Supporting Students Moving to the Next Realms of Engagement

2 Illustrations: We Serve Text “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 with kids, helping them do better in school.” “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.”

3 We Analyze Text “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 work with kids, helping them do better in school.” “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...”

4 We Go Deeper Text “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 work with kids, helping them do better in school.” “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

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

7 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

9 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

10 Background & Progress  “From Best Practice to Common Practice”  civic engagement trainings  train-the-trainers  roadmap  training calendar

11 Background & Progress  Evolution of meetings with service restructuring  alternating class- and site- based meetngs  issue-specific trainings (e.g., classroom management)  partners as co-educators

12 Background & Progress  Integrating resources from campus & community  colloquia, speakers  simple partnerships (Career Services, Multicultural Life)  curricular links (courses, minors, FIPSE model)

13 Background & Progress  Opportunities for application  student leadership in creating and presenting  site/team roles  capstone & academic expectations

14 Where We Stand  Implementation challenges  Staffing roles  Student roles  Student vs. staff leadership  Low curricular integration  Time

15 Where We Stand  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). covers bases one day before school

N/A 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. 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. 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). well articulated training/meeting structure

20 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

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. 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 effective cross- campus 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). 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 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. some students pursue independently, but not systematic

LEVERAGING THE NATIONAL NETWORK Bonner Congress, Senior Interns Student Leadership at the National Level: Big Ideas, Bigger Impact

27 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

28 Bonner Congress: Big Ideas  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

29 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

30 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

31 Bonner Advisory Board  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

MARYVILLE COLLEGE YEAR OF THE CHILD Roadmap to Advocacy Innovations to Train and Engage Students in Advocacy

33 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

34 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.

35 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.

36 Year of the Child: Advocacy  Information/Mobilization  Teaching  Preaching  Outreaching (Recruitment)  Negotiation  Political Action  Lobbying  Demonstration  Community Service  Protest

37 Advocacy Trainings All trainings are at 6pm in the CCM Monday, October 4 th – Bystander Behavior Monday, November 1 st - Media Relations Monday, November 29 th – Recruitment

38 Community Service Opportunities  BMI Screening for Blount County Schools  Schedule and Sign up on the table  Halloween Carnival with Parks and Rec  Friday, October 29 from 5 – 9 Everett Recreation Center (Sign up on Board)

LEES-MC RAE COLLEGE Course-based model Innovation to Educate Students Through Social Movements

40 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

41 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

42 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

43 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.

44 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.

45 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

46 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.

47 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

48 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.

49 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.