Bonner Scholars Program

Stetson University

Setting the Stage

Studies

Service

Social Life

So where does Bonner fit in to all of this???

Bridging the Gap

Stetson University

• Academic major/minor• Extracurriculars• Leadership opportunities• Trips, excursions, bonding

experiences• Relationships (peers,

roommates, faculty)• Job/Internship opportunities,

TA positions, honor societies, Greek life connections

• Socials, parties, NightCap, cultural events

Bonner Program

• CBR and/or service-learning• CAUSE, ITS, STAND, Fri. @ 4• Lead Team, Senior Intern, PLC• IMPACT, Bonner Congress, SLI,

alternative spring breaks• Bonner family… All You Need is

Love!• Volunteer fair, trip to Stetson

Law School, AmeriCorps, VISTA, Summer of Service

• Retreats, Bonner breathers, family outings, Christmas party

Advantages of the Bonner Curriculum

• For the Scholar

– Pursues hands-on experience through implementation at service sites and other initiatives

– Develops transferable skills through the intertwining of their service passion, academic and career interests

– Allows for their development as an individual to benefit society

• For the Community Partner

– Benefits from Scholar’s expertise being put into action

– Service with a purpose mentality

A Few More Advantages…

• For the Program and University

– Promotes program ownership once scholars have been equipped to run the day to day operations

– Ensures leadership continuity

– Attracts participants and supporters through track record recognition

– Allows for stronger relationships within the university and in turn the community

Bonner as a Student Development Tool

Our student development approach offers students a journey including opportunities to develop:

– Experience– Skills– Values– Knowledge

6 Common Commitments• Civic Engagement

participate intentionally as a citizen in the democratic process; actively engaging in public policy and direct service

• Community Buildingestablish and sustain a vibrant community of place, personal relationships and common interests

• Diversityrespect the many different dimensions of diversity in our public lives

• International Perspectivedevelop international understanding that enables Bonners to participate successfully in a global society

• Social Justiceadvocate for fairness, impartiality, and equality while addressing systemic social and environmental issues

• Spiritual Explorationexplore personal beliefs while respecting the spiritual practices of others

The 5 E’s

EXPECTATION

EXPLORATION

EXPERIENCE

EXAMPLE

Through Service(Developmental placements,learning through action)

Co-Curricular Activities(Training & Enrichment, reflection,and advising)

Academic Linkages(Service-learning, CBR, minor, major, & certificates

EXPERTISE

The 5 E’s Cont’d…EXPECTATION

• expectations of the program are laid out for those entering for the first time; new students prepare for participation in the program in various ways

EXPLORATION

• community knowledge; personal exploration; setting goals; time management; active listening; teamwork

EXPERIENCE

• critical thinking; diversity; group dynamics & communication; project planning; introduction to social issues/civics

There’s an “E” for Every Year

EXPECTATION1ST Year

Prospective students apply & prepare for participation in the

program

EXPLORATION1st Year

First-year students participate in a variety of service sites & activities including short-term

service trips

EXPERIENCE2nd Year

Second-year students choose a long-term service site in an effort

to focus on specific issues relevant to the mission of their

service site & the dynamics of the community it serves

EXAMPLE3rd Year

Third-year students are expected to take on expanded roles and responsibilities both on campus

and in their communities through leadership positions

EXPERTISE4th Year

Fourth-year students create and complete a final project to better their community and integrate their academic, service-related, and issues-based interests to

maximize their community impact

First Year

• Cornerstone: Service Trip– First-year Stetson Bonners are also required to attend a week-

long service work trip in the spring semester, for which they earn 40 service hours.

Second Year

• Cornerstone: Sophomore Exchange

Third Year

• Cornerstone: Capstone Project– Juniors in the Bonner program are asked to plan and execute a

culminating project that takes their service experience and leadership skills to the next level.

Fourth Year

• Cornerstone: Senior Presentation– Reflection is the final step in any service activity. At the end of

a student’s college career, it is especially crucial that one look back and reflect on the past four years of the program.

