This presentation and all staff (125+) member conversation by the Bonner Network involved exploring how higher education service programs can strategically link community engagement with high-impact learning practices. This session gave staff the opportunity to share their own campus examples of high-impact practices such as first year seminars, learning communities, core curriculum, writing intensive courses, internships, global immersions, undergraduate research, and capstones. This session occurred at the Bonner Foundation's Fall Directors Meeting 2011. For more info see bonnernetwork.pbworks.com
This presentation and all staff (125+) member conversation by the Bonner Network involved exploring how higher education service programs can incorporate more democratic community engagement. It also shared the evolving model for community partner capacity building and development. This session occurred at the Bonner Foundation's Fall Directors Meeting 2011. For more info see bonnernetwork.pbworks.com
This document discusses integrating capacity building roles and projects into the Bonner experience more systematically. It provides an overview of capacity building and outlines steps programs can take, including meeting with partners and students to define capacity building opportunities, translating these opportunities into student positions, and tracking accomplishments. The goal is to better connect partners' capacity building needs with student placements and document impacts.
Working in Partnership: Benefits and Challengesguest1c9ffa5
- The document discusses the benefits and challenges of partnership working, using the Nine Museums Learning Partnership (NMOLP) as a case study. It outlines some of the key lessons learned from managing the NMOLP partnership.
- Managing expectations, gaining commitment from partners, identifying constraints early, and planning for sustainability and legacy were important for making the partnership work.
- The NMOLP was a large-scale digital learning project between 9 UK national museums, funded by the Treasury. It aimed to provide online educational resources through a shared search platform across the different museum collections.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
The document summarizes obstacles identified for the HOPES conference series and provides recommendations to address them. Key obstacles included an unclear conference message, undefined organizational structure, lack of standardized processes, and inadequate cross-disciplinary engagement and volunteer involvement. Recommendations are provided in each area, such as clearly defining the conference mission and target audiences, implementing an organizational chart and roles/responsibilities, establishing timelines and metrics for success, and recruiting more diverse volunteers and presenters from outside the School of Architecture. The overall goal is to align the conference structure and delivery more closely with its vision of being an interdisciplinary sustainability event.
The document summarizes an IT department strategic planning meeting. It discusses the institution's priorities of increasing enrollment, creating an attractive environment, and integrating services. It outlines the department's roadmap to develop a vision and mission, build a team, and become more responsive, accountable, and consultative. The nature of planning, benchmarking, and financial resources are also covered. Plans should align with the institution's mission and goals and affect budgeting.
The Personal Competencies Model: Moving Beyond "One Size Fits All"Gail Matthews-DeNatale
This document introduces the Personal Competencies Model (PCM), which moves beyond a "one size fits all" approach to competencies. The PCM is introduced in a course on eLearning and used at various points to help students revisit and refine their competencies. It involves students researching competencies for their field, assessing their own competencies, and creating a narrative to reflect on areas of strength and growth. An example is provided of how the PCM was used with a higher education administration student. Lessons from initial implementations led to revisions to provide more guidance and examples to help students better connect their research to self-assessment and planning.
This presentation and all staff (125+) member conversation by the Bonner Network involved exploring how higher education service programs can incorporate more democratic community engagement. It also shared the evolving model for community partner capacity building and development. This session occurred at the Bonner Foundation's Fall Directors Meeting 2011. For more info see bonnernetwork.pbworks.com
This document discusses integrating capacity building roles and projects into the Bonner experience more systematically. It provides an overview of capacity building and outlines steps programs can take, including meeting with partners and students to define capacity building opportunities, translating these opportunities into student positions, and tracking accomplishments. The goal is to better connect partners' capacity building needs with student placements and document impacts.
Working in Partnership: Benefits and Challengesguest1c9ffa5
- The document discusses the benefits and challenges of partnership working, using the Nine Museums Learning Partnership (NMOLP) as a case study. It outlines some of the key lessons learned from managing the NMOLP partnership.
- Managing expectations, gaining commitment from partners, identifying constraints early, and planning for sustainability and legacy were important for making the partnership work.
- The NMOLP was a large-scale digital learning project between 9 UK national museums, funded by the Treasury. It aimed to provide online educational resources through a shared search platform across the different museum collections.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
The document summarizes obstacles identified for the HOPES conference series and provides recommendations to address them. Key obstacles included an unclear conference message, undefined organizational structure, lack of standardized processes, and inadequate cross-disciplinary engagement and volunteer involvement. Recommendations are provided in each area, such as clearly defining the conference mission and target audiences, implementing an organizational chart and roles/responsibilities, establishing timelines and metrics for success, and recruiting more diverse volunteers and presenters from outside the School of Architecture. The overall goal is to align the conference structure and delivery more closely with its vision of being an interdisciplinary sustainability event.
The document summarizes an IT department strategic planning meeting. It discusses the institution's priorities of increasing enrollment, creating an attractive environment, and integrating services. It outlines the department's roadmap to develop a vision and mission, build a team, and become more responsive, accountable, and consultative. The nature of planning, benchmarking, and financial resources are also covered. Plans should align with the institution's mission and goals and affect budgeting.
The Personal Competencies Model: Moving Beyond "One Size Fits All"Gail Matthews-DeNatale
This document introduces the Personal Competencies Model (PCM), which moves beyond a "one size fits all" approach to competencies. The PCM is introduced in a course on eLearning and used at various points to help students revisit and refine their competencies. It involves students researching competencies for their field, assessing their own competencies, and creating a narrative to reflect on areas of strength and growth. An example is provided of how the PCM was used with a higher education administration student. Lessons from initial implementations led to revisions to provide more guidance and examples to help students better connect their research to self-assessment and planning.
