Roadmap Planning Guidebonner.pbworks.com/w/file/fetch/105851244/Roadmap Planning Gui… · The goal...

Introduction

The goal of this document is to provide Bonner Programs with a framework for formulating, articulating and applying strategies for a four-year student development model. This process recognizes the individualized nature of a student’s participation in and development of values, cognitive abilities, skills, and experience. Nevertheless, it is our hope to ensure that all students in the program are guided through intentional opportunities to develop as thoughtful, engaged citizens of our national and global community. We envision graduates who have a multitude of experiences, commitments, and proficiencies to continue as effective “servant leaders,” even while they contribute through different localities, occupations, political persuasions, networks, and viewpoints. The Common Commitments — community building, civic engagement, diversity, international perspective, spiritual exploration, and social justice — represent the core set of areas we hope students explore while in the program. The Five E’s — expectation, explore, experience, example, and expertise — give us an idea of the continual progression of development, even though many may choose different language to describe these stages. Against these foundational frameworks, the Bonner Program also has set out a set of personal, professional and leadership skills that may be mapped into the program experience. The areas of knowledge we hope students learn while in the program should also be incorporated into your approach. This process allows each campus to set out more clearly their plans for creating intentional learning opportunities for students through service, training, enrichment, ongoing program management, coursework, and reflection. It will allow each campus to reflect on the elements they currently have in place, to analyze the effectiveness of these elements, and to identify current obstacles and gaps. It will also allow each campus to identify areas of priority for this year and beyond, and to work collaboratively with foundation staff toward meeting set priorities.

While designed to focus on student development, this plan doesn’t ignore the areas of campus infrastructure and community partnerships. Indeed, you will find that the planning is designed to reinforce the emphasis and interrelationships between all three of these areas in sustaining a program that achieves outcomes in all areas. Finally, you will find your campus Roadmap to contain some (but not all) of the information that

Developmental Roadmap: New Version January 2016 page 1

�

Four Year Developmental Roadmap:Self-Assessment & Planning Guide

you have shared with the Bonner Foundation in relevant areas, recognizing that your campus may already have articulated many elements in the plan.

PART I: Campus Analysis

The first part of this planning document asks you to provide some thinking about what you would consider the larger structures or landscape affecting student civic engagement and student development through community involvement.

A. Campus-Wide Culture and Infrastructure (for Civic Engagement)

Review the “buckets” (below) that shape the overarching campus landscape and how these areas may support or constrain civic engagement. For each one, please note how you would characterize the area as one of strength, current focus or change, or weakness (not being addressed).

Please note below (and be ready to share):

· What strengths on the campus-wide infrastructure area might you strategically leverage as you plan your student development and community partnerships this year?

· Do you have any insights about how your work (collectively and/or individually) may allow you to address these areas of weakness OR does this process give you any insights about how you need to better connect with others on campus?

B. Program Design and Management Issues

Review the “buckets” (below) that largely influence the quality of the program on the student development level. We will be focusing on all of the buckets to some extent through the planning and working group process. In addition, part 2 of this planning document will allow each campus to further articulate its student development plans.


· What strengths in the program design and management area might you strategically leverage as you plan your student development and community partnerships this year?


· Do you have any insights about how your work (collectively and/or individually) may allow you to address these areas of weakness OR does this process give you any insights about your staffing and structure of management?

C. “Teachable Moments” on the Individual Student Level

Consider the “buckets” (among many others) that may characterize the student experience and influence, in large part, the student’s individual experience of and development.


· What strengths on the student level might you strategically leverage as you plan your student development and community partnerships this year?

· Do you have any insights about how your work (collectively and/or individually) may allow you to address these areas of weakness OR does this process give you any insights about how you are incorporating students as leaders?


