17 $3,955 18 27.87% 29.51% $5,455.00 9
2006 49 17 $3,260 17 34.69% 34.69% $3,260.00 7
2007 37 12 $1,271 12 32.43% 32.43% $1,271.00 6
2008 32 12 $1,422.00 12 37.50% 37.50% $1,422.00 4
2009 25 10 $1,141.00 10 40.00% 40.00% $1,141.00 6
1939 2003 99 $44,900 29 29.29% 29.29% $44,900.00 *
2004 85 $23,366 31 36.47% 36.47% $37,241.98 *
2005 85 26 $29,387 26 30.59% 30.59% $29,387.34 11
2006 74 29 $27,913 29 39.19% 39.19% $27,913.48 14
2007 61 18 $7,793 18 29.51% 29.51% $7,793.36 10
2008 54 17 $9,492.99 17 31.48% 31.48%$1,421,598.97 6
2009 51 14 $5,215.00 14 27.45% 27.45% $5,215.00 6
1940 2003 89 $23,296 42 44.94% 47.19% $65,696.00 *
2004 79 $6,674 24 29.11% 30.38% $12,844.96 *
2005 79 29 $16,739 30 36.71% 37.97% $2,039.30 10
2006 70 24 $6,416 25 34.29% 35.71% $7,791.42 8
2007 58 19 $4,433 20 32.76% 34.48% $7,433.28 6
2008 52 17 $3,993.00 17 32.69% 32.69% $3,993.00 5
2009 44 16 $4,047.25 16 36.36% 36.36% $4,047.25 4
1941 2003 99 $22,432 22 22.22% 22.22% $22,432.00 *
2004 90 $10,415 15 16.67% 16.67% $10,950.00 *
2005 90 16 $19,066 16 17.78% 17.78% $19,225.00 7
2006 72 18 $22,365 19 25.00% 26.39% $32,524.00 8
2007 58 10 $16,311 10 17.24% 17.24% $16,311.00 6
2008 56 11 $16,624.00 13 19.64% 23.21% $31,624.00 5
2009 49 10 $6,510.00 11 20.41% 22.45% $11,510.00 6

Class Volunteer Handbook 59
1942 2003 104 $33,497 49 46.15% 47.12% $163,414.00 *
2004 92 $14,456 32 34.78% 34.78% $17,859.00 *
2005 92 37 $16,103 38 40.22% 41.30% $44,741.58 11
2006 88 38 $17,434 38 43.18% 43.18% $18,934.00 14
2007 83 35 $19,572 35 42.17% 42.17% $19,572.00 11
2008 78 28 $15,019.00 28 35.90% 35.90% $16,134.70 8
2009 68 22 $14,213.00 22 32.35% 32.35% $14,313.00 9
1943 2003 98 $7,323 43 41.84% 43.88% $8,680.00 *
2004 98 $5,001 28 27.55% 28.57% $11,316.05 *
2005 98 35 $7,707 35 35.71% 35.71% $32,669.00 9
2006 92 34 $9,049 36 36.96% 39.13% $20,049.00 9
2007 82 35 $10,842 35 42.68% 42.68% $11,842.00 5
2008 73 30 $11,516.00 30 41.10% 41.10% $32,516.00 7
2009 66 32 $12,032.00 32 48.48% 48.48% $12,157.00 8
1944 2003 105 $5,899 28 26.67% 26.67% $5,899.00 *
2004 102 $6,855 24 23.53% 23.53% $10,600.00 *
2005 102 25 $6,077 25 24.51% 24.51% $17,077.33 7
2006 89 23 $6,560 24 25.84% 26.97% $6,710.00 8
2007 77 16 $6,136 16 20.78% 20.78% $6,136.00 7
2008 64 19 $4,969.00 19 29.69% 29.69% $4,969.00 7
2009 54 13 $3,653.60 13 24.07% 24.07% $3,653.60 7
1945 2003 89 $14,319 23 25.84% 25.84% $14,319.00 *
2004 89 $16,026 24 25.84% 26.97% $22,951.32 *
2005 89 22 $13,602 24 24.72% 26.97% $30,682.22 2
2006 85 24 $14,031 26 28.24% 30.59% $19,280.99 2
2007 76 17 $8,091 17 22.37% 22.37% $8,141.21 1
2008 72 18 $11,075.52 20 25.00% 27.78% $15,450.52 2
2009 67 12 $2,779.00 14 17.91% 20.90% $3,189.00 3
1946 2003 64 $46,342 17 26.56% 26.56% $46,342.00 *
2004 61 $17,012 14 22.95% 22.95% $181,379.15 *
2005 61 18 $24,899 18 29.51% 29.51% $32,103.47 2
2006 58 16 $17,107 17 27.59% 29.31% $32,606.18 3
2007 55 17 $19,502 17 30.91% 30.91% $32,502.12 4
2008 48 17 $18,173.00 17 35.42% 35.42% $28,173.00 4
2009 46 12 $6,688.00 12 26.09% 26.09% $6,688.00 3
1947 2003 96 $23,021 38 38.54% 39.58% $43,021.00 *
2004 94 $35,186 32 34.04% 34.04% $38,104.66 *
2005 94 34 $41,067 34 36.17% 36.17% $141,066.81 5
2006 85 36 $40,496 36 42.35% 42.35% $140,726.54 7
2007 77 35 $45,754 35 45.45% 45.45%$1,345,854.48 6
2008 74 31 $37,777.65 31 41.89% 41.89% $238,262.10 4
2009 66 23 $37,859.50 23 34.85% 34.85% $37,959.50 4
*No data available

