Supporting Students
Moving to the Next
Realms of Engagement
r
Illustrations: We Serve
2
“I work with the homeless,
helping them get into housing and
supportive services.”
“I work on the environment,
educating & engaging
residents in sustainability
efforts.”
“I work to reduce
hunger, creating
community
gardens and
distributing food
to the needy.”
Text
“I work with kids,
helping them do better
in school.”
“We’re Bonners. We gain an access to
education and an opportunity to serve.”
r
We Analyze
3
“I looked at some of the factors related to
homelessness, like wages, education level,
illness, mental illness, being a veteran...”
“I looked at causes of pollution, energy
efficiency, alternative energies, green
practices.”
“I analyzed school
lunches and whether
they were nutritious. I
looked at the issue of
childhood obesity. I
analyzed where the food
is coming from...”
Text
“I started looking into the
some of the factors that link
to students’ low performance:
income levels, levels of family
involvement, teacher pay and
training, tracking,
neighborhood composition,
the tax structure...”
“We’re Bonners. We aim to understand the
root causes and to analyze why and how
our work is making a difference.”
r
We Go Deeper
4
“I tied my thesis to these issues. I found
a way to start an alternative fuels station
in this town, which recycles waste to
produce bio-diesel. I’m networking with
other eco-conscious Transition Towns to
share this example.”
“I completed a CBR
project that helped
schools and community
partners create more
nutritious lunches, which
feature locally-grown
produce.”
“I did an issue brief. I learned about the
effectiveness of Housing First. I presented
my findings to the City Council. Next year, I’ll
be a VISTA helping expand this program.”
Text
“I proposed a needed
program to my school district.
I persuaded two principals to
pilot it. I worked with the
Board of Education to get the
funding. I’m going to work on
this when I graduate.”
“We’re Bonners. We figure out a way to connect our
service work and our passion to making a difference. This
involves understanding models and policies.”
Moving Students from
Service to Policy
Initiative Purpose
6
Resources
& strategies to
systematically educate
students to be aware of and
engaged in related public
policy research and analysis
Goals by SLI 2011
7
To
create and begin to pilot a resource
toolkit consisting of a framework,
trainings, reflection guides, readings,
videos and other ‘live‘ content
A Train-the-Trainer program and other
methods that share these resources
and strategies and make them easy to
connect with the Bonner Program
What We’ve Been Doing
with Student Development
THE BONNER
NETWORK
STUDENT DEVELOPMENT
Background & Progress
9

With 5 E’s as a
guidepost, Bonner
Programs in 1990’s
forged key insights
class-based
meetings
critical reflection
link to advising
Background & Progress
10

“From Best Practice
to Common Practice”
civic
engagement
trainings
train-the-trainers
roadmap
training calendar
Background & Progress
11

Evolution of meetings with
service restructuring
alternating
class- and sitebased meetngs
issue-specific trainings (e.g.,
classroom management)
partners as co-educators
Background & Progress
12

Integrating resources from
campus & community
colloquia,
speakers
simple partnerships
(Career Services,
Multicultural Life)
curricular links (courses,
minors, FIPSE model)
Background & Progress
13