Yearly Requirements

• 2 Bonner All-Calls/month

• 2 Class-based meetings/month

• 1 Family event/month

Training & Skill Development

Personal

Skills

• Active listening

• Balance/boundaries

• Communication

• Decision making

• Organization

• Planning

• Reflection

• Time management

• Goal Setting

Leadership Skills

• Conflict resolution

• Delegation

• Planning

• Public speaking

• Running a meeting

• Teamwork

• Working w/ diverse groups

Professi

onal

Skills

• Budgeting

• Evaluation & research

• Event planning

• Fundraising

• Grant writing

• Marketing/PR

• Mediation

• Networking

• Public education

• Advocacy

• Volunteer management

1st/2nd Year

2nd/3rd Year

3rd/4th Year

Bonner Webbers (BWBRS)

• Choose a service-site

• Write your CLA (community learning agreement)

• Log your hours weekly (10 hrs/week)

• End the semester by creating a service accomplishment

For more information please visit http://stetsonbonner.pbworks.com/BWBRS-Training

Leadership Opportunities

Become a part of the Lead Team and…

Lead Team Cont’d…

• This behind the scenes team spearheads strategic planning as it pertains to facilitating meetings, mentoring other scholars, representing the program to other entities, and assisting in the day-to-day operations of the program.

• This group is selected through an interview process. This strategic planning process is facilitated under the guidance of the Program Coordinator and Senior Intern(s).

Lead Team Responsibilities

1. Attending weekly planning meetings

2. Organizing & leading Freshmen/New Student orientation

3. Facilitating one “Bonner Breather”/family event per month

4. Mentoring one particular grade level

5. Helping with Bonner All-Call trainings, activities, parties, and retreats

6. Meeting one-on-one with family members as necessary

Center for Service Learning (CSL)

Community Partnership

Manager

Student Engagement Facilitator

Center for Service

Learning Manager

Technology Manager

Special Events

Facilitator Work-StudyPositions

Bonner Congress Representative

• 2 students are chosen to serve as Bonner Congress Representatives for the duration of two academic years (1 will always be a sophomore, the other a junior)

• They will attend Bonner Congress as representatives of the Stetson University Bonner Program in the fall of each year (usually around October)

• At this gathering, representatives are given the opportunity to share ideas, best practices, and inspiration.

SGA Representative

• Every year, one student is selected to serve as the Bonner Program's senator in Stetson University's Student Government Association (SGA)

• This person will represent the needs of his/her organization at SGA meetings

• He/she will provide electronic minutes for all others in the organization

• Minimum time commitment of 2 hrs/week– 1 hr for a weekly senate meeting– 1 hr for a weekly organizational meeting

Senior Intern

• Every year, one or more senior Bonner student(s) is selected to serve as Senior Intern. 

• In this position, the student works closely with the Coordinator to help with record-keeping, communication, and event planning for the program. 

• Additionally, the Senior Intern facilitates weekly Lead Team meetings.

Summers of Service (SOS)

• Bonners are asked to complete a summer or two of community service.

• Unlike service done during the school year, these positions may be paid, as long as they are with a nonprofit or governmental agency.

• Students must complete 280 hours of service during each of these two summers (seven weeks at 40 hours a week) and make a presentation at the end.

Service-Learning

Purposeful Civic Learning

Enhanced Academic Learning

Relevant & Meaningful Service w/

the Community

Components of Effective Service-Learning

• Preparation – learning the context for the service to be done, through

research, needs identification, discussion, site visits, policy examination, & project design

• Action – the service that flows from preparation; either direct/indirect

advocacy or research

• Demonstration – presenting, teaching, performing, advocating, etc., about the

service

• Reflection – writing, discussion, evaluation, future planning, etc., about needs

& service

Other Elements of Effective Service-Learning

• Recognition – celebrating what “servers” and partners have

accomplished

• Reciprocity – collaborating to ensure those who receive

service play an active role in defining needs and activities

National Activism to Global Change

Working together…

… is the only way