60 Grinnell College, 2009–10
1948 2003 118 $18,501 59 50.00% 50.00% $40,021.00 *
2004 114 $10,297 40 34.21% 35.09% $49,124.05 *
2005 114 41 $12,852 41 35.96% 35.96% $53,952.10 9
2006 106 39 $15,301 40 36.79% 37.74% $55,301.47 8
2007 98 38 $13,541 38 38.78% 38.78% $53,541.34 8
2008 90 38 $8,564.51 38 42.22% 42.22% $48,564.51 6
2009 89 34 $6,740.19 34 38.20% 38.20% $61,740.19 8
1949 2003 211 $35,151 87 41.23% 41.23% $165,776.00 *
2004 201 $22,081 63 29.85% 31.34% $130,515.04 *
2005 201 70 $25,501 70 34.83% 34.83% $36,142.79 12
2006 192 68 $25,172 69 35.42% 35.94% $106,003.32 13
2007 181 69 $40,298 69 38.12% 38.12% $50,298.08 13
2008 175 71 $52,015.00 71 40.57% 40.57% $72,015.04 10
2009 163 66 $42,780.63 67 40.49% 41.10% $65,032.21 13
1950 2003 231 $23,775 120 51.95% 51.95% $24,682.00 *
2004 226 $20,457 106 46.46% 46.90% $65,006.99 *
2005 226 110 $28,384 110 48.67% 48.67% $83,007.82 12
2006 237 106 $26,477 106 44.73% 44.73% $60,141.76 13
2007 220 100 $23,555 101 45.45% 45.91%$1,328,555.30 13
2008 218 99 $28,581.64 101 45.41% 46.33% $380,236.64 13
2009 213 81 $22,069.06 85 38.03% 39.91% $78,068.06 14
1951 2003 239 $75,163 122 45.19% 51.05% $212,809.00 *
2004 232 $19,403 112 43.97% 48.28% $42,499.88 *
2005 232 108 $28,793 114 46.55% 49.14% $89,147.57 15
2006 236 105 $25,427 112 44.49% 47.46% $535,576.84 15
2007 213 107 $49,689 111 50.23% 52.11% $60,124.35 15
2008 213 94 $49,984.44 98 44.13% 46.01% $181,132.27 14
2009 207 91 $48,810.91 95 43.96% 45.89% $61,744.36 14
1952 2003 227 $37,983 109 47.58% 48.02% $147,436.00 *
2004 219 $29,162 100 45.21% 45.66% $44,355.16 *
2005 219 86 $38,927 87 39.27% 39.73% $96,125.10 10
2006 221 77 $50,611 82 34.84% 37.10% $280,381.76 13
2007 213 87 $23,454 88 40.85% 41.31% $41,699.79 11
2008 206 83 $33,957.00 84 40.29% 40.78% $51,308.04 11
2009 200 82 $30,791.00 83 41.00% 41.50% $37,260.78 12
1953 2003 225 $60,406 115 51.11% 51.11% $122,463.00 *
2004 215 $29,214 83 36.28% 38.60% $132,990.61 *
2005 215 78 $71,480 81 36.28% 37.67% $211,351.47 14
2006 217 85 $44,590 86 39.17% 39.63% $84,650.25 14
2007 205 80 $48,975 82 39.02% 40.00% $101,389.82 15
2008 196 67 $43,413.36 68 34.18% 34.69% $63,163.36 12
2009 185 56 $52,515.14 57 30.27% 30.81% $59,265.14 14

Class Volunteer Handbook 61
1954 2003 205 $103,604 82 39.51% 40.00% $222,664.00 *
2004 208 $35,881 81 37.50% 38.94% $312,603.80 *
2005 208 74 $101,408 80 35.58% 38.46% $279,193.63 10
2006 206 73 $158,135 75 35.44% 36.41%$1,298,812.53 10
2007 200 72 $99,086 74 36.00% 37.00% $207,099.79 9
2008 194 69 $188,799.00 71 35.57% 36.60% $282,969.00 9
2009 187 65 $128,873.00 66 34.76% 35.29% $220,136.00 10
1955 2003 163 $39,032 62 36.81% 38.04% $44,657.00 *
2004 159 $16,209 66 38.99% 41.51% $46,378.30 *
2005 159 60 $19,865 69 37.74% 43.40% $41,645.31 12
2006 171 60 $21,916 62 35.09% 36.26% $48,180.39 13
2007 166 60 $21,129 65 36.14% 39.16% $83,429.07 12
2008 164 55 $23,539.60 57 33.54% 34.76% $39,539.60 11
2009 160 54 $21,569.00 56 33.75% 35.00% $41,569.00 12
1956 2003 199 $93,962 90 44.72% 45.23% $280,590.00 *
2004 193 $29,831 99 46.63% 51.30% $231,833.19 *
2005 193 84 $91,985 88 43.52% 45.60% $313,850.85 13
2006 199 102 $171,327 104 51.26% 52.26%$1,327,488.26 14
2007 190 69 $79,959 72 36.32% 37.89% $237,826.33 13
2008 181 72 $181,249.00 75 39.78% 41.44% $193,825.00 13
2009 171 66 $118,877.74 67 38.60% 39.18% $188,977.74 13
1957 2003 230 $89,453 127 54.35% 55.22% $163,903.00 *
2004 227 $38,540 94 39.65% 41.41% $57,526.64 *
2005 227 88 $44,531 93 38.77% 40.97% $100,633.15 15
2006 220 97 $66,006 98 44.09% 44.55% $131,686.25 17
2007 211 110 $160,646 111 52.13% 52.61% $172,596.06 16
2008 209 98 $87,891.86 99 46.89% 47.37% $195,341.86 14
2009 202 84 $61,258.55 84 41.58% 41.58% $75,808.55 17
1958 2003 225 $209,416 120 52.89% 53.33% $222,736.00 *
2004 222 $23,913 83 34.68% 37.39% $34,164.22 *
2005 222 88 $29,678 95 39.64% 42.79% $61,621.72 13
2006 230 81 $29,142 86 35.22% 37.39% $33,180.32 15
2007 221 92 $44,528 93 41.63% 42.08% $47,778.35 13
2008 213 101 $98,605.03 101 47.42% 47.42% $155,216.03 11
2009 204 77 $30,232.83 78 37.75% 38.24% $33,482.83 13
1959 2003 207 $55,886 101 47.83% 48.79% $267,636.00 *
2004 205 $21,613 82 37.56% 40.00% $264,847.70 *
2005 205 81 $60,123 85 39.51% 41.46% $382,912.87 15
2006 211 82 $54,620 85 38.86% 40.28% $273,758.58 15
2007 204 80 $96,583 81 39.22% 39.71% $307,610.78 13
2008 203 87 $129,730.90 88 42.86% 43.35% $409,205.90 12
2009 193 89 $40,551.87 89 46.11% 46.11% $51,101.87 14
*No data available

