The document outlines a comprehensive framework for student development through education, training, and community engagement, detailing structured pathways across four years of college. It emphasizes critical skills and areas of knowledge, including civic engagement, leadership, and professional readiness, along with various formal and informal meeting structures to strengthen student connections and accountability. Additionally, it highlights the significance of capstone projects and intentional curricular design tailored towards fostering a diverse and socially conscious learning environment.

1. Developing
Students
Tools for Education,
Training, Reflection,
and Development

2. What We’ll Cover
• Student Development Frameworks
• Key Strategy
• Training and Enrichment Meetings
• Creating a Roadmap
• Year by Year (Cornerstones)
• Bonner Curriculum
• BWBRS

3. Frameworks for
Student Development

4. Expectation
Exploration
Experience
Example
Expertise
The Five E’s

5. Student Development
Frameworks
• Result of network-wide
input, program design,
innovation, decades of
experimentation, & research
• Common
Commitments
• Skills
• Knowledge

6. Common Commitments
Community Building
Diversity
International Perspective
Social Justice
Spiritual
Exploration
Civic
Engagement

7. Skills and Capacities
Personal
• Active listening
• Balance &
boundaries
• Communication
• Decision making
• Organization
• Planning
• Time
management
• Goal setting
Professional
• Budgeting
• Event planning
• Fundraising
• Grant writing
• Marketing
• Mediation
• Networking
• Public education and
advocacy
• Volunteer
management
• Research
Leadership
• Conflict resolution
• Delegation
• Planning
• Public speaking
• Running a meeting
• Teamwork
• Working with diverse groups

8. Knowledge Areas
Place
Politics and Public Policy
Power &and Privilege
Poverty and Economic
DevelopmentIssues

9. Time management
Goal setting
Volunteer recruitment
Event planning
Facilitation
Volunteer management
Skills and Knowledge Areas
Discuss how you would sequence these
7 Skills and Knowledge Areas
Organization & professionalism

10. Key Strategy:
Begin with the end in mind

11. Four years of intense,
developmental engagement
What will I do by the time I graduate?

12. Really imagine…
Experience
Expertise
Example
Exploration

13. Natalia Nannen
Neuroscience Major
Natalia founded Fit Kids’ Club, a community based
project in collaboration with the Meadville Medical
Center Community Care Network, First District
Elementary School, and Allegheny College. Her faculty
advisor was in Environmental Studies.

14. Jonathan Franklin
Journalism and African
American Studies
Jonathan completed two formal capstones (as we as a
third honors project). For one, he analyzed and
presented recommendations about how to improve the
experiences of Black students at PWIs. For another, he
compared the Civil Rights Movement to the Black Lives
Matter movement, using investigative journalism.

15. Lauren Kinser
Communications
and Pre-Med
Lauren’s capstone internship was spent in Rumania
where she worked at the Diaconia Clinic and Home of
Hope with children and dentists to provide education
and care. Her culminating paper was shared with deans,
administrators, students, and Bonners.

16. Elvis Diaz
Business Major
Elvis’ capstone involved taking on significant leadership
on and off campus. As Campus Outreach & Visibility
Intern he developed collaborations across campus, with
the Volunteer Service Office, and to support greater
college access pipelines for local youth.

17. Kelly Behrend
Peace and Conflict Studies
Kelly’s capstone “The Refugee Ex-Factor: A Framework Toward
the Understanding of Excluded People,” focused on effective
rehabilitation strategies for resettled refugees. This built on
four years of engagement in Richmond, Spain, and Ireland with
immigrant and refugee populations.

