Making the Case

1
Making the Case

Guide for Producing a Compelling Report about the
Bene
fi
ts of The Bonner Program and

Community Engagement to Your Institution

2
INTRODUCTION TO TEMPLATE AND GUIDE

More than ever, most institutions of higher education face structural and
fi
nancial challenges that compel them to demonstrate the value and return on
investment for their work. With limited resources, institutions face dif
fi
cult decisions
regarding prioritization of programs and units. Financial concerns in higher
education have been further exacerbated by the COVID-19 pandemic.

Although senior leaders and institutional rhetoric often express a commitment to
civic and community engagement, the Bonner Program and centers for community
engagement may be at risk. It is incumbent that staff and programs effectively make
the case for the value that having a Bonner Program and infrastructure (including
staf
fi
ng) for civic and community engagement bring to an institution’s reputation,
enrollment, retention, completion, and work as stewards of place.

The guide provides step-by-step instructions to support a Bonner Program and
community engagement unit to produce a comprehensive report that describes the
positive impacts of this work. This guide is designed to help your center and
program evaluate and make case for its Bonner Program and center’s work, much in
the same way that other units or departments might articulate their value. The guide
will help you quanti
fi
ably, quantitatively, and
fi
nancially demonstrate to key
stakeholders that the Bonner Program and civic and community engagement
centers accrue major bene
fi
ts for institutional priorities.

STRUCTURE OF THE TEMPLATE AND GUIDE

The guide essentially provides a template for producing a report that
describes the impacts of the Bonner Program and community engagement. In it,
you’ll
fi
nd text to adapt and customize to
fi
t your program and institution. Each
section includes speci
fi
c instructions. In each section, you’ll
fi
nd an overview,
recommendations for data collection, recommendations on who should be involved
in the review, and an estimated timeline to complete the section. Each section also
includes a customizable example that can be easily copied, pasted, and adapted for
your own program’s analysis and report. The customizable examples interweave
relevant scholarship, literature, and data to help make the case for that section topic
(retention, student success, etc.). They also include speci
fi
c institutional examples
and data, which may be a model for replication. Finally, the guide provides
recommendations for completing a report at your own institution that
fi
ts your
program and institution’s capacity (staf
fi
ng, time, resources, access to data, etc.).
Pick and choose elements of the template that are feasible for your program and
center given staff capacity. You may even do pieces on a quarterly or semester
basis, producing a comprehensive analysis over time.

3
 
RECOMMENDED TIME TO COMPLETE

The time required to complete this study will vary greatly depending on staff
capacity and access to institutional research (IR). If the groundwork is laid and a
relationship with IR is well-established, the project could take anywhere from 3 to 6
months – with the workload for IR of
fi
ces taking anywhere from a few days to a
month. If your aim is to complete a more comprehensive or complex level of
analysis or there is less access to resources and support, the project could take
anywhere from six months to one year to complete.

The estimated timeframe for each component is provided throughout the
guide to help you make your work plan.

To get started, consider the following questions as you walk through this:

• Who will be your intended audience? If there are multiple audiences (i.e.,
President, Provost, Board, Partners, etc.), discuss the prioritization of sections to
speak to them directly.

• Has a report or analysis like this been requested (and for whom) or self-initiated?
If you’re dealing with personnel transitions, consider this an opportunity to
educate and build new champions.

• What is the current perception of the Bonner Program and community
engagement work on campus? How do you know?

• Are there conversations, policy shifts, or other institutional changes that prompt
or in
fl
uence this analysis?

• How much data is readily available through program surveys, IR, etc.?

• Is the comparison group to Bonner/Center students the rest of campus?

Steps to Lay the Groundwork:

• Start building a relationship with the Institutional Research and Assessment
of
fi
ces or other of
fi
ces (such as Centers for Teaching and Learning) and people
(such as faculty with experience in research projects).

• Determine what data will be needed (type, how many years worth, etc.) and
meet with IR to see what might already be captured and reported. Some
institutions involve a faculty member or two in this role.

• If additional data is needed, discuss with IR staff so they may start to lay the
groundwork to begin capturing it.

• Devise a plan that includes a timeline based on staf
fi
ng and resources.

4
BENEFITS

There are a multitude of potential bene
fi
ts for developing a report and
analysis of the impact that the Bonner Program and campus-wide engagement is
having on institutional priorities. A few of these include:

• The creation of a resource that showcases the powerful impact your Bonner
Program and campus-wide community engagement work has on multi-level
dimensions of the institution, the local community, and beyond.

• The process of conducting a comprehensive report may help you gain support,
resources, and traction for stronger infrastructure and staf
fi
ng for the Bonner
Program and community engagement work at your institution.

• Evidence of the impact of the Bonner Program and community engagement on
key institutional outcomes, such as retention, completion, diversity, academic
learning, and success. This analysis might then also support greater resources
and support for your program and center, as well as the appropriate allocation
of funding, compensation, recognition, and advancement opportunities.

CHALLENGES AND STRATEGIES

Limited Access to Institutional Data

• Take time to build relationships with the institution’s Institutional Research and
Assessment staff. Depending on the level of relationship, IR staff can be thought
partners and collaborators on this project or simply provide the requested data.

• Be speci
fi
c with what data is needed and being requested from Institutional
Research of
fi
ces. Let IR staff know if this type of data is needed on a regular basis
(annual, etc.).

• If quantitative data is dif
fi
cult to obtain at this time, focus on qualitative
approaches (testimonials, stories) for the current analysis, then lay the foundation
to build the infrastructure for capturing quantitative data over the next 1-2
years.

Time and Staff Capacity

• Heavily involve student leaders in gathering data, testimonials, and other less
complex or sensitive information.

• Be selective and strategic in which sections of the analysis would be most
bene
fi
cial.

• Consider reducing aspects of staff workload in other areas to prioritize this
project.

5
REPORT SECTIONS

As you review, Determine which you will include

INTRODUCTION

Executive Summary

Introduction

Mission and History of the Bonner Foundation

History of the [University] Bonner Program

History of the [Center for Community Engagement]

BENEFITS

Funding and Resources

Enrollment

Recruitment

Diversity

Academic Discernment

Student Success

Academic Performance & Learning

Campus Involvement

Sense of Belonging (Inclusion)

Retention

Completion

Curriculum Change & Faculty Engagement

Impact on Faculty

Impact on Curriculum Change & Academic Infrastructure

Community Impact

Town-Gown Relationships

Community Economic Impact

Awards and Recognitions

Rankings, Publications, Awards & other Recognitions

Post Graduate Success

Employment, Fellowships, & Service Programs

Continuing & Graduate Education

INSTITUTIONAL INVESTMENT

Bonner Financial Aid Model

Center Infrastructure Financial Model

CONCLUSION

6
Suggested Implementation

This section is a guide for suggested implementation. It is organized to help you
make strategic choices regarding which sections of the report and impact analysis to
prioritize based on the availability, time, resources, and staff capacity. You may also
consider completing this analysis and report in sections or increments, such as
quarterly or annually.
Limited time and capacity

TIME ESTIMATED: 3 MONTHS

Executive Summary


Recruitment

Diversity

Retention

Completion

Impact on Faculty

Impact on Curriculum Change &
Academic Infrastructure


Brief Overview of Institutional
Investment

MODERATE TIME AND Capacity

TIME ESTIMATED: 6 MONTHS

Include items under 3 months and
add:

Mission and History of the Bonner
Foundation

History of the [University] Bonner
Program

History of the [Center for Community
Engagement]

Campus Involvement


Academic Performance

Rankings, Publications, Awards &
other Recognitions

Employment, Fellowships, & Service
Programs

Continuing & Graduate Education

SIGNIFICANT TIME AND CAPACITY

TIME ESTIMATED: 1 YEAR+

Include items under 3 and 6 months
and add:

Academic Discernment

Town-Gown Relationships

Bonner Financial Aid Model

Center Infrastructure Financial
Model

7
Executive Summary

Overview of the Section

This section includes a summary of the major findings from the study. The executive
summary should be no longer than a page and highlight findings from the longer
report and analysis that make the most compelling case for the Bonner Program and
campus-wide community engagement. Consider the audience when developing the
executive summary. Which stories and data will be most significant for the intended
audience (President, Trustees, Donors, City Officials, etc.)? You may want to utilize
charts or graphics to catch the audience's attention. The executive summary may want
to be developed so that it can be pulled out of the larger report as a stand alone
document that can be given as a handout to key stakeholders.

Data Collection

There is no significant data collection, because the executive summary will summarize
and highlight the most important findings from the other sections of the analysis. The
executive summary should be the last section completed. To help decide which
findings to include, consider your audience. What type of evidence and findings
would be the most compelling to them? Are they moved by stories and testimonials or
facts and figures?

Examples of what highlights to include:

• Student diversity of backgrounds and identities

• Data on Bonner retention and completion rates

• Estimated community economic impact

• Significant work with faculty and curriculum change

• Overall comparison of cost to manage and operate Bonner/Center versus the
estimated dollar amount in benefits

Who Should Be Involved and Estimated Time

The executive summary should be completed by whoever has worked on and
completed the majority of the analysis. While this section should not take significant
time to complete given that it is a summary of the major findings, determining which
data points to highlight could take time.

Instructions

8
Executive Summary

The example below was developed by Berea College's Office of Institutional Research
and Assessment. It is not Bonner-specific. It showcases First-Year Berea Student
Highlights from Fall 2020. Use this example as an illustration of how an executive
summary could be organized and designed.

