In the 2004-2005 Year, Many of the Bonner Scholar and Leader Programs Completed a Roadmap

/ Training & Enrichment Calendar
2005-2006 Template for Roadmap Implementation

Introduction:

In the 2004-2005 year, many of the Bonner Scholar and Leader Programs completed a Roadmap, as a way to articulate their plans for implementing the developmental model. In 2005-2006, we hope to follow up with you by using Bonner WBRS as a place for you to record the training and enrichment activities that you are offering students.

This template is designed as a worksheet for you to use, in tandem with this year’s upcoming work in WBRS. At this time, WBRS is being modified to allow you to input training and enrichment activities. When this is done, reporting features will allow you to:

Look at your campus’s training and enrichment activities at a glance, in a way that looks like your Roadmap Implementation Plan. In that, each activity will be connected to specific skills and knowledge areas that you hope students to gain.

Each of the sets of activities will be able to be sorted and reported by year (in the program). Hence, you will have a comprehensive list of activities offered (through trainings, meetings, and so on) to first-year students.

Your individual students will then be able to create a report that includes their own participation in training and enrichment activities. This report will be connected to those skills and also include hours of participation. In this way, every student will create (over time) a kind of individual portfolio.

If you have this template completed, or otherwise have a written schematic of your curricular/training plans, the WBRS inputting will be easier, and we will also be able to better examine the plan as a whole.

The thinking behind this template:

Rather than asking you to redo the Roadmap (which is a possibility if you would prefer to do so), we hope to focus on how you are implementing the plan you set in motion. For example, if you specified time management, reflection, community exploration, and professionalism as the skills you’ll focus on with first-year students, what we hope to see is how those are being communicated or taught intentionally. That might be through class meetings, Orientation, All Bonner Meetings, a seminar, in some combination of these activities.

If you have a training & enrichment calendar or some schematic that describes your curriculum plan, you won’t need to use this template/worksheet. If, however, you haven’t put your plan into writing in some format, you will probably find taking the time to complete this template before we talk more in January to be useful.

Requests:

Please review this page of guidelines and the related process. If you need to, consult your Roadmap from last year and the attached document of Recommended Practices.

Please set aside some time in early January for a 40-60 minute conversation with me (Ariane). You can email suggested times to .

In preparation for that call, I ask you to send your training/enrichment or curriculum calendar of activities, organized by year in the program. Or you can send this completed template.

Instructions and Sample

There is a grid (one page) for each year in your program. It looks like this. In this, we would like you to list any training or educational activity that your program is using to support the implementation of the developmental model. In this case, you can do it within each month, but feel free to add rows should you want to delineate a plan for each week.

Example for first-year students:

Month / Training or educational option to be offered / Intention/skill addressed / Forum/strategy for delivery
September / Community Asset Mapping Training
Bonner 101 Expectations
Introduction to Stephen Covey’s principles, using planners, and other time management skills / Community knowledge
Professionalism
Time management / Orientation workshop
Orientation workshop/Class Meeting
First-year seminar; each week for four weeks
October / Tours of community partner agencies and neighborhoods / Community knowledge / Weekly meetings

Timeline

Either send your training and enrichment calendar or this completed template to Ariane by January 3, 2006, if possible. Please also email suggested days and times for a phone conversation, if yo would like.
[1] Educational (Training/Meeting) Calendar for First-Year Students

As you complete, keep in mind the recommendations for including at least 6 structured trainings or enrichment activities building around your developmental intentions. Note: you can type into the table and it will expand as necessary.

Month / Training or educational option to be offered (Example: Workshop on Covey’s Principles) / Intention/skill addressed (Example: time management) / Forum/strategy for delivery (Example: Freshmen class meeting)
August / Oberlin Historical Tour
Ropes based Obstacle Course
Introduction to the Bonner Foundation Video
Time Management Workshop
Community Building through Service / Community Knowledge
Community Building
Introduction to the Bonner Scholars Program
Time Management
Setting Goals / Bonner Orientation
September / Tune Into the Common Commitments / Introduction to the Bonner Scholars Program and Common Commitments / First Year Meeting
Welcome Back and Reflection on Summer Service / Introduction to the Bonner Scholars Program
Community Building / All Bonner Meeting
People Like Us: Social Class in America Video / Common Commitments
(Social Justice) / First Year Meeting
October / Ecosocial Context of Lorain County Presentation / Community Knowledge / First Year Meeting
Transgender 101 Workshop / Common Commitments (Diversity) / First Year Meeting
McNair and Mellon Programs Presentation / Academic Connection / All Bonner Meeting
November / Religious Oppression / Common Commitments
(Spiritual Exploration) / First Year Meeting
Studying Away and International Service Panel / Common Commitments
(International Perspective) / First Year Meeting
Academically Based Community Service Presentation / Academic Connection / All Bonner Meeting
December / Selecting a Service Site Panel / Community Knowledge / First Year Meeting
Comprehensive Placement Process / Setting Goals / First Year Meeting
Bonner Alumni Panel / Career Planning / All Bonner Meeting
January / Community Service Winter Term Projects / Community Knowledge
Setting Goals / Winter Term service
Winter Term Checklist
Winter Term Reflection Meetings
Group Service Project
Information Sessions by the Bonner Scholar Program’s staff, the Director and Volunteer Coordinator of Brooklawn
Letter to Self
What? So What? Now What? Exercise / Community Building
Community Knowledge
Setting Goals / First Year Trip
Presentations
Pre, Mid, and Post Reflection Exercises
February / Bonner Requirements Revisit / Bonner Scholars Program’s Guidelines / All Bonner Meeting
Balance and Boundaries: Balancing Service, Academics and Other Commitments / Time Management / First Year Meeting
March / Vocation: So What Do You Do?
Preparing for Summer Service / Community Building
Personal Exploration
Setting Goals / Bonner Retreat
April / Fishbowl Discussion on Community / Community Building / All Bonner Meeting
May / Celebrating Service / Community Knowledge / End of the Year Celebration
June / Summer Service / Community Knowledge
Setting Goals / Service
Community Learning Agreement
July / Summer Service / Community Knowledge / Service