Campus-Wide Culture and Infrastructure (for Civic Engagement)

Bucket Description Assess and Note Details

Invested Leadership▪ Support from President and Senior

Staff▪ Mission Statement or Clear Vision▪ Strategic Planning Effort

❑ Current strength❑ Area of focus and change❑ Weakness not being addressed

Relationship with Community▪ Positive and consistent communication▪ Structures for community input

(boards)▪ Strong network of community partners


Adequate Staffing▪ Levels of staffing adequate for BP▪ Levels of staffing adequate for campus

program▪ Right mix (approach and skills)


Integration of Campus Divisions▪ Formal structures for cross-campus

collaboration▪ Adequate “voice” within campus for

service▪ Campus-wide programming for

students


Academic Links ▪ Service learning is endorsed as a

methodology ▪ Faculty engage in service learning▪ Academic connections available for

students


Fit with Student Culture & Context▪ Students are exposed to service often▪ Students see service as valuable and

valued; there is room for it▪ Students are recognized for leadership

in this area


Financial Resource Landscape▪ Financial stability▪ Ability to provide financial aid

packaging ▪ Funding for civic engagement


!

!

!

!

!

!

!


Program Design and Management Issues


Student Fit (Admissions)▪ Clear communication with Admissions▪ Shared understanding of who to target for

Bonner▪ Strong mechanisms for recruitment and

selection


Community Partner Fit▪ Agencies understand the Bonner model▪ Agencies can effectively manage student

volunteers over time▪ Agencies see themselves as educators


Student Advising▪ Each student can build a nurturing

relationship with staff member▪ Advising structures reinforce performance,

learning, and reflection▪ Adequate time for personal connection


Program Structures and Management▪ Structures are clear, frequent, and open▪ Meeting structures reinforce performance,

accountability, learning and reflection▪ Staff and students have adequate time to

plan and implement effectively


Thoughtful Plan and Application▪ Program has a well-thought out, manageable

plan for applying developmental model▪ There are effective strategies in place at all

levels of student development (1st through 4th year)

▪ Plan is cross-cutting and integrated


Academic Links▪ Students see faculty members and courses

as resources▪ Course and other credit-bearing

opportunities for relevant learning are available

▪ Students can connect service to academics


Tracking and Evaluation▪ Mechanisms for tracking service hours are

well-understood and utilized▪ There are mechanisms for students to track

their own enrichment and learning over time

▪ Site and other evaluations are integrated into the program


!

!

!

!

!

!

!


“Teachable Moments” on the Individual Student Level


Retreats and Events▪ First-Year Orientation effectively prepares

students for Bonner experience▪ Additional Retreats & Events provide ongoing

enrichment, community building, reflection


Trips▪ First-Year Trip and others are well-planned

programmatically and logistically▪ Trip provides educational and experiential

learning▪ Experience is generally positively evaluated by

students


Study Abroad / Cultural Experiences▪ Students systematically take the opportunity

to work/study in other communities, including abroad

▪ Opportunities are affordable▪ Opportunities reinforce knowledge and

inquiry


Service-Based Reflection▪ Site leaders (staff and students) effectively can

and do lead frequent reflection in the context of service

▪ Reflection encourages students to seek interconnections between direct service and other problem solving


Mentorship▪ Structures reinforce student opportunities to

seek out mentors (staff and peers)▪ Students tend to develop identified mentors

and advisors at sites or on campus


Course-Based Learning▪ Students generally participate in course-based

opportunities that reinforce learning relevant to experience

▪ Students develop academic skills in inquiry, research, and analysis of issues they address


Self-Reflection and Evaluation▪ Students develop a habit of introspection

about their thoughts and actions▪ Students utilize reflection to direct their own

growth and learning


!

!

!

!

!

!

!


PART 2: Mapping the Campus Developmental Model

For each year:

1) Review Recommended Program Activities

Review the Recommended Activities for Bonner Programs listed below. In many ways, your current program activities form the structure within which you can provide ‘education’ in a set of knowledge, skills, and experiences for students. For this reason, you will also find noted the six baseline intentions (which are also connected to Bonner Program skills).