Visit Berea College's Office of Institutional Research and Assessment website here for
additional examples: https://www.berea.edu/ira/.
Customizable Example

9
Introduction

The purpose of the introduction is to provide historical, mission focused, and
general narrative about your Bonner Program and center. The Introduction section
may include the following subsections:

• Introduction

• Executive Summary

• Mission and History of the Bonner Foundation

• History of the Bonner Program at [Institution]

• History of the [Center for Community Engagement] at [Institution]

Read through each of the pages for each of these subsections to receive an
overview of the section, guidance on data collection, recommendations on who
should be involved and an estimated timeframe, as well as a customizable example.
The text from the customizable example could be adapted and utilized for your
analysis.

10
INTRODUCTION


This section provides an introduction to the Bonner Program and your center’s work
on campus-wide community engagement. It may be a great way to ensure that your
institutional leaders, as well as community partners and funders, understand the full
scope of your work.

If your institution has had a Bonner Program for many years, you may want to lay out
some of the program’s history or milestones, especially those that have to do with
funding, project achievements, partnerships, and student learning. If your institution
is more recently developing a Bonner Program, you may want to document the
reasons that you started the program and joined the network.

This section can incorporate key dates, events, and programmatic achievements (for
instance, when a minor or certi
fi
cate was developed). Include relevant facts related
to both the Bonner Program and center. The customizable example can be adapted
to re
fl
ect the most compelling aspects of your Bonner Program.

Data Collection Required

This section does not require signi
fi
cant data collection. You may, however, need to
engage in an exercise or devote some time into collecting and aggregating
important history and context. If part of the story involves endowments, grants, or
other
fi
nancial information, make sure to invest time in getting that information
accurately presented.


A student leader could develop a
fi
rst draft of the introduction but a Bonner staff
member should complete this section.

You may
fi
nd that a
fi
rst draft of the introduction can developed at the beginning,
then updated and edited throughout the the analysis process. As the introduction
may draw on your promotional materials, website pages, and other text, it may be
one of the quicker sections to write.
Instructions

11
Introduction

This report describes the values and bene
fi
ts of the Bonner Program and [Center for
Community Engagement] on institutional outcomes and success, including student,
faculty, institution, and community dimensions. The [institution]’s Bonner Program
launched in [YEAR]. Over the past [#] years it has grown, evolved, and been structurally
located in different units within the college. The college has made signi
fi
cant
investments in this program and has received tremendous return on these investments.
The Corella &
Bertram F. Bonner
Foundation has
made signi
fi
cant
investments in the
[institution]’s
Bonner Program
and has also
received
substantial return
on its investment.

[Institution] has
invested in
staf
fi
ng, of
fi
ce
infrastructure and
transportation for
the Bonner
program. Beyond this, [institution] has offered signi
fi
cant annual
fi
nancial aid for [# of
Bonners] Bonner Scholars/Leaders.

In addition, the Bonner Foundation has invested in yearly consulting visits to campus,
sponsoring three annual conferences which include two that students attend, and
raising the national pro
fi
le of [institution] through national publications and conference
presentations. [Institution]’s return on the investment includes the recruitment,
attendance, and graduation of
fi
rst generation students and students from diverse
backgrounds. These students have made a signi
fi
cant impact on the culture and
climate of institution for the past [# of years]. This includes the development of a
pervasive student culture of engagement and service. The investment in the Bonner

12
program has signi
fi
cantly impacted the community beyond campus and helped to
forge closer ties between the college and [city/town].

Finally, the [institution]’s Bonner alumni continue to make an impact within the
institution and community. Many Bonner alumni have remained engaged in the college
and community through their career choices, vocations and avocations as well as being
willing to offer time, talent, and resources to institution. [List number of alumni working
in notable positions/
fi
elds or connections to the college]. The Bonner Foundation’s
return on investment includes [List any other of school's connections with Foundation,
such as hosting or presenting workshops at Bonner conferences (SLI, Congress),
Bonner sponsored publications, Bonners interning at Foundation, etc.].

13
Instructions


This section includes a brief summary of the mission and history of the Bonner
Foundation. This section can be easily copied and pasted into your analysis and report
from the customizable example below.

Data Collection

There is no data collection necessary for the Mission and History of the Bonner
Foundation. You can copy and paste from the customizable example below.


This section can be completed by a student leader and should take little time to
complete since the customizable example below requires little editing and can be
directly copied and pasted into your report and analysis.

14

The Mission

Through sustained partnerships with colleges and congregations, the Corella and
Bertram F. Bonner Foundation seeks to improve the lives of individuals and
communities by helping meet the basic needs of nutrition and educational opportunity.

History of the Bonner Foundation

Mr. & Mrs. Bonner established the Bonner Foundation with the hope and, indeed the
expectation, that the impact of their support would be far-reaching in the areas of
hunger and education. Both Bertram and Corella Bonner's personal journeys played a
significant role in the development and direction of the Foundation.

Bertram Bonner,
describes his wife, was
born "without a dime" in
1899 in Brooklyn, New
York. At the early age of
22, after putting himself
through college at night,
Mr. Bonner was named
Head Treasurer for Hetty
Green Banks. He had
been working with Ms.
Green since the
beginning of his teenage
years and had learned
much from the eccentric
and well-known woman.
As Head Treasurer he
made many loans to New York builders, which inspired him to become involved in the
real estate business. He was successful from the beginning, but in the stock market
crash of '29, like so many others, he lost everything.

But, unlike others, with hard work and a tremendous acumen for business, Mr. Bonner
quickly made back his fortune. His career spanned six decades and can be credited
with the building of more than 30,000 homes and apartments.

15
Corella Bonner, like her husband, was born into poverty. She began her journey in the
rural south—in the town of Eagan, TN. As a fourteen-year-old, after living in coal-
mining towns in West Virginia, Tennessee, and Kentucky, Corella Allen, along with her
mother, sought opportunity in
the northern city of Detroit.
Arriving penniless, the young
Allen soon found work as a
cashier at a cafeteria, attended
Wayne State University at night,
and made sure that her younger
siblings went to school.

She worked her way up from
cashier to manager and was
eventually transferred to the
Statler chain's New York hotel. It
was there she met Bertram
Bonner. They were married, four
years later, in 1942.

In 1989 Mr. Bonner hired Wayne
Meisel as the founding
president of the Bonner Foundation. In 1990, after working with the late John B.
Stephenson, President of Berea College, Bertram and Corella established the first
Bonner Scholars Program at Berea College. It was designed to provide "access to
higher education and an opportunity to serve" for students in the program.

After Mr. Bonner passed away in 1993, Mrs. Bonner traveled extensively to campuses
in the Bonner Network. Beloved by everyone, she made an especially big impression
on the college students with whom she came into contact. She received ten honorary
degrees as well as the 1998 Award for Volunteerism and Philanthropy from the Council
for Independent Colleges which recognized that "through the Bonner Program, you
have created powerful opportunities for students to develop strong leadership skills as
they link lessons learned in the classroom with knowledge gained from service and
volunteerism."

Mrs. Bonner continued to carry on their legacy of hope, service, and gratitude until her
death in July 2002. Her memorial service featured tributes given by students, staff,
and college leaders who captured a slice of her eventful and fulfilling life.

16
Instructions
History of the Bonner Program at [Institution's
Name]


This section includes a history of the Bonner Program at your institution. The
recommendation is to make this section visually appealing with a timeline of major
dates and events. This can include founding date, any notable semesters,
endowments, hosting Bonner events, staff updates, and more. The purpose of this
section is to show the growth of your Bonner Program over time and the major events
or opportunities it has brought to campus. It may also signal important achievements,
with respect to the institution and community.

Data Collection

Information regarding the history of your organization can be compiled by reaching
out to staff or faculty member with a long-standing relationship and deep knowledge
of the Bonner Program and center. This could be a current or former Bonner director,
center director, faculty member, alumni, etc. You may also want to consider reaching
out to Bobby Hackett, President, or Ariane Hoy, Vice President, at the Bonner
Foundation to obtain historical information on your program and center.


This section should be completed by either a Bonner staff member or Bonner
Leadership Team member who has a deep knowledge of the history of your Bonner
program, the Bonner Foundation, and your center for community engagement. The
length of time to complete this section depends on the availability of your program’s
history. If it has already been compiled on a program website or through the university,
this should be a fairly quick section to complete. Similarly, if there is a staff member
who has been involved with the Bonner program from the beginning, it can be
completed by them fairly quickly. If the information needs to be collected for the first
time, it may take conversations with multiple people to collect.

17
History of the Bonner Program at [Institution's
Name]

The Bonner Program at [institution] has a rich history. Over the years, the Bonner
Program has grown [% percent] in size to include more students, staff, and faculty.
Through the dedication of our passionate members, the Bonner Program has even
brought [list notable achievements] to [institution]. The timeline below highlights the
continued growth and the opportunities brought about from the [institution]'s
Bonner Program.
2005
2008
2010
2018
[Institution
Name]
Bonner
Program is
established
Hosted
Bonner
Summer
Leadership
Institute
One of 24
colleges and
universities
in the Bonner
Network to
participate in
the Bonner
High Impact
Practices
Initiative
Received a
$15,000
grant and
begun
participation
in the Bonner
Community
Engaged
Learning
Initiative

18
Instructions
History of the [Center for Community Engagement] at
[Institution]


This section includes a history of the community engagement unit at the institution. It
is recommended to make this section visually appealing with a timeline of major
dates and events. The purpose of this section is to show the growth of your center
over time and the major events or opportunities it has brought to campus. It can also
signal the important ways that your center is involved in addressing the mission and
strategic priorities of the institution. Be sure to devote time to capturing inspiring
stories of impact from the perspectives of community partners, as well as to the way
in which your center has worked with faculty and curriculum.

