'23 NSO - Other Foundation Initiatives & Support.pdf
Student development 7 28-10
1. The Bonner Program:
Student Development
“Access to Education,
Opportunity to Serve”
A program of:
The Corella & Bertram Bonner Foundation
10 Mercer Street, Princeton, NJ 08540
(609) 924-6663 • (609) 683-4626 fax
For more information, please visit our website at www.bonner.org
2. Student Development & Training:
Overview
• Intentional Learning Outcomes
• Developmental Frameworks
• Training & Enrichment Calendar
• Roles & Work Plan
• Linking with Academics
www.bonner.org
7. Student Development:
Connection to Higher Education Initiatives
Example: AAC&U Civic Engagement Rubric
4 developmental levels, increasing complexity
• Communities and cultures
• Analysis of Knowledge
• Civic Identity and Commitment
• Civic Communication
• Civic Action and Reflection
• Civic Contexts/Structures
www.bonner.org
8. Working Session
• With an aim to educate &
empower students to work
effectively and achieve impact
through service, WHAT
INTENTIONAL LEARNING
OUTCOMES would you adopt?
www.bonner.org
9. Student Development:
Sample Goal — Educating Global Citizens
Understanding
Commitment to and analysis of
lifelong active poverty & how to
citizenship address it
‣ electoral
participation through policy
‣ public education ‣ policy research &
analysis
Can lead civic
Have
engagement
experience ‣ project
locally, management
nationally, ‣ event planning
internationally
‣ cultural Can apply civic
competencies skills in broader
‣ analytical skills
(poverty in many
contexts
contexts) ‣ critical thinking
‣ leading reflection
www.bonner.org
10. Student Development:
Example Goal - Producing Non-Profit Leaders
‣ Outreach & ‣ Volunteer ‣ Volunteer
marketing recruitment management
‣ What is a 501c3
‣ Program design
‣ Budgeting
‣ Program
management
‣ Fundraising
‣ Evaluation
‣ Grant writing
www.bonner.org
16. Student Development:
Skill Areas
Personal Skills
• Active listening
• Balance/boundaries
• Communication
• Decision making
• Organization
• Planning
• Time management
• Goal setting
www.bonner.org
17. Student Development:
Skill Areas
Personal Skills Leadership Skills
• Active listening • Conflict resolution
• Balance/boundaries • Delegation
• Communication • Planning
• Decision making • Public speaking
• Organization • Running a meeting
• Planning • Teamwork
• Time management • Working with diverse
• Goal setting groups
www.bonner.org
18. Student Development:
Skill Areas
Personal Skills Leadership Skills Professional Skills
• Active listening • Conflict resolution • Budgeting
• Balance/boundaries • Delegation • Evaluation/research
• Communication • Planning • Event planning
• Fundraising
• Decision making • Public speaking
• Grant writing
• Organization • Running a meeting
• Marketing /
• Planning • Teamwork Public relations
• Time management • Working with diverse • Mediation
• Goal setting groups • Networking
• Public education /
Advocacy
• Volunteer
management
www.bonner.org
20. Student Development:
Common Commitments
Community International
Building Perspective
Social
Diversity
Justice
Civic Spiritual
Engagement Exploration
www.bonner.org
24. Student Development:
Resources — on Bonner Network Wiki
Introduce and
engage students
Find training
modules,
reflection
activities,
and samples
www.bonner.org
27. Training & Enrichment:
Types of Meetings
Group Meetings:
✓ All Group Meetings
✓ Class-Based Meetings
✓ Site/Issue-Based Team Meetings
www.bonner.org
28. Training & Enrichment:
Types of Meetings
Group Meetings:
✓ All Group Meetings
✓ Class-Based Meetings
✓ Site/Issue-Based Team Meetings
Meeting content:
✓ Training
✓ Reflection
✓ Project Planning
✓ Administrative
✓ One-on-One
www.bonner.org
29. Fall 1st Year 2nd Year 3rd Year 4th Year
Bonner 101 & Community Introduction to Civic BHAGs: Setting Big Hairy
Orientation Partner 101 Engagement Learning Circle Audacious Goals
Week 1 Site-Based Team Meetings
Introduction to Effective Leading Learning Circles: A Hearing the Call: Listening to
Week 2 Communication
Action Planning
Train-the-Trainers Approach Your Inner Voice
Week 3 All Bonner Meeting
Community Asset Mapping Bridging the Gap Between Vocation: Board of Directors
Week 4 part 1
Budgeting
Service, Activism, and Politics
Week 5 Site-Based Team Meetings
Intro to Effective
Community Asset Mapping Facilitation 202: More Introduction to Spiritual
Week 6 part 2 (involving partner)
Communication: Do You Hear
Techniques and Strategies Exploration
Me?
