Download ppt - Supporting Students Moving to the Next Realms of Engagement

Supporting Students Moving to the Next Realms of Engagement

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Illustrations: We Serve

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“We’re Bonners. We gain an access to education and an opportunity to

serve.”

“I work with kids, helping them do better in school.”

“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.”

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We Analyze

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“We’re Bonners. We aim to understand the root causes and to analyze why and how our work is

making a difference.”

“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...”

“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...”

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We Go Deeper

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“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.”

“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.”

“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.”


“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.”

Moving Students from Service to Policy

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Initiative Purpose

Resources & strategies to systematically educate students to be aware of and engaged in related public policy research and analysis

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Goals by SLI 2011

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

THE BONNER NETWORK

STUDENT DEVELOPMENT

What We’ve Been Doing with Student Development

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Background & Progress

With 5 E’s as a guidepost, Bonner Programs in 1990’s forged key insights class-based meetings critical reflection link to advising

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“From Best Practice to Common Practice” civic engagement trainings

train-the-trainers roadmap training calendar

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Evolution of meetings with service restructuring alternating class- and site-based meetngs

issue-specific trainings (e.g., classroom management)

partners as co-educators

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Integrating resources from campus & community colloquia, speakers simple partnerships (Career Services, Multicultural Life)

curricular links (courses, minors, FIPSE model)

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Opportunities for application student leadership in creating and presenting

site/team roles capstone & academic expectations

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Where We Stand

Implementation challenges Staffing roles Student roles Student vs. staff leadership Low curricular integration Time

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Where We Stand

We’re doing best at: Orientations First Year Trips Common Commitments Meeting Structure

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OrientationThe 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).

•covers bases•one day•before school

N/A12345

First-Year TripThe 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.

•immersion•preparation•reflection•bonding

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Common CommitmentsThe 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.

•somewhat or well integrated

•students engage deeply

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Meeting StructureManagement 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).

•well articulated training/meeting structure

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Where We Stand

We aren’t doing as well at:

Students’ developmental self-actualization

Second-Year Exchange (sense of national movement)

Upper-class leadership & training Capstone experiences Systematic education for broader

civic engagement

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Developmental ModelThe 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.

•implement fairly well at most levels

Second-Year ExchangeThe 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/A12345

•effective cross-campus experience, but not necessarily big picture

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Third-Year LeadershipThird-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).

•almost a third of programs struggling

•Somewhat effective structures for student leadership, with half or more students emerging

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CapstoneThe 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 struggle to provide

•some guidance for senior capstone

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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.

•some students pursue independently, but not systematic

LEVERAGING THE NATIONAL NETWORKBonner Congress, Senior Interns

Student Leadership at the National Level: Big Ideas, Bigger Impact

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Bonner Congress

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

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Bonner Congress: Big IdeasBig 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

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Bonner Congress: Big Ideas “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

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Big Idea Benefits

For the student: A clearer role Extends beyond the meeting Involves strategic thinking Works with campus administrators in a strategic process

For admin: A strategic opportunity 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

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Bonner Advisory Board

Challenges Few students with direct connections to the

Foundation Lack of visible student leadership beyond

Bonner Congress Intermittent interest in regional

collaborationSolution

An advisory board to Congress with visible roles throughout the year

Regional collaboration organically developed

MARYVILLE COLLEGEYEAR OF THE CHILDRoadmap to Advocacy

Innovations to Train and Engage Students in Advocacy

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First & Second Year Model

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

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Challenges to Overcome

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.

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Solution

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.

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Year of the Child: Advocacy

Information/Mobilization Teaching Preaching Outreaching (Recruitment)

Negotiation Political Action Lobbying

Demonstration Community Service Protest

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Advocacy Trainings

All trainings are at 6pm in the CCM

Monday, October 4th – Bystander Behavior

Monday, November 1st- Media Relations

Monday, November 29th – Recruitment

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Community Service OpportunitiesBMI Screening for Blount County Schools Schedule and Sign up on the table

Halloween Carnival with Parks and Rec Friday, October 29 from 5 – 9 pm @

Everett Recreation Center (Sign up on Board)

LEES-MC RAE COLLEGE

Course-based model

Innovation to Educate Students Through Social Movements

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Upping the Ante

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

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Upping the Ante

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

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New Structure—Fall 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

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First Year Seminar

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.

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First Year Seminar

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.

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FY Seminar Calendar

September Labor Movement Civil Rights Movement Immigrant Rights Just War and Peace Movement

October Education in Action Environmental Movement Women’s Movement

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New Structure—Fall

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.

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Other Elements

Monthly All Bonner Dinners Social in nature; geared at Bonner Bonding

Service Symposium Reflection and measuring Capstone event for graduating Bonner

Leaders Linked to students’ final Omega

presentations Tied to Honors and Awards campus-wide

event

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New Structure—Spring

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.

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New Structure—Spring

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.