Data Collection

Information regarding the history of your organization can be compiled by reaching
out to staff or faculty that have a long-standing relationship with the center or have
been present for the program’s duration.


This section should be completed by either a Bonner staff member or Bonner
Leadership Team member who has a deep knowledge of the history of your Bonner
program, the Bonner Foundation, and your center for community engagement. The
length of time to complete this section depends on the availability of your program’s
history. If it has already been compiled on a program website or through the
university, this should be a fairly quick section to complete. Similarly, if there is a staff
member who has been involved with the center from the beginning, it can be
completed by them fairly quickly. If the information needs to be collected for the
fi
rst
time, it may take conversations with multiple people to collect.

19
2005
2012
2015
2018
[Institution
Name]
[Center/
Of
fi
ce] is
established
Social Justice
and Community
Impact Major
Program is
Approved
[Center/
Of
fi
ce for
Community
Engagement]
expands to
four full-time
staff and two
Graduate
Assistants
Received a
$15,000
grant from
Bonner
Community
Engaged
Learning
Initiative,
recruiting 6
faculty
History of the [Center for Community Engagement] at
[Institution]

The [Center Name] at has had a long-standing commitment to promoting civic
education and community engagement at [institution]. As active members of the
[location] community, we have been able to achieve the following milestones outlined
below. The [Center Name] continues to grow and expand its impact through the hard
work and passion our faculty, staff, and students have put into the community.

20
Benefits and Returns

Each year campuses in the Bonner Network recruit an incoming cohort of between
fi
ve and 40 new students with high
fi
nancial need (de
fi
ned as Pell eligible) and an
ethic for service. In turn, these students receive four-years of
fi
nancial aid support
and an opportunity to participate in an intensive, developmental community
engagement experience. The Bonner Program model has proven to be a
successful model for the enrollment, retention, and graduation of low-income,
fi
rst generation, and diverse students.

Bonner students embark on a developmental pathway that empowers them as civic
leaders and graduate with critical thinking skills, civic consciousness, and with the
skills, training, and knowledge to lead positive and impactful social and community
change.

In addition, the Bonner Program is designed to transform not only the students
who are directly supported by the program, but also the campus and
community in which they serve and learn. The goals of the program are identi
fi
ed
in four areas: student development, community involvement, campus engagement,
and higher education.

The bene
fi
ts section represents the return on the institutional investment. The
bene
fi
ts of a Bonner Program are extensive and compelling. They can include the
following aspects:

• Funding and Resources

• Enrollment

• Student Success

• Curriculum Change and Faculty Engagement

• Community Impact

• Awards and Recognition

• Post-Graduate Success

The following pages of this resource provides an overview and guide on how to
conduct an analysis on each of these returns. Some sections lend themselves to
qualitative (testimonials, stories, etc.) while for others it may be useful to include
quantitative analysis. The goal of the bene
fi
ts section is to highlight the powerful
impacts the Bonner Program and community engagement center have on a campus
and community. The goal is to showcase that the bene
fi
ts of Bonner Program and
campus-wide engagement far outweigh the institutional cost.

21


This section includes a brief overview of the funding and resources provided to the
institution from the community engagement center and participation in the Bonner
Network. While there are costs associated with operating the Bonner Program and
community engagement, these programs also contribute to the institution through
endowments, grants, national recognitions, professional development
opportunities, networking, resource sharing, and more.

Data Collection

Some
fi
nancial information might be found on external sites (institution’s website,
etc.); however, most likely this information is internal (spreadsheets, databases, etc.).
Consult your supervisor or most senior staff of your center/of
fi
ce, if you don’t have
access to this information. If you have funding (endowment, grants) from the
Bonner Foundation, reach out to Bobby Hackett, President, regarding this
information.


This section will most likely need to be compiled by a staff member who can obtain
access to
fi
nancial information. If you don't already have access to this information,
consult your supervisor or most senior staff of your center/of
fi
ce.
Instructions

22

While there is a cost to manage and operate the Bonner Program and [Center for
Community Engagement], these entities also contribute funding and resources to
the institution.

FUNDING

The Bonner Foundation and Center for Community Engagement provides …

Summarize related sources of funding including:

1. Bonner Foundation (endowment, grants, etc.)

2. Other Related Programs (i.e., McNair, Posse, named fellowships, etc.)

3. Other Grants

4. Community Foundations

5. Local Businesses

6. In-Kind Donations

7. Institutional Dollars

RESOURCES

In addition to funding, our institution’s participation in the Bonner Program also
provides…

Summarize related resources including:

1. Access to a community of practice of over 70 colleges and universities
across the nation through participation in the National Bonner Network

2. Professional development opportunities for staff and faculty (mentorship,
webinars, conferences, etc.)

3. Opportunity for students, staff, faculty, and other administrations to attend at
least four annual conferences

4. Opportunity for staff, faculty, and students to collaborate on research and
publications

5. Access to extensive resource and networking platforms for Bonner students,
staff, faculty, administrators, and alumni (Bonner Wiki, Bonner Connect, Bonner
Learning Community).

6. Support and consultation from Bonner Foundation Staff (campus visits,
phone calls, etc.)

24
Recruitment


This section can highlight how the Bonner Program helps the institution recruit
diverse students to the institution. For many institutions, attracting Pell eligible
students also brings
fi
nancial bene
fi
ts, given their federal support. Additionally,
having a Bonner Program and a strong campus culture and reputation for
community engagement may help the institution attract and enroll students. Within
this section, highlight these themes. Include connections to any high school level
leadership, service, or diversity programs that feed applicants to your Bonner
Program and institution.

Data Collection

Below are some guiding questions to help identify these programs.

• High school access, leadership, and community service programs

◦ Are there any schools and/or programs that feed applicants to your
institution who may otherwise not be able to attend your college or
university? Look at high schools, access programs, programs that cater
to low-income students or students of color, state loan or funding
programs, etc.

◦ How does having Bonner and your center for community engagement
help attract potential students to enroll? Collect and share data and
anecdotes from Admissions, current students, and alumni.

• International Baccalaureate (IB) / Cambridge Advanced International
Certi
fi
cate of Education(AICE)/Programs that require community service

◦ How many of your applicants have a background in a high school
academic program?

▪ Many of these programs require a community service
component that builds a community engagement background in
students which may draw them to Bonner

▪ How does this number compare to the rest of the institution?


Data regarding academic and service pipeline programs can be collected by either
a Bonner staff member or a Bonner Leadership Team member who is highly
involved in the recruitment process.

Instructions

25
Recruitment

Often a top priority for institutions of higher education is recruiting talented and
diverse students with an appetite to learn and grow. The [institution] Bonner Program
and the [list other relevant programs in the center] in the Center for Community
Engagement are a pipeline to recruit low-income,
fi
rst-generation, diverse students to
[institution]. The section highlights the competitive edge Bonner applicants bring to
[institution]. [Institution] Bonner Program has a relationship with a pipeline program,
Bright Futures, that feed applicants and yield students into the Bonner Program at
higher rates than the institution alone.

Program: Bright Futures

Program Overview: The Florida Bright Futures Scholarship Program rewards Florida
High School graduates for high academic and community service achievement. More
speci
fi
cally, the Florida Academic Scholarship and the Florida Medallion Scholarship
require over 75 hours of community service in high school.
Testimonial:

“Being involved in my community taught me more about the people around me
more than any class ever could. It gave me the opportunity to do something
meaningful and create positive change in my hometown during a time in which
there was a signi
fi
cant need for engagement and intervention. After seeing how
mutually bene
fi
cial community engagement was for myself and the population I
worked with, I knew that becoming a Bonner student was right for me” - Lisa
Jordan, Seabreeze High School ‘20
Not only is the Bonner Program attracting and obtaining 15% more Bright Futures than
the institution broadly but we can see from the testimonial below that many students
choose [institution] because of the Bonner Program.
Number of Bright Futures
Students in Bonner
Program:
Number of Bright Futures
Students at Institution
Percentage Difference:
10 out of 60 (17%) 51 out of 3,000 (2%) 15%

26
Diversity: Students, Staff, and Faculty


This section includes a brief overview of the diversity of students’ backgrounds and
identities within the Bonner Program and the [Center for Community Engagement]
compared to the institution. At most campuses, the Bonner Program is one of the
most diverse student organizations on campus. You may also want to include the
diversity of staff and faculty backgrounds and identities. The purpose of this section
is to emphasize the Bonner Program and center as a recruitment and retainment
tool for students and staff and faculty from diverse backgrounds. You may want to
include data on the Bonner Program’s student population, nationally. To do this, you
can utilize information from the 2019 Bonner Student Impact Survey here. Highlights
from the 2019 SIS are also included in the customizable example below. If the
Bonner Program’s student population is not more diverse than the institution’s
student population, this should be a top area of concern for your program.

Data Collection

Bonner Student Demographics

• There are a few options for collecting demographic information on students
in the Bonner Program. Information on gender, race/ethnicity,
and Pell Grant eligibility (indicating income level) should be available on the
Bonner Web-Based Reporting System (BWBRS). Reach out to Robert Hackett
(rhackett@bonner.org) or Liz Brandt (liz@bonner.org) if you need assistance
obtaining these reports. Your program may also keep student demographic
information in GivePulse, OrgSync, or another tracking system. If none of
these options are available, the program could administer a demographics
survey to students in the Bonner Program.

Institutional Student Demographics

• Most institutions provide publicly available information on the student
demographics. For example, Stetson University’s demographic information
can be found through a simple Google search leading to a page “Enrollment
and Census Reports” on the university website. You can also obtain this
information on the NCES website from the US Department of Education
(https://nces.ed.gov).