Considerations, analysis of approaches and guidelineshowartk
This document provides an overview of chapters 9-11 from the textbook "Program Evaluation: Alternative Approaches and Practical Guidelines". It discusses key topics such as cultural competence in evaluation, mainstreaming evaluation and building evaluation capacity within organizations, comparative analysis of different evaluation approaches, and clarifying the evaluation request and responsibilities. Presentations and discussion questions are provided for each chapter to engage learners in applying the concepts.
This document discusses partnerships in education, including various models, types, benefits, and challenges. It outlines different partnership models such as partnering with elite universities, partnerships among equals, and partnerships with less-ranked universities. The types of partners mentioned include universities, governments, international organizations, and the private sector. The benefits outlined are more students, exchange opportunities, sharing facilities, branding benefits, and learning from partners. Some challenges discussed are finding suitable partners, financial issues, longevity, different perspectives, and unkept promises.
Creating Learning Environments with Communities of PracticeOlivier Serrat
Communities of practice have become an accepted part of organizational development. One should pay attention to domain, membership, norms and rules, structure and process, flow of energy, results, resources, and values.
Module 8 assignment 3 daniel downs final project communication training programDaniel Downs
This document outlines a proposed 5-day communication training program for school leaders. The first two days focus on collaborative leadership, public speaking, and communication models. Activities include pairing exercises, listening skills, team building, and presenting scenarios in groups. The third and fourth days have participants apply these skills in their schools by forming committees, speaking engagements, and journaling. They will choose a communication approach and assess their style. The goals are for participants to improve communication and leadership skills, feel more confident speaking, and better understand verbal/nonverbal cues. Outcomes include appreciating diverse perspectives, effective teamwork, appropriate initiatives, and analyzing experiences using communication models.
This document summarizes the use of participatory research for evaluating the Leadership Development for Mobilizing Reproductive Health (LDM) program. Over 1200 fellows from 5 countries participated in the LDM program, which aimed to build reproductive health leaders. The Research Center for Leadership in Action (RCLA) and Institute of International Education (IIE) conducted a participatory evaluation of LDM using Action Reflection groups and other methods. The evaluation engaged stakeholders to assess the program's effectiveness and inform next steps. While challenging, the participatory approach provided insights and empowered participants to take concrete actions.
Communities of Practice- Three Year Visioncamachch
Communities of practice are groups that share challenges and accelerate learning through regular engagement. This approach promises to help executive directors facing complex external environments and internal change. A community of practice approach establishes learning structures that transform individuals and have collective impact by influencing culture, learning, and impact over three years. It aims to create powerful learning communities where members feel respected, supported, and challenged to take strategic risks and achieve bold visions of impact.
This document summarizes a presentation about using ePortfolios as a tool for curriculum redesign at Northeastern University. It discusses how the university analyzed 150 student ePortfolios to better understand their needs and strengths. This led Northeastern to intentionally design a new curriculum around core competencies and make it more cohesive, authentic, and reflective through the use of ePortfolios. An example concentration in eLearning Design is provided that incorporates foundation courses, experiential learning, and a professional portfolio to help students develop skills needed for the future of technology-rich learning.
This document discusses using feedback to improve instructional design practices. It describes initiatives at Thompson Rivers University to more systematically evaluate and share learning activities. Interviews identified factors for successful activities and feedback desired by designers. Designers deal with many variables intuitively, unaware of implications. The complexity of their work is underrecognized. Providing shared "rules of thumb" documents and distributing the design process could help amplify designers' response to complex problems. Feedback should test hypotheses about what works and inform practice through action research. This closes the loop between feedback, analytics, and design.
Community mobilization slides august 2012 (3)progroup
This document outlines a workshop on community mobilization training presented by the Georgia Department of Behavioral Health and Disabilities. The workshop covered key topics in community mobilization including defining community and mobilization, assessing organizational readiness, identifying community resources, partner outreach and commitment, planning and implementation, and monitoring and evaluation. Participants engaged in exercises to apply the concepts to their own communities. The overall goal was to enhance the capacity of community groups to prevent alcohol abuse through community mobilization strategies.
Quality, that complex issue: collaborative design for quality networked learn...Juliana Elisa Raffaghelli
The document discusses research on defining quality in higher education from a networked learning perspective. It describes a teacher-led inquiry process where two professors and instructional support staff collaboratively redesigned an undergraduate course. Through their collaboration and negotiation over 4 months, discussing issues around content, assessments, technologies and more, they were able to expand their individual views of quality teaching and integrate networked learning principles. This mediated process helped move them from outsiders to insiders of a shared, transformative quality perspective for higher education.
Where Does Information Literacy Fit? Mapping the CoreGreg Hardin
The document summarizes the University of North Texas Libraries' information literacy initiative. It outlines the initiative's goals of improving student critical thinking and ability to use information effectively. The initiative aims to strengthen core library services and establish metrics to monitor progress. It also discusses curriculum mapping efforts to identify how courses address information literacy standards and frameworks. The results of piloting curriculum mapping in first-year composition courses and core courses are presented.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
Cornell - Thirty Years of Experiential LearningWalt Beadling
This document summarizes a presentation on experiential learning. It defines experiential learning as students being actively responsible for their own learning with only solicited support from others. Experiential learning involves students working in small groups on realistic practice projects with no single correct answer. The presentation discusses the differences between experiential and didactic learning, provides an example of experiential learning through a business simulation, and considers the benefits and challenges from the perspectives of students, faculty and administration.
Collaboration and partnerships among RCEs, David Ongare and Ali Bukar AhmadESD UNU-IAS
The document discusses collaboration and partnership between Regional Centres of Expertise (RCEs). It defines collaboration as parties working together to explore differences and find solutions. There are different types of partnerships between individual RCEs, multiple RCEs, and RCEs with other organizations. Successful partnerships require establishing trust, sharing resources, and pursuing collective benefits. Overcoming barriers like distance and culture is important for international collaborations. Strategic planning that identifies goals, resources, and evaluations is necessary for effective partnerships.
