Student development 7 28-10

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  • 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



















  • Student development 7 28-10

    1. 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. 2. Student Development & Training: Overview • Intentional Learning Outcomes • Developmental Frameworks • Training & Enrichment Calendar • Roles & Work Plan • Linking with Academics www.bonner.org
    3. 3. Student Development Goals
    4. 4. Student Development: Outcomes Knowledge Values Skills Experience www.bonner.org
    5. 5. Student Development: Experiential Learning Cycle 1. Concrete Experience 2. Reflective observation 3. Abstract conceptualization 4. Active experimentation www.bonner.org
    6. 6. Student Development: Iterative Learning Cycle Learn Reflect/Apply Do Do Learn Reflect/Apply www.bonner.org
    7. 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. 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. 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. 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
    11. 11. Bonner Model
    12. 12. Student Development: Service Road Expertise specialist Example site/project coordinator Experience program assistant (specific role) Exploration intentional short-term immersion Expectation application process & orientation www.bonner.org
    13. 13. Student Development: One Student’s Perspective Juliet Carrington Guilford College Bonner Scholar www.bonner.org
    14. 14. Integrated Model: Curricular & Co-Curricular Approach Expertise Through Service (Developmental placements, learning through action) Example Experience Co-Curricular Activities (Training & Enrichment, Reflection, and Advising) Exploration Expectation Academic linkages (Service-learning, CBR, minor, major & certificates) www.bonner.org
    15. 15. Student Development: Skill Areas www.bonner.org
    16. 16. Student Development: Skill Areas Personal Skills • Active listening • Balance/boundaries • Communication • Decision making • Organization • Planning • Time management • Goal setting www.bonner.org
    17. 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. 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
    19. 19. Student Development: One Student’s Perspective Jared Smith Davidson College Bonner Scholar www.bonner.org
    20. 20. Student Development: Common Commitments Community International Building Perspective Social Diversity Justice Civic Spiritual Engagement Exploration www.bonner.org
    21. 21. Student Development: Common Commitment Video: Social Justice www.bonner.org
    22. 22. Student Development: Resources — on Bonner Network Wiki www.bonner.org
    23. 23. Student Development: Resources — on Bonner Network Wiki www.bonner.org
    24. 24. Student Development: Resources — on Bonner Network Wiki Introduce and engage students Find training modules, reflection activities, and samples www.bonner.org
    25. 25. Calendar
    26. 26. Training & Enrichment: Types of Meetings www.bonner.org
    27. 27. Training & Enrichment: Types of Meetings Group Meetings: ✓ All Group Meetings ✓ Class-Based Meetings ✓ Site/Issue-Based Team Meetings www.bonner.org
    28. 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. 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. 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. 31. Training & Enrichment: Campus Examples • Matt Cheney, Carson-Newman College • Kelly Behrend, University of Richmond www.bonner.org
    32. 32. Working Session • With your goals in mind, draft your training & enrichment calendar • Use sample as a resource www.bonner.org
    33. 33. Training Staff
    34. 34. Training & Enrichment: Who? When? www.bonner.org 29
    35. 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. 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. 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
    38. 38. Training & Enrichment: Assessing Your Current Status www.bonner.org
    39. 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
    40. 40. Student Development: One Student’s Perspective Jack Kelly Stetson University Bonner Scholar www.bonner.org
    41. 41. Training & Enrichment: Resources — Bonner Network Wiki www.bonner.org 32
    42. 42. Training & Enrichment: Resources — Training Modules www.bonner.org 33
    43. 43. Training & Enrichment: Resources — BonnerNetwork YouTube Channel • Bonner Network Wiki • See: Bonner Video Project • Over 120 videos! www.bonner.org 34
    44. 44. Training & Enrichment: Resources — Bonner Video Project www.bonner.org 35
    45. 45. Working Session Draft your roles & work plan for student development www.bonner.org
    46. 46. Civic Engagement Certificate, Minor, or Concentration
    47. 47. Student Development: Knowledge • Public Policy • Poverty • International perspective and issues • Issue-based knowledge • Place-based knowledge • Diversity www.bonner.org
    48. 48. Student Development Knowledge — Academic Connections • Intensive • Multi-Year • Developmental • Course Connections • Minor, Certificate, Concentration www.bonner.org
    49. 49. Student Development Knowledge — Academic Connections www.bonner.org
    50. 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. 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
    52. 52. Sample Campus Application Bates College
    53. 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. 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. 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. 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. 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. 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. 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

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