Instructions

27
Comparing Bonner and Institutional Student Demographics

• To calculate the percentages, take the number (n) divided by the total
number possible. Do this for Bonner data and institutional data (if institutional
percentages are not already included).

• Present each demographic category (race/ethnicity, gender, socio-economic
status,
fi
rst-generation, etc.) with the institutional number (n) and percentage
(%) and the Bonner number (n) and percentage (%).

Staff and Staff Demographical Information

• It may be advantageous to highlight the demographic diversity of Bonner/
center staff and faculty compared to the institutional staff and faculty
demographics. Follow the same steps for collecting staff and faculty
demographic information, as you did for student demographic information. If
institutional faculty and staff demographic information is not available, you
may still want to include Bonner/center faculty staff demographic data and
percentages.


This would be a good section to involve a student leader since most of the
information is publicly available and a complex level of data analysis is not required.

28
Diversity: Students, Staff, and Faculty

As an institution that celebrates and prioritizes its commitments to diversity, equity,
and inclusion, it is important to keep investing in the proven tools for recruiting,
retaining, supporting, developing, and graduating students from diverse
backgrounds and identities. Over the past [insert number of years Bonner has been
at your institution] years, the Bonner Program and [insert any other relevant civic and
community engagement programs] have been successfully recruiting and enrolling
diverse students at higher rates than the institution as a whole. To provide a snapshot
of this comparison, see Fall 2020 [institution] and Bonner enrollment student data.
Fall 2020 Enrollment Spring 2019
Demographic Category University Ratio Bonner Ratio National Bonner
Male 43.49% 31%
Female 56.51% 67%
Non-Binary/Gender
Nonconforming N/A 2%
In-State Resident 69.86% N/A
Out of State Resident 23.91% N/A
International Resident 5.85% N/A
Asian 2.01% 10%
Black or African American 9.34% 26%
Hispanic/Latino 19.13% 11%
Alaska Native, Native
Hawaiian or Other Paci
fi
c
Islander 0.31% 1%
Two or more races 6.09% 6%
White 55.85% 46%
Pell-Eligible 36% 85%
First Generation

29
“The diverse students in the Bonner Program are representative of
today’s undergraduates and a population that institutions of higher
education are seeking to support and graduate. This makes the success
of the Bonner Program especially interesting to colleges and
universities today, offering lessons that may be replicated across
campus” (2019, Bonner Student Impact Survey)
From the data, we see that the Bonner Program at [institution] recruits and yields
students of color,
fi
rst-generation, and Pell-Eligible low-income students at
signi
fi
cantly higher rates than the institution as a whole.
The Bonner Program and Center for Community Engagement not only attracts
students from diverse background and identities, but also staff and faculty. See the
comparison between Bonner/
center staff and faculty
demographic information
compared to the institution as
a whole.

The example was developed
by Berea College's Of
fi
ce of
Institutional Research and
Assessment. It is not Bonner-
speci
fi
c. It showcases Berea
College Faculty and Staff
Highlights from Fall 2020. It
provides an example of how
the student, faculty, and staff
diversity section analysis
could be organized and
designed.

Visit Berea College's Of
fi
ce of
Assessment website here for
additional examples: https://
www.berea.edu/ira/.

30
Instructions
Academic discernment


The purpose of this section is to highlight how students’ participation in the Bonner
Program and other civic experiences impact and support their academic choices and
trajectory. Students often share how their service has helped them to clarify their
majors and academic interests (and their futures). Data from the 2019 Student Impact
Survey af
fi
rms this observation. Your analysis can demonstrate this impact through
program survey data and testimonials.

Data Collection

This data can be collected through a program-wide survey or interviews with current
Bonner students. Survey questions could include:

• Has your participation in the Bonner Program changed or impacted your
choice in academic major, minor, or certi
fi
cate program?

• Please describe, if any, how your participation in the Bonner Program
impacted your academic career?

• To what extent, if any, has your participation in the Bonner Program shaped
your future career goals or post-graduate plans?

Who Should Be Involved

This section should be completed by a staff member or Bonner Leadership Team
member who can create, administer, and analyze a program-wide survey or
interviews with students. Collaboration with your IR team would be bene
fi
cial in
highlighting how Bonner students compare to the institutional level.

31
academic discernment

Higher education institutions are concerned with helping students discern their
academic career paths. Ninety-six (96) institutions from the American Association of
State Colleges and Universities reported that close to 50% of their entering students
expressed a need for guidance in
making decisions regarding their
fi
eld of study and future career
goals.”

The [institution] Bonner Program
supports students through a four-
year developmental model that
helps them identify their academic
and career goals. According to
2019 Student Impact Survey results,
students articulate how their service
has helped them to clarify their
majors and academic interests (and
their futures).

Another way of articulating the impact
the Bonner Program has on a student’s academic career is through the concept of the
“Civic Sweet Spot.” The ‘Sweet Spot’ model empowers students to view community
engagement experiences as opportunities for learning and personal and
professional development while doing meaningful work with our community
partners. This model teaches students how to integrate their personal identities, civic
experiences, and academic experiences. Below are a few narrative comments from
seniors about how Bonner shaped and connected with their academic study and
learning.
“Before starting at the university, the only think I knew I didn't want
to be was a teacher. In my
fi
rst semester, I began working on an SAT
tutoring program at a local high school, from which I developed an
interest in education inequality and a curiosity about early literacy.
Ever since, I have found myself continually returning to questions
and work in early education.” (2019, Bonner Student Impact Survey)

33
Instructions
Academic Learning and Performance


This section articulates how even if not upon entering college, Bonner students
often catch up or even surpass their peers in academic performance. If you want to
examine your institutional outcomes, engage your IR staff colleagues in conducting
an analysis comparing key progression outcomes of students in the Bonner Program
with other peers. A model for this “Bonner Data Study: Key Progression Outcomes
Including Completion” can be found at: http://www.bonner.org/student-impact-
survey. Additionally, research suggests that student academic learning and
achievement can be linked with participating in High-Impact Practices (HIPs). The
Bonner Program – with its sequence of
fi
rst year experiences, internships, service-
learning and experiential coursework, research, and capstones - is a series of High-
Impact Practices. In this section, describe how this is true for your institution,
including not only the Bonner Program but also related academic certi
fi
cates,
minors, and majors.

Data Collection

Data regarding Bonner students participation in High-Impact Practices can be
gathered with an estimated headcount of student participation in these practices or
from a program-wide survey. It may be bene
fi
cial to break down the survey
responses into different cohorts to show the growth of a student over time. Unless
accessible from external platforms (institution website), institutional data regarding
High-Impact Practices will likely need to be gathered from the IR of
fi
ce.

Who Should Be Involved and Time Estimated

This section should be completed by a Bonner staff or faculty member with a strong
understanding of the literature on High-Impact Practices and Bonner students
completion of HIPs in your program. You may want to engage a Bonner Leadership
Team member to assist in survey implementation. If this data is not available at an
institutional level, engage the Institutional Research staff. This may increase the time
the analysis takes to complete.

34
Academic Learning and Performance

High Impact Practices have several traits: they demand considerable time and effort,
facilitate learning outside of the classroom, create meaningful interactions between
students and faculty, promote collaboration, and provide substantive feedback.
Institutions should aim for all students to participate in at least two HIPs during their
undergraduate experience (NSSE, 2007). This can include courses that require a
community engagement component, a formal learning experience where groups of
students take two or more courses together, and working with a faculty member on a
research project.

At a national level, students who participated in the sections with a 20-hour service-
learning requirement achieved higher
fi
nal course grades and reported greater
satisfaction with the course. According to 2019 Student Impact Survey results, 86% of
Bonner students believe the integration of their service experience with their
academic experience has supported their growth and learning in some way.

Completed or Currently Enrolled in a Community-
Engaged Learning Course Institution Bonner
Completed or Enrolled 10.0% 71.0%
Not Completed or Enrolled 90.0% 29.0%
Work with a Faculty Member on a Capstone-Level
Project
Do not plan to do so 23.0% -
Have not decided 17.0% -
Plan to do 32.0% 55.0%
Done or in progress 28.0% 45.0%
Participate in a Learning Community
Do not plan to do so 40.0% -
Have not decided 23.0% -
Plan to do 18.0% -
Done or in progress 19.0% 100.0%

35
The example was
developed by
Berea College's
Of
fi
ce of
Institutional
Research and
Assessment. It is
not Bonner-
speci
fi
c. It
showcases
Special Learning
Opportunities
(HIPs) for Berea
students from Fall
2020. Use this
example as an
illustration of how your
impact report and analysis
could organized, and
design an overview of
institutional and Bonner
Program participation in
High-Impact Practices.

fi
ce
of Institutional Research and
Assessment website here
for additional examples:
https://www.berea.edu/ira/.