62 Grinnell College, 2009–10
1960 2003 218 $20,787 79 35.78% 36.24% $50,737.00 *
2004 217 $12,602 67 30.41% 30.88% $19,309.00 *
2005 217 80 $21,781 80 36.87% 36.87% $22,541.00 8
2006 213 74 $27,968 78 34.74% 36.62% $41,517.71 8
2007 206 74 $26,829 74 35.92% 35.92% $35,829.02 8
2008 204 78 $27,624.56 78 38.24% 38.24% $30,624.56 7
2009 202 76 $26,040.00 76 37.62% 37.62% $29,040.00 6
1961 2003 247 $45,365 84 33.60% 34.01% $246,365.00 *
2004 246 $24,603 76 30.49% 30.89% $234,932.03 *
2005 246 84 $53,475 86 34.15% 34.96% $411,530.03 10
2006 252 91 $50,562 93 36.11% 36.90% $264,356.78 13
2007 247 89 $87,121 93 36.03% 37.65% $304,954.87 12
2008 244 87 $133,132.92 90 35.66% 36.89% $418,945.51 12
2009 242 93 $27,059.39 95 38.43% 39.26% $35,375.65 14
1962 2003 248 $65,533 112 44.35% 45.16% $211,812.00 *
2004 246 $56,180 110 43.50% 44.72% $532,780.07 *
2005 246 109 $71,768 109 44.31% 44.31% $204,966.89 23
2006 240 104 $55,977 107 43.33% 44.58% $116,975.95 26
2007 236 71 $55,153 115 30.08% 48.73% $185,933.35 24
2008 233 83 $70,163.82 109 35.62% 46.78% $162,642.68 22
2009 229 77 $64,699.36 95 33.62% 41.48% $214,804.26 23
1963 2003 287 $64,287 125 42.86% 43.55% $64,612.00 *
2004 287 $55,097 111 37.28% 38.68% $85,582.38 *
2005 287 111 $42,059 116 38.68% 40.42% $317,905.46 17
2006 287 123 $50,574 126 42.86% 43.90% $151,144.48 17
2007 284 127 $55,035 129 44.72% 45.42% $106,105.23 17
2008 282 122 $56,910.00 124 43.26% 43.97% $124,379.00 18
2009 280 106 $41,997.41 107 37.86% 38.21% $42,022.41 18
1964 2003 318 $101,538 171 53.77% 53.77% $102,760.00 *
2004 322 $34,226 151 46.27% 46.89% $187,267.50 *
2005 322 137 $92,416 141 42.55% 43.79% $233,465.28 16
2006 325 136 $90,476 140 41.85% 43.08% $233,566.41 20
2007 318 150 $102,814 156 47.17% 49.06% $374,045.85 18
2008 316 155 $107,824.02 158 49.05% 50.00% $238,789.02 18
2009 312 151 $92,903.46 156 48.40% 50.00% $145,343.46 18
1965 2003 270 $78,252 142 52.22% 52.59% $108,847.00 *
2004 268 $62,639 130 48.13% 48.51% $439,351.33 *
2005 268 127 $94,804 127 47.39% 47.39% $123,578.49 9
2006 268 116 $43,378 121 43.28% 45.15% $72,676.62 11
2007 265 131 $41,275 135 49.43% 50.94% $64,366.82 10
2008 259 132 $55,583.76 135 50.97% 52.12% $73,195.28 10
2009 258 126 $49,327.29 129 48.84% 50.00% $60,397.29 10

Class Volunteer Handbook 63
1966 2003 269 $34,757 129 47.58% 47.96% $40,763.00 *
2004 267 $35,078 129 47.57% 48.31% $47,113.88 *
2005 267 117 $43,888 119 43.82% 44.57% $67,985.69 10
2006 264 115 $37,531 121 43.56% 45.83% $83,353.69 12
2007 264 107 $34,255 113 40.53% 42.80% $80,112.97 12
2008 262 113 $41,372.34 116 43.13% 44.27% $92,005.34 14
2009 256 106 $37,167.35 108 41.41% 42.19% $66,917.35 16
1967 2003 262 $49,839 122 46.56% 46.56% $74,964.00 *
2004 261 $40,850 118 44.44% 45.21% $66,023.33 *
2005 261 107 $60,551 110 41.00% 42.15% $88,202.36 10
2006 265 107 $53,326 112 40.38% 42.26% $77,226.29 10
2007 264 106 $55,271 108 40.15% 40.91% $67,320.55 12
2008 263 114 $61,497.72 118 43.35% 44.87% $73,697.72 10
2009 258 115 $71,958.46 115 44.57% 44.57% $71,958.46 11
1968 2003 257 $82,279 142 54.86% 55.25% $135,429.00 *
2004 259 $77,425 145 55.21% 55.98% $111,125.96 *
2005 259 135 $93,976 136 52.12% 52.51% $96,250.65 9
2006 262 130 $86,275 133 49.52% 50.76% $90,910.43 11
2007 255 131 $123,596 135 51.37% 52.94% $144,620.64 11
2008 251 142 $107,676.64 142 56.57% 56.57% $197,026.64 12
2009 251 123 $93,771.60 124 49.00% 49.40% $95,416.60 15
1969 2003 318 $27,562 131 41.19% 41.19% $29,562.00 *
2004 313 $29,416 127 40.26% 40.58% $45,056.20 *
2005 313 113 $27,560 115 36.10% 36.74% $28,193.66 7
2006 318 134 $39,690 137 42.14% 43.08% $47,198.80 7
2007 314 142 $42,691 143 45.22% 45.54% $42,891.40 8
2008 310 136 $45,748.33 137 43.87% 44.19% $59,321.23 8
2009 308 131 $45,786.23 135 42.53% 43.83% $51,125.23 14
1970 2003 279 $27.441.00 94 33.69% 33.69% $27.441.00 *
2004 282 $22,621 110 38.65% 39.01% $36,148.00 *
2005 282 100 $21,872 101 35.46% 35.82% $32,222.00 7
2006 287 103 $27,173 103 35.89% 35.89% $37,172.60 10
2007 285 112 $29,791 112 39.30% 39.30% $39,791.00 8
2008 280 111 $26,303.10 117 39.64% 41.79% $62,319.10 7
2009 276 101 $24,379.74 101 36.59% 36.59% $34,479.74 9
1971 2003 269 $51,742 127 46.47% 47.21% $232,750.00 *
2004 271 $41,509 117 42.07% 43.17% $194,451.11 *
2005 271 102 $49,174 104 37.64% 38.38% $61,584.41 15
2006 269 103 $53,061 106 38.29% 39.41% $313,921.83 15
2007 264 113 $60,360 115 42.80% 43.56% $75,316.82 16
2008 265 91 $72,135.82 111 34.34% 41.89% $238,274.62 13
2009 262 100 $58,679.86 104 38.17% 39.69% $204,811.63 15
*No data available

