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Building Developmental Capacity through Bonner Student Leadership

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3rd and 4th Year Rotation, focused on Student Leadership, at the 2017 Fall Directors and Coordinators Meeting

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Building Developmental Capacity through Bonner Student Leadership

  1. 1. Building Developmental Capacity through Bonner Student Leadership Samantha Ha and Amber Finnicum-Simmons 2017 Fall Directors and Coordinators Meeting
  2. 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. 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
  4. 4. Articulating the Vision
  5. 5. Student leadership is and has been a cornerstone of the Bonner Program Ideas to Action Senior Intern Role
  6. 6. Our Focus Today 1st Year 2nd Year 3rd Year 4th Year
  7. 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. 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. 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. 10. Identifying & Preparing Students Training Leveraging Existing Student Leadership Structures Creating New Student Roles
  11. 11. Student Leadership in the Bonner Network
  12. 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%
  13. 13. Current Implementation NumberofBonnerCampuses 0 9 18 27 36 Specialized Roles (18) Generalized Roles (35) A student leader with a designated focus in their responsibilities
  14. 14. Responsibilities Logistics: BWBRS/ Tracking System Student Development Community Partnerships Campus Engagement Communications & Social Media Community Building Academic Connections Data & Assessment Fundraising Judiciary & Accountability Capacity Building Cornerstones
  15. 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. 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. 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. 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
  19. 19. Responsibilities Logistics: BWBRS/ Tracking System Student Development Community Partnerships Campus Engagement Communications /Social Media Community Building Academic Connections Data & Assessment Fundraising Judiciary/ Accountability Capacity Building Cornerstones Our focus today
  20. 20. Student Development Community Partnerships Campus Infrastructure
  21. 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. 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. 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
  24. 24. Responsibilities Logistics: BWBRS/ Tracking System Student Development Community Partnerships Campus Engagement Communications /Social Media Community Building Academic Connections Data & Assessment Fundraising Judiciary/ Accountability Capacity Building Cornerstones
  25. 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. 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.
  27. 27. Your Student Leadership and Developmental Capacity
  28. 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. 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. 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?
  31. 31. How to Implement
  32. 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. 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. 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. 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
  36. 36. Create your Action Plan
  37. 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. 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
  39. 39. Resources Available
  40. 40. Capacity Building Opportunities Form https://tinyurl.com/opportunities-form
  41. 41. Capacity Building Project Profile Form https://tinyurl.com/capacity-building-profile-form
  42. 42. Organizational Capacity Building Accomplishments https://tinyurl.com/cb-accomplishments
  43. 43. Capacity Building: A Resource Guide https://tinyurl.com/capacity-building-guide
  44. 44. Thank You! Amber Finnicum-Simmons afinnicu@stetson.edu Stetson University Sam Ha sam@bonner.org The Bonner Foundation

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