To learn more, read this
excerpt from "High-Impact
Educational Practices: What
They Are, Who Has Access
to Them, and Why They
Matter", (2008) by George
D. Kuh on AAC&U’s website:
https://www.aacu.org/node/
4084

36
Local Summer of Service Internship
Courses in Social Justice Minor Program
Bonner First-Year Service Trip
Bonner Orientation
International Summer of Service Internship
Cohort-Based Learning Community
Bonner Community Partnership Placement (academic year internship)
Mentorship & Advising (Bonner staff, faculty, & community partners)
Bonner Education, Training, & Re
fl
ection Meetings/Courses
Bonner Sophomore Exchange
Bonner Community-Engaged Capstone Project
Bonner First-Year Seminar
Bonner Senior Presentation of Learning
Community-Based Research Course
1st
Year
2nd

Year
3rd

Year
4th

Year
Bonner Community-Engaged Capstone Project
As a part of the
Bonner
developmental
model,
Bonners at
[institution] are
required to
participate in #
of High Impact
Practices.
[Summarize
the HIPs
requirements
of your Bonner
program]
All

Years

37
Instructions
Campus Involvement


This section highlights the high levels of campus involvement and engagement that
Bonner students often demonstrate compared to their peers. Bonner students are
often the most engaged students on campus, taking leadership roles in student
government, clubs and organizations, and academically. Highlight how Bonners are
demonstrating leadership, participation, study, and recognition on campus.

Data Collection

The Bonner Program information in this section can be collected through a
program-wide student survey. The questions to ask on this survey can include:

• What student organizations are you af
fi
liated with outside of Bonner?

• Which, if any, leadership positions do you hold within those organizations?

The student body information in this section should be available through either
external (campus website) or internal (tracking system, Institutional Research)
mechanisms. You may also reach out to staff in Student Affairs to collect this
information.


This section can be completed by any Bonner student or staff member who has
knowledge of program member’s involvement on campus or the ability to compile
answers to the survey question above. If your capacity is limited, you can simply
copy and paste the data about Bonner engagement on a national scale. Using the
national survey data as a jumping off point, more time can be spent either compiling
information collected from your Bonner Leadership Team or the entire program.

38
Campus Involvement

Research shows that student involvement on campus has a positive impact on
retention and completion rates, as well as many other bene
fi
ts such as student
learning, leadership development, academic success, and alumni engagement.
Throughout the history of the Bonner Program at [institution] Bonner students are
consistently some of the most engaged and active members of the [institution]’s
community.

This is true at the national level, seen in data from the 2019 Student Impact Survey
with 72 percent of Bonner Seniors reporting that they have been a leader in student
organizations. Bonners have also consistently demonstrated their commitment to
civic engagement with roughly 17 percent of seniors reported being elected of
fi
cers
in student government.

39
Within [institution]’s
Bonner program, {#]
of students hold
leadership positions
within another
organization which
equates to [%] of
students. The chart
showcases that
across different types
of involvement,
Bonners campus
involvement is
higher than non-
Bonner campus involvement at our institution.
Students in the Bonner Program also often garner top institutional awards. Pick some
to pro
fi
le in your report. Some of outstanding Bonner students who are leaders across
campus are:

• Wendy Roberts, Class of 2021, President, Student Government Association

• Juan Rodriguez, Class of 2022, Vice President, Diversity Student Union

• Lucy Johnson, Class of 2023, President, Alpha Kappa Alpha Sorority
Insert Photo Insert Photo Insert Photo

40
Instructions


This section articulates the sense of community and belonging the Bonner Program
creates for students that they may not
fi
nd in other facets of their college
experience. Given the backgrounds Bonner students come from, the support
network and celebration of identities and cultures found between program
members creates a stronger sense of belonging.

Data Collection

If your institution participates in the National Survey of Student Engagement (NSSE),
data regarding student feelings of belonging on campus are found under the
section titled “Inclusiveness and Engagement with Cultural Diversity.”

Data regarding Bonner students' feeling of support can be found in the 2019
Student Impact Survey but collecting this information for your speci
fi
c program can
be done through a program survey. The Student Impact Survey uses this question:
To what extent do you agree with the following statement: “My culture and identities
are welcomed in the Bonner Program”

• Strong disagree

• Somewhat disagree

• Neither disagree nor agree

• Somewhat agree

• Strongly agree


If using data from the National Survey of Student Engagement, your IR department
may need to be involved if the information is not publicly available. If information
regarding sense of belonging on campus has already been published, a Bonner
faculty, staff or Leadership Team member can collect program-wide data through a
survey.

The time estimated to complete this section depends on the availability of
institutional data. If the information is readily available, the time to complete this
section is dependent on the time it takes to design, administer, and analyze
program-wide survey data.

41

A shortcoming of many higher education institutions is the siloed structures
(departments, units, programs, etc.) hindering collaboration across campus. The
result can lead to a lack of community and unengaged campus environment. In
Vincent Tinto’s work on learning communities and student success (2000), he
explains how collaboration creates networks of responsibility both for students as
they are required to take on more agency for their learning, and on faculty as they
create innovative approaches to increase engagement. Learning communities are
just one place where relationships rooted in active learning are fostered. High Impact
Practices including service learning, internships, research, and global learning
initiatives have similar requirements (Kuh 2008). In each of these cases, relationships
between peers, faculty, and community are fostered and students gain a larger
network of support.

As seen in the previous section of this analysis, Bonner students are heavily involved
in a variety of campus activities, many of which include high impact practices. These
students' involvement in other aspects of campus life outside of Bonner create an
overall, more welcoming and diverse campus community as students are required to
share knowledge, rely on each other, and engage actively in their learning; qualities
researchers in higher education frequently associate with student success.

42
Additionally, the common background many students in Bonner share allows for
more meaningful connections and interpersonal support systems.

The example chart showcases the difference between the sense of belonging felt
within students in the Bonner Program compared to the institution as a whole.

In response to the question “In general, my culture and/or identities are welcomed on
campus” students responded 23% “Strongly Agree” compared to 76% “Strongly
Agree” to the question “My culture and/or identities are welcomed within the Bonner
Program.”

Based on the
data, the
programs within
Bonner (training,
re
fl
ection,
education,
service
experiences,
etc.) foster a
sense of
belonging and
community at a
higher level than
the institution as a whole. The institution can replicate the programs and lessons from
the Bonner Program campus-wide to increase the sense of belonging, particularly for
diverse, low-income students, for the broader student population.

43
Instructions
Retention


This section highlights the retention rate within the Bonner Program and its bene
fi
t
to the institution. The Bonner Program model and success particularly in retaining
fi
rst-generation, low-income, and students of color may be particularly intriguing to
the institution. The lessons learned of the Bonner Program can be a model for
replication to increase retention rates for the institution as a whole.

Data Collection

Retention rates measure the percentage of
fi
rst-time students who are seeking
bachelor's degrees who return to the institution to continue their studies the
following fall.

To
fi
nd data on your institution’s
retention rates, use the College
Navigator tool on the National
Center for Education Statistics site
to search your institution’s
information. You can
fi
nd the tool
here: https://nces.ed.gov/
collegenavigator/?s=all

To
fi
nd the retention rate within
your Bonner Program, calculate
the total number of Bonner
students entering college for the
fi
rst-time in a given year, then
fi
nd
the total number of those same
Bonner students who returned for
their second year. Divide these
two numbers to
fi
nd the Bonner
retention rate.


This section can be completed by a Bonner staff member or student. If institutional
data on retention is not available on the National Center for Education Statistics site,
assistance from IR may be needed.

44
Retention

Research shows that student success is highly correlated with the completion of high
impact practices (Kuh 2008). Kuh expands on this by showing how the completion of
two high impact experiences during a student’s tenure at a university contributes to “a
student’s retention and student engagement” (2008). Built into the Bonner Program
model are a series of high impact practices. Bonner students enter college in a
learning community (cohort), participate in deep and sustained (all four years of)
service learning experiences, and complete capacity building capstone projects with a
community partner. The structure of support and high impact practices within the
Bonner Program means that Bonner students often have a signi
fi
cantly higher
retention, persistence, and graduation rates compared to similar peers.

According to qualitative questions in the 2019 Bonner Student Impact Survey, many
students discussed the ways in which the Bonner Program provided tangible supports
that enabled them to succeed in
school. The Bonner Program
provides students with a number
of supportive structures and
interventions including:

• A stronger sense of
belonging on campus and in the broader community

• Peer, staff and faculty
mentors

• A cohort-based
experience

• Opportunities to make
meaning of their academic
and other learning

• Education and re
fl
ection in speci
fi
c skills and wellness
“I love Bonner because without Bonner I
would not still be at [the college]. Bonner
made my experience memorable and
impactful.” - Bonner Senior
Throughout all of college, the support I received
from Bonner and the program [at my university]
has been amazing and honestly made it possible
for me to graduate.” - Bonner Senior
RETENTION RATES FOR FIRST-TIME STUDENTS
PURSUING BACHELOR'S DEGREES (2020)

Percentage of Students Who Began Their Studies in Fall
2019 and Returned in Fall 2020
Institution Bonner
Retention Rate 76% 88%

45
Instructions
Completion


Many institutions of higher education rely on student tuition and fees to support
their
fi
scal health. This section outlines how high completion rates for Bonner
students adds value to the institution.

Data Collection

National data on completion rates can be found by Hanson, Melanie on “College
Graduation Statistics” on EducationData.org: https://educationdata.org/number-of-
college-graduates. Data on your institution’s completion rates including by total,
race and ethnicity, and gender can be found on the National Center for Education
Statistics using the College Navigator tool to search your institution’s information.
You can
fi
nd this tool here: https://nces.ed.gov/collegenavigator/?s=all. Bonner
Scholar Programs can
fi
nd their Bonner graduation rate on the Bonner Web-Based
Reporting System (www.bwbrs.org) under “Reports” and “Bonner Scholar
Graduation Rate.” Bonner Leader Programs can
fi
nd their graduation rate by
calculating the total number of
fi
rst-time students who are seeking bachelor's
degrees who graduated within four years.

