2. Goals
Understand the variety of utilization and structures of Bonner student
leadership within the network at large
Evaluate specific and broad methods for utilizing student leadership to
build developmental capacity in the third and fourth years
Examine current student leadership structures and frameworks
established to challenge students in their third and fourth year
Create an individualized plan for strengthening students' development
in their roles and strengthen their ability to develop peers in capacity
building, project oriented initiatives, and research
3. Agenda
Articulating the Vision
Student Leadership in the Bonner Network
Your Student Leadership and Developmental Capacity
How to Implement
Create your Action Plan
Resources
7. Two Central Questions
How can some
students help you
develop and
manage
community-based
capacity building
projects?
How can these
student leaders be
prepared to fill
those management
roles?
8. Community-Based
Rooted in the service sites where our students are serving
Grounded in local community issues or needs
Capacity Building
Enhance the ability of the community partner/site to
function, expand, develop, or improve
Can be narrowed to five areas: volunteer management,
training/program development, fundraising,
communications, and research
An initiative to build the capacity of the
community partner/site, rooted in evaluated
community issues or needs
Community-Based Capacity
Building Project
9. Student Support Roles
Phases of Capacity-Building Projects
Follow Up
Manage
and Support
Projects
Match
Students
and/or
Faculty
Develop
Capacity
Building
Opportunities
10. Identifying & Preparing Students
Training
Leveraging Existing Student Leadership
Structures
Creating New Student Roles
12. Based on data from our most recent Campus Information Survey (53 participants
from our 65 campuses)
Current Implementation
Senior Intern
93%
Other Student
Leadership
59%
15. Specialized Roles
• Logistics
• Administrative &
Technology
• Associate for
Administration
• Community
Partner Liaison
• Community
Development
• Campus
Partnerships &
Recruitment
• SGA Rep
• Judiciary
Committee Lead
• Senior
Programming
• BLT Facilitator
• Student
Development
• Mentoring
Program
Coordinator
• Alumni Relations
• Faculty Liaison
• Community-Based
Research/Learning
• Data &
Assessment
• Fundraising
• Public Relations &
Media
• Media &
Communications
• Capacity Building
Coordinator
• 1st Year Trip
• Sophomore
Exchange
• International Trip
• Senior POL/
Capstone
16. Leader 1 Leader 2 Leader 3 Leader 4
Student leaders split all responsibilities
All responsibilities
e.g. Interns rotate facilitating class meetings
e.g. Intern 1 inputs T&Es, Intern 2 approves CLAs, Intern 3 approves hour logs, Intern 4
advances service positions
Leadership Structures #1
17. Leader 1 Leader 2 Leader 3
Student leaders split responsibilities by cohort or family
Leader 4
First Year Class Second Year Class Third Year Class Fourth Year Class
e.g. For their designated class or family, they handle all BWBRS logistics, facilitation of class
meetings, informal meetings, and judiciary responses
Leadership Structures #2
18. Leader 1 Leader 2 Leader 3
Student leaders split responsibilities
and each have specialized roles
Leader 4
Leadership Structures #3
Logistics:
BWBRS/
Tracking
System
Community
Partnerships
Student
Development
Capacity
Building
21. Student
Development
Building issue-based education into the training and
enrichment
Six issue-based teams, revolving around six social
justice issues (Berry)
Policy briefs
Campus-wide panels
Service “plunge”
22. Campus
Infrastructure
Creating opportunities for students to strengthen the
structures and culture of campus-wide engagement
Service Coalition (Rider)
Leadership Retreat (Stetson)
Activist Coalition (Sewanee)
23. Community
Partnerships
Focus on development and implementation of
community-based capacity building projects
Establish a system of community partner visits
Strategic planning
Infrastructure to build projects that are informed
and focused on capacity building
Priority
25. Prioritized Responsibilities
Academic
Connections
Faculty meetings to
share capacity building
project opportunities
Coaching and
supporting students
who are taking on
capacity-building
projects to find faculty
mentor
Coaching and
supporting faculty
who are supporting
capacity-building
projects in course or as
mentors
Community
Partnerships
Community partner
meetings (1-on-1 and
small focus groups)
Follow-up feedback
request of community
partners to learn how
project was helpful and
how process went (and
to ask for future project
proposals)
Capacity Building
Write-up notes from community partner
meetings into Capacity Building Project
Profiles
Creating directory of capacity building
projects to be shared via email, website, 1-on-1
and departmental meetings with faculty
Matching students (or teams of students) to
requested capacity-building projects found in
directory
Regular check-ins with capacity-building
project teams (i.e., with students alone and
with student/partner together)
Documenting progress and completion of
capacity-building projects
End-of-year presentation of capacity building
projects
26. Follow Up
Manage
and Support
Projects
Match
Students
and/or
Faculty
Develop
Capacity Building
Opportunities
Develop Capacity
Building
Opportunities
1. Conducting community
partner meetings (1-on-1
and small focus groups)
2. Writing up notes from
these community
meetings into Capacity
Building Project Profiles
3. Creating directory of
capacity building
projects to be shared via
email, website, 1-on-1
and departmental
meetings with faculty
Match
Students and/
or Faculty with
Opportunities
1. Meeting with
faculty to share
capacity building
project
opportunities
2. Matching
students (or teams
of students) to
requested
capacity-building
projects found in
directory
Manage and Support
Projects
1. Coaching and supporting students
who are taking on capacity-building
projects to find faculty mentor
2. Coaching and supporting faculty who
are supporting capacity-building
projects in course or as mentors
3. Conducting regular check-ins with
capacity-building project teams (i.e.,
with students alone and with
student/partner together)
4. Tracking progress of capacity-
building projects
5. Documenting completion of capacity-
building projects for reporting and
assessment purposes
6. Managing end-of-year presentation of
capacity building projects (as part of
campus-wide day or by civic
engagement center-sponsored if need
be)
Follow Up
1. Requesting follow-up
feedback of community
partners to learn whether
the project was helpful and
how the process went (and
to ask for future project
proposals)
2. Posting results on center
website, school news/
website, local papers, etc.
