All forms described below can be found on the Bonner Foundation website and are incorporated into the Bonner Web