64 Grinnell College, 2009–10
1972 2003 284 $40,481 138 48.59% 48.59% $51,576.00 *
2004 285 $31,050 127 44.21% 44.56% $39,393.12 *
2005 285 116 $33,739 116 40.70% 40.70% $34,684.07 3
2006 289 132 $43,314 136 45.67% 47.06% $44,788.95 3
2007 284 139 $43,551 140 48.94% 49.30% $47,825.73 4
2008 281 122 $39,348.36 125 43.42% 44.48% $67,806.11 4
2009 278 119 $32,247.68 124 42.81% 44.60% $42,217.43 6
1973 2003 313 $41,890 134 42.17% 42.81% $52,135.00 *
2004 313 $41,674 140 43.13% 44.73% $70,727.00 *
2005 313 124 $58,623 128 39.62% 40.89% $64,203.00 10
2006 317 124 $87,158 125 39.12% 39.43% $93,158.00 10
2007 311 125 $57,114 126 40.19% 40.51% $83,363.96 14
2008 316 115 $56,169.96 125 36.39% 39.56% $122,405.96 12
2009 310 119 $42,106.00 120 38.39% 38.71% $64,106.00 15
1974 2003 352 $41,678 152 42.61% 43.18% $42,128.00 *
2004 351 $35,066 143 40.17% 40.74% $44,721.80 *
2005 351 143 $45,356 146 40.74% 41.60% $46,217.43 7
2006 357 141 $53,828 143 39.50% 40.06% $57,938.28 10
2007 355 139 $52,839 141 39.15% 39.72% $53,339.00 9
2008 354 121 $50,901.00 123 34.18% 34.75% $51,401.00 8
2009 350 132 $45,252.46 135 37.71% 38.57% $45,802.46 8
1975 2003 316 $31,389 130 41.14% 41.14% $32,389.00 *
2004 320 $36,046 120 36.88% 37.50% $44,950.68 *
2005 320 129 $44,317 134 40.31% 41.88% $68,449.10 4
2006 322 119 $79,508 123 36.96% 38.20% $82,366.88 4
2007 318 137 $177,751 138 43.08% 43.40% $178,801.41 4
2008 315 128 $165,782.07 128 40.63% 40.63% $170,794.78 4
2009 311 123 $115,289.64 123 39.55% 39.55% $172,303.50 5
1976 2003 359 $50,988 128 35.38% 35.65% $126,038.00 *
2004 359 $27,923 131 35.93% 36.49% $133,444.65 *
2005 359 133 $63,189 132 37.05% 36.77% $188,375.48 5
2006 369 121 $84,775 125 32.79% 33.88% $338,124.60 6
2007 367 134 $137,375 134 36.51% 36.51% $788,375.24 6
2008 363 134 $139,165.76 135 36.91% 37.19% $145,440.26 7
2009 359 114 $39,530.98 114 31.75% 31.75% $45,583.48 8
1977 2003 315 $40,300 115 36.51% 36.51% $40,800.00 *
2004 312 $25,909 118 36.86% 37.82% $40,338.40 *
2005 312 114 $99,992 114 36.54% 36.54% $107,005.42 3
2006 312 109 $45,894 113 34.94% 36.22% $59,703.70 3
2007 311 120 $49,321 121 38.59% 38.91% $66,016.04 3
2008 305 114 $52,086.64 119 37.38% 39.02% $80,318.57 3
2009 308 103 $74,364.73 105 33.44% 34.09% $88,507.80 3