18. Signature Work
“The LEAP Challenge calls for all college
students to pursue their own “signature work,”
integrating and applying their learning to
complex problems and projects that are
important to the student and important to
society.”~ AAC&U

19. My Signature Work… could be
Program evaluations
Needs assessment
Policy research
Scientific research projects
Curriculum design
GIS mapping
Oral histories and storytelling
Community theater and arts projects
Launching a nonprofit program or social enterprise
Economic development
and more…

20. Your role
supports this through intentionality
• training & meetings
• course connections
• cornerstones
• advising
• reflection

21. • How can you build
repeated exposure
and conversations
with students about
their four-year
development into
the program?
Exercise

22. Meetings

23. Why are meetings
important?
• Bonner Student Impact and
Alumni Survey demonstrates
strongest contributors for
program effectiveness are:
• dialogue across difference
• mentors (staff, peers, site
supervisors, & faculty)
• structured reflection and
education magnifies impact

24. Download
findings and
articles from
the
Student
Impact
Survey
Bonner Wiki: Assessment

25. Meetings also:
• Build skills (i.e., project
management) and
knowledge (i.e.,
diversity) needed
• Build community
—Bonner Love
• Promote accountability
• Foster campus-wide and
community connections
• Promote retention and
success in college

26. Class Meetings
- at least every other week
Cohort-based meetings for
each class year (or two, if
small program)
What kinds of meetings?
All Bonner Meetings
- every month
Engage Common
Commitments, partners, and
issues

27. Cornerstone or Project Meetings
- occasionally
Trips, campus-wide events,
Bonner Congress, Bonner
Leadership Team
Other kinds of meetings...
Site Meetings by issue, team, or
cluster - every other week or
monthly —
engage students (& leaders) in
planning, project management,
& problem solving

28. How Cornerstones
build the foundation
First Year Trip - new
context for service & learning (i.e.,
poverty in campus and distant place)
Orientation - pre-college
immersion provides a sense of
community and a foundation for
success
Second Year Exchange -
the sense of a national movement
and connections across campuses
Third Year Leadership - an
opportunity to apply initiative on a project
(i.e., international trip, campus-wide event,
community event)
Capstones and Senior Presentations-
an opportunity to integrative thinking and doing - at
a site and often connected to student’s coursework

29. Other kinds of meetings...
Campus-wide or National Events
Speaker series, IMPACT
Conference, Power Shift,
national conferences... flavor
not main ingredient
Course-based Meetings - can
be used for Cohort or projects
Link training with credit-bearing
options, such as a first year
experience course or community
based research (CBR)

30. Engage others in
providing education
Student-led Faculty-led Partner-led

31. Semester ROTATION OF MEETINGS DIVERSE LEADERSHIP
Summer Orientation Led by Staff & Students, Partners attend
Week 1 Monthly rotation:
Meeting - by Class
Meeting - by Site
Meeting - by Class
All Bonner Meeting
Led by staff
Week 2 Led by Site Coordinators
Week 3 Led by Faculty guest
Week 4 Featuring Partners
Week 5 Monthly rotation:
Meeting - by Class
Meeting - by Site
Meeting - by Class
All Bonner Meeting
Week 6
Week 7
Week 8
Week 9 Monthly rotation:
Meeting - by Class
Meeting - by Site
Meeting - by Class
All Bonner Meeting
Week 10
Week 11
Week 12
Week 13 Reflection Sessions
Week 15 End-semester Celebration
Have a mix of meetings each
semester...

32. Advising &
One-to-One Meetings
• Do every semester (at
least 2 times per year)
• Revisit the
developmental
framework
• Many campuses use a
form or written
questions for this

33. Training and
Reflection Meetings
• Hold at least once every
other week (2x/
month)...even more for
freshmen
• Use Bonner Curriculum
• Engage variety of
leaders & instructors
• Students design & lead

34. Courses & Academic
Connections
• Consider building in a
related sequence
• Seek out faculty
advisors and mentors
• Build in research and
other projects
• Develop a capstone

35. • What meeting
structure makes
sense for your
program this year?
Who can help?
Exercise

36. Build Around Outcomes,
Creating a “Roadmap”

37. lay out intended
outcomes and
experiences in a
developmental way
What is a
Developmental
Roadmap?

38. Download
sample
outcomes,
rubrics,
articles and
other help
Bonner Wiki: Student Learning
Outcomes

39. Can tie to assessment Civic Engagement
VALUE Rubrics

40. Download
rubrics
from
aacu.org

41. Diversity: Level 1
Civic Action &
Reflection: Level 1
Diversity: Level 2
Civic Action &
Reflection: Level 2
Diversity: Level 3
Civic Action &
Reflection: Level 3
Diversity: Level 4
Civic Action &
Reflection: Level 4
lay out intended
outcomes and
experiences in a
developmental way
What is a
Developmental
Roadmap?