28. 1st Year
2nd Year
3rd Year
4th Year
• 1st year rep
• 2nd year rep
• Congress rep
• Community fund
committee
member
• 3rd year rep
• Congress rep
• Site team leader
• Issue team leader
• Community fund
committee
member
• Senior intern
‣ Community
partnerships
‣ Logistics
‣ Capacity
Building
• BLT facilitator
• Class mentor
• Community Fund
Chair
1. List student leadership roles available
within each class year
2. List what responsibilities
are delegated to each of
those student leadership
roles
- Co-designs the first
year trip
- Facilitates the Ideas
to Action Project
- Leads community
partner capacity
projects
- Mentors the first
year class
- Build policy briefs
for local issues
- Manages BWBRS
- Facilitates BLT
meetings
- Leads community
fund process
- Conduct capacity
building analysis
with partners
29. 1st Year
2nd Year
3rd Year
4th Year
• 1st year rep
• 2nd year rep
• Congress rep
• Community fund
committee
member
• 3rd year rep
• Congress rep
• Site team leader
• Issue team leader
• Community fund
committee
member
• Senior intern
‣ Community
partnerships
‣ Logistics
‣ Capacity
Building
• BLT facilitator
• Class mentor
• Community Fund
Chair
3. Mark any current student
leadership role or
responsibility that falls
within the prioritized role
of supporting community
based capacity building
projects
30. Discussion Questions
What overlap is there for student leadership within the class
years?
What is your approach to distribution of student leadership?
How many consecutive roles are taken by the same students?
Do leadership roles build from year to year? Does your
current leadership demonstrate an increase in development?
Are any student leaders currently fulfilling roles targeting
capacity building projects? How are they ready to do this?
32. Approach 1: Establish Site Team
Leader
Site
Team
Leader 1
Site
Team
Leader 2
Site
Team
Leader 3
Site
Team
Leader 4
Boys & Girls
Club
Hunger
Collaborative
GED Tutor Center
for Incarcerated
Adults
Women’s Center
For each community partner, student leaders are tasked with the
capacity building project steps.
33. Implementation Strategies
1. Start by assessing which are your “deepest”community partners, with capacity
building project potential
2. Identify a student leader who has leadership qualities and site experience at this
CP
3. Work with them to implement the first phase of the capacity building action steps
e.g. Developing capacity building opportunities
4. Gradually add other phases or action steps
5. Add another site team leader each year or two years
6. Site team leaders would eventually pass leadership to another student who
serves at the site; peer-to-peer preparation
34. Approach 2: Community-Based
Capacity Building Project Committee
Each of the prioritized responsibilities categories is designated to
specific student leadership roles.
Leader 1 Leader 2 Leader 3
Community
Partnerships
Academic/Faculty
Engagement
Capacity
Building
35. Implementation Strategies
1. Identify the responsibility that is of utmost priority to your program
2. Think about the prerequisite training necessary for a student be be
successful in this role
• When does this training need to begin?
• What current leadership structure can be leveraged to prepare
students to take on this role?
• What type of leadership role can be developed to prepare
students to take on this role?
3. Add the prioritized student leadership role(s) gradually
37. Exercise
Which approach (site team leaders or
capacity building committee or other) makes
the most sense for your program?
What steps will you take to implement your
chosen approach?
38. 1st Year
2nd Year
3rd Year
4th YearEnvision the student leadership
pathway you hope to work toward
in the next 2-4 years
Mark the student leadership
responsibilities that will help
you develop or manage
community-based capacity
building projects