Class Volunteer Handbook 65
1978 2003 330 $36,558 132 40.00% 40.00% $36,558.00 *
2004 330 $26,806 119 35.76% 36.06% $44,506.96 *
2005 330 113 $66,991 114 34.24% 34.55% $68,860.58 1
2006 333 126 $74,935 127 37.84% 38.14% $106,302.67 1
2007 330 133 $183,917 133 40.30% 40.30% $276,317.02 1
2008 328 137 $46,682.78 138 41.77% 42.07% $51,893.10 4
2009 326 116 $69,338.62 117 35.58% 35.89% $74,402.35 4
1979 2003 325 $48,302 112 34.15% 34.46% $54,705.00 *
2004 323 $42,774 125 38.70% 38.70% $63,127.50 *
2005 323 106 $41,232 107 32.82% 33.13% $60,007.75 5
2006 331 106 $36,054 110 32.02% 33.23% $70,751.35 5
2007 319 106 $44,431 106 33.23% 33.23% $67,096.38 5
2008 318 106 $48,718.72 107 33.33% 33.65% $69,449.52 5
2009 314 94 $166,829.50 95 29.94% 30.25% $172,678.22 5
1980 2003 364 $31,676 126 34.34% 34.62% $39,654.00 *
2004 363 $20,010 129 34.44% 35.54% $70,401.04 *
2005 363 129 $50,465 131 35.54% 36.09% $77,402.83 5
2006 364 126 $35,577 132 34.62% 36.26% $45,362.90 5
2007 359 134 $35,435 135 37.33% 37.60% $56,634.09 6
2008 358 131 $43,546.56 133 36.59% 37.15% $70,925.51 8
2009 357 114 $31,677.02 116 31.93% 32.49% $62,049.98 7
1981 2003 322 $27,357 116 35.71% 36.02% $36,810.00 *
2004 324 $28,398 114 34.88% 35.19% $48,391.45 *
2005 324 108 $36,586 113 33.33% 34.88% $72,974.77 6
2006 327 111 $40,537 114 33.95% 34.86% $77,292.44 7
2007 324 110 $36,472 112 33.95% 34.57% $44,471.88 6
2008 321 116 $38,868.13 119 36.14% 37.07% $42,630.13 7
2009 316 102 $38,248.25 103 32.28% 32.59% $49,427.15 8
1982 2003 337 $16,245 116 34.12% 34.42% $16,295.00 *
2004 339 $15,117 114 33.63% 33.63% $17,687.50 *
2005 339 120 $19,575 125 35.40% 36.87% $22,574.37 4
2006 343 119 $22,234 122 34.69% 35.57% $48,310.57 4
2007 341 128 $29,022 129 37.54% 37.83% $29,622.46 4
2008 338 125 $29,512.59 127 36.98% 37.57% $32,112.59 6
2009 336 104 $27,525.00 107 30.95% 31.85% $29,325.00 6
1983 2003 340 $21,152 121 35.29% 35.59% $22,677.00 *
2004 340 $17,118 113 33.24% 33.24% $19,553.00 *
2005 340 119 $22,729 122 35.00% 35.88% $28,693.84 3
2006 340 111 $21,237 116 32.65% 34.12% $152,213.38 3
2007 333 129 $29,815 129 38.74% 38.74% $30,314.64 3
2008 328 124 $35,410.65 127 37.80% 38.72% $58,210.65 3
2009 322 104 $23,001.00 105 32.30% 32.61% $31,501.00 3
*No data available

66 Grinnell College, 2009–10
1984 2003 331 $21,584 128 38.67% 38.67% $21,584.00 *
2004 329 $16,857 113 33.74% 34.35% $19,214.00 *
2005 329 106 $19,838 109 32.22% 33.13% $22,828.00 2
2006 331 107 $25,170 110 32.33% 33.23% $25,659.95 2
2007 324 105 $24,045 107 32.41% 33.02% $24,706.00 2
2008 321 111 $24,532.00 111 34.58% 34.58% $24,532.00 2
2009 317 96 $27,259.12 97 30.28% 30.60% $27,359.12 2
1985 2003 344 $23,151 123 35.76% 35.76% $23,151.00 *
2004 346 $24,444 131 37.86% 37.86% $26,683.00 *
2005 346 120 $26,538 121 34.68% 34.97% $28,599.84 7
2006 350 121 $35,643 123 34.57% 35.14% $36,222.02 7
2007 345 127 $35,710 127 36.81% 36.81% $35,830.00 7
2008 344 118 $49,226.00 119 34.30% 34.59% $51,396.00 8
2009 343 113 $27,534.91 113 32.94% 32.94% $28,823.91 8
1986 2003 320 $17,693 121 37.50% 34.25% $17,793.00 *
2004 319 $12,435 119 36.36% 37.30% $16,292.20 *
2005 319 118 $17,911 121 36.99% 37.93% $18,161.30 1
2006 320 132 $20,405 136 41.25% 42.50% $21,454.50 2
2007 317 121 $23,898 123 38.17% 38.80% $24,098.00 1
2008 315 116 $24,561.00 120 36.83% 38.10% $30,761.00 1
2009 312 108 $20,770.43 111 34.62% 35.58% $26,120.43 2
1987 2003 327 $20,670 112 33.94% 34.25% $20,870.00 *
2004 328 $20,847 108 32.93% 32.93% $26,519.60 *
2005 328 114 $30,343 114 34.76% 34.76% $29,843.18 8
2006 328 120 $29,445 120 36.59% 36.59% $29,444.80 10
2007 327 125 $34,740 125 38.23% 38.23% $34,740.00 10
2008 325 119 $38,322.26 120 36.62% 36.92% $45,822.26 11
2009 323 117 $29,113.62 118 36.22% 36.53% $34,613.62 10
1988 2003 348 $16,819 128 36.78% 36.78% $16,819.00 *
2004 347 $16,705 116 33.43% 33.43% $24,113.00 *
2005 347 103 $21,070 106 29.68% 30.55% $22,753.00 3
2006 346 109 $20,638 110 31.50% 31.79% $21,388.00 3
2007 344 127 $51,772 126 36.92% 36.63% $62,059.00 3
2008 344 112 $24,537.36 112 32.56% 32.56% $37,830.44 3
2009 341 119 $23,343.27 119 34.90% 34.90% $26,845.27 4
1989 2003 385 $23,021 150 38.70% 38.96% $23,021.00 *
2004 389 $18,977 154 39.07% 39.59% $27,950.00 *
2005 389 139 $33,840 143 35.73% 36.76% $36,615.00 2
2006 391 138 $51,154 143 35.29% 36.57% $59,589.00 2
2007 388 150 $53,281 153 38.66% 39.43% $63,606.17 2
2008 386 142 $63,207.95 144 36.79% 37.31% $65,264.95 3
2009 382 142 $52,294.46 144 37.17% 37.70% $54,684.46 3