42. Diversity of communities and cultures...
Year 1
Sense of
identity and
basic
knowledge
of
community
Self
Year 4
Understanding
and navigating
complex
community
and
institutional
environment
Nation, world
Year 2
Ability to
work in
diverse
communities;
focus on
gender, race,
& ethnicity
Team
Year 3
Analysis of
power and
privilege;
being an ally;
complexity
Campus and
community

43. All strategies result in a scaffolded
outcomes across each year
Year 1
Sense of place
Listening
Time
management
Goal setting
Organization &
professionalism
Reflection
Year 4
Building
organizational
capacity
Marketing and
outreach
Networking
Public
speaking
Public policy
Capstone
research
Year 2
Balance
Conflict resolution
Planning
Teamwork
Volunteer
recruitment
Broader
understanding of
civic engagement
Year 3
Event planning
Facilitation
Fundraising
Volunteer
management
Community-based
research
Power and
privilege

44. Your Roadmap
& Handbook
• This summer, create your
roadmap! (4-6 skills)
• Provide students at
Orientation
• Clearly articulate
expectations and levels
• Revisit every term &
engage students!
• Sequential activities

45. Year 1
Explore

46. Year 1
Knowledge &
Commitments
• Knowledge of self
• Knowledge of community
• Exploration of diversity
• Community building
• Introduction to civic
engagement
High-Impact
Connections
• First Year Seminars
• First Year Trips
• Learning
Communities
Skills • Sense of place
• Listening
• Time management
• Goal setting
• Organization &
professionalism
• Reflection
Courses • Lead-in Course (First Year
Seminars)
Roles &
Positions
• Exploration:
learning about issues and
community; discovering
passions and talents
• Settling into primary site
and position
Bonner Calendar -
Developmental Training Sequence

47. First Year Trip-
- open hearts, minds, and heads
3-7 days
Somewhere
out of local
context
Cohort experience for
frosh and new Bonners
Use Bonner
Funds
Provide a
chance to
delve into an
issue - like
poverty or
immigration

48. • Guilford College - Crow Reservation in
MOntana - explores Native American
experience and culture
• Emory &and Henry College - New York
City - learns about urban poverty,
comparing it to rural (Virginia) poverty
• Maryville College - Border of Mexico and
Texas - learns about immigration and
border issues
• Siena College - Presque Isle, Maine -
learns about very rural poverty, comparing
it to urban (Albany) poverty
• Waynesburg College - Philadelphia -
works with homeless and city ministries,
building on their rural experience, and
visits Foundation
Picking a Place
Need help? Talk to a Foundation
staff member to connect you
with another school or partner

49. 10%
10%
10%
10%
60%
Service or Meaningful Action*
Culture &and History
Community and Team Building
Education, Reflection &and Discussion - meetings with issue experts
Learning about the Organizations & Issues
Trips contain a
mix of activities
Yes, it all counts for hours!

50. 1 Find a destination in a region different from your campus;
identify strong partners
2
Designate roles and responsibilities for Bonners (frosh and leaders) to
plan and implement the trip
3
Engage in preparation during Class Meetings — education, learning the
history, language, prominent issues, culture , and other information.
4
During the trip, engage in meaningful activities — service, learning,
reflection, cultural & team-building activities
5
After the trip,have your students process learning and share reflections
to your Bonner team or even the campus
6
Consult the detailed Implementation Guide on the Wiki!
Trip Organizing Steps

51. • Do you have a First
Year Trip
destination and
thematic focus in
mind? Share ideas.
Exercise