If interested in a more complex analysis of completion, consider working with a
consultant to conduct a market report to ascertain the comparative value of Bonner
vs. other departments (academic programs, athletics, etc.) in regards to retention
rates. A consultant can determine the impact Bonners’ reputation has on a student’s
decision to attend or stay at the institution compared to other departments on
campus. The American Academy of Arts and Sciences’ Commission on the Future of
Undergraduate Education, co-chaired by Michael S. McPherson, an economist,
president emeritus of the Spencer Foundation, and the former president of
Macalester College, partnered with Moody’s Analytics, an economic consulting and
forecasting
fi
rm, to investigate the costs and bene
fi
ts of increasing completion rates,
especially for disadvantaged students. Consider working with a similar consulting
company to conduct an analysis of the economic impact of completion for Bonner
students and others engaged in civic programs compared to the general student
body. You can read “The Economic Impact of Increasing College Completion” here.


This section can be completed by a Bonner staff or student. To conduct a more
complex level of analysis, a Bonner staff or faculty member may want to consider
working with an outside consultant.

46
Completion

The 2019 National Student Impact Survey found that less than 2% of students who
were a part of the Bonner Network answered that they had frequently considered
leaving their institution and 59% stated that they have never regretted their decisions
to attend their institution.

One student even described
their experience:

These network
fi
ndings align
with our [institution]
fi
ndings.
As seen in the statistics
section, Bonner completion rates
are signi
fi
cantly higher than the
national and [institution]’s average.
The ability of the Bonner Program
to promote such high completion
rates provides a demonstrable
amount of bene
fi
t to the
institution, such as money in tuition
and fees.
“I had major issues with the university and
Biotech degree. Bonner was what kept me
enjoying my studies. I would have transferred
many times if it was not for Bonner.”
GRADUATION RATES FOR STUDENTS
PURSUING BACHELOR'S DEGREES

Percentage of Full-time, First-time Students
Who Graduated in the Speci
fi
ed Amount of
Time and Began in Fall 2012 or Fall 2014
National
Average
Institution Bonner
Total 4-Year Grad Rate 41% 57%
Total 6-Year Grad Rate 60% 64%
6-Year Grad Rate - Female 65% 65%
6-Year Grad Rate - Male 59% 63%
6-Year Grad Rate - White or Caucasian 59% 65%
6-Year Grad Rate - Hispanic or Latino 13% 61%
6-Year Grad Rate - Black or African American 11% 59%

47
Curriculum
Change and
Faculty
Engagement

48
Impact on Faculty


This section includes an overview of the impact the Bonner Program and community
engagement has on faculty development, engagement, and teaching and learning
practices and pedagogy. Research shows that community engaged teaching and
learning has more of an impact on faculty engagement and retention than traditional
models of teaching and learning. This section should include an overview of the
type, amount, and impact of
community engaged teaching
and learning on faculty at the
institution.

Examples of what to include:

• Compelling Faculty
Testimonials, sharing
about

◦ The experience of
having Bonner
students in their
courses

◦ Impact Bonner and
community
engaged learning
has had on their
own professional and career development

◦ Experiences with community-engaged teaching and learning
pedagogy and practices, including CEL courses they have taught

• Data from Faculty Survey of Student Engagement (FSSE)

◦ FSSE measures instructional staff (faculty, instructors, graduate students
who teach, etc.) expectations for student engagement in educational
practices that are empirically linked with student learning and
development.

Instructions

49
◦ You can register to implement the FSSE at your institution. For more
information on the FSSE and registration, visit https://nsse.indiana.edu/
fsse/about-fsse/index.html

Data Collection

Faculty testimonials can be acquired through interviews and surveys. Institutional
data on work satisfaction and pedagogical success is another avenue to explore for
this section. Quantitative data on faculty retention and engagement can be drawn
from the Faculty Survey of Student Engagement. Steps for implementing the FSSE
can be found above.


This section should engage faculty and staff that work within academic community
engagement structures and units at the institution. A student with connections to
community-engaged learning could conduct interviews and compile quotes for the
faculty testimonials.

50
Impact on Faculty

Research shows that community engaged teaching and learning has more of an
impact on faculty engagement (HIPs, etc.) and retention (sense of belonging) than
traditional models of teaching and learning. This section includes an overview of
the type, amount, and impact of community engaged teaching and learning on
faculty at the institution.

Here is a faculty testimonial that showcases the impact Bonner and community
engagement continues to have on faculty practices, pedagogy, and professional
development.

Here is an example
from the Faculty
Survey of Student
Engagement that
provides an overview
of the results
of faculty sense of
belonging and
perceptions of their
teaching
environment.

"I
fi
nd community-engaged learning work one of the most
powerful forms of pedagogy for my students. I came to a place
like Bates because I enjoy teaching and Bates values teaching.
It's recognizing the strengths of incorporating community
engaged learning components in my pedagogy. It's a no brainer.
I value CEL experiences in terms of how they provide a learning
opportunity for my students. So it'd be crazy not to do it."

- Faculty member at Bates College

51
Here is an example from the Faculty Survey of Student Engagement that
provides an overview of the results of faculty and students FSSE-NSSE High-
Impact Practices.

Check out more interactive data reports from the FSSE here: https://
nsse.indiana.edu/fsse/
fi
ndings-data-reports/interactive-reports/index.html

52
Impact on Curriculum Change and Academic
Infrastructure


This section includes an overview of the impact the Bonner Program and community
engagement has on curriculum change and the academic infrastructure at the
institution. This section should include an overview of the type, amount, and impact
of curriculum change and the academic infrastructure as a result of the Bonner
Program and Center for Community Engagement's work.


• Community-Engaged Learning Courses and Projects

◦ # of Service-Learning/Community Engagement/Community-Based
Research/etc. courses

◦ # of students enrolled in SL/CE/CBR courses

◦ # of faculty teaching engaged courses

◦ # of faculty involved in CEL faculty fellowship program(s)

◦ # and type (capacity building, social action, etc.) of engaged projects

◦ Testimonials from students in CEL courses and projects

• Engaged Academic Pathways

◦ Summarize any majors, minors, certi
fi
cate programs, or other engaged
pathways

◦ Include # of students in these pathway programs

◦ Include compelling testimonials from students in these programs

• High-Impact Practices (HIPs)

◦ Summarize the type of high-impact practices and # of students
involved in these practices

◦ Examples include: Bonner First-Year Courses, Bonner Internships
(Summer of Service, Bonner Placement Sites), Diversity/Global
Instructions

53
Learning (Summer of Service, Bonner Cornerstones), Engaged
Capstone Courses and Projects, etc.
 
• Journals, Publications, and Literature

◦ Summarize any journals, publications, or literature related to your
Bonner Program and Center for Community Engagement

• Other Initiatives or Infrastructure

◦ CEL incorporated into Tenure and Promotion

◦ Course Designators

◦ Faculty Fellows Programs and Communities of Practices

◦ Participation in Bonner Community Engaged Learning Initiative

Data Collection

Information on academic infrastructure, curriculum, and other tangible
pedagogical outcomes can come from a variety of informal sources including
your institution’s website, course listings, and departmental websites. Your
of
fi
ce of institutional research is a source for formal measurements of these
data. Academic papers published under the institutional umbrella are likely
stored by the university or college in a central database. Exploring your access
to this type of institutional research will be invaluable for this section.


This section will most likely need to be completed by a staff or faculty member
with substantial knowledge of the community-engaged teaching and learning
happening at the institution. A student with connections to community-
engaged learning could conduct interviews and compile quotes for the
faculty testimonials.

54
Impact on Curriculum Change and Academic
Infrastructure

After [# of years] of collaboration through curricular and co-curricular campus-
community engagement, the Bonner Program and center for community
engagement has had tremendous impact on
changing curriculum and the academic
infrastructure at the institution.

Over [total # of courses] community-
engaged learning courses are now offered
at the institution, in which [total # of
students] have enrolled in over the past [# of
years]. [# of faculty] have served as Bonner
Faculty Advisors over the years providing
their mentorship and guidance to over [# of
Bonner Capstones]. The center has led a
Faculty Fellows Program for the past [# of
years], in which [# of faculty] have been
trained in topics such as the community-
based research, community-engaged
scholarship, community-engaged learning
as a high-impact practice, course
development, engaging students as
colleagues, and critical perspectives and
inclusive voices. Continue to summarize...

56
Town-gown relationships


This section outlines the impact that community engagement programs can have on
town-gown relationships. The Bonner Program is a four-year developmental model.
The intensive and sustained time commitment from both students and the
community agency promotes deep relationships, trust, and mutuality. The Bonner
Program also provides training on sense of place and identity development, which
can impact a student’s understanding and relationship with the local community.

Data Collection

Data regarding students' perceptions of the surrounding community can be
collected from
fi
rst-year students and senior students by either faculty, staff, or a
Bonner Leadership Team member. Testimonials from Bonner students about their
connections to the community and from community partners about their
relationship to the institution should also be collected. It may also be helpful to
show a map of the current partners’ locations to help others visualize the spread of
Bonner work in the community.


Data at an institutional level may not be readily available, so collaboration with your
IR of
fi
ce or a faculty member completing similar research is likely necessary. If your
Bonner Program is under a time or capacity constraint, a Bonner Leadership Team
member or staff member could use the national data from the Student Impact
Survey and embellish it with quotes from students and community partners.

Instructions

57
Town-gown relationships

The 2019 Bonner Student Impact Survey found that 94 percent of Senior Bonners
reported understanding signi
fi
cantly more about the history, traditions, and
challenges confronting the community surrounding the college they attend.
Additionally, this understanding through service leads to a more positive perception
of community, a greater feeling of safety on and off campus, and feeling more a part
of the surrounding city and community. Often, this deep sense of involvement
emerges through relationships students develop with their community partners.