Class Volunteer Handbook 67
1990 2003 371 $13,545 130 34.50% 35.04% $13,665.00 *
2004 367 $11,851 138 36.78% 37.60% $20,526.14 *
2005 367 126 $17,416 130 34.33% 35.42% $23,301.41 0
2006 370 128 $18,447 129 34.59% 34.86% $18,997.00 0
2007 365 144 $22,976 145 39.45% 39.73% $23,525.62 0
2008 367 136 $27,054.36 137 37.06% 37.33% $32,354.36 0
2009 366 128 $24,053.05 128 34.97% 34.97% $24,053.05 1
1991 2003 314 $9,408 119 37.58% 37.90% $14,408.00 *
2004 311 $8,702 128 40.51% 41.16% $11,601.00 *
2005 311 113 $10,658 115 36.33% 36.98% $10,761.00 1
2006 313 103 $12,270 105 32.91% 33.55% $14,010.00 2
2007 310 127 $17,539 129 40.97% 41.61% $24,209.00 2
2008 308 108 $19,451.14 109 35.06% 35.39% $26,571.14 1
2009 305 92 $15,636.50 93 30.16% 30.49% $17,981.50 1
1992 2003 364 $16,990 131 35.71% 35.99% $17,000.00 *
2004 358 $13,783 127 35.47% 35.47% $19,110.90 *
2005 358 122 $19,639 123 34.08% 34.36% $20,847.71 1
2006 359 119 $21,165 120 33.15% 33.43% $22,164.92 1
2007 351 129 $23,673 129 36.75% 36.75% $24,722.50 3
2008 355 133 $21,753.18 134 37.46% 37.75% $22,783.18 3
2009 356 123 $21,503.00 123 34.55% 34.55% $21,513.00 3
1993 2003 375 $24,374 208 57.87% 55.47% $24,801.00 *
2004 376 $10,646 146 37.77% 38.83% $16,220.00 *
2005 376 131 $23,900 135 34.84% 35.90% $25,274.50 2
2006 376 131 $26,210 135 34.84% 35.90% $26,958.74 2
2007 370 142 $29,372 142 38.38% 38.38% $31,159.97 2
2008 367 143 $31,540.24 147 38.96% 40.05% $34,050.24 2
2009 358 126 $37,132.19 128 35.20% 35.75% $43,068.19 2
1994 2003 352 $15,812 103 28.41% 29.26% $16,072.00 *
2004 354 $27,167 119 32.77% 33.62% $33,333.00 *
2005 354 105 $24,266 107 29.66% 30.23% $26,736.00 0
2006 355 100 $19,480 105 28.17% 29.58% $21,610.00 0
2007 353 107 $23,811 111 30.31% 31.44% $73,896.94 1
2008 353 101 $22,194.69 102 28.61% 28.90% $22,606.69 1
2009 350 108 $21,886.64 109 30.86% 31.14% $22,299.64 1
1995 2003 367 $7,709 122 33.24% 33.24% $7,759.00 *
2004 369 $10,152 135 36.04% 36.59% $11,403.00 *
2005 369 126 $9,232 129 34.15% 34.96% $9,766.00 0
2006 372 119 $11,796 120 31.99% 32.26% $12,315.68 2
2007 370 138 $14,511 140 37.30% 37.84% $14,636.00 0
2008 367 136 $16,443.00 138 37.06% 37.60% $16,663.00 0
2009 363 111 $14,393.73 113 30.58% 31.13% $14,563.73 0
*No data available

68 Grinnell College, 2009–10
1996 2003 323 $5,926 107 32.51% 33.13% $5,926.00 *
2004 322 $6,976 114 34.16% 35.40% $9,156.00 *
2005 322 103 $15,151 109 31.99% 33.85% $15,971.65 0
2006 317 105 $8,496 109 33.12% 34.38% $9,191.00 1
2007 313 104 $15,080 106 33.23% 33.87% $15,380.00 1
2008 313 119 $19,300.00 119 38.02% 38.02% $19,820.00 1
2009 313 107 $12,057.56 110 34.19% 35.14% $13,127.56 1
1997 2003 419 $6,935 123 29.36% 29.36% $6,935.00 *
2004 416 $7,657 128 30.77% 30.77% $9,392.87 *
2005 416 123 $9,602 124 29.57% 29.81% $11,302.54 0
2006 417 114 $9,563 116 27.34% 27.82% $14,663.22 0
2007 408 132 $15,810 132 32.35% 32.35% $15,810.38 1
2008 405 135 $15,796.75 138 33.33% 34.07% $16,145.75 1
2009 405 133 $20,454.81 134 32.84% 33.09% $20,674.81 1
1998 2003 360 $4,643 107 29.44% 29.72% $4,743.00 *
2004 354 $5,250 106 29.66% 29.94% $6,773.80 *
2005 354 99 $8,691 99 27.97% 27.97% $10,138.00 0
2006 357 89 $9,917 92 24.93% 25.77% $15,617.00 0
2007 350 113 $15,686 113 32.29% 32.29% $15,685.50 0
2008 345 119 $17,141.10 120 34.49% 34.78% $17,341.10 0
2009 347 104 $15,117.00 104 29.97% 29.97% $15,117.00 0
1999 2003 329 $2,273 94 28.57% 28.57% $2,273.00 *
2004 325 $3,741 104 31.08% 32.00% $4,038.50 *
2005 325 92 $5,597 93 28.31% 28.62% $6,817.00 0
2006 323 79 $4,214 79 24.46% 24.46% $4,214.48 0
2007 320 90 $5,972 92 28.13% 28.75% $6,172.00 0
2008 320 89 $7,073.33 90 27.81% 28.13% $7,358.33 0
2009 319 87 $7,665.00 87 27.27% 27.27% $7,665.00 0
2000 2003 362 $2,828 104 28.73% 28.73% $2,828.00 *
2004 361 $2,937 98 26.87% 27.15% $3,930.60 *
2005 361 93 $4,728 94 25.76% 26.04% $5,003.06 1
2006 361 97 $5,957 98 26.87% 27.15% $6,257.04 1
2007 357 109 $9,181 109 30.53% 30.53% $9,180.50 1
2008 353 94 $9,260.00 94 26.63% 26.63% $9,710.00 1
2009 353 103 $11,854.51 104 29.18% 29.46% $12,330.51 3
2001 2003 421 $20,998 123 29.22% 29.22% $21,010.00 *
2004 418 $5,576 137 32.30% 32.78% $23,904.04 *
2005 418 153 $23,991 155 36.60% 37.08% $24,240.82 0
2006 418 143 $26,168 143 34.21% 34.21% $26,168.19 0
2007 407 144 $28,568 144 35.38% 35.38% $28,567.70 0
2008 405 129 $11,330.16 129 31.85% 31.85% $11,330.16 0
2009 405 124 $14,190.05 125 30.62% 30.86% $14,400.05 2