52. Year 2
Experience

53. Year 2
Knowledge &
Commitments
• Analysis of diversity
• Knowledge of
poverty
• Understanding of place and ability to
think critically around community
• Introduction to forms of civic
engagement
High-Impact
Connections
• Second Year
Exchange
• Learning
Communities
• Service-Learning
Skills • Balance
• Conflict resolution
• Planning
• Teamwork
• Volunteer recruitment
• Broader understanding of civic
engagement
Courses • Poverty / Economic
Development
• Service-Learning Courses
Roles & Positions
• Experience:
commitment to an issue, agency/site,
and place
• Expanded position and responsibility,
including Capacity Building (see
“Step It Up Sophomores”)
Bonner Calendar -
Developmental Training Sequence

54. Second Year Exchange2-5 days
Pair up with 1 or more
other Bonner Programs or
other schools - cluster
Cohort experience
for second years
Use Bonner
Funds
Delve deeper into an
issue - like poverty
- adding advocacy/
policy dimension
Can also use
IMPACT or
other national
conference!

55. 1 Engage second year students in identifying partner school(s). This is a
chance to build cross-campus connections!
2
Engage students as planners and leaders. This can happen through
strategically using your Class Meetings to organize Exchange.
3
Engage in preparation during Class Meetings — Find strategies for linking the
Exchange to student development. For example, providing advocacy
training or tutoring in Spanish.
4
During the trip, engage in a wider array of meaningful activities — this isn’t
just a service trip! It’s goal is to expose people to the bigger ideas, a
sense of movement!
5
After the trip, have your students process learning and share reflections to
the broader Bonner and campus community. You may want to link with
blogging, vlogging, videos, and other social media.
6
Consult the detailed Implementation Guide on the Wiki!
Exchange Organizing Steps

56. • How can your
Second Year
Exchange provide
a developmental
experience?
Course links?
Exercise

57. Year 3
Example

58. Year 3
Knowledge &
Commitments
• Multiple forms of civic
engagement
• International perspective
• Critical thinking &
systems analysis
(understanding root causes)
• Leadership skills and
application through practice
High-Impact
Connections
• Third Year Leadership
• International /Global
Immersions
• Undergraduate Research
• Policy Research / Issue Briefs
Skills • Event planning
• Facilitation
• Fundraising
• Volunteer management
• Community-based research
• Power and privilege
Courses • Policy Courses/Internships
• International Course
• Research Methods (CBR)
Roles &
Positions
• Example:
Project coordinator or
leader role; managing of
project or volunteers
• Expanded leadership roles
in the Bonner Program (i.e.,
Bonner Leadership Team)
• Capacity building project
Bonner Calendar -
Developmental Training Sequence

59. Third Year Leadership
1-14 days!
International Service
Immersion Trips
Cohort experience
for some or all
Third Years
Often raise
funds
Build on issue
knowledge - in
broader context
Often link
with course
Campus-wide events

60. For international immersions
Relevant Resources:
• International partnerships
resources
• Curricula - found under
Common Commitments
and new international
curricula
• Bonners Abroad Blog
- Develop international partner relationships
- Partner with International Service Providers
- Utilize international resources on wiki

61. • What are the best
opportunities to
align the work of
your Bonner juniors
with broader campus
or community
experiences?
Exercise

62. Year 4 Expertise

63. Year 4
Knowledge &
Commitments
• Exploration of social justice
• Vocation and career
exploration/preparation
• Spiritual exploration
• Connection to academic study
(capstone/thesis)
High-Impact
Connections
• Senior Capstone
• Policy Research / Issue
Briefs
• Senior Presentation of
Learning
Skills • Building organizational capacity
• Marketing and outreach
• Networking
• Public speaking
• Public policy
• Capstone research
Courses Capstone / “Signature Work”
Culminating Project
Roles &
Positions
• Expertise:
Capacity building role; project
or site leadership
• May link to academic major,
minor, certificate, or coursework
• Senior Interns
Bonner Calendar -
Developmental Training Sequence

64. Capstones and
Senior Presentations
A semester or
year project -
plus a presentation
A chance to
connect studies and
engagement
A capstone
An engaging
presentation
for community
and campus

65. Capstones and Senior Presentations
Relevant Resources:
• Implementation Guide on
Senior Presentation and
Vocation
• Videos that can be found
on YouTube - Bonner
Network and other Bonner
Program channels
- The student may initiate a culminating project
- Many are developing connections to academic
capstones in major or special program

