The document discusses plans for the 2022 Bonner Network Meeting. It will focus on reimagining campus-wide engagement by reflecting on current practices, the changing higher education context, and theories to inspire new ideas and strategies. Participants will share creative engagement strategies and discuss challenges like enrollment declines, rising costs, ensuring equity, and uneven student outcomes. The meeting will explore the Bonner Network and Bringing Theory to Practice initiatives which aim to strengthen models of inclusive, engaged learning and catalyze systemic change in higher education. Theories of diffusion of innovations and the three horizons framework will be used to examine changes and shape future possibilities.
Community-Campus engagement is offered and encouraged in many higher education organizations. This study from Donna Jean Forster-Gill and Tom Cooper seeks to analyze these programs and explore ways to maximize their usefulness to the non-profit community organizations which they assist.
www.vibrantcommunities.ca
www.thecommuntityfirst.org
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
Community-Campus engagement is offered and encouraged in many higher education organizations. This study from Donna Jean Forster-Gill and Tom Cooper seeks to analyze these programs and explore ways to maximize their usefulness to the non-profit community organizations which they assist.
www.vibrantcommunities.ca
www.thecommuntityfirst.org
In this session, we’ll delve into the ways that institutions have been engaging faculty, creating courses and pathways, and working to build sustained infrastructure for civic learning and community engagement.
Developing Greater Impact with High-Impact Practices: Internships and Civic ...Ariane Hoy
Developing Greater Impact with High-Impact Practices:
Internships and Civic Engagement
A presentation at the 2015 Association of American Colleges and Universities Conference (Washington, DC) with
Jillian Kinzie, University of Indiana
Gregory M. Weight, Washington Internship Institute
Ariane Hoy, Bonner Foundation
Developing Greater Impact with High-Impact Practices: Internships and Civic E...Bonner Foundation
These are slides from the presentation given by Jillian Kinzie (Indiana University), Gregory Weight (Washington Internship Institute), and Ariane Hoy (Bonner Foundation) at the January 2015 Association of America Colleges and Universities annual meeting. It explores the elements of high-impact educational practices and how to link them with civic engagement, especially through internships.
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
The COVID pandemic has forced onto schools an overnight pivot to virtual delivery and assessment. This emergency provisions and their online component have remained a part of the reality of teaching and learning for large parts of the last two years. Innovative and emergent uses of technology in the classroom have blossomed rapidly and found a rich and opportune context for growth. This two-year period of change and experimentation has now created an unprecedented thirst for the long-term adoption and integration of digital solutions in teaching and learning – be they virtual, hybrid of face to face.
Much of the reflection that has occurred around the use and integration of technology and virtual tools in teaching and learning, however, has ignored learner diversity, accessibility, and inclusion. The time constraints, exceptional circumstances of the pivot, the urgency of the measures, and the understanding arrangements were temporary have contributed to a certain laissez faire in terms of accessibility. The legal notion of undue hardship has explicitly been used by many schools and school districts to circumvent legislation on inclusion and human rights provisions which normally guarantee accessibility to learning.
This session will first examine the various concerns regarding inclusion and accessibility which have arisen during the pandemic in relation to digital learning. The presentation will then analyze the inherent risks that are present in relation to social justice and inclusion, as educational organizations transition back to face-to-face instruction and seek to retain the digital flavour that has blossomed over the last two years. The third section of this paper is a call for action which delineates the safeguards that must be in place as digital transformation of teaching and learning gains momentum in the post-pandemic landscape.
Bonner High-Impact Initiative: Being Architects and Leaders of ChangeBonner Foundation
Bonner High-Impact Initiative: Being Architects and Leaders of Change: an overview of key aspects of the process, especially for team leaders and teams.
Decolonising DMU: towards the anti-racist UniversityRichard Hall
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This workshop from the 2022 Bonner Fall Directors and Coordinators Meeting focused on how to use Power Mapping as an organizing strategy for advancing community engaged learning. The session was especially targeted for teams involved in the Pathways and Paradigm Projects to discuss institutional change strategies. Developed and led by Ariane Hoy, Bonner Foundation, and Paul Schadewald, Bringing Theory to Practice.