Class Volunteer Handbook 69
2002 2003 369 $1,422 72 18.97% 19.51% $1,457.00 *
2004 364 $1,954 89 24.45% 24.45% $2,004.01 *
2005 364 96 $3,325 96 26.37% 26.37% $3,350.00 0
2006 364 93 $6,147 93 25.55% 25.55% $6,147.00 0
2007 360 131 $9,154 131 36.39% 36.39% $9,203.50 0
2008 359 108 $15,468.72 108 30.08% 30.08% $15,468.72 0
2009 359 100 $11,652.00 101 27.86% 28.13% $11,815.00 0
2003 2003 353 $267 148 41.93% 41.93% $267.00 *
2004 343 $1,415 67 19.53% 19.53% $1,492.00 *
2005 343 72 $1,891 73 20.99% 21.28% $1,921.00 0
2006 342 84 $2,799 85 24.56% 24.85% $2,824.00 0
2007 335 103 $4,370 103 30.75% 30.75% $4,369.73 0
2008 335 102 $5,936.74 102 30.45% 30.45% $5,936.74 0
2009 331 97 $5,610.00 97 29.31% 29.31% $5,610.00 0
2004 2003 * * * * * * *
2004 362 $807 183 50.00% 50.55% $845.07 *
2005 362 64 $1,579 65 17.68% 17.96% $1,489.20 *
2006 382 105 $6,052 108 27.49% 28.27% $6,096.50 0
2007 377 111 $4,148 111 29.44% 29.44% $4,148.00 0
2008 380 110 $5,307.50 110 28.95% 28.95% $5,307.50 0
2009 378 103 $5,322.46 103 27.25% 27.25% $5,322.46 0
2005 2003 * * * * * * *
2004 * * * * * * *
2005 328 238 $1,231 236 72.56% 71.95% $1,229.25 *
2006 375 81 $3,899 81 21.6 21.60% $3,898.50 0
2007 369 107 $7,345 108 29.00% 29.27% $7,430.00 0
2008 365 102 $4,661.00 102 27.95% 27.95% $4,661.00 0
2009 356 90 $4,882.89 90 25.28% 25.28% $4,882.89 0
2006 2003 * * * * * * *
2004 * * * * * * *
2005 * * * * * * *
2006 324 239 $2,385 239 73.46% 73.77% $2,385.14 0
2007 362 70 $1,922 70 19.34% 19.34% $1,921.82 0
2008 357 90 $2,540.00 90 25.21% 25.21% $2,540.00 0
2009 354 86 $2,956.13 88 24.29% 24.86% $2,996.13 0
2007 2003 * * * * * * *
2004 * * * * * * *
2005 * * * * * * *
2006 * 2 $0 2 * * $15.00 0
2007 350 $1,772 125 35.71% 35.71% $1,772.22 0
2008 386 48 $2,608.07 48 12.44% 12.44% $2,608.07 0
2009 373 58 $2,311.01 59 15.55% 15.82% $2,376.01 0
*No data available

70 Grinnell College, 2009–10
2008 2003 * * * * * * *
2004 * * * * * * *
2005 * * * * * * *
2006 * * * * * * *
2007 * * * * * * *
2008 399 238 $2,574.88 238 59.65% 59.65% $2,574.88 0
2009 436 87 $2,183.00 90 19.95% 20.64% $2,214.00 0
2009 2003 * * * * * * *
2004 * * * * * * *
2005 * * * * * * *
2006 * * * * * * *
2007 * * * * * * *
2008 9 $26.00 9 $26.00 0
2009 386 231 $2,186.33 231 59.84% 59.84% $2,206.33 1
2010 2003 * * * * * * *
2004 * * * * * * *
2005 * * * * * * *
2006 * * * * * * *
2007 * * * * * * *
2008 10 $55.50 10 $55.50 0
2009 41 $189.45 41 $189.45 0
2011 2003 * * * * * * *
2004 * * * * * * *
2005 * * * * * * *
2006 * * * * * * *
2007 * * * * * * *
2008 11 $49.00 11 $49.00 0
2009 49 $330.26 49 $330.26 0
2012 2009 84 $934.18 84 $934.18 0
*No data available

Class Volunteer Handbook 71
Appendix F: Generic Call Script
This generic call script is an opportunity for you to organize your
thoughts, prepare the donor, and keep you to the purpose of the call.
Peer-to-peer calls are based in trust because you and your classmate
are peers. Be upfront, have great conversations, and respond
appropriately to the flow of the conversation.
Preparation: Before the call:
Reunion
 Know the dates for Reunion.
 Know the key information for your Reunion (discussed during
the class meeting; refer to your worksheet notes).
Outreach
 Know the contact information for your class agent(s).
 Have a list of regional events.
 Have a list of volunteer opportunities.
 Have the dates for Alumni College.
Fundraising: These are the top six topics you need to be able to
articulate for yourself or to direct them to someone who can and
will have the conversation. (Responses for these questions can be
found in “Top Topics for Fundraising” in Section 4 of the Volunteer
Handbook.)
 Endowment: What is it?
 Why does Grinnell College need annual gifts?
 Why does Grinnell College need donors?
 Grinnell College mission is _______.
 I give because _______.
 Please consider giving because _______.
 I don’t know. I don’t have an answer for you (am uncomfortable
with this conversation). I am going to refer you and this matter
to ________ who will have this conversation with you.