66. • How can you build
both a true
capstone and
Senior Presentation
into your Bonner
Program?
Exercise

67. • How can you
use meetings
to plan and
carry out
Cornerstones?
Reflection

68. Bonner Curriculum

69. Year 1 Year 2 Year 3 Year 4
August • Orientation: Bonner 101,
Developmental Model,
Community and Place, Team
Building
• AmeriCorps Orientation
• Games and Icebreakers
• River Stories
• Back-to-school refresher; have
students engage in your
Bonner Program social media,
Facebook, Wiki, etc.
• Step It Up Sophomores (and
have students revise positions/
CLAs to be higher level)
• Engage juniors in helping plan
and run Orientation
• Building Capacity with
Community Partners
• Personal Vision or Cover Story
• Engage senior in helping plan
and run Orientation & Training
Calendar
• Nail down senior year capstones
September • Professionalism and Expectations
• Identity Circles: A Personal
Exploration of Diversity
• Action Planning
• Citizenship: Rights,
Responsibilities and Struggles
• Leading Learning
Circles: A Train-the-Trainers
Approach
• Bridging the Gap Between
Service, Activism, and Politics
• BHAGs: Setting Big Hairy
Audacious Goals
• Hearing the Call: Listening to
Your Inner Voice or Vocation:
Board of Directors
October • Community Asset Mapping
• Time Management: Managing by
Calendar
• Volunteer Recruitment for a
Non-profit Organization
• Advocacy 101: Tools for
Political Engagement
• Volunteer Outreach for a Non-
profit Organization
• Advanced Facilitation: More
Techniques and Strategies
• Fundraising Strategies:
Developing and Executing a
Plan
• Evaluation/Program Assessment
(involve faculty or non-profit
leader as presenter)
November • Introduction to Non-Profits and
Capacity Building
• Goal-Setting
• Conflict Resolution: Steps for
Handling Interpersonal
Dynamics
• Basic Facilitation: Roles of
Effective Facilitators
• Volunteer Orientation &
Management for a Non-profit
Organization
• Global Poverty (lesson plan from
Oxfam America or campus)
• Reflective activities like Tuesdays
with Morrie Book Reading or
Spiritual Exploration workshop
(involve faculty/chaplain)
• Building a Personal Vision
December • Reflection: How It Supports
Making Service Meaningful
• Introduction to Community
Based Participatory Research
• Action Steps for Carrying Out a
Community-Based Participatory
Research Project or Building
Coalitions
• Retreat for Seniors to begin
focusing on their final term with
Translating Research into
Resources for Non-Profits
• Shared Visioning
December/
January
Mid-Year Bonner Retreat:
• Community building and Diversity
• Common Commitments (see Bonner Wiki for other organizational workshops on topics like Social Justice)
• Reflection & Dialogue across all classes and Peer Mentoring
• Recommended trainings include: Cover Story, Four Corners, River Stories, Leadership Compass, Vocational Discernment workshops, Diversity
Trainings (race, class, gender, sexual orientation, etc.)
Bonner Calendar -
Developmental Training Sequence