Opportunities for
application
student leadership in
creating and presenting
site/team roles
capstone & academic
expectations
Where We Stand
14
Implementation
Staffing
challenges
roles
Student roles
Student vs. staff leadership
Low curricular integration
Time
Where We Stand
15
We’re
doing best at:
Orientations
First
Year Trips
Common Commitments
Meeting Structure
Orientation
The Bonner Orientation covers key elements of the program (campus and Bonner Program history,
context, and frameworks), models key process points (student leadership, professionalism), and meets
recommended requirements for time (at least one full day before the school year).
1
2
3
4
5
•covers bases
•one day
•before school
First-Year Trip
The First-Year Service Trip successfully takes first-year (and/or new) Bonners
through an immersion experience in a different context, including preparatory
educational, service, reflection, and group building activities.
N/A
1
2
3
4
5
•immersion
•preparation
•reflection
•bonding
Common Commitments
The Common Commitments and deeper values of the college philosophy are integrated, and students
are fully engaged in exploring the relevance of these ideas to their work.
1
2
3
4
5
•somewhat or
well integrated
•students engage deeply
Meeting Structure
Management and Meeting Structure: The Bonner Program has a meeting structure with adequate time
(from 15-20% of total hours, at a frequency of two meeting per month or more by class) for effective
program management and a comprehensive program of training, enrichment, and reflection (e.g., such
as large and small group, business and reflection).
1
2
3
4
5
•well articulated
training/meeting
structure
Where We Stand
20
We aren’t doing as well at:
 Students’ developmental selfactualization
 Second-Year Exchange (sense of national
movement)
 Upper-class leadership & training
 Capstone experiences
 Systematic education for broader civic
engagement
Developmental Model
The Bonner student developmental framework is integrated and implemented throughout the program,
including that students are aware of and engaged in the student developmental framework and have an
understanding of what knowledge areas, skills, and habits they are developing.
1
2
3
4
5
•implement fairly
well at most
levels
Second-Year Exchange
The Second-Year Exchange effectively provides an opportunity for students to come together with
students from another campus for an experience involving reflection, action, and/or education that also
provide a larger context for students’ understanding of their involvement in service.
N/A
1
2
3
4
5
•effective crosscampus experience,
but not necessarily
big picture
Third-Year Leadership
Third-Year/Upper-Level Leadership: The program and campus build in opportunities and structures for
third-year or upper-level leadership in the Bonner Program; students’ effectively demonstrate civic
leadership in a variety of ways (committees, Congress, class projects, project coordinator roles,
mentorship, and reflection).
1
2
3
4
5
•almost a third of
programs struggling
•Somewhat effective
structures for student
leadership, with half or
more students
emerging
Capstone
The Bonner Program effectively structures and provides support for students so that they have a
capstone-level experience in the fourth year (e.g., high level service placement, leadership roles within
the program, partnership, or on campus).
•more than a third
1
2
3
4
5
struggle to provide
•some guidance for
senior capstone
Student Academic Connections
Many Bonner students and other student leaders in service enroll in relevant coursework (such as policy,
social justice, CBR, service-learning) or participate in independently designed study or research projects
at some point during program.
1
2
3
4
5
•some students pursue
independently, but not
systematic
Student Leadership at the
National Level: Big Ideas,
Bigger Impact
LEVERAGING THE
NATIONAL NETWORK
Bonner Congress, Senior Interns
Bonner Congress
27

Past Experience

23 Meetings since 1998
 development
of pledge/constitution
 creation of Common Commitments
 2004 voting campaign

Challenges
unclear roles beyond the meeting
 low interaction with strategic goals


Solutions

new structure for Congress Reps focused on
strategic programming, mobilizing change
Bonner Congress: Big Ideas
28

Big Idea Project 2009
 student-led
projects
 timeline of an academic year

Changes for 2010
 administrator
& senior intern approval
 refined focus areas






Issues
Bonner Bonding
Campus/National Networking
Student Experience
Community Partnerships/Impact
Academic/Policy Connections
Bonner Congress: Big Ideas
29

“Student Experience” Focus Area
 Bates
| cornerstone activities
 Berea | alumni initiative
 Burlington CC | meeting structure
 Macalester | student leadership team
 Mars Hill | student leadership team
 Stetson | first-year experience
 Union | student leadership
 Washington & Lee | postgrad/career opportunities
Big Idea Benefits
30

For the student: A clearer role




For admin: A strategic opportunity



Extends beyond the meeting
Involves strategic thinking
Works with campus administrators in a strategic process
Can be used to address programmatic challenges
Serves as an opportunity for student ownership, buy-in
For the network: A focus on change


Encourages cross-collaboration
Amplifies opportunities for real sharing and problem solving
Bonner Advisory Board
31

Challenges
Few students with direct connections to the
Foundation
 Lack of visible student leadership beyond Bonner
Congress
 Intermittent interest in regional collaboration


Solution
An advisory board to Congress with visible roles
throughout the year
 Regional collaboration organically developed

Innovations to Train and
Engage Students in
Advocacy
MARYVILLE COLLEGE
YEAR OF THE CHILD
Roadmap to Advocacy
First & Second Year Model
33
First year students meet weekly to
study an issue.
 First year trip provides service
immersion experience on the same
issue.
 Second year presentations of
learning/experience and movement
towards lobbying and other actions

Challenges to Overcome
34



We noticed that our “Roadmap to Service
Learning” was out of date. This model
focused on personal growth that was now
covered in the core curriculum.
Bonner Scholars were heavy on enrichment
activities but lacking in training.
Students were passionate about issues but
lacking applicable skill sets for advocacy.
Solution
35

Switch to “Roadmap for Advocacy”
 Instead
of personal reflection pieces, we
moved to creating portfolios of advocacy
skill sets
 Use campus resources to provide specific
trainings on a regular schedule.
 While students may still seek out off campus
trainings, they must attend at least 4
advocacy trainings each year.
Year of the Child: Advocacy
36