Week 7 Site-Based Team Meetings
Community Asset Mapping Advocacy 101: Tools for
Week 8 part 3 (campus assessment) Political Engagement
Get-Out-the-Vote Evaluation
Week 9 All Bonner Meeting
Time Management: Managing Conflict Resolution: Steps for Tuesdays with Morrie
Week 10 by Calendar
Handling Interpersonal Building Coalitions: Part 1
Discussion
Dynamics
Week 11 Site-Based Team Meetings
Building Coalitions (part 2:
Time Management: Managing Facilitation 101: Roles of
Week 12 by Calendar Follow Up Effective Facilitators
application for campus Personal Vision: Creating One
project) or Grant Writing
Week 13 Site-Based Team Meetings
Vocation: “The Bridge Builder” Personal Vision 2: Follow up &
Week 14 Setting Service Objectives Group feedback session
poem and reflective discussion Building Shared Vision
Week 15 All Bonner Meeting
30. Spring 1st Year 2nd Year 3rd Year 4th Year
Community building | Common commitments | Reflection & visioning | Workshops: Cover Story, Four Corners (changing
Retreat questions), River Stories/Introduction to Community Building, Leadership Compass
Week 1 Site-Based Team Meetings
Service-Based Reflection: How Citizenship: Rights, Resume Writing &
Week 2 It Supports Making Service Lobbying 101 Responsibilities & Struggles or
Interviewing Skills
Meaningful Introduction to Social Justice
Week 3 All Bonner Meeting
Fishbowl Discussion: Defining Building a Personal Network
Week 4 Your Communities
Leadership Compass Public Speaking
Week 5 Site-Based Team Meetings
Research related to First Year Resume writing workshop Advocacy 201: Meeting with Preparation for Senior
Week 6 Trip (Career Services) an Elective Representative Presentations of Learning
Week 7 Site-Based Team Meetings
Groups Within Groups: Facilitation 201: An Intensive Seeing Through Employers’
Week 8 Exploring Dimensions of
Introduction
Building Career Networks
Eyes: Group Resume Game
Diversity
Week 9 All Bonner Meeting
Gender 1: Building Gender Gender 2: Deepening Gender
Week 10 Awareness Awareness
Building Career Networks Senior Resume Review
Week 11 Site-Based Team Meetings
Ethnocentrism: Exploring & Preparing a Leadership
Week 12 Racism: Deconstructing It
Tackling It
Homophobia: Countering It
Transition: Want Ads
Week 13 Site-Based Team Meetings
Vocation: “So What do you
Fraying at the Edges: Stress Vocation: Guided Reflections Last Words: a Reflection on
Week 14 Management 101 for Recommitment
do?” personal exploration
My Life
exercise
Week 15 All Bonner Meeting
31. Training & Enrichment:
Campus Examples
• Matt Cheney, Carson-Newman College
• Kelly Behrend, University of Richmond
www.bonner.org
32. Working Session
• With your goals in mind, draft your
training & enrichment calendar
• Use sample as a resource
www.bonner.org
35. Training & Enrichment:
Who? When?
• Who will lead sessions?
• Bonner staff
• Experienced Bonner students
• Faculty & other campus staff
• Community partners
www.bonner.org 29
36. Training & Enrichment:
Who? When?
• Who will lead sessions?
• Bonner staff
• Experienced Bonner students
• Faculty & other campus staff
• Community partners
• When will they be scheduled?
www.bonner.org 29
37. Training & Enrichment:
Who? When?
• Who will lead sessions?
• Bonner staff
• Experienced Bonner students
• Faculty & other campus staff
• Community partners
• When will they be scheduled?
• Collaborative calendar planning
• Road Map Planning Tool
www.bonner.org 29
39. Training & Enrichment:
Assessing Your Current Status
Stages of development
‣ Just getting started (use sample
calendar)
‣ Adapting current structure (revisit
structure for student involvement)
‣ Strengthen, integrate (develop
campus-wide collaborations)
‣ Expand campus-wide
connections (courses, CBR,
application)
www.bonner.org
50. Student Development:
Cornerstone Activities
Expertise
Senior Capstone:
culminating leadership
project coupled with a
reflective developmental
Example focused presentation
Junior Leadership:
engages students in
applying their skills and
knowledge while
Experience
Second Year deepening their own
Exchange: leadership in the process
deepens students
Exploration understanding and
First Year Trip: exposes broader
exposes students picture
to an issue or area
www.bonner.org
51. Student Development:
Training & Enrichment — Example Sequence
Expertise
• Academic Research
Example
• Career planning &
• Leading inquiry & vocation
reflection • Evaluation
• Personal and civic • Networking
values
Experience • Project coordination • Public Speaking
• Critical thinking • Fundraising & Grant • Skills for lifelong
involvement
Writing
• Diversity • Honors’ thesis project—
• • Advocacy skills tied to service
Exploration Group dynamics &
communication • Academic Connection
• Community • Project planning • CBR course—Public
knowledge Policy Issue Briefs
• Introduction to social
• Personal exploration issues/civics
• Setting goals • Government course
• Time management
• Active listening
• Teamwork
• Poverty course
www.bonner.org
53. EC²=Explore, Commit, Explore Commit
Ec2 is a process model meant to capture the
variability of student civic development.
We are using the AACU Civic Engagement VALUE
rubric to capture the content of student civic
development.
