One goal of the Bonner Program is to provide each
student with the opportunity to grow and reach their
potential — developing the knowledge, skills, and habits to
make a difference in communities during and after college.
Each program is expected to intentionally support students in
their development — through meaningful service placements,
training & enrichment activities, and reﬂection.
Students engage at
EXAMPLE high levels, on and off
Students become an campus, culminating
example to others, their experience with a
EXPERIENCE leading in community capstone.
Students deepen their settings
commitment & learning
EXPLORE in service—and about
Students immerse in
communities & learn
EXPECTATION from new experiences
on and off campus.
Students with an ethic
to serve are selected.
The Bonner Model and What It Can Mean to You
What can this mean for you? What issues are you passionate about and why?
Student development happens at the core in students’
service work — where they learn and do, applying their
talents in ways that beneﬁt the community. Each
student’s placement should evolve over time.
Students do special
EXAMPLE projects, taking on
Students lead teams of more sophisticated
volunteers or roles that might involve
EXPERIENCE coordinate projects. advocacy, policy,
Students forge a PROJECT/TEAM planning.
regular position at a COORDINATOR SPECIALIST
EXPLORE site, beginning to learn
about the context and
Students may issues.
participate in one-time REGULAR VOLUNTEER
EXPECTATION or short-term projects,
visit different sites,
Selection or Freshman shadow veterans, and
Orientation may try things out.
include service. OCCASIONAL VOLUNTEER
STUDENT DEVELOPMENT: IN SERVICE
What Your Work in the Communities Can Look Like
Share what your work at your site has looked like. What could it look like in the coming year (or two)? How could it be expanded or more
Student development should also be happening in Bonner
Meetings, activities, and reﬂections. Cornerstone
activities are intentional opportunities for students to have
‘teachable moments‘ — before, during, and after these
DO A CAPSTONE-LEVEL
EXAMPLE PROJECT AND PREPARE A
JUNIOR YEAR LEADERSHIP: THAT CAPTURES YOUR
PLAN AND LEAD A PROJECT DEVELOPMENT & JOURNEY
EXPERIENCE THAT BUILDS ON FIRST
SECOND YEAR EXCHANGE:
PARTNER WITH ANOTHER (INTERNATIONAL TRIP,
BONNER PROGRAM WITH
EXPLORE INTENTIONAL LEARNING
FIRST YEAR TRIP:
SERVE AS A CLASS IN A
Faculty & partner
STUDENT DEVELOPMENT: CORNERSTONES
What your trips and projects can look like?
What can your Bonner class focus on this year? How can you initiate and carry out a project (or more than one) that will have an impact on
you and the broader campus / community?
Student development should also be
happening through planned trainings,
courses, and other opportunities to learn
the skills and knowledge you need to be
STUDENT DEVELOPMENT: TRAINING
What your meetings and reﬂections can look like?
What skills and knowledge do you need to be most effective? Map what you have learned and what you’d like to learn or enhance?
KNOWLEDGE PERSONAL LEADERSHIP PROFESSIONAL
Place-based Knowledge SKILLS SKILLS SKILLS
Issue-based Knowledge Budgeting
Poverty Delegation Evaluation
Public Policy/Politics Diversity Event planning
Local to global Facilitation/Mediation Fundraising
Decision Making Handling conﬂicts Grant writing
Planning Public speaking Marketing/public relations
Reﬂection Running meetings Networking
COMMON Teamwork Public education/advocacy
COMMITMENTS Setting goals Volunteer management Research
Spiritual Exploration STUDENT DEVELOPMENT: ROADMAP
How can you map these skills and knowledge areas into your program?
Your Roadmap: please discuss with Bonner staff and peers.
• Most important qualities
• What are they?
• How do they connect to service or the community?
• How do they connect to college or your studies?
• Imagine your role over the next 1-2 years...sketch it out. Discuss this with others (how you might translate
that to your placement.)
• What abilities or skills do you want to most graduate having developed and applied? Sketch out a few skills and knowledge areas.
Your Bonner Program’s Expectations:
GIVEN THE BIGGER IDEA, WHAT SHOULD BE THE CORE EXPECTATIONS FOR
ANY STUDENT IN THE PROGRAM?
• Beyond hours...
• What should be the characteristics of an accountability plan? Letʼs sketch it out.
• How can and should peers be involved in the accountability plan?
• Your ideas about a document or written expectations?
• Your ideas about next steps with a process?