Notes for conversation/discussion: Reflect on your plan for implementing your stated developmental intentions for year one of the Bonner Program. Please describe the emphasis of your strategy, and comment upon how effective you believe your student development strategies will be this year with the first-year students and why.

As first year Bonner Scholars arrive on campus, it is imperative to expose them to the Bonner Scholars Program immediately. This exposure assists the first years’ understanding of the program’s importance to their lives at Oberlin. First year Bonner Scholars arrive on campus three days before Oberlin College’s orientation and begin their journey at the Center for Service and Learning. The Center for Service and Learning becomes the first structural building the first years associate to their life at Oberlin. Also, meeting the CSL’s staff and Bonners before other college representatives on campus develops an early sense of community and support. During orientation it is also important to assist Bonners with navigating through Oberlin College’s administrative and support offices. Arriving on campus early guarantees first year Bonner Scholars the advantage of interacting with a number of offices on campus. Many students do not have the privilege of formal and informal small group attention during the college’s orientation. The first years learn about finances, time management, academic policies, and student life from representatives of the respective offices (including the Dean of Studies and Dean of Students). These workshops assist with the successful transition to Oberlin College. The orientation agenda allows the first year Bonners to make connections with campus administrators and resources, develop a close knit community among the Bonners, and expose them to the larger community through community service activities.

The Common Commitments, usually referred to as the heart of the program, are the foundation of the Bonner Scholars’ intent to complete service “thoughtfully and effectively”. The Common Commitments play an important role in understanding the Bonner Scholars Program’s approach to producing “educated, culturally aware and civic minded individuals”. Many of the first years are products of an environment which defines service in direct relation to that environment and since service is a broad term, it is important for the Bonner Scholars to incorporate the Common Commitments to their community service. The first year course examines each Common Commitment per week through videos, panel discussions, presentations, community service, and reflections.

At the time of first year trip, the first year Bonner Scholars are comfortable and familiar with each other. They spent a semester examining the Common Commitments and reflecting on how each Common Commitment affected their prior and present experiences. During the trip the first years spend five days participating in many activities together, which encourages bonding among group. They encounter tasks that necessitate working together in order to be successfully accomplished. At times the Bonners work in smaller groups, in which each person contributes to the service project and other times the entire group has to come together to successfully complete a project. Although community building, community knowledge, and setting goals are the primary intentions during the trip, the Bonners learn many other skills including time management, effective communication, and working with diverse groups.

The intentions selected for the first year of the Bonner Program are basic for successful development as a Bonner Scholar at Oberlin College. It is imperative for the Bonner Scholars to understand the Bonner Program and the Common Commitments, which is why an entire semester is used to examine each common commitment and the Bonner guidelines are referred to numerous times during the first year. It is also important for the Bonner Scholars to understand the community they serve and become familiar with the non-profit organizations in and around Oberlin. Oberlin College is an academically rigorous institution and many Bonners are involved in co-curricular activities, in addition to the Boner Program, so learning time management and goal setting skills early benefits their growth as a Bonner.

-Really thoughtful implementation

-Pulled seniors in to talk with frosh

-Covered how service could also be done internationally

-Mirium – student talked about her journey from being occasional to regular volunteer; gave students an idea of what it really looks like in practice and inter-relate it with their majors, other interests

-[2] Educational (Training/Meeting) Calendar for Second-Year Students

As you complete, keep in mind the recommendations for including at least 6 structured trainings or enrichment activities building around your developmental intentions. Note: you can type into the table and it will expand as necessary.