54. Theoretical bases for this model
Student development is nonlinear.
New models of development stress variability.
Context matters in student development.
Development does not always equate with progress.
55. Empirical bases for this model: Derived from narrative
investigations
Maren Annie
First-Year: Tutored at Hillview First-Year: Volunteered at
Head Start Longley School and at an after-
Sophomore: Action research school program
project on aspirations at Hillview Sophomore: Evaluated a
Junior: interviewed boys across school-based mentoring program
Maine about academic Junior: Taught English in
engagement Hungary
Senior: Community-based Senior: Student Volunteer
research thesis on literacy with Fellow in charge of student
ELL Somali children at Head volunteer coordination at
Start Longley School
56. More Student Narratives
Christine Jess
First-Year: Volunteered at soup First-Year: Tutored in first
kitchen semester and became program
Sophomore: Action research
coordinator in the second at
Hillview
project on aspirations at Hillview
Summer after first year:
Junior: Volunteered with HIV+ Developed mentoring program
children in India for women victims of domestic
Senior: Student Volunteer abuse
Fellow in charge of student Sophomore/Junior: Hillview
volunteer coordination at Adult coordinator
Learning Center Senior: Student Volunteer
Fellow at Hillview; CBR thesis
57. How does this process model tie in with the content model?
Where do our Bonners begin?
Will they be at the initial point of our developmental goals?
Which developmental goals will they choose? Will they all choose
the same goals and leave off some of the harder ones?
How will students proceed through the levels of the
developmental goals?
Will students skip some levels, get stuck at others, or cycle back
to earlier levels?
How will we assess their progress?
What will students submit to their e-portfolios?
Through what process will we examine submissions?
58. References
Burman, E. (2008). Developments: Child, image, nation. London:
Routledge.
Kagan, J. (2007). The limitations of concepts in developmental
psychology. In G. W. Ladd (Ed.), Appraising the human developmental
sciences: Essays in honor of Merrill-Palmer Quarterly. Detroit: Wayne
State University Press.
Oakes, L. M., Newcombe, N. S., & Plumert, J. M. (2009). Are dynamic
systems and connectionist approaches an alternative to good old-
fashioned cognitive development? In J. P. Spencer, M.S.C. Thomas, & J.
L. McClelland (Eds.), Towards a unified theory of development. Oxford:
Oxford University Press.
59. Working Session
• What skills, knowledge
areas, and practices will your
students need to fulfill the
visionary goals?
• How do these learning outcomes
evolve developmentally?
www.bonner.org
Editor's Notes
Student View:
EXPECTATION /EXPLORATION:
Trying to figure out their passions and interests, what is this program about?
Getting to know the community
Example: Tutoring; do they like working with children
EXPERIENCE:
Been there a year; received some training and experience tutoring, beginning to help coordinate other volunteers, special service events
Sense of belonging to the program, the organization, “my kids,” “my site”
Attend meetings; community partner really views them as reliable,
EXAMPLE:
Tutoring, helping manage volunteers, write their own curriculum
EXPERTISE: Decided to become education major; curriculum-approved by the state, discussing educational policy, attending staff meetings, treated more like a staff member than a volunteer, grant writing
Student View:
EXPECTATION /EXPLORATION:
Trying to figure out their passions and interests, what is this program about?
Getting to know the community
Example: Tutoring; do they like working with children
EXPERIENCE:
Been there a year; received some training and experience tutoring, beginning to help coordinate other volunteers, special service events
Sense of belonging to the program, the organization, “my kids,” “my site”
Attend meetings; community partner really views them as reliable,
EXAMPLE:
Tutoring, helping manage volunteers, write their own curriculum
EXPERTISE: Decided to become education major; curriculum-approved by the state, discussing educational policy, attending staff meetings, treated more like a staff member than a volunteer, grant writing
Student View:
EXPECTATION /EXPLORATION:
Trying to figure out their passions and interests, what is this program about?
Getting to know the community
Example: Tutoring; do they like working with children
EXPERIENCE:
Been there a year; received some training and experience tutoring, beginning to help coordinate other volunteers, special service events
Sense of belonging to the program, the organization, “my kids,” “my site”
Attend meetings; community partner really views them as reliable,
EXAMPLE:
Tutoring, helping manage volunteers, write their own curriculum
EXPERTISE: Decided to become education major; curriculum-approved by the state, discussing educational policy, attending staff meetings, treated more like a staff member than a volunteer, grant writing
Student View:
EXPECTATION /EXPLORATION:
Trying to figure out their passions and interests, what is this program about?
Getting to know the community
Example: Tutoring; do they like working with children
EXPERIENCE:
Been there a year; received some training and experience tutoring, beginning to help coordinate other volunteers, special service events
Sense of belonging to the program, the organization, “my kids,” “my site”
Attend meetings; community partner really views them as reliable,
EXAMPLE:
Tutoring, helping manage volunteers, write their own curriculum
EXPERTISE: Decided to become education major; curriculum-approved by the state, discussing educational policy, attending staff meetings, treated more like a staff member than a volunteer, grant writing