This document provides a course catalog from FranklinIQ that offers training courses to equip individuals to lead in the workplace. The catalog includes over 60 courses across various topics like communication, leadership, diversity and inclusion, conflict management, and professional development. For each course, the catalog lists the learning objectives and how they will be achieved through hands-on and interactive activities. It also describes the blended learning techniques that will be used, including guides, presentations, exercises, discussions, and feedback. The document concludes by providing information on how to register for the courses online, by phone, or via email.
Abc of capacity building and employee performanceHossain003
This document discusses capacity building, which involves developing the skills, resources, structures, and commitment of organizations and individuals to improve health. It defines capacity building and discusses its importance and components. Capacity building aims to enhance the ability of organizations at all levels to address social determinants of health inequities. It involves developing competencies through training as well as institutional measures like funding and policies. The key components identified include awareness raising, developing evidence and information, organizational development, skills development, partnership development and leadership, and policy development.
This document discusses learning in partnerships. A partnership is a dynamic relationship between organizations pursuing shared goals through a rational division of labor based on each partner's comparative advantages. Effective partnerships balance organizational identity and mutuality through respect, decision-making, accountability, and transparency. Partnerships can lead to learning through knowledge sharing and the generation of new knowledge, which benefits the strategy, learning, and influence of the partner organizations. Factors like trust, communication, and a shared commitment to learning affect how much partners learn from each other.
Bonner Fall Directors 2016 - Community PartnershipsBonner Foundation
This document discusses frameworks for developing meaningful partnerships between higher education institutions and community organizations. It provides guidance on finding community partners, defining different types and levels of partnerships, and structuring student roles within partnerships. The key aspects covered include developing partnerships based on mutual benefit and capacity building, placing students in roles that promote community change or organizational development, and taking a developmental approach where student roles and responsibilities increase over time.
The document discusses developing "Community Engaged Signature Work" programs that integrate student learning with complex community projects, providing students an opportunity to produce capstone work through sustained partnerships between students, faculty, and community partners. It defines the key ingredients of such programs as reciprocal relationships, community-defined projects connected to academic study, and mentoring relationships. The document then prompts groups to discuss what aspects of these programs they already have in place and what would need to be developed further.
Considerations, analysis of approaches and guidelineshowartk
This document provides an overview of chapters 9-11 from the textbook "Program Evaluation: Alternative Approaches and Practical Guidelines". It discusses key topics such as cultural competence in evaluation, mainstreaming evaluation and building evaluation capacity within organizations, comparative analysis of different evaluation approaches, and clarifying the evaluation request and responsibilities. Presentations and discussion questions are provided for each chapter to engage learners in applying the concepts.
This document discusses partnerships in education, including various models, types, benefits, and challenges. It outlines different partnership models such as partnering with elite universities, partnerships among equals, and partnerships with less-ranked universities. The types of partners mentioned include universities, governments, international organizations, and the private sector. The benefits outlined are more students, exchange opportunities, sharing facilities, branding benefits, and learning from partners. Some challenges discussed are finding suitable partners, financial issues, longevity, different perspectives, and unkept promises.
Creating Learning Environments with Communities of PracticeOlivier Serrat
Communities of practice have become an accepted part of organizational development. One should pay attention to domain, membership, norms and rules, structure and process, flow of energy, results, resources, and values.
Module 8 assignment 3 daniel downs final project communication training programDaniel Downs
This document outlines a proposed 5-day communication training program for school leaders. The first two days focus on collaborative leadership, public speaking, and communication models. Activities include pairing exercises, listening skills, team building, and presenting scenarios in groups. The third and fourth days have participants apply these skills in their schools by forming committees, speaking engagements, and journaling. They will choose a communication approach and assess their style. The goals are for participants to improve communication and leadership skills, feel more confident speaking, and better understand verbal/nonverbal cues. Outcomes include appreciating diverse perspectives, effective teamwork, appropriate initiatives, and analyzing experiences using communication models.
This document summarizes the use of participatory research for evaluating the Leadership Development for Mobilizing Reproductive Health (LDM) program. Over 1200 fellows from 5 countries participated in the LDM program, which aimed to build reproductive health leaders. The Research Center for Leadership in Action (RCLA) and Institute of International Education (IIE) conducted a participatory evaluation of LDM using Action Reflection groups and other methods. The evaluation engaged stakeholders to assess the program's effectiveness and inform next steps. While challenging, the participatory approach provided insights and empowered participants to take concrete actions.
Communities of Practice- Three Year Visioncamachch
Communities of practice are groups that share challenges and accelerate learning through regular engagement. This approach promises to help executive directors facing complex external environments and internal change. A community of practice approach establishes learning structures that transform individuals and have collective impact by influencing culture, learning, and impact over three years. It aims to create powerful learning communities where members feel respected, supported, and challenged to take strategic risks and achieve bold visions of impact.
This document summarizes a presentation about using ePortfolios as a tool for curriculum redesign at Northeastern University. It discusses how the university analyzed 150 student ePortfolios to better understand their needs and strengths. This led Northeastern to intentionally design a new curriculum around core competencies and make it more cohesive, authentic, and reflective through the use of ePortfolios. An example concentration in eLearning Design is provided that incorporates foundation courses, experiential learning, and a professional portfolio to help students develop skills needed for the future of technology-rich learning.
This document discusses using feedback to improve instructional design practices. It describes initiatives at Thompson Rivers University to more systematically evaluate and share learning activities. Interviews identified factors for successful activities and feedback desired by designers. Designers deal with many variables intuitively, unaware of implications. The complexity of their work is underrecognized. Providing shared "rules of thumb" documents and distributing the design process could help amplify designers' response to complex problems. Feedback should test hypotheses about what works and inform practice through action research. This closes the loop between feedback, analytics, and design.