This elective workshop focused on using the process of power mapping as a strategy for campus community engagement and community-engaged learning. After illustrating the steps, using the goal of creating a course designator, participants worked in small groups to power map their change projects. Facilitated by Ariane Hoy and Paul Schadewald.
Introduction to Bonner High-Impact Initiative Learning OutcomesBonner Foundation
Introduction to Bonner High-Impact Initiative Learning Outcomes, used at the High-Impact Institute Summer 2013; introduces key learning outcomes, as adapted from rubrics for civic engagement, integrative learning, and creative thinking, that may provide a set of shared student learning outcomes for high-impact projects connected to community engagement.
Applying accredited community-based learning and research into your curriculu...CampusEngage
The Campus Engage Participate Programme presentation was delivered to Higher Education Educators as part of the Universal Design Conference, November 2015
Seminar (4th in series) developed and presented as part of responsibilities of Visiitng Professorship in National Changhua University of Education, Taiwan (March 2016)
Critical Service Learning & Community-Engaged Learning Best Practices Johns H...Bonner Foundation
Presentation for the Johns Hopkins University Engaged Scholars, part of the Center for Social Concern. This session is part of faculty members' professional development, created by Ariane Hoy and Liz Brandt of the Bonner Foundation.
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While there have been bold developments in the use of Universal Design for Learning (UDL) in the post-secondary sector over the last ten years on both sides of the Atlantic, much of these efforts have focused on showcasing the pedagogical benefits of its implementation. This discourse has remained a little naïve when it comes to management of change and organizational leadership. In the worst case scenarios, naivety has given way to actual clumsiness, which has been counter-productive in getting buy-in from faculty.
This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
Review of work on the Global Citizenship Program at Webster University, with attention to iimproving student learning and well being through exercising care.
In this session, we’ll share ways schools are managing their Bonner Program and campus-wide center through workflows that use project management software to streamline operations and provide more effective and comprehensive information to stakeholders.
In this session, we’ll explore how to create cohort communities for students to explore their career interests and how civic and community engagement, in and outside of class, prepares them for post-graduate work.
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Much of the reflection that has occurred around the use and integration of technology and virtual tools in teaching and learning, however, has ignored learner diversity, accessibility, and inclusion. The time constraints, exceptional circumstances of the pivot, the urgency of the measures, and the understanding arrangements were temporary have contributed to a certain laissez faire in terms of accessibility. The legal notion of undue hardship has explicitly been used by many schools and school districts to circumvent legislation on inclusion and human rights provisions which normally guarantee accessibility to learning.
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This elective workshop focused on using the process of power mapping as a strategy for campus community engagement and community-engaged learning. After illustrating the steps, using the goal of creating a course designator, participants worked in small groups to power map their change projects. Facilitated by Ariane Hoy and Paul Schadewald.
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Applying accredited community-based learning and research into your curriculu...CampusEngage
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This session will explore the challenges and opportunities of UDL implementation across post-secondary campuses and give full consideration to the numerous organizational variables which impact this process. It will argue that many of the UDL initiatives witnessed in Higher Education over the years have been doomed to stagnation or to a process of slow death because there has been a lack of strategic reflection at the start of these processes. It is an opportune time to learn from these lessons, and to devise blue prints for the strategic management of UDL integration that acknowledge the complexity of the post-secondary landscape.
A new dramatic set of variables now affects this process of implementation: the COVID-19 crisis has irretrievably changed the realities of Higher Education and its modus operandi. It would be unrealistic to hope to ever return to a pre-pandemic ‘normal’, and in many ways the COVID crisis has been the catharsis for radical changes which had been a long time coming in a destabilized, hyper-competitive, and mostly unsustainable landscape. This complex and charged climate will appear, to many, as rife with hurdles when it comes to UDL implementation. The last year and a half has indeed seen a shift back to medical model practices and a loss of ground for may inclusion advocates. It will nevertheless be argued in the presentation that the COVID pandemic has also offered unprecedented opportunities to position UDL as a sustainable framework well suited to the post-pandemic reality.
