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Integrative Pathways
The document outlines the Bonner Program's meeting, focusing on integrative pathways in community engagement and the characteristics of communities of practice, emphasizing social learning and collaboration among educators. It highlights key challenges in scaling and integrating community engagement efforts within higher education, while also showcasing promising progress in curricular and co-curricular partnerships. The meeting encourages discussions on experiences and strategies to improve community-engaged learning across campuses.
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Integrative Pathways
- 1. 2019 Bonner CEL andFall Meeting Integrative Pathways
- 2. Our Session 1.Social LearningMixer 2.Lessons and Themes from Bonner 3.Promising Progress in Integrative Pathways 4.Key Challenges 5.Strategies to Move Forward
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- 4. Sources • First developedby Lave and Wenger (1991), communities of practice refer to both intentional and incidental learning that takes place when people of varying levels of expertise come together to solve problems. A community of practice shares three important characteristics (Wenger & Wenger-Trayner, 2015). • The group has a common focus or goal they are working towards (Wenger & Wenger-Trayner, 2015). • It is possible for leaders to cultivate a community of practice (Printy, 2008). • Learning is social, relational and reciprocal (Printy, 2008;Wenger & Wenger-Trayner, 2015)
- 5. Characteristics • Overlapping Histories •Mutual Interdependence • Respect for Diversity and Divergent Perspectives • Seeking Experience • Reusing Assets • Coordination and Synergy • Documentation Projects • Mapping Knowledge and Gaps
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- 7. Question “What is something you’ve read recentlythat’s inspired you as an educator?”
- 8. Question “Who was one ofyour most influential educators?”
- 9. Question “What is one wayyou’re hoping to improve your work as an educator within the next year?”
- 10. The Aims & Lessonsof Bonner
- 11. 100% Bonners and20-25% of entire graduating class each year completes a capstone-level community-engagement project Our Goal
- 12. • Highest levelof student and partner outcomes • Growing research, evidence, and advocacy in higher education • More campuses are looking to Bonner Program and asking how to give an integrated experience to every student Why?
- 13. • Developmental • Intense •Cohort • Mentors • Leadership Bonner Program Lessons
- 14. First Year Experience LearningCommunity Internships Undergraduate Research Diversity/Global Capstone Developmental POL Service-Learning
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- 16. • 10-40 diverse studentsper class • Annual educational immersions • 45% of seniors reported another peer was a mentor Cohort
- 17. • Mentoring was foundthe 2nd most important factor Mentors • 55% of seniors reported Director/ Coordinator was a mentor • 51% of seniors reported faculty member was a mentor
- 19. • 72% ofSeniors reported being a leader in a Student Organization/ Club • 15% Student Government Officers • 70% Site Leader for other volunteers, which had a moderate or strong impact • 93% “learned how to mobilize or organize people to work on a project” moderately, significantly, or consistently Leadership
- 20. • 71% ofseniors reported courses linked with Bonner Program (i.e. minor, certificate, service-learning) • 68% reported seeking courses to learn about issues or solutions tied to community engagement • 60% reported doing a Bonner Capstone project (a significant project in junior or senior year that connected service and learning) • 45% reported connecting required capstone or project for major to their service As a result…
- 21. The Service Road Not justfor Bonners
- 22. • Discuss yourreactions to these themes and their implications for your program and campus • Identify places that are ripe for more integration Talk with another campus
- 23.
- 24. 1) Majors, Minorsand Certificates 2) Civic General Education Requirements 3) Internships or Problem-Based Learning 4) Academic & Student Affairs Partnerships 5) Nonprofit Partnerships Promising Progress on Integrative Pathways
- 25. Thematic programs in areaslike: • Civic Engagement • Civic Leadership • Social Justice Majors, Minors, & Certificates
- 26. Majors Often grow out ofinitial experimentation followed by increasing student interest
- 27. One List • 38Minors • 37 Certificates • 11 Graduate Programs • 7 Doctoral Programs • Source: https://www.dansarofianbutin.net/academicprograms.html
- 28. Issue-Based Pathways • Interdisciplinary • Maystart in a department • May or may not be civic • Examples: Food Studies, Poverty Studies
- 29. Does your campus havea similar major, minor, or certificate? Name it and its focus. Stand and Share
- 30. Increasing campuses arenaming civic graduation requirements including some state systems General Education
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- 35. Is your campus attemptingto make similar changes? What is the project and purpose? Stand and Share
- 36. Internships & Project-Based Learning Somecampuses are emphasizing student internship or research experiences • Scaffolding between courses and years • Career preparation
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- 38. Emory & HenryCollege
- 39. Academic & StudentAffairs Some campuses are mapping civic learning and engagement across curricular & co-curricular • Links with advising • E-Portfolios
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- 41. Non-Profit Partnerships Relevant nonprofitpartners, including local and national organizations, also have begun to develop sophisticated research-based educational materials on issues that might inform and connect with curriculum
- 42. Each of thesemodels has potential successes and challenges. Let’s exchange reactions and questions. Pair and Share
- 43.
- 44. Key Challenges • Whatcomes to your mind?
- 45. Scaling Scaling effort toreach significant percentage of students while maintaining quality of experience for community and students • Developing enough project opportunities • Creating optional pathways for students • Managing community engagement for each developmental stage, from entry level experience to capstone-level project
- 46. Integrating Integrating efforts acrossinstitution: • How to fit in departments, disciplines? • How to fit with credit hour? • How to link campus infrastructure for curricular and co-curricular programming/ courses?
- 47. Tracking Documenting and sharingexpanded efforts • a lot is happening that is hard to track
- 48.
- 49. Bonner Community-Engaged LearningInitiative Strategic Progression Let’s review some of the approaches at each level
- 50. Faculty Cohorts Think aboutthe progression
- 51. Students as Colleagues Howmight Bonners or student leaders be central?
- 52. New Pathways &Structures Let’s review some of the approaches at each level
- 53. Campus Supports How canyou leverage Bonner to advance?
- 54. Bonner Network Support Howmight you really use this network?
- 55. Strategic Questions What strategiesfit your context best?