Community mobilization slides august 2012 (3)progroup
This document outlines a workshop on community mobilization training presented by the Georgia Department of Behavioral Health and Disabilities. The workshop covered key topics in community mobilization including defining community and mobilization, assessing organizational readiness, identifying community resources, partner outreach and commitment, planning and implementation, and monitoring and evaluation. Participants engaged in exercises to apply the concepts to their own communities. The overall goal was to enhance the capacity of community groups to prevent alcohol abuse through community mobilization strategies.
Quality, that complex issue: collaborative design for quality networked learn...Juliana Elisa Raffaghelli
The document discusses research on defining quality in higher education from a networked learning perspective. It describes a teacher-led inquiry process where two professors and instructional support staff collaboratively redesigned an undergraduate course. Through their collaboration and negotiation over 4 months, discussing issues around content, assessments, technologies and more, they were able to expand their individual views of quality teaching and integrate networked learning principles. This mediated process helped move them from outsiders to insiders of a shared, transformative quality perspective for higher education.
Where Does Information Literacy Fit? Mapping the CoreGreg Hardin
The document summarizes the University of North Texas Libraries' information literacy initiative. It outlines the initiative's goals of improving student critical thinking and ability to use information effectively. The initiative aims to strengthen core library services and establish metrics to monitor progress. It also discusses curriculum mapping efforts to identify how courses address information literacy standards and frameworks. The results of piloting curriculum mapping in first-year composition courses and core courses are presented.
This document summarizes research on the effectiveness of different practices used in youth mentoring programs. It presents a framework for evaluating evidence on program practices, which involves categorizing research studies based on their level of evidence and methodological rigor. The framework is then applied to analyze research on the effectiveness of pre-match training for mentors. While evidence is mixed, the framework can help mentoring programs make informed judgments about pre-match training and identify ways to strengthen the evidence base.
Cornell - Thirty Years of Experiential LearningWalt Beadling
This document summarizes a presentation on experiential learning. It defines experiential learning as students being actively responsible for their own learning with only solicited support from others. Experiential learning involves students working in small groups on realistic practice projects with no single correct answer. The presentation discusses the differences between experiential and didactic learning, provides an example of experiential learning through a business simulation, and considers the benefits and challenges from the perspectives of students, faculty and administration.
Collaboration and partnerships among RCEs, David Ongare and Ali Bukar AhmadESD UNU-IAS
The document discusses collaboration and partnership between Regional Centres of Expertise (RCEs). It defines collaboration as parties working together to explore differences and find solutions. There are different types of partnerships between individual RCEs, multiple RCEs, and RCEs with other organizations. Successful partnerships require establishing trust, sharing resources, and pursuing collective benefits. Overcoming barriers like distance and culture is important for international collaborations. Strategic planning that identifies goals, resources, and evaluations is necessary for effective partnerships.
This document provides a course catalog from FranklinIQ that offers training courses to equip individuals to lead in the workplace. The catalog includes over 60 courses across various topics like communication, leadership, diversity and inclusion, conflict management, and professional development. For each course, the catalog lists the learning objectives and how they will be achieved through hands-on and interactive activities. It also describes the blended learning techniques that will be used, including guides, presentations, exercises, discussions, and feedback. The document concludes by providing information on how to register for the courses online, by phone, or via email.
Abc of capacity building and employee performanceHossain003
This document discusses capacity building, which involves developing the skills, resources, structures, and commitment of organizations and individuals to improve health. It defines capacity building and discusses its importance and components. Capacity building aims to enhance the ability of organizations at all levels to address social determinants of health inequities. It involves developing competencies through training as well as institutional measures like funding and policies. The key components identified include awareness raising, developing evidence and information, organizational development, skills development, partnership development and leadership, and policy development.
This document discusses learning in partnerships. A partnership is a dynamic relationship between organizations pursuing shared goals through a rational division of labor based on each partner's comparative advantages. Effective partnerships balance organizational identity and mutuality through respect, decision-making, accountability, and transparency. Partnerships can lead to learning through knowledge sharing and the generation of new knowledge, which benefits the strategy, learning, and influence of the partner organizations. Factors like trust, communication, and a shared commitment to learning affect how much partners learn from each other.
Bonner Fall Directors 2016 - Community PartnershipsBonner Foundation
This document discusses frameworks for developing meaningful partnerships between higher education institutions and community organizations. It provides guidance on finding community partners, defining different types and levels of partnerships, and structuring student roles within partnerships. The key aspects covered include developing partnerships based on mutual benefit and capacity building, placing students in roles that promote community change or organizational development, and taking a developmental approach where student roles and responsibilities increase over time.
The document discusses developing "Community Engaged Signature Work" programs that integrate student learning with complex community projects, providing students an opportunity to produce capstone work through sustained partnerships between students, faculty, and community partners. It defines the key ingredients of such programs as reciprocal relationships, community-defined projects connected to academic study, and mentoring relationships. The document then prompts groups to discuss what aspects of these programs they already have in place and what would need to be developed further.
This document provides information on student development frameworks, trainings, and meeting strategies for Bonner student programs. It outlines a student development model called the "Five E's" that progresses from Expectation to Exploration to Experience to Example to Expertise. It also describes common commitments, skills, and knowledge areas that trainings should target. Finally, it provides examples of training calendars organized by year that are tailored to different skill and role levels, and strategies for designing training calendars built around learning outcomes, skill distributions, and high-impact experiences. The document offers a comprehensive overview of approaches for student development and training design.
Bonner Student Success & Leadership: A Developmental ApproachBonner Foundation
This presentation is part of the 2019 Bonner New Directors and Coordinators Orientation, held in Princeton, NJ, for staff and faculty in the Bonner Network.