Month / Training or educational option to be offered (Example: Gender Awareness 101) / Intention/skill addressed (Example: Diversity) / Forum/strategy for delivery (Example: Office of Multicultural Affairs sponsored training)
August / Activist Leadership and Learning Institute for Engaged Service / Community Knowledge
Conflict Management
Community Building
Civic Engagement
Public Speaking / Various workshops and activities during the three week institute
September / Planning the Sophomore Exchange / Project Planning
Group Dynamics / Class Meeting
Welcome Back and Reflection on Summer Service / Community Building / All Bonner Meeting
October / McNair and Mellon Programs Presentation / Academic Connection / All Bonner Meeting
November / Academically Based Community Service Presentation / Academic Connection / All Bonner Meeting
Service Project at Berea Children’s Home with Newman Catholic organization (Baldwin Wallace College) / Diversity Awareness / Sophomore Exchange
December / Bonner Alumni Panel / Career Planning / All Bonner Meeting
January / Community Service Winter Term Projects / Community Knowledge
Setting Goals / Winter Term Service
Winter Term Checklist
Winter Term Reflection Meetings
February / Bonner Requirements Revisit / Bonner Scholars Program’s Guidelines / All Bonner Meeting
March / Planning the Sophomore Recommitment Exercise / Project Planning
Group Dynamics / Class Meeting
Vocation: So What Do You Do?
Preparing for Summer Service / Community Building
Personal Exploration
Setting Goals / Bonner Retreat
April / Bonner Service Journey (Reflection) / Community Building
Personal Exploration / Sophomore Recommitment
Fishbowl Discussion on Community / Community Building / All Bonner Meeting
May / Celebrating Service / Community Knowledge / End of the Year Celebration
June / Summer Service / Community Knowledge
Setting Goals / Service
Community Learning Agreement
July / Summer Service / Community Knowledge / Service
August / Activist Leadership and Learning Institute for Engaged Service / Community Knowledge
Conflict Management
Community Building
Civic Engagement
Public Speaking / Various workshops and activities during the three week institute

Notes for conversation/discussion: Reflect on your plan for implementing your stated developmental intentions for year two of the Bonner Program. Please describe your main student development strategies. Do you feel that sophomores are systematically being prepared to move forward, in their leadership development and service? Comment upon why and how you believe student development will be effective with the second-year students.

-Project planning worked well

-Class is supportive and flexible

-Met all together and planned soph exchange

-Hooked up with Baldwin-Wallace College (Cleveland) and religious based children’s home, so it spurred a lot of conversation; it’s also affiliated with site of first-year trip

-Exposing students to working with children with particular issues; was a good choice given the short nature of the service project

-Exchange worked out very well

-TEND TO SEE EACH OTHER TWICE A MONTH

-Also October Retreat

-Plus timecard meetings and 1-to-1 meetings each semester
[3] Educational (Training/Meeting) Calendar for Third-Year Students

As you complete, keep in mind the recommendations for including at least 6 structured trainings or enrichment activities building around your developmental intentions. Note: you can type into the table and it will expand as necessary.

Month / Training or educational option to be offered (Example: Planning Meetings and Facilitation 201 / Intention/skill addressed (Example: Project Coordination) / Forum/strategy for delivery (Example: through extended Project Coordinator Retreat)
August / Activist Leadership and Learning Institute for Engaged Service / Community Knowledge
Conflict Management
Community Building
Civic Engagement
Public Speaking / Various workshops and activities during the three week institute
September / Welcome Back and Reflection on Summer Service / Community Building / All Bonner Meeting
October / McNair and Mellon Programs Presentation / Academic Connection
Resource Development / All Bonner Meeting
November / Academically Based Community Service Presentation / Academic Connection
Resource Development / All Bonner Meeting
Studying Away and International Service Panel / Leadership Development and Mentorship / First Year Meeting
December / Bonner Alumni Panel / Career Planning
Resource Development / All Bonner Meeting
Planning the service project for prospective students / Leadership Development and Mentorship / Class Meeting
Selecting a Service Site Panel / Leadership Development and Mentorship / First Year Meeting
January / Community Service Winter Term Projects / Community Knowledge
Setting Goals / Winter Term Service
Winter Term Checklist
Winter Term Reflection Meetings
February / Bonner Requirements Revisit / Bonner Scholars Program’s Guidelines / All Bonner Meeting
March / Planning the service project for prospective students / Leadership Development and Mentorship / Class Meeting
Vocation: So What Do You Do?
Preparing for Summer Service / Leading Reflection and Inquiry
Leadership Development and Mentorship / Bonner Retreat
April / Fishbowl Discussion on Community / Leading Reflection and Inquiry / All Bonner Meeting
May / Celebrating Service / Community Knowledge / End of the Year Celebration
June / Summer Service / Community Knowledge
Setting Goals / Service
Community Learning Agreement
July / Summer Service / Community Knowledge / Service
August / Activist Leadership and Learning Institute for Engaged Service / Community Knowledge
Conflict Management
Community Building
Civic Engagement
Public Speaking / Various workshops and activities during the three week institute

Notes for conversation/discussion: Reflect on your plan for implementing your stated developmental intentions for year three of the Bonner Program. Please describe your main student development strategies. Do you feel like you are doing enough with juniors? Comment upon why and how you believe student development will be effective with the third-year students.

-Some students can do the ALLIES program more than once

-Other students are finding it especially appealing given their interests in advocacy and public policy