Information/Mobilization
Teaching
 Preaching
 Outreaching (Recruitment)


Negotiation
Political Action
 Lobbying


Demonstration
Community Service
 Protest

Advocacy Trainings
37
All trainings are at 6pm in the CCM
Monday, October 4th – Bystander Behavior
Monday, November 1st- Media Relations
Monday, November 29th – Recruitment
38
Community Service
Opportunities

BMI Screening for Blount
County Schools


Schedule and Sign up on the table
Halloween Carnival with Parks
and Rec
October 29 from 5 – 9 pm @ Everett
Recreation Center (Sign up on Board)
 Friday,
Innovation to Educate
Students Through Social
Movements
LEES-MC RAE
COLLEGE
Course-based model
Upping the Ante
40

Challenges
 One-person
office
 30 leaders over 4 class levels
 Scheduling
 LMC
is 60% athletes = very difficult evening
schedules
 LMC has no planned “open” hour
 Perception
that training and enrichment
events are optional
Upping the Ante
41

Goals
 Increase
face-to-face time with first year
students
 Create more consistent and developmental
opportunities for all students
 Increase participation in training and
enrichment
 Grow morale and camaraderie
 Create positive & rewarding opportunities
New Structure—Fall
42

First-year students enroll in same section of FYS
(Freshman Year Seminar: Service and Social Justice
on a Shrinking Globe) This is a 2 credit hour course
that meets for 1 hour, twice each week.
Basic survey course of social movements in the
United States with some perspective of global
movements that affect local work
 Incorporates on-campus speakers, (i.e. McRae
House Social Justice Series) into the syllabi
 Uses a blogger tool for reflections and information
writing
 Requires an end of the semester presentation and
paper on a specific social movement with some
reflection on personal service and impact
opportunities

First Year Seminar
43

Learning Goals:
 Students
will develop knowledge of various
social justice movements and issues.
 Students will develop their writing and
communication skills.
 Students will develop critical thinking and
reflection skills.
 Students will be introduced to various
processes of research and writing.
First Year Seminar
44

Learning Outcomes:
Through reading and writing assignments, special events and guest
speakers students will:
 Understand, recognize, and exhibit ethical behaviors and
citizenship within educational, social, environmental, and
cultural contexts. (Relates to Core Goals 1, 2 and 4 and the
FYS service-learning project and reflection paper)
 Develop strong communication skills in order to function
effectively in varied settings and situations. (Relates to Core
Goals 1 and 5 and both the FYS written assignment and
assignment using another form of communication.)
 Students will understand social movements as they relate to
them both as individuals and as members of a global
community.
FY Seminar Calendar
45

September
 Labor
Movement
 Civil Rights Movement
 Immigrant Rights
 Just War and Peace Movement

October
 Education
in Action
 Environmental Movement
 Women’s Movement
New Structure—Fall
46

Upper-class students enroll in same section of IDS 288
(Special Topics Leadership Course for Bonner
Leaders) This is a 1 credit hour course that meets
once each week.
Using Paul Loeb, Soul of a Citizen to format
our discussion and projects on various civic
engagement based skill sets, reflection on current
service and group-based outreach projects.
 Requires end of the semester participation in the
Service Symposium.

Other Elements
47
Monthly
 Social
All Bonner Dinners
in nature; geared at Bonner Bonding
Service
 Reflection
Symposium
and measuring
 Capstone event for graduating Bonner Leaders
 Linked to students’ final Omega presentations
 Tied to Honors and Awards campus-wide event
New Structure—Spring
48

First-year & Sophomores will be enrolled in the same
section of IDS.
 This class will meet once each week for 1 hour and offer
1 credit hour.
 A new text will be chosen to move through
developmentally appropriate topics focusing on the first
three “E’s” (Expectation, Explore, Experience)
 Participation in the spring Service Symposium will be a
final class requirement. This course will also work with
established focus weeks and speaker series and
participation in these events will be included as a class
requirement.
New Structure—Spring
49

Junior & Seniors will be enrolled in the same
section of IDS.
 This class will meet once each week for 1 hour and
offer 1 credit hour.
 A new text will be chosen to move through
developmentally appropriate topics focusing on the
last two “E’s” (Example, Expertise).
 Specific focus will be given to ideas of vocation,
career application, etc. Participation in the spring
Service Symposium will be a final class requirement.
 This course will also work with established focus
weeks and speaker series and participation in these
events will be included as a class requirement.