Developing Students: 2016 Bonner New Directors MeetingBonner Foundation
This presentation from the Bonner Foundation's 2016 New Directors Meeting introduces the student development model in more depth. It covers frameworks and how to create a developmental, sequential educational experience using meetings, training, and reflection. It talks about student learning outcomes as well.
Creating and Implementing a Roadmap for Culture Change in Curriculum Developm...decolonisingdmu
Kathy-Ann Fletcher
Abertay University
An interactive workshop that will introduce attendees to the Abertay University roadmap for creating a curriculum that embeds equality, diversity and inclusion. This process requires a culture change in many organisations (e.g. HE) to ensure that the curriculum in teaching, practice and support is inherently anti-racist. Participants will discuss, using case studies especially Abertay’s project, factors that facilitate and block culture change. The aim of the workshop is to help participants develop their culture change plans for their institutions by learning from Abertay and each other. By examining the roadmap presented by Abertay, we will learn about the pace of change and tangible steps that are needed in motivating that cultural change. The workshop will explore how policy, procedures, training (cultural sensitivity, curriculum development etc), dialogue between divisions and among academic and support services are vital in motivating long-lasting cultural change beyond the tick box that turns people away from such initiatives. The workshop will also examine the best practice in engaging with stakeholders and therefore building buy-in from staff and student complements, current and alumni as well. The roadmap is focused on creating an accessible place of belonging for all staff and students. Therefore, the interactive workshop will explore some of what Abertay has done in the past few years to create that place of belonging for all regardless of background and discuss how those areas of good practice are being leveraged to influence wider practice in the institution. We will explore the power co-creation in supporting that culture that approaches anti-racism from an intersectional lens to ensure that all feel welcomed and supported equally within the university.
This workshop was delivered at the Reimagining Higher Education: journeys of decolonising conference, held at De Montfort University, Leicester, on Wednesday 8th November 2023.
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.
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.
2020 New Bonner Directors & Coordinators Orientation - Community PartnershipsBonner Foundation
This document outlines the expectations and processes for community partnerships and service placements for Bonner Scholars. It discusses the types of community partners, student roles, and a developmental progression model. It also describes the multi-step partnership and placement process used to identify lead partners, write position descriptions, orient and match students to sites, and manage service hours throughout the school year and summer.
Bonner Student Developmental Model and Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presented at the Bonner Summer Leadership Institute in 2018. It introduces a student developmental model and staff pipeline project. Participants broke into small groups by level to discuss. The document provides details on student skills and knowledge areas, outcomes, and a developmental training sequence for students. It also discusses a developmental lens and operationalizing skills for staff at different levels, and identifies next steps for the staff development project.
Bonner Student Developmental Model and Staff Pipeline ProjectBonner Foundation
The document outlines plans for the Bonner Student Developmental Model and Staff Development Pipeline Project presentation at the 2018 Bonner Summer Leadership Institute. It will reintroduce the Bonner Student Developmental Model, introduce the Bonner Staff Development Pipeline Project, and have small group networking and discussion by student and staff levels. The document provides details on the developmental models, trainings, and professional development opportunities available for both students and staff at different levels within the Bonner program.
Transforming the Learning Space - Can Principles & Criteria Help?Andrew Middleton
The document discusses transforming learning spaces through evaluating them based on principles and criteria. It addresses the complexity of getting different stakeholders on the same page to have productive conversations about learning spaces. It proposes developing principles to provide a common language and ensure investments in learning spaces positively impact student learning. The principles outlined include fostering belonging, promoting good teaching and learning, supporting time on task, accommodating flexibility, promoting peer cooperation and independent learning, and more. Developing principles could help frame conversations, guide design and evaluation of spaces, and ensure consistency across projects.
2015 New Director Orientation - Tools for Student Education, Training, Reflec...Bonner Foundation
This document outlines frameworks and strategies for student development through Bonner programs. It discusses student development frameworks that focus on common commitments, skills, and knowledge. It then describes key strategies for student development including training and enrichment meetings, advising meetings, and curricula. Examples are provided of sample curricula and types of meetings that can be held each year to support student growth. Frameworks are meant to guide a multi-year process using a variety of strategies to help students learn and develop over their time in the Bonner program.
This document summarizes Darren Cambridge's argument for using eportfolios for deliberative assessment. Some key points:
- Eportfolios can disrupt higher education by changing roles, pedagogy, programs, and student experiences, but this disruption allows for maximum impact if institutions embrace the implications.
- Assessment should make student learning visible to inform program improvements and demonstrate effects, going beyond just measuring minimum competencies to evaluating excellence and opportunities.
- Values like authenticity, integrity, and social responsibility are important but difficult to measure; eportfolios can capture students' reasoned stances based on evidence and put different positions into conversation.
- Deliberative eportfolio assessment moves from measuring outcomes to putting authentic
Nikko Badoles was an active member of the Society of Automotive Engineers club from 2015-2016 where he shadowed experienced members and worked on engineering projects. In 2016-2017, he participated in the Co-op Fundamentals webinar series to enhance his professional skills for work term placements. The document provides Nikko's official co-curricular record and outlines various learning outcomes for different activities and experiences.
Can we do it without school principals’ commitment? Exploring the complex imp...Frederic Fovet
There has been a growing interest for Universal Design for Learning (UDL) as a framework for inclusion in both the K-12 and post-secondary sectors over the last decade, and this momentum has been noticeable globally. The body of literature which evidences the pedagogical benefits of UDL implementation for the inclusion of diverse learners is now broad and diversified. There is also growing interest in examining UDL implementation from a leadership and administrative perspective, examining it as a management of change process. In the K-12 sector, this scholarship is not as developed as it could be if it is going to effectively support and guide the efforts of teachers as they attempt to scale up their initiatives and achieve sustainable integration across schools. There are many variables teachers seeking to adopt UDL have to battle with, and the roles and positions of school principal is a factor often cited.