70. Year 1 Year 2 Year 3 Year 4
January Have BLT lead a “Book Club” that
integrates stories about “place” such as
the neighborhoods in which you work;
can offer extra training & enrichment
time for participation
• #SocialChange: Effectively
Using Facebook in the
Nonprofit Sector
• #SocialChange: Effectively
Using Twitter in the
Nonprofit Sector
• #SocialChange: Effectively
Using LinkedIn in the
Nonprofit Sector (and have
students create profile/join
Alumni Network)
• Resume Writing &
Interviewing Skills
February • Fishbowl Discussion: Defining Your
Communities
• Engage students in planning First Year
Trip (delegate roles to students)
• Fundraising on Campus
• Resume Writing workshop
(integrate staff from Career
Services)
• Power Mapping
• Fundraising: Mapping Out
Donors
• Public Speaking
• Fundraising Strategies:
Developing and Executing
a Plan
March • Groups Within Groups: Exploring
Dimensions of Diversity
• Gender 1: Building
Gender Awareness
• Facilitation 201: An
Intensive Introduction
• Building a Personal
Network
• Building Career Networks
or Exploring Non-Profit
Careers
• Advocacy 201: Meeting
with an Elective
Representative
• Senior Retreat/Preparation
for Senior Presentations of
Learning
• Seeing Through Employers’
Eyes and Senior Resume
Review
April • Racism: Deconstructing It
• True Colors
• Planning Effective Meetings
• Four Corners: Building
Appreciation for Diverse
Ideas and Dialogue
• Leadership Compass,
Meyers-Briggs, or Strengths
Finder
• Homophobia: Countering
It
• Preparing a Leadership
Transition
• Want Ads: have students
write one to replace
themselves
May • Spiritual Exploration (Tower of “Me”sa
or engage someone on campus) or
Volunteer Recruitment for a Non-profit
Organization (here or sophomore)
• Vocation: Guided
Reflections and Sophomore
Recommitment
• Vocation: “So What do you
do?” personal exploration
exercise
• Senior Presentations of
Learning
• Last Words: a Reflection on
My Bonner Journey
June • Review trainings and customize plan.
• Review other modules, such as on international perspective and poverty, using links on Wiki.
• Plan your own trainings & plug them in!
July
Bonner Calendar -
Developmental Training Sequence

71. Fall 1st Year 2nd Year 3rd Year 4th Year
Orientation Bonner 101 & Community
Partner 101
Introduction to Civic
Engagement
Learning Circle
BHAGs: Setting Big Hairy
Audacious Goals
Week 1 Issue/Site Team Meetings
Week 2
Overview of the Civic
Engagement Center and Campus
Step It Up Sophomores
Leading Learning Circles: A
Train-the-Trainers Approach
Hearing the Call: Listening to
Your InnerVoice
Week 3 All Bonner Meeting
Week 4 Professionalism and Expectations Action Planning Bridging the Gap Between
Service,Activism, and Politics
Vocation: Board of Directors
Week 5 Issue/Site Team Meetings
Week 6 Community Asset Mapping
Community Partner involved
Intro to Effective
Communication
Facilitation 202: More Techniques
and Strategies
Introduction to Spiritual
Exploration
Week 7 Issue/Site Team Meetings
Week 8
Faculty member presents
classroom management
techniques
Advocacy 101:Tools for Political
Engagement Get-Out-the-Vote Evaluation
Week 9 All Bonner Meeting
Week 10 Goal-Setting
Conflict Resolution: Steps for
Handling Interpersonal Dynamics Building Coalitions: Part 1 Tuesdays with Morrie Discussion
Week 11 Issue/Site Team Meetings
Week 12
Time Management: Managing by
Calendar Follow Up—students
bring planners
Facilitation 101: Roles of Effective
Facilitators
Building Coalitions (part 2:
application for campus project)
or Grant Writing
PersonalVision: Creating One
Week 13 Issue/Site Team Meetings
Week 14 Service-Based Reflection (led by
Students)
Group feedback session Vocation:“The Bridge Builder”
poem and reflective discussion
PersonalVision 2: Follow up &
Building SharedVision
Week 15 All Bonner Meeting
can still engage student
leaders, partners and
faculty

72. Find trainings on
the Bonner Wiki:
under Student
Development
or
Common
Commitments

73. Each training
module is a full
lesson plan, with
activities and
handouts

74. • Based on your
meeting structure,
take some time to
map out your
training/meeting
calendar. Thoughts?
Exercise

75. Build and Track
in BWBRS

76. Training & Enrichment
in BWBRS
• Every workshop, meeting, and
eligible opportunity can be added
into BWBRS so that, yes, students
log it!
• track learning; a
portfolio
• shows the sequence
and intentionality
• program oversight

77. Sample Class Meeting

78. Sample All Bonner Meeting

79. Sample Faculty-Led Meeting

80. This student attended 41 events since between August-
April, totaling 140.5 hours in training (- plus courses!