2) Discuss and determine intentions

Most campuses are operating with a formal or informal plan about student development. In addition, it is widely recognized that the program, on one campus or across campuses, cannot be made “the same” for all students. Each individual’s development is unique. Nevertheless, just as an academic major may feature some core learning that are consistent across campuses, though taught differently, we’d like to have a way for more clearly articulating the intentional learning opportunities campus programs provide to students each year. For each year, in light of the program activities, we ask that each campus articulate 2-3 intentions for the knowledge and skill development of students for each semester. We use the word ‘intentions’ as a way to describe your intended program objectives, recognizing that the word objective may require a level of specificity and measurability that cannot be implemented at this time. In other words, what are the four knowledge and/or skills areas that your program will weave into its structure, training and enrichment so that all students in that year participate in them? For each year, we have recommended six baselines, drawing on the knowledge and skills that many campuses with structured programs have put in place for students at each year. You may choose to use 3 of these for each semester or to also propose others. For each of the intentions that you create, please also note in the worksheet (columns 2 and 3) how you will provide training, enrichment and/or guidance to students in developing that knowledge or skill set.

For Each Year in the Program:

. Use of comprehensive placement process for community service, including Community Learning Agreements


. One-to-One Meetings at least once per semester

. Class or Small Group Meetings at least two times per month

. Academic exploration or connections (e.g., course, seminar, readings) if possible

. Weaving in Common Commitments and explanation of developmental model

. At least 6 structured trainings/enrichment workshops (may be done in retreat, meetings, etc.)

For First-Year in the Program:

• (First Year) Orientation• For programs that are adopting four-year model: First Year Trip (by mid-semester

2nd year), including some educational preparation• For programs involved in the New Jersey network: participation in All-Bonner

Launch and Seasons of Service Events (Make a Difference Day, Martin Luther King, Jr. Celebrations, and National Youth Service Day)

• For Second Year (in a 4-year model, second year for BLP structure, or first-year for some BLPs)

These developmental baselines reflect a summary of what many programs focus on, incorporating the Bonner skills in a multi-dimensional way:❑ Goal Setting (planning, creating objectives)❑ Time management (planning, organization, decision making)❑ Community building (teamwork, mediation, communication)❑ Community knowledge (research, public education/advocacy)❑ Personal exploration/reflection (reflection, active listening)❑ Professionalism (understanding of program expectations)

For Second-Year in the Program:• Student Peer Leadership Opportunities (Orientation/Retreats, Committees,

Crews)• For 4-year programs or if desired (marking mid-point): Recommitment

Conversation or Event• For 4-year programs or those with enrichment funds: Second-Year Exchange

events• Funding permitted, opportunity to explore Summer Placements

These developmental baselines reflect a summary of what many programs focus on, incorporating the Bonner skills in a multi-dimensional way:


❑ Civic engagement (public education, advocacy, understanding policy, voting)❑ Self-efficacy (balance, boundaries, stress management)❑ Critical thinking (active listening, research, analysis)❑ Diversity awareness (management, working with diverse groups, teamwork)❑ Group dynamics (communication, mediation, teamwork)❑ Project planning (event planning, organization, planning)

For Third-Year in the Program:• Significant Leadership Opportunities (Orientation/Retreats, Committees, Crews,

Service Site)• Project and/or Site Coordinator Roles• Funding permitted, opportunity to explore Summer Placements

These developmental baselines reflect a summary of what many programs focus on, incorporating the Bonner skills in a multi-dimensional way:❑ Academic connection (service-learning, community-based research)❑ Career exploration (vocation, networking, decision making)❑ Leading reflection and inquiry (facilitation, running a meeting, communication)❑ Personal and civic values (articulation of Common Commitments)❑ Project coordination and management (running meetings, delegation)❑ Resource development (budgeting, grant writing, fundraising)

For Fourth-Year in the Program:• Significant Leadership Opportunities (Orientation/Retreats, Committees, Crews,

Service Site)• Senior Capstone or Project (especially linked to academic study)• Senior Presentations of Learning• Exit interviews

These developmental baselines reflect a summary of what many programs focus on, incorporating the Bonner skills in a multi-dimensional way:❑ Academic connection (coursework, honors thesis, capstones)❑ Career preparation (vocation, resume development, interviewing)❑ Evaluation (reflection, assessment, transitioning leadership)❑ Networking (recruitment, marking, public relations)❑ Public speaking (presentation skills_❑ Skills (orientation) for lifelong involvement (reflection, goal setting)


Semester 4B

Semester 4A

Semester 3B

Semester 3A

Semester 2B

Semester 2A

Semester 1B

Semester 1A


As a campus team, complete the following charts for each semester.