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1. Reimagine
The 2022 Bonner Network Meeting
Facilitated by Dr. Ariane Hoy, Bonner Foundation, and Dr.
Paul Schadewald, Bringing Theory to Practice
2. Thinking Anew
About Our Campus-Wide Engagement
• Let’s take a pulse of current practices
• We’ll reflect on the broader context of higher
education and how it is changing
• We’ll share a few theories to inspire our work
and generate new ideas and strategies
3.
4. Great Strategies
For Campus-Wide Engagement
• You all are engaging the campus in a myriad
of creative ways!
• Most campuses have at least one integrated
pathway connected with community
engagement (and many are growing them)
• You’ve been building needed infrastructure to
scale this work over decades.
5. Challenges
We’re hearing these all the time!
• Enrollment
• Cost and Debt
• Ensuring Equity
• Uneven Student Learning
• Uncertain Post-graduate Outcomes
6. •Enrollment fell by
1.1 percent, closer to
pre-pandemic levels than
the more drastic
declines that shocked
leaders over the past two
years.
•Some states experience
worse declines.
Enrollment
7. Rising Costs
•Tuition has risen 45% for
private institutions in the
last ten years. For publics,
the rate has been 20%.
•The average total student
debt continues to
hover around $30,000,
according to U.S. News
data.
8. •“A student’s chance of completing college is correlated to their
family’s socioeconomic status. Even disadvantaged students with
top-half scores have a lower chance of completing college than
advantaged students with bottom-half scores.”
Equity
•The 2016 pledge by
elite institutions to
boost enrollment of
low-income students
added just 7,713 such
students between
2015 and 2021.
9. • “The price tag for college continues to rise, while doubts about the work
readiness of college graduates are rampant.”
• “Nearly four in 10 (39 percent) college students and recent graduates
surveyed have had neither an internship nor an experiential learning
opportunity this past year.”
• “The majority of first-generation students (51 percent) missed out on
experiential learning opportunities.”
Uneven Outcomes
10. •What are your experiences and
reactions? What needs to change?
11. We are:
• a national initiative, founded in 2003,
dedicated to holistic, engaged,
inclusive education and to innovation
and change that advances it.
• community of educators dedicated to
the core purposes of higher ed
and the need to change higher ed
We believe:
• college should foster engaged
learning, personal and community
well-being, meaningful preparation
for work, and democratic
citizenship
• educating the whole student means
including all students
• these beliefs require fundamental
change in the student experience,
academic institutions, and higher
ed’s connection to the soc
BT2P
12. • What We Have Done: Since our launch in 2003, BT2P has…
• awarded >600 grants (usually small) to >500
campuses
• published 7 books and >30 newsletters
Key recent and current projects include:
• Biweekly Bringing It letters (84 sent thus far to >
4,000 subscribers)
• Multi-Institutional Innovation Grants (21 grants
to more than
100 institutions
• PLACE Collaboratory (Mellon-funded network of
twelve institutions
and twenty community partners in four cities)
• The Way Forward Grants (Luce-funded project
advancing educational
responses to the pandemic, the economic crisis,
and systemic racism)
• The Way Forward podcast Season One aired in
Spring 2021 and
has received ~ 2,500 downloads
BT2P’s History
13. Paradigm Project
The goal:
To strengthen new models of holistic,
inclusive, engaged learning and to
catalyze systemic change, not just
piecemeal innovation, across higher ed.
Why this and why now?
The bad news:
• 2020 brought long-simmering crises to
a boil
• big change is looming but still
undermined
The good news:
• the era of turmoil has been an era of
creative innovation
• HIPs, equity, civic engagement,
student well-being, engaged
learning, global learning, new
pedagogies…
The complicated news
• …but that creativity is piecemeal,
siloed in old structures, practices,
cultures that needed: transformative
integration and reimagining
14. Paradigm Project
How will the project advance
these goals
Together, we will
shift the public narrative toward a
larger vision of the personal,
social, and civic purposes of
higher ed. through telling the
stories of innovative educational
models and changemakers.
support movements that mobilize
faculty, staff, students, alums, and
others to advocate for change
and engage decision-makers to
realize it.
strengthen initiatives that point
to models of engaged, inclusive,
and integrated education.
