Context Training Guides Implementation

1. Diversity
& Inclusion
Four Year
Developmental
Approach

2. What we’ll cover
• Context
• Training Guides
• Implementation

3. Context

4. 8 Categories of Diversity
Diversity
Ability
Sexual
Orientation
Religion
Gender
Political
Affiliation
Race &
Ethnicity
Class &
Income
Nationality

5. Bonner Context
• Bonner Programs have a student population with greater
proportions of students of color and underrepresented
students
• The degree of diversity of the Bonner Program and broader
campus climate was found to be a positive contributing factor in
the impact of the four-year program on students' learning and
post-graduate outcomes
• Diversity is a Bonner Common Commitment, and "dialogue
across difference" provides students with safe spaces and an
opportunity to explore, clarify, and refine their own values and
beliefs
• Dialogue, intentional reflection, and structured meetings
were found to be key factors in the impact of the program on
student learning
• Students and staff reported wanting more training and
resources

6. Student Annual Reports
• University of North Carolina at Chapel Hill
“To address these challenges within our program, we hope to further
participation, awareness and dialogue by clarifying expectations of the
UNC Bonner Leaders Program, increasing opportunities for building
trust and cohesion within the program, and modifying our four-year
curriculum to eliminate repetition, update topics, and deepen
workshops.”
• Earlham College
“Since Fall 2015, a number of campus-wide protests have challenged
Earlham as a community to focus diversity and inclusion at the center
of the College’s efforts as a whole. The Bonner Program and broader
community has done a healthy amount of “dialoguing across
differences” because there are people from more than 80 countries
represented at our institution.”

7. Training Guides

8. Bonner Rubric:
Developmental Progression
Diversity and Intercultural Competence:
Understanding and capacity to learn from and with diverse others
1. Expresses attitudes and beliefs as an individual, from a one-sided
view. Is indifferent or resistant to what can be learned from diversity of
communities and cultures.
2. Has awareness that own attitudes and beliefs are different from
those of other cultures and communities. Exhibits little curiosity about
what can be learned from diversity of communities and cultures.
3. Reflects on how own attitudes and beliefs are different from those
of other cultures and communities. Exhibits curiosity about what can
be learned from diversity of communities and cultures.
4. Demonstrates evidence of adjustment in own attitudes and beliefs
because of working within and learning from diversity of
communities and cultures. Promotes others' engagement with diversity.

9. Developmental Progression
Stage 1: Explore - expose to the
different levels of diversity
Stage 2: Experience - focus on
understanding the different levels of diversity
Stage 3: Example - focus on ability to apply
and discuss diversity within the trainings
Stage 4: Excellence - apply what
they have learned in the previous
years and adapt it to their capstone
as well as their life after undergrad

10. Stage 1: Exploring (Exposure)
• Exploring Diversity & Intersectionality
• Unpacking the -ISM’s: Common Terms
To Talk About Social Justice and
Oppression
• River Stories: Our Gender Histories and
Herstories
• Bridging the Gap between Service,
Activism, and Politics

11. Stage 2: Experience
(Understanding)
• Bridging the Divide Part 1 & 2: Political
Discourse for Civic Action and Maintaining
Political Discourse on Social Media
• Interfaith Perspectives on Service: Bridging
Beliefs and Actions
• Who am I?: Unpacking Race and Privilege
and Oppression That Follows
• Keeping it Classy! Discussing Class &
Socioeconomic Status

12. Stage 3: Example
(Application & Discussion)
• Political/Civic Engagement
‣ Advocacy and Public Education 101
‣ Lobbying 101
‣ Understanding Different Awareness
Campaigns
‣ Bridging the Divide Part 2 (if not done before)
• Differently Abled
• Faith and Me
• Gender and Sexual Orientation

13. Stage 4: Excellence
(Adaptation)
• Empowered Voice Through Creative Expression
• Intersectional Empowerment
• Additional Class Trainings
‣ Reflecting on College and Class Mobility
‣ Gender Inequality and the Gap
• Social Justice
‣ Black Lives Do Matter
‣ Refugee and [Im]migration Voice
‣ Addressing Sexual Prejudice

14. Rollout

15. Staff & Student Roles
Bonner Staff
• Look at existing
training calendar and
evaluate level of
emphasis on diversity
and inclusion
• Introduce student
leadership to the 4x4
model
• Prepare and provide
support for students
• Be prepared to
navigate difficult
conversations
• Facilitate diversity
trainings
Senior Interns
• Read through all of the
overviews for diversity and
inclusion trainings for
context
• Work over the summer to
incorporate relevant and/
or missing diversity
trainings into the training
calendar
• Delegate facilitators to
lead specific trainings
• Facilitate diversity trainings
• Provide peer mentorship
and facilitation support to
facilitators
Bonner
Leadership Team
• Browse through
the wiki for
context
• Read extensively
through their
delegated trainer
guide
• Research the
issue area
addressed by their
delegated trainer
guide
• Support peers on
diversity issues

16. Rollout
Senior Interns
Bonner
Leadership
Team
Bonner
Coordinator
Bonner
Director
1st year cohort
2nd year
cohort
3rd year
cohort
4th year cohort
Stage 1:
Exposure
Stage 2:
Understanding
Stage 3:
Application &
Discussion
Stage 4:
Adaptation
4 trainings 4 trainings 4 trainings 4 trainings

17. Our Personal
Reflections
Hunter
Malone
Berea
College ‘19
Baneen Al-
Akashi
Allegheny
College ‘19

18. What are your
reactions and
questions to the new
Dialogue Across
Diversity & Inclusion
model?
Discussion