This presentation will explore in an interactive format the much under-researched impact of the know-how, disposition, and commitment of school principals towards UDL integration. An awareness of this variable and its impact is crucial when designing future blueprints for the effective growth of UDL across schools. The session will be run in a workshop format that will encourage participants to share their experiences authentically and to build on some of the frustrations that will be expressed about the frequent ambivalence of school leaders in the process of UDL growth. The anticipated outcomes are as follows. Participants will:
- Reflect on the impact of school leadership on the success of UDL implementation
- Examine the resources and training school principals are in need of to more effectively support UDL initiatives
- Explore the challenges faced by school principals when trying to support UDL projects, within a wider landscape of neoliberal pressures
The document discusses streamlining operations at Bonner campus centers through implementing workflow automation practices. It provides examples of workflows that can be automated, such as recruitment and selection of Bonners, managing community partnerships, and tracking CEL courses and workshops. The remainder of the document demonstrates a Notion template for a Campus Center Operations System that can help organize people, tasks, projects, resources, and tracking using a program management system to save time and improve information flow. Resources and support for getting started with Notion are also mentioned.
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.
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.
Best Practices - Building a Coalition of Student-Led Service Projects.pdfBonner Foundation
In this session, we’ll share a core strategy for developing and supporting student leadership of community service by building a coalition (supported by your center) with representatives of student-led service projects, clubs, programs across the campus.
Fall Network Meeting Community Partnerships & Projects Session.pdfBonner Foundation
In this session, we’ll be able to share how we are building and managing effective community partnerships and projects. Through this process, participants can identify their strengths, opportunities, future aspirations, and resource needs.
The document summarizes an agenda for a Bonner Meetings session at the Claggett Center in November 2023. The session goals are to collaborate on meeting planning and curriculum, apply a SOAR framework to analyze meeting calendars, and brainstorm ways to assess student learning. The agenda includes reflective discussions, reviewing meeting calendars in pairs, an overview of Bonner meeting basics and highlights, applying the SOAR framework to analyze meeting calendars, and concluding with takeaways. Key aspects of effective Bonner meetings covered are meeting structure, integrating a developmental pathway for students, types of meetings held, and ensuring meeting calendars support student learning and progression over four years.
Leveraging Data to Make the Case for Bonner Like Programs.pdfBonner Foundation
This document discusses leveraging data to expand community engagement programs like Bonner Scholars on college campuses. It summarizes a study conducted at Stetson University that analyzed retention data to understand factors influencing whether students return after one semester or year. The study found that costs, engagement, academic preparation, and background all impacted retention. It suggests using this data to enhance existing programs and create new "Bonner-like" programs, with the goal of having 20% of students participating by 2027. Participants are then asked to discuss how they could conduct a similar study and expand community engagement opportunities on their own campuses.
This session aims promote learning and exchange of ideas on
how we can help students all across campus pursue careers
with purpose and meaning, especially ones that make the world
a better place. The session will engage students in a dialogue
about career goals, academic study, service experience, career
support, and group discussions based on career interests.
This opening session sets the stage for a dynamic and informative
conference focused on driving positive social change. We'll be
inspired and rooted in a sense of place by President Floyd and our
student speakers then dive into two frameworks focused on
equipping individuals to be change agents in their communities.
Participants can expect to gain valuable insights, engage in
thought-provoking discussions and be inspired by the stories of
those who work towards moving the metaphorical mountains of
social inequality, injustice, and systemic challenges.
This is What Democracy Looks Like Powerbuilding -- Cali VanCleveBonner Foundation
Community organizing has always played a prominent role in the nonprofit world. But what about long-term, sustainable activism work? Power building is a newer sect of community organizing in which people can organize around a certain issue creating power within targeted communities. The Tennessee Immigrant and Refugee Rights Coalition (TIRRC) and its 501(c)(4) TIRRC Votes has created a movement across the state, and they build power within our immigrant and refugee communities through voter engagement and services such as legal aid, educational resources, etc. It is vital to recognize the diverse forms in which we can organize around election cycles beyond simply registering people to vote. If you're interested in either immigrant and refugee rights, voter engagement, or unconventional means of organizing, this would be the place for you!
Are you aspiring to build an exciting career on the global stage? Do you dream of working across borders, cultures, and continents? In an increasingly interconnected world, an international career offers unparalleled opportunities for personal and professional growth. Join us to discuss how you can leverage your Bonner experience in a global context and to explore a wide array of international opportunities.
Prioritizing Bonner How to Support the Student Journey (1).pptxBonner Foundation
This workshop focuses on how to support students as they go through their undergraduate programs not only in the Bonner Program but in their academic and personal lives as well. Students experience a lot of changes and stress during the transitions of college, and we will be discussing some structures and strategies to support them to grow into accountable leaders while still prioritizing their wellbeing.
Preparing a strong personal statement_fall_2023_grad_general.pptxBonner Foundation
Thinking about applying to graduate school? Join Executive Director of Admissions and Enrollment, Ivone Foisy from Emory University’s Rollins School of Public Health to learn how to make your personal statement stand out to admissions committees. She will address your questions and offer examples of strong personal statements.
Current Communication Apps and Their Uses in Bonner.pdfBonner Foundation
Ariel introduces communication apps Discord and Notion that can be used by Bonner programs. Discord is an instant messaging platform that allows users to communicate via voice/video calls and text messaging in private chats or servers. Notion is a versatile organizational software. Ariel provides an overview of how to set up and customize servers/templates on each platform to meet a program's needs, including examples of useful channel types for Discord and templates for Notion. Participants are invited to ask questions and provide feedback via a form.