Review Column 1. Determine three (per semester) developmental baselines that you will build in to this stage (semester) of the program. If your program does not include first-year first semester, please note other activities (Column 3) that you think students may be doing then (campus-wide).

Review Column 2. Use the activities in Column 2 (Recommended Practices) as a checklist. Note those you are implementing and details (such as frequency or timing during the year).

Complete Column 3. Use the activities in Column 2 (Recommended Practices) as a checklist. Note those you are implementing and details (such as frequency or timing during the year).


1-Fall First-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized

Which of the best practices below may you be implementing? (Check all)

Note details about program activities on campus (especially campus-wide involvement)

❑ Goal Setting (planning, creating objectives)

❑ Time management (planning, organization, decision making)

❑ Community building (teamwork, mediation, communication)

❑ Community knowledge (research, public education/advocacy)

❑ Personal exploration/reflection (reflection, active listening)

❑ Professionalism (understanding of program expectations)

❑ Other:

❑ Other:

❑ First Year Orientation

❑ Use of comprehensive placement process and Community Learning Agreement

o Deadlines:

❑ First Year Trip

❑ One-to-One Meetings at least once per semester

o Time: ___________

o Time: ___________

❑ Class or Small Group Meetings at least two times per month

o Frequency:

❑ Academic exploration or connection

o Course

o Seminar

o Readings

❑ Weaving in Common Commitments

❑ For example, when will you provide structured training and enrichment? Remember the goal of six per year.


1-Spring First-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized



❑ Goal Setting (planning, creating objectives)

❑ Time management (planning, organization, decision making)

❑ Community building (teamwork, mediation, communication)

❑ Community knowledge (research, public education/advocacy)

❑ Personal exploration/reflection (reflection, active listening)

❑ Professionalism (understanding of program expectations)

❑ Other:

❑ Other:

❑ First Year Orientation


o Deadlines:

❑ First Year Trip


o Time: ___________

o Time: ___________


o Frequency:


o Course

o Seminar

o Readings




2-Fall Second-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized



❑ Civic engagement (public education, advocacy, understanding policy, voting)

❑ Self-efficacy (balance, boundaries, stress management)

❑ Critical thinking (active listening, research, analysis)

❑ Diversity awareness (management, working with diverse groups, teamwork)

❑ Group dynamics (communication, mediation, teamwork)

❑ Project planning (event planning, organization, planning)

❑ Other:

❑ Other:

❑ Student Peer Leadership Opportunities

o Details:

❑

❑ Second-Year Exchange

o Details:

❑ Recommitment/Renewal


o Deadlines:


o Time: ___________

o Time: ___________


o Frequency:


o Course

o Seminar

o Readings




2-Spring Second-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized



❑ Civic engagement (public education, advocacy, understanding policy, voting)

❑ Self-efficacy (balance, boundaries, stress management)

❑ Critical thinking (active listening, research, analysis)

❑ Diversity awareness (management, working with diverse groups, teamwork)

❑ Group dynamics (communication, mediation, teamwork)

❑ Project planning (event planning, organization, planning)

❑ Other:

❑ Other:

❑ Student Peer Leadership Opportunities

o Details:

❑

❑ Second-Year Exchange

o Details:

❑ Recommitment/Renewal


o Deadlines:


o Time: ___________

o Time: ___________


o Frequency:


o Course

o Seminar

o Readings




3-Fall Third-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized



❑ Academic connection (service-learning, community-based research)