In 2021, the Foundation conducted interviews with students who completed
capstone projects with the goal of better understanding the factors that contribute to
meaningful capacity building experiences for students. They found that students who
had established relationships with their community partners prior to beginning their
capstone project had an easier time
fi
nding gaps in the services their community
partners provide.

In re
fl
ecting on her capstone project and the four years she spent with her
community partner, one student shared that she

“…can’t force a community need. [She] needs to understand what is
going on then address that no matter how many ideas [she] has.”

By facilitating sustained relationships, Bonner enhances students' understanding of
community needs, their impact area, and their place on campus and in the
community. At [institution’s
name], our students typically
spend [x years] with their
community partner and have
found that this level of deep
engagement [add quote or
supporting idea about how
relationships have shaped
students’ understanding of
community and self].

58
Instructions


This section aims to provide a sense of the economic impact a Bonner Program and
community engagement work can have on the surrounding community. While
dif
fi
cult to fully quantify the impact of the Bonner Program and civic engagement
work, we suggest using a few calculations to provide a sense of the economic
contribution to the local community.

Data Collection

To calculate the economic value of Bonners’ service hours, we recommend using
Independent Sector’s current estimate of the National Value of Each Volunteer Hour,
which is $28.54 as of April 2021. To
fi
nd the average for your state and for more
information, please visit: https://independentsector.org/value-of-volunteer-
time-2021/. Data regarding number of hours worked by the program can be found
on BWBRS. For the other calculations of economic impact, data from the VISTA PPR
reports or conversations with site supervisors can be used. Depending on your
capstone process, it may also be helpful to have students document the impact of
their project.

Data collected could include:

• Summarize total funding (i.e. Bonner community funds, funding from the
institution, etc. ) provided to community partners sites

• If Bonners were involved in securing any grants on behalf of a community
partner site, summarize the total grant funding accrued

• Testimonials from community partners regarding the impact of having
Bonners work at their sites


This section will most likely need to be compiled by a staff member who has a
developed understanding of the organization and relationship with the program's
community partners. This section may require outreach to community partner
agency staff. Depending on the level of knowledge regarding community partner
funding, this section could take anywhere from a few days to a few months.

59

While it is dif
fi
cult to quantify the incredible work our Bonner students do in the
community, we can begin to articulate the economic impact our program has on the
surrounding community. Using the chart below, we can calculate the estimated
economic contribution to the local [community name] made by Bonner students and
the [center for community engagement] in the past year.

During the past year, Bonner students performed 19,040 hours of community work
with over 32 community agencies in [local community]. Fall semester, the program
supported 61 active participants with 68 active spring semester. Based on
Independent Sector’s Value of Volunteer Time ($28.54/hour as of April 2021), Bonner
students contributed the equivalent of $575,128.60 in economic impact to [local
community] this year.


Academic Year 2020-21
Number of
Students
Hours
Performed
Per Student
Total Hours
Performed by
Program
National Value
of Volunteer
Hour Total Wage Output
68 280 19,040 28.54 $543,402
Dollar value of CASH resources leveraged during AY 20-21
(Community impact fund, rising senior fund, CEL grant) $25,390
Dollar value of resources leveraged during reporting period
(Capstones, free programming provided at sites, services
provided) $6,337
Total Economic Contribution AY 20-21 $575,129

60
It is important to note that
Bonner site positions do not
displace employees. These
positions are intended to
provide direct-service or
building the capacity of an
organization.

Bonner capacity building
projects often culminate in
a Bonner community-
engaged capstone project.

Students shared how their
role in the community
“allowed [them] to address critical issues,” “preserve the legacy of BIPOC in [their]
community,” and help their community partners reach their goals. By creating
programs and resources that
do not require signi
fi
cant
amounts of upkeep from the
community partner once the
student has graduated, the
ability for a community
partner to maintain their
relationship with the
university and take on more
students for future service-
learning experiences in the
future is expanded
(Littlepage et al. 2012).
Therefore, through capacity
building capstone projects,
Bonners not only help their
community partners meet
their immediate gaps in service, but work to provide a sustainable framework to
facilitate the long term success of their community partners.

62
Instructions
Awards and Recognition


This section highlights the impact the Bonner Program and community engagement
can have on your institution receiving regional, national and global recognition.
These awards and recognitions can boost the pro
fi
le and rankings of your
institution.

Data Collection

This section should be completed by a faculty or staff member who has a strong
knowledge of the history of the Center for Community Engagement and Bonner
Program at [University]. Information on the Carnegie Classi
fi
cation from Brown
University Swearer Center for Public Service can be obtained from
carnegieclassi
fi
cations.iu.edu/lookup/lookup.php. Information regarding
community engagement rankings can be found on the Princeton Review and
USNEWS. Your school's ranking can then be compared to other schools in your
state.

Examples of awards, designations, or recognitions to include:

• Carnegie Elective Community Engagement Classi
fi
cation

• President’s Volunteer Service Award

• American Democracy Project Awards

• Campus Compact Awards

• President’s Higher Education Community Service Honor Roll

• Kellogg Foundation Community Engagement Exemplary Designation

• Other national, regional, or state awards or recognitions for campus-
community engagement


This section will most likely need to be compiled by a staff or faculty member who
has a strong knowledge of the history of Center for Community Engagement and
Bonner Program. A Bonner Leadership Team member should be able to compare
your institution’s ranking to other schools.

63
Awards and Recognition

The culture of community engagement within the Bonner Program and [Center
Name] is continually growing the mission and reputation of [institution]. Our [Center]
has received a variety of national and international recognition. In [year] we received
[award] which [description about award].
Award Name Carnegie Elective
Community
Engagement
Classi
fi
cation
Campus
Compact’s
Engaged
Campus Award
Richard Guarasci
and Eduardo J.
Padrón Awards for
Institutional
Transformation
Year(s)
Received
2020 2016 2018
2010

65
Instructions
Employment, Fellowships, Service Programs


This section aims to articulate the lasting impact participation in the Bonner Program
often has on students’ lives and post-graduate success. Most often institutions are
concerned with the post-graduate success of their alumni, whether through gainful
employment, fellowships, or service programs. Bonner students often rank highly in
terms of these measures of post-graduate success.

Data Collection

Bonner Program alumni data may come from internal tracking databases, social
media, Bonner senior exit surveys, alumni interviews, and more. You may want to
contact Arthur Tartee Jr., Alumni Network Manager, to obtain your school's alumni
information from bonnerconnect.org. Check out the Alumni Pro
fi
les on the Bonner
Website to see if any of your institution's alumni were pro
fi
led. Institutional data
regarding alumni post-graduation plans should come from the institutional research
and assessment of
fi
ce or alumni of
fi
ce.


• Percentage of Bonners who secured employment, fellowship, or other post-
graduate opportunity at least 6 months after graduation

• Total number of Bonner alumni who've participated in a Fellowship or Year of
Service program (AmeriCorps, Fulbright, PeaceCorps, City Year, Teach for
America, etc.)

• Percentage of Bonner alumni working or living in a different state or country

• Top occupations of Bonner alumni


This is a great section to enlist your program's Bonner Alumni Ambassador (Bonner
student dedicated to alumni efforts) or other Bonner students in collecting and
compiling alumni data through developing and implementing alumni surveys,
outreaching to alumni, and researching on social media. You may also want to involve
Arthur Tartee Jr., Alumni Network Manager, in the process. Depending on access to
information, this section could take anywhere from a few days to a few weeks to
complete.

66
Employment, Fellowships, Service Programs

According to the 2019 National Bonner Student Impact Survey results, one third of
graduates reported that the Bonner Program gave them advantage in
fi
nding a job or
in
fl
uenced the career they chose. Employers are demanding more than skills in the
disciplines - they are seeking workers who can communicate effectively, have
developed skills in problem-solving, critical thinking, and re
fl
ection. The Bonner
Program 20th Anniversary
survey (2010) indicates that
about 65% of our alumni
choose a career in
government and non-pro
fi
t
sectors, often tied to their
undergraduate service
experiences. Nearly 80%
still volunteer on a regular
basis; over 90% voted in the
last election.

Over 18,000 Bonner alumni
nationally and X Bonner
[institution] alumni have
used their experiences in
the program and their
connections to further their
career goals.

This example was
developed by Berea
College's Of
fi
ce of
Assessment. It is not
Bonner-speci
fi
c. It
showcases Alumni Highlights for Berea Graduates from Fall 2020. The purpose is to
provide an idea of how a Bonner Alumni Highlights document could be designed.
fi
ce of Institutional Research and Assessment website here for
additional examples: https://www.berea.edu/ira/.

67
Instructions
Graduate and Continuing Education


This section highlights the high proportions of low-income and
fi
rst generation
students who are able to pursue graduate studies after graduating from the Bonner
Program.

Data Collection

Bonner Program alumni data may come from internal tracking databases, social
media, Bonner senior exit surveys, alumni interviews, and more. You may want to
contact Arthur Tartee Jr., Alumni Network Manager, to obtain your school's alumni
information from bonnerconnect.org. Check out the Alumni Pro
fi
les on the Bonner
Website to see if any of your institution's alumni were pro
fi
led. Institutional data
regarding alumni post-graduation plans should come from the institutional research
and assessment of
fi
ce or alumni of
fi
ce.

Data regarding seniors’ plans after graduation should be collected in the spring
semester or soon after graduation. Questions asked can include

• Which graduate program will you be pursuing?

• Is it a terminal degree in your
fi
eld?

◦ Do you plan to pursue a terminal degree in the
fi
eld in the future?