The document outlines the key activities and components of the Bonner Cornerstones program, including orientation, first and second year trips, capstone projects, presentations of learning, and one-on-one advising meetings. It provides examples of how different Bonner programs implement each component, with an emphasis on community building, exploring identity and social issues, and integrating service experience with academic learning. Small group discussions are included to allow participants to discuss strategies for improving or establishing these program elements at their institutions.
The document provides an overview of the recruitment, selection, and funding process for Bonner Scholars. It outlines how to promote and recruit students, with a target estimated family contribution of less than $15,000. It then details the various sources of funding Bonners receive, including annual scholarships of $6,000 on average, summer stipends, and other program support. Schools must submit student rosters and funding requests to the Bonner Foundation for approval each semester through an online system.
This document discusses managing community partnerships for service learning programs. It provides guidance on identifying lead community partners, writing position descriptions, matching students to placements, orienting students and partners, and supporting students throughout their service. It emphasizes developing long-term, reciprocal partnerships and using a developmental model where students take on increased responsibility over multiple years. It also covers managing summer service placements, including application materials and ensuring placements align with students' interests and skill levels. The goal is to create high-quality service experiences that benefit both students and community partners.
This document discusses strategies for creating a campus-wide center to promote community engagement across an institution. It addresses collaborating with various campus departments, developing community-engaged learning and faculty involvement, strategic planning, and operations. The center aims to link civic engagement to the curriculum, mobilize students, foster global and career opportunities, build inclusion, and institutionalize community engagement through communications, tracking, and assessing impact. Strategic goals and initiatives could include engaging stakeholders, linking the center's work to the institution's mission, and developing a 3-5 year written strategic plan with objectives and measures of success.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Fix the Import Error in the Odoo 17Celine George
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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1. Integrating High-Impact Practices
A presentation and all-staff discussion at the
Bonner Foundation’s Fall Directors Meeting 2011
Fourth Year
Capstone Placement Capstone / Research
Third Year
International Service Global Learning
Internships Undergraduate Research
Second Year Core Curriculum/
Sophomore Exchange Service Learning
HIP Summer Learning Community
First Year Trip First Year Seminar
Cohort meetings First Year Seminar/
Learning Community
2. What We’ll Cover
•A Crucible Moment: discussion
•Why we want to do this
•Your thoughts and broad hopes
•Round Robins on High-Impact
Practices
3. High-Impact Practice Research
High-Impact
Educational Practices:
What They Are, Who
Has Access to Them,
and Why They Matter
•George Kuh, 2008
4. First Year Seminars
The best involve critical inquiry,
frequent writing, information literacy,
collaborative learning, and other skills
that develop students' intellectual and
practical competencies. First-year
seminars can also involve students with
cutting-edge questions in scholarship
and with faculty members' own
research.
5. Reflecting on Last Year
•Partner Developmental
Model Session
•Desire to be more
connected to the
National Movement
and Conversation
•
7. Intro to National Conversations
•AACU Crucible Moment, HIPs
•AASCU American Democracy Project
Psychosocial Well-being,
•BTtoP Assessment Models
Research and theoretical
•IARSLCE base
8. Intro to National Conversations
Collaboratories, faculty
•Imagining development paths,
America tenure & promotion
Full Participation,
institutional
•NERCHE transformation, Carnegie
Classification
•Open Community impact
Indicators models using public data,
Consortium open source
9. Where is the movement?
http://americandemocracy.illinoisstate.edu/documents/democratic-engagement-white-paper-2_13_09.pdf
11. Discussion
•Where in your Bonner Program’s and
campus work is your practice
illustrative of technocratic
engagement?
•Where in your Bonner Program’s and
campus work is your practice
illustrative of democratic engagement?
12. Discussion
•Where do you believe the typology
or interrelationship between
technocratic and democratic
engagement is more fluid or should
be challenged or refined?
•How do you believe that the Bonner
Network can contribute to this
national conversation?
13. Other Frameworks
•Sockett’s Typology of Partnerships
(1997)
•Ven de Ven’s Engaged Scholarship
Diamond Model (2007)
•Relationship Continuum (2009)
•SOFAR: A Structural Framework for
Partnerships in Service-Learning and
Civic Engagement (2009)
14. Sockett’s Typology of Partnerships (1997)
•Transactional — fixed task, fixed time
•Exchange — trading knowledge and
expertise for mutual benefit
•Cooperative — planning together and
sharing responsibilities
•System / Transformative — each partner is
transformed and becomes interdependent
All are legitimate forms of engagement
Each builds upon the other, and some partnerships
may include multiple forms.
15. Ven de Ven’s Engaged Scholarship
Diamond Model (2007)
16. Relationships Continuum
based on article Partnerships in Service-Learning and Civic
Engagement, by Bringle, R.G., Clayton, P.H., and Price, M.F. (2009)
Transformational
Synergistic
Integration of goals
Working with shared resources
Working for common goals
Planning and formalized leadership
Coordination of activities with each other
Communication with each other
Unilateral awareness
Unaware of other person
18. Partner Developmental
Democratic Engagement Exemplary
Reciprocal!
Ongoing development & evaluation of
vision, planning, and capacity building
High-impact integration
Engaged
Co-created strategic vision and plan
Multi-year commitments
Team with multiple positions
Various types of engagement
Emerging
Multi-year agreements and placements
Positions at multiple levels
Exploration of academic connections
Exploratory Technocratic Engagement
Short-term & one-year placements
19. Exploratory Strategic Partnerships
•Understand the developmental model
•Interest in multi-year commitment
•Some regular Bonner placements or
academic community engagement project
•Have provided necessary documentation
•Primary points of contact
•Center staff can articulate overlap of goals
with program’s work
•Training provided by center
20. Emerging Strategic Partnerships
•all of exploratory plus...
