A strategy session for campus administrators and student leaders at the 2019 Bonner Summer Leadership Institute. Presented by Ariane Hoy and Rachayita Shah (Bonner Foundation). This session introduced a suggested process that involves auditing or considering multiple levels such as (1) structure and process; (2) content; and (3) delivery and facilitation. The accompanying worksheet suggests questions that a campus team might use to evaluate and make changes to a program's meeting structure and calendar.

1. Strengthening Your
Bonner Meetings
Bonner Summer Leadership Institute 2019
Ariane Hoy & Rachayita Shah

2. Introduce yourself
to your neighbor
What makes your
Bonner meetings
interesting?
Your School
&
Program Size

3. Purpose
Reflect on
last Year’s
Meeting Calendar Discuss Bonner
Developmental
Model
Share & Learn
Best Practices

4. Meeting Calendar
Diversity & Coherence
Shared Goals

5. Shared Goals
Civic Learning Outcomes

6. Bonner Developmental Model
Explore
Experience
Example
Expertise
1
2
3
4
8-Themes

7. Recommended Meetings
Class
Meetings
All Bonner
Meetings
Issue-based /
Site-based Team
Meetings
Capstone
Meetings
One on One
Meetings
Cornerstone
Prep. &
Campus Events

8. Recommended Meetings
14 Weeks Per Semester (2 Hours / Week)
14*2 = 28 Hours
Class Meetings 4 / Semester (4 Hrs)
All Bonner Meetings 4 / Semester (4 Hrs)
Capstone Project Meetings 1 / Semester (1 Hr)
Issue / Site-based Team Meetings 4 / Semester (4 Hrs)
One on One Meetings 1 / Semester (1 Hr)
Total: 14 Hours
Cornerstone Activities Prep. &
Campus Events
Remaining Hours

9. Planning Process & Structure
Feedback
Content
Facilitation
Let’s Reflect on . . .

10. Planning Process & Structure
Planning Process & Structure
How many hours (%) do
you devote to education
and reflection? Why?
How do you ensure a
good balance of meetings
(class-based, All Bonner . .
.)?
To what extent do your
meetings incorporate
voices from students,
staff, and community?
How does the
“developmental
approach” unfold in your
calendar?
What is working well in
the existing structure and
what may you do
differently for a better
outcome?

11. Planning Process & Structure
Planning Process & Structure
a. Considering the table that we just looked at, do you have enough number
meetings per academic year (20% Education & Reflection / minimum 28 hrs)?
b. To what extent do your meetings incorporate:
•Staff voice (Program goals, student needs)
•Student voice (Identity, Interest - local, regional, national, global issues)
•Community voice (local needs, organizational capacity)
c. Do your meetings represent a good balance of:
•Class-based meetings, All-Bonner meetings, Capstone meetings
•Issue-based / site-based meetings, One on one meetings
•Cornerstone activities preparation & Campus-wide events
d. Do your meetings represent developmental approach?
e. What is working well in the existing structure and what might you do
differently to align meetings with Bonner developmental model?

12. Content & Learning Outcomes
Content

13. Content & Learning Outcomes
a.What training content supported students in achieving Civic Learning
Outcomes?
b.Where do you notice overlaps in your meeting calendar & 8 Themes?
c.What are the significant differences in terms of content in your calendar & 8
themes?
d.What is your rationale for chosen topics?
e.What did not work well last time and should be improved in terms of content?
f. What would be your next steps in making connections between Bonner
meetings and Civic Learning Outcomes more visible and evident for students?
Content

14. Facilitation: Leveraging Resources
Delivery

15. Facilitation: Leveraging Resources
a. How big is your team (staff members & Bonner Leadership Team)?
b. Do you have a mentor for each group of Bonner students (1st yr, 2nd yr . . .)?
c. How many members of your team facilitate Bonner meetings?
• Bonner director, coordinator, interns, GA, Work study . . .
d. What are the pros n cons of the existing team structure?
e. To what extent do you leverage your connections to facilitate meetings?
• Faculty, graduate students, BLT, community members, centers . . .
f. What is the scope of linking Bonner content to mainstream curriculum
(courses)?
g. What is the scope of recognizing this work on students’ transcripts?
Delivery

16. Feedback & Future Direction
Feedback

17. Feedback & Future Direction
• 8 Themes & Schools which piloted the sessions
Feedback
• Next Steps . . . Online platform to gather feedback
and exchange ideas
• How likely are you to assess and contribute to this
platform?
• What kinds of platform do you know about /
suggest?

18. 8 Themes Feedback
• Is this a theme (subtopic) that can be
incorporated in future classes? Why?
• Is the content of the lesson relevant
to Bonner students’ service program?
• Is the training relevant to students’
developmental model?
• Is the trainer guide user-friendly?
• What modifications do you propose?
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