• Does your graduate program have a partnership with the Bonner
Foundation?

• How does your previous Bonner work connect to the
fi
eld of study you have
chosen?


This is a great section to enlist your program's Bonner Alumni Ambassador (Bonner
student dedicated to alumni efforts) or other Bonner students in collecting and
compiling alumni data through developing and implementing alumni surveys,
outreaching to alumni, and researching on social media. You may also want to
involve Arthur Tartee Jr., Alumni Network Manager, in the process. You may also
reach out to IR or career and professional development of
fi
ces depending on the
availability of Bonner and institutional data. Depending on the access to
information, this section could take anywhere from a few days to a few weeks to
complete.

68
Graduate and Continuing Education

First generation students are signi
fi
cantly less likely to pursue an advanced degree,
even when controlling for race, gender, family income, and cumulative grade point
average, suggesting a distinctive impact of
fi
rst generation status on post-
undergraduate aspirations.” Among 2019 graduates from the Bonner Network, even
with high proportions of
low-income and
fi
rst
generation students
often less represented at
higher levels of
educational attainment,
46% had gone on to
earn a master’s (MS or
MA) and 17% had
terminal degrees, with
many others planning for
a terminal degree.

Our most recent Bonner
Class of [Year] had [%] of
students accepted to a variety of graduate programs. These programs included X,Y,
and Z and totaled over [dollar amount] in funding received. Participation in the
Bonner Program not only equips students with the experience to succeed but also
helps offset some of the upfront costs associated with applying to graduate school.
This previous year, [#] of students took advantage of the Rising Senior Fund which
aims to offset some of the associated costs with applying to graduate programs.

Additionally, the Bonner Foundation partners with 21 graduate schools and
organizations to offer special bene
fi
ts (e.g., partial- and full-tuition scholarships,
application fee waivers) for graduates of the Bonner Program. You can
fi
nd these
graduate school bene
fi
ts for Bonner Alumni here: http://www.bonner.org/graduate-
school
Bonner 2019 Seniors Post-
Graduate Plans
29%
19%
52%
MS or MA
Terminal Degree
Planning for Terminal Degree

70
Instructions
Bonner Program Financial Aid Model


This section includes a brief overview the institutional funding and resources
required in operating and managing the Bonner Program. This is the cost or
institutional investment. The rest of the study highlights the bene
fi
ts or returns. The
purpose is to show that while it costs a certain amount of funding, time, and
resources to run the Bonner Program, the returns are more than worth the
investment.

First, we recommend using this section to articulate the funding model philosophy
rather than focus on the details of every dollar. In most cases, the dollars spent on
the Bonner Program (for instance, student stipends and costs of engagement) and
center are leveraged, such that they generate many more dollars and other
bene
fi
ts (such as reputation, recruitment, enrollment, academic outcomes, etc.) for
institutions. If there is not a clear reason why this section is advantageous to
include, the recommendation is to leave it out from the analysis.

Data Collection

Data to be collected should include a summary of the funding required to operate
and maintain the Bonner Program. This should include scholarships, stipends,
programmatic fundings, staf
fi
ng, etc.


access to
fi
nancial information. Consult the Financial Aid Of
fi
ce regarding Bonner
Scholar/Leader funding. Bonner Scholar schools can consult Bobby Hackett,
President, at the Foundation to obtain school-speci
fi
c scholar funding information.
Bonner Scholar Schools can obtain information on Bonner Scholar Program Rules -
Finances on the Bonner Wiki here. Bonner Leader Schools can obtain information
on Bonner Leader Program Rules - Finances on the Bonner Wiki here.

71
Bonner Program Financial Aid Model

This section includes a brief overview the institutional funding and resources
required in operating and managing the Bonner Program. This is the cost or
institutional investment. The rest of the study highlights the bene
fi
ts or returns. The
purpose is to show that while it costs a certain amount of funding, time, and
resources to run the Bonner Program, the returns are more than worth the
investment. The section is divided into two main parts: Bonner Program Financial
Aid Model and Center Infrastructure Financial Model.

Bonner Program Financial Aid Model: The purpose of this is to ensure that low-
income students and diverse and often historically underrepresented students,
including students of color and
fi
rst generation students, have the opportunity to
receive
fi
nancial support for their work in community engagement. The Bonner
Foundation utilizes a leverage model for its funded Bonner Scholar and Leader
Programs. This funding, which is directed for students themselves in the form of
fi
nancial aid, incentivizes institutions to likewise provide
fi
nancial support for these
students, which enables their college access, completion, success, and civic
leadership development.

1. Summarize funding required for Bonner Program (scholarships, stipends)

◦ 40 Bonners multiplied by $2,500 work-study stipend per Bonner equals
$100,000 annual cost in institutional work-study/scholarship dollars.

2. Summarize funding required to operate and maintain the Bonner Program
(staf
fi
ng costs, programmatic costs, etc.). These costs may be included in
center funding section.

While [institution] is spending [dollar amount] to operate and manage the Bonner
Program, the return on this investment is far greater as showcased throughout the
Bene
fi
ts section of this analysis.
# of Bonners Work Study Stipend
Total Work Study Funds
Required for Bonners
40 $2,500 $100,000

72
Instructions


This section includes a brief overview the institutional expenditures required in
operating and managing the center/of
fi
ce/unit for community engagement. This is
the cost or institutional investment. In this section, you may want to compare the
cost against a few of the major bene
fi
ts (community economic impact, courses,
projects, etc.) highlighted throughout the study. The purpose is to show that while
there is a cost associated to operate and manage the center/of
fi
ce/unit, it is
relatively low compared to the returns. The Bonner Program and center are well
worth the institutional investment. If there is not a clear reason why this section is
advantageous to include, the recommendation is to leave it out of the analysis.

Data Collection

Data to be collected should include a summary of the funding required to operate
and maintain the center/of
fi
ce/unit for community engagement. This should include
programmatic costs, staf
fi
ng costs, etc. Most of this information should be internal
and should be accessible to the center director. Typical budget items include: staff
salaries, travel, program expenses, supplies, student stipends, student internships,
and transportation. We recommend making the budget categories broad. Don’t
focus on the detail of every dollar. You want to give a general sense of how much it
costs to manage and operate the center. You should also include any sources of
revenue, such as Bonner funds, Foundation grants, local grants, program fundraising
efforts, etc. You should compare these costs to show what the estimated total to the
institution is to run the center. Then, highlight a few of the major
fi
ndings from the
bene
fi
ts, such as community economic impact, courses, projects, etc. to compare
the institutional cost in light of the signi
fi
cant bene
fi
ts. See the example budget
below for more information.


access to
fi
nancial information. If you don't already have access to this information,
consult your supervisor or most senior staff of your center/of
fi
ce.

73

This section includes a brief overview the institutional expenses required in operating
and managing the the center for community engagement. This is the cost or
institutional investment. The purpose is to show that while it costs a certain amount to
operate and manage the center, the returns are more than worth the investment.

Center Infrastructure Financial Model: Outside funding, such as grants and
endowments from the Bonner Foundation or other sources, can be leveraged to
build, sustain, and grow the capacity of campus units dedicated to community and
civic engagement. These programs yield tangible results for the institution in other
areas, including admissions and enrollment, student retention, student success and
learning, high-impact educational practices, career preparation, leadership
development, and post-graduate success. The Bonner Foundation utilizes a leverage
model for its funded Bonner Scholar and Leader Programs. Endowment funding,
which is managed directly by the institution’s advancement and development team,
grows over time. Institutions may draw down on 5% of its value to fund the annual
costs of centers, including staf
fi
ng. Summarize funding required to operate and
manage the Center…

Expenses Revenues
Item Amount Item Amount
Staff Salaries $172,000 Bonner Enrichment Grant $50,000
Travel $6,000 First Central Credit Union Grant $50,000
Program Expenses $8,000 Andrew Mellon Foundation Grant $75,000
Supplies $2,000 Program Fundraising $6,000
Student Leadership Stipends $4,500 Total Revenue $116,000
Student Internships $26,000
Transportation $3,000
Total Expenses $221,500
Total Cost to the Institution $40,500

74
The example budget is for a medium size center with an annual operating budget of
$221,500, which includes salaries for 4 staff. It compares the total expenses for the
Center with the total revenues, highlighting the total cost to the institution of only
$40,500.

Compare this cost against the major
fi
ndings from the bene
fi
t analysis, such as
number of community-engaged learning courses and projects, number of faculty
involved with the center and teaching CEL courses, total number of volunteer hours
served by students, and estimated community economic impact. See the University of
Richmond’s Bonner Center for Civic Engagement Annual Report By the Numbers:
2020-21 in Context as an example. Full report found here: https://issuu.com/urbcce/
docs/2021_annual_report

75
Conclusion
The conclusion section should summarize the key
fi
ndings and takeaways from the
full report. It should reiterate the cost to manage and operate the Bonner Program
and/or community engagement unit. It should compare that cost to the total
bene
fi
ts. The bene
fi
ts can be expressed
fi
nancially, quantitatively, and qualitatively.
You may want to highlight a few signi
fi
cant
fi
ndings from each section to further
punctuate how the bene
fi
ts of the Bonner Program and community engagement far
outweighs the costs.

Overview of Institutional Investment (Cost)

Overview of Bene
fi
ts

• Key
fi
nding from Funding and Resources

• Key
fi
nding from Enrollment

• Key
fi
nding from Student Success

• Key
fi
nding from Curriculum Change and Faculty

• Key
fi
nding from Community Impact

• Key
fi
nding from Awards and Recognitions

• Key
fi
nding from Post-Graduate Success

Making the Case

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