•A multi-year partnership plan
•A team of students with distinct levels
•Development of academic community
engagement
•Agency staff participate in on-campus
activities
•Training is shared by center and agency
21. Engaged Strategic Partnerships
•all of emerging plus...
•A schedule of ongoing evaluation and
revision of the multi-year partnership plan
•team with at least three students (Bonners)
with clear leadership roles
•Center has inventoried academic
engagement projects and supported ongoing
project involved team and faculty
•Agency staff participate in on-campus
activities and identifies self as part of center
•Training provided by partner for students
22. Exemplary Strategic Partnerships
•all of engaged plus...
•Ongoing long-term plan
•Annual reporting related to ongoing plan
•Bonner team leaders and upper class
students play important roles in academic
community engagement projects (each sem)
•Students assist with program management
•Agency point of contact & center staff
networking opportunities
•At least one high-impact practice
23. Moving partners through levels...
•What resources do
campus programs want to
assist with this?
•Resource Brainstorm and
Sharing
24. Exploratory Strategic Partnerships
• Conduct some research and information gathering about the community and scout out its non-
profit organizations & key leaders (who should we be working with?)
• Assess the community in terms of location and transportation; what is accessible and feasible
for potential student volunteers
• Assess the community in terms of its needs (issue areas) and assets (individual leaders,
community strengths); match those to the resources or roles that student volunteers can provide
• Have open conversations with partner representatives; focus on building the relationship with
trust and by responding to partners’ requests with a good process
• Provide a basic orientation and training to the partners (e.g., what to expect of volunteers,
how to manage volunteers)
• Explain what the program is and offer a menu of resources and services
• Explain and attempt to provide with related capacity-building opportunities, such as funds and
grant-seeking
• Identify and track the needs and interests of campus volunteers for the partner (students and
faculty)
• Communicate clear expectations about the partnership, identifying its goals and how success
will be measured
• Capture these understandings in a written way if possible (e.g. partner application, MOU)
25. Emerging Strategic Partnerships
• Listen well and evaluate the relationship and partnership
• Re-evaluate the needs and offers of each party (campus and organization)
• Review what has been accomplished through the partnership and how it is going
• Begin to discuss higher level activities (such as academic connections, more complex
placements)
• Move from open conversation to drafting longer-range goals and a sustainability plan
• Connect the partner with other, more mature partners (mentorship, capacity sharing)
• Reach out to faculty members and help the organization develop academic connections &
projects
• Plan and run meetings, detailed planning processes, and an evaluation strategy for the
partnership and its components
• Identify what other resources and capacities the organization needs (e.g., types of student
positions, technology needs)
• Identify and link organizations who can help or build each other with each other; help the
organization connect to other college resources as well
• Further clarify the expectations and scope of the relationship
26. Engaged Strategic Partnerships
• Ensure that there is interest in continuing the relationship and that both parties see it as reciprocal and
trusting
• Evaluate the structure and frequency of communication; make sure that there is open communication
• Explore what more the campus-community partnership could be doing (e.g., additional types of positions,
academic connections)
• Arrange for and/or provide education and training to the partner about what are the options to expand
or enhance the partnership (e.g., if the partner is interested in CBR, staff may still need to learn about
examples and roles)
• Conduct a more systematic community needs and assets mapping
• Campus representatives need to enhance their commitment to the organization and neighborhood
through additional roles (e.g., showing up at meetings, participating on boards, providing funds)
• Forge organization and campus buy-in to a common vision and set of goals for the partnership
• Create written agreements (e.g., memorandum of understanding, annual strategic plan) for the
partnership
• Re-evaluate and adjust individual positions and placements so that they contribute to this longer-range
plan and capacity of the organization and its programs
• Identify and/or train more capable/higher-level student volunteers or others to help take on these
expanding roles
27. Exemplary Strategic Partnerships
• Realistically assess progress on mutual agreements (e.g., how is the service going, how is academic
project going)
• At this point, both campus and partner should understand there is more forgiveness for trial and
error (e.g., a volunteer who might not work out, a faculty project that doesn’t go according to plan)
• Help provide or link the organization with adequate funding and resources to carry out the plans
and projects delineated in the partnership
• Makes sure that the organization can engage and support a student leader to take on more
complex work and capacity-building projects
• Support and provide opportunities for partner representatives to serve as co-educators (at the site
and on campus, for example in meetings and courses)
• Ensure that the organization’s emerging volunteer needs and ability to engage volunteers at
multiple levels are being met, for instance by establishing a team and site coordinator
• Provide additional staffing support (e.g, a connection to an experienced student leader or VISTA)
to the site’s enhanced volunteer engagement
• Seek out, explain, and support additional dimensions to work, such as research and policy research
projects
• Provide education and information to the partner to participate in these research projects
• Help the site initiate new programs or changes in existing programs, as a result of the expanded
capacity.
28. Moving partners through levels...
•What resources do
campus programs want to
assist with this?
•Resource Brainstorm and
Sharing
29. Integrating High-Impact Practices
A presentation and all-staff discussion at the
Bonner Foundation’s Fall Directors Meeting 2011
Fourth Year
Capstone Placement Capstone / Research
Third Year
International Service Global Learning
Internships Undergraduate Research
Second Year Core Curriculum/
Sophomore Exchange Service Learning
HIP Summer Learning Community
First Year Trip First Year Seminar
Cohort meetings First Year Seminar/
Learning Community
30. High-Impact Focus
•Team-based model
for institutional
change
•Three year program
and summer
institutes
•Linking high-impact
community
engagement &
learning across
curriculum
•National learning
community
31. Next Steps
•Presidential
commitment
•Winter planning
retreat
•Summer institute
(June 26-30)
•Campus-based
strategic planning
and implementation
• For more information:
contact Ariane Hoy
(ahoy@bonner.org), Robert
Hackett (rhackett@bonner.org)
or Mathew Johnson
mjohnson@siena.edu)