72 Grinnell College, 2009–10
Be prepared — you won’t know every answer. Be direct. Don’t
apologize. Tell them you’ll make sure we get back to them or say
you’ll find out and be in touch.
Introduction
Hello, this is ____________, Grinnell College class of ’_______.
May I please speak with _____________________? I’m a class
volunteer.
Reunion: “I am calling to speak with you about our upcoming
Reunion, June 4–6, at Grinnell.”
Outreach: “I am calling to speak with you about connecting with
other Grinnellians.”
Fundraising: “I am calling to speak with you about the importance
of the Pioneer Fund.”
Rapport: (Ask open-ended questions. Use positive and affirming
language. Reinforce a positive relationship with Grinnell. Share
your positive relationship with Grinnell. Share your belief in the
institution and staff.)
Reunion, Outreach, Fundraising: A selection of general rapport
topics are listed here. Share a brief version of the answer, and then
ask the question.
 When did you last visit campus?
 How did you initially discover Grinnell?
 Where have you found Grinnellians in the world?
 Are there alumni in your area?
 Have you been able to take advantage of alumni events?
 How was reunion/the regional alumni event?
 Who made a difference for you at Grinnell?
 How has Grinnell shaped your life?
 Tell me the kind of students you want to see graduate from
Grinnell this year and in the coming years.

Class Volunteer Handbook 73
Call To Action
Reunion: “Could you join us on campus for Reunion?”
Outreach: “Would you consider:
 Classletter: “Submitting a note to our class agent for the next
classletter?”
 Regional event: “Attending the upcoming event in your region?”
 Volunteer opportunity: “Giving your service to the College as a
volunteer?”
 Alumni College: “Joining us on campus for Alumni College?”
Fundraising:
 Transition:
 I appreciate the influence you have on our Grinnell.
 I take my responsibility seriously to advocate for the
College.
 I believe in Grinnell College because (part of the mission
statement with which you (resonate)__________________.
 Ask for a specific amount:
 I give $______ to Grinnell College because...
 Will you please join me and consider a gift of $___ to
the Pioneer Fund? [The next person to speak must be the
donor!]
 Please consider a thoughtful gift that is meaningful to you
and appropriate to your circumstances. [The next person to
speak must be the donor!]
 Negotiate: Connect. Comeback. Clincher.
 Connect: Acknowledge that they said something.
Listen — do not argue.
 I hear you.
 I understand.

74 Grinnell College, 2009–10
 Comeback: Refer to the conversation earlier, and build your
case for support:
 You said you appreciated________. Grinnell does/
is________ in support of that.
 You have many organizations you support, which
is quintessentially a Grinnell value. Grinnell should
be one of your philanthropic priorities, not the only
priority.
 Clincher: ask for a specific amount in support of a particular
value or experience.
 Would you consider a gift of $_________ in support of
your/our belief in the power of the Grinnell education?
Close:
 Reunion:
 Yes: “Thank you for agreeing to come to Reunion. Be sure
to register for Reunion when registration opens this spring.”
 No: “We’ll miss you at Reunion. Thank you for letting me
know you can’t attend. Be sure to send a note to our class
agent for the next classletter.”
 Considering: “I hope you will be able to attend Reunion.
When you make a final decision, be sure to register for
Reunion when registration opens this spring.”
 Outreach:
 Classletter: “Thank you for speaking with me. I look
forward to reading your submission in our next classletter!”
 Regional event: “Be sure to send your RSVP to reply@
grinnell.edu or call 866-850-1846. I enjoyed speaking with
you.”
 Fundraising:
 Thank you_______ (person) for your commitment of
$________ to Grinnell College’s Pioneer Fund.

Class Volunteer Handbook 75
 If you want to take care of concluding your gift
electronically, go online to http://loggia.grinnell.edu
and click on “Make a Gift.” You can use electronic funds
transfer or credit cards, etc.
 (If the person would prefer to make a gift on their own:)
You’ll get great letters from the College you can use to send
in your check.
 I can have a pledge balance reminder sent to you.
 I’ll watch for your gift.
 I’ll pass the information along to______(person) for your
commitement of $_______ to Grinnell College’s Pioneer
Fund. It’s been a pleasure talking with you. What questions
can I answer for you?
Follow-Up:
 First, take time to report the results of your contact with
classmates. This “contact report” could include the following:
 Changes to contact information (address, phone, business,
family, etc.);
 Decisions about attending Reunion, Alumni College, or
regional events;
 Decisions about volunteer service;
 Decisions about giving to the Pioneer Fund;
 Other incidental notes from the call.
 Send a thank-you note or e-mail after a call.
 Follow up! Regardless of the outcome of a contact, always thank
your classmates for listening and send a personalized note or
e-mail soon after the conversation.
 Thank them for their gifts when they come in. Your personal
thank you makes people feel good and appreciated.

76 Grinnell College, 2009–10
Appendix G: Reunion Calendar
131st Annual Alumni Reunion: June 4-6, 2010
132nd Annual Alumni Reunion: June 3-5, 2011
133rd Annual Alumni Reunion: June 1-3, 2012
134th Annual Alumni Reunion: May 31-June 2, 2013
135th Annual Alumni Reunion: May 30-June 1, 2014
136th Annual Alumni Reunion: June 4-6, 2015