15. By design, students in the Bonner
Program are mostly low-income. About
half are First Generation.
By design, students in the Bonner
Program engage in a sequence of
proven practices linked with
post-graduate success.
Cohort Model
16. Our Impacts
Our studies found a positive
impact of the four-year cohort
experience on:
•Retention and Completion
•Belonging
•Campus Satisfaction
•Civic and Political Learning
•Academic Learning
•Career Discernment
•Post-Graduate Well-Being
17. 65% of current Bonner Scholars are
students of color.
64% of current Bonner Scholars have an
EFC of less than $4K
Our Students
18. Mitchell and Chavous found that cohort programs (academic or
co-curricular) that center social justice can impact students positively.
Change Agents
Characterization % (7 campuses)
Charity 51.7
Social change 9.1
Empowering others 15.7
Participatory democracy 1.6
Social justice 3.8
Effective programs include a
focus on:
• Social Perspective Taking:
teaching students to
acknowledge personal
differences and interact with
different individuals.
• Reflecting on Social
Problems: like challenging
issues and taking
responsibility to address
them.
• Engage in Social Action:
finding and implementing a
solution and acting on
community and social issues.
19. Emerging Models
Bringing Theory to Practice
● Have an established foundation of significant and innovative work
reflecting inclusive, holistic, and engaged education that bridges
boundaries within institutions, among higher education institutions, and /
or with the community.
● Aspire to broader change within their own institution but may be
constrained by current cultures, practices,or structures.
● Point to possibilities for change in higher education and are willing to
share their stories for shared learning, action, and movement-building.
● Seek to build relationships with other innovative higher education
networks and leaders
20. Emerging Models
Bringing Theory to Practice
Emerging Models / BT2P Conversations include:
● Bonner Network, esp. Pathways Project
● PHENND (Philadelphia HIgher Education Network for Neighborhood
Development)
● James Madison University
● Georgetown University
● College Unbound
21. Emerging Models
Bringing Theory to Practice with Bonner!
● Communities of practice among participants for shared learning and work.
● Connection with a broader network of changemakers within and outside of the
Bonner network.
● Opportunities to situate individual work within a broader context of higher
education innovation and movements for change.
● Strengthened capacity to tell story of individual projects and their impacts to
multiple audiences.
● Possibility for other forms of engagement, including shared writing, conference
presentations, grant proposals, and organizing initiatives with other campuses
and networks.
28. Change Perspectives
Bringing Theory to Practice
David Scobey, How Does Change Really Happen in
Higher Ed?
https://bttop.org/how-does-change-really-happen-
in-higher-ed/
Three Horizons Framework
https://matchboxstudio.medium.com/kate-raworths-thr
ee-horizons-framework-intro-a-guide-for-workshop-use
-5e25235c587d
29. Higher Ed. Change
David Scobey, How Does Change Really Happen in Higher Ed?
Challenges Assumptions:
● Higher education is inert and incapable of change
● Change requires disruptive innovation, like technologies,
● Change requires particular leaders
Instead:
● HIgher Education is rich with change and creative innovation
● Often this change is siloed and is stymied by practices, cultures, and structures
● Networked collaboration points a way forward
● “When change comes, it is by weaving together the external challenges and opportunities facing higher
education with our own capacities for creative collaboration.”
Connection to Bonner:
The Bonner Network is an example of networked collaboration.
32. A — What is business as usual? What are the key characteristics of the
prevailing system?
B — Look back — how did we get here? What values, practices led to this?
C — Why do we believe it needs to change and is failing? How fast do we
want to see it decline?
D — Is there anything valuable about the old system we would want to retain
rather than lose?
34. E — What is the future we want to bring about? What are its key characteristics?
F — What are seeds of that future visible in the present? Give specific examples
G — Looking back — whose work are these present possibilities built on? What history, values
and culture are embedded within them?
H — How could these “seeds of that future” grow and spread? Who is already working on this.
I — What are visions of the future being pursued by others? Could we collaborate with them?
35. ● What seeds are you tending or hope
grows through our collaborations?
What practices do we leave behind?