❑ Career exploration (vocation, networking, decision making)

❑ Leading reflection and inquiry (facilitation, running a meeting, communication)

❑ Personal and civic values (articulation of Common Commitments)

❑ Project coordination and management (running meetings, delegation)

❑ Resource development (budgeting, grant writing, fundraising)

❑ Other:

❑ Other:

❑ Significant Leadership Opportunities and/or Site Coordinator Roles

o Details:

❑ Junior Project

o Details:

❑


o Deadlines:


o Time: ___________

o Time: ___________


o Frequency:


o Course

o Seminar

o Readings


❑ For example, when will you provide structured training and enrichment? Remember the goal of six per year


3-Spring Third-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized



❑ Academic connection (service-learning, community-based research)

❑ Career exploration (vocation, networking, decision making)

❑ Leading reflection and inquiry (facilitation, running a meeting, communication)

❑ Personal and civic values (articulation of Common Commitments)

❑ Project coordination and management (running meetings, delegation)

❑ Resource development (budgeting, grant writing, fundraising)

❑ Other:

❑ Other:


o Details:

❑

❑ Junior Project

❑


o Deadlines:


o Time: ___________

o Time: ___________


o Frequency:


o Course

o Seminar

o Readings




4-Fall Fourth-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized



❑ Academic connection (coursework, honors thesis, capstones)

❑ Career preparation (vocation, resume development, interviewing)

❑ Evaluation (reflection, assessment, transitioning leadership)

❑ Networking (recruitment, marking, public relations)

❑ Public speaking (presentation skills_

❑ Skills (orientation) for lifelong involvement (reflection, goal setting)

❑ Other:

❑ Other:


o Details:

❑ Senior Capstone

o Details:

❑ Senior Presentations


o Deadlines:


o Time: ___________

o Time: ___________


o Frequency:


o Course

o Seminar

o Readings




4-Spring Fourth-Year Program ActivitiesDevelopmental Intentions:Baselines and Individualized



❑ Academic connection (coursework, honors thesis, capstones)

❑ Career preparation (vocation, resume development, interviewing)

❑ Evaluation (reflection, assessment, transitioning leadership)

❑ Networking (recruitment, marking, public relations)

❑ Public speaking (presentation skills_

❑ Skills (orientation) for lifelong involvement (reflection, goal setting)

❑ Other:

❑ Other:


o Details:

❑ Senior Capstone

❑ Senior Presentations; Exit interviews and Graduation related (Celebrations)


o Deadlines:


o Time: ___________

o Time: ___________


o Frequency:


o Course

o Seminar

o Readings




Sample Training & Enrichment Sequence

Semester 4BAcademic Connection

EvaluationPublic speaking

Semester 4AAcademic ConnectionCareer prep/vocation

Networking

Semester 3BPolicy

Career planningProject coordination

Semester 3AAdvocacy

Project coordinationResource development

Semester 2BCivic engagementCritical thinkingProject planning

Semester 2ASelf-efficacyDiversity

Group dynamics

Semester 1BCommunity knowledgePersonal exploration

Professionalism

Semester 1ACommunity building

Community knowledgeTime management


Semester 4BOptional 3rd yea

Academic ConnectionEvaluation

Public speaking r

Semester 4AOptional 3rd year

Academic ConnectionCareer prep/vocation

Networking

Semester 3BAcademic connectionCareer preparation

Project coordination & management

Semester 3ALeading inquiry

Project coordination & management

Resource development

Semester 2BAdvocacy

Critical thinkingProject planning

Research

Semester 2ACommunity knowledge

DiversityProject planning

Research

Semester 1B

Semester 1A


Roadmap Planning Guidebonner.pbworks.com/w/file/fetch/105851244/Roadmap Planning Gui… · The goal...

Documents

Transcript of Roadmap Planning Guidebonner.pbworks.com/w/file/fetch/105851244/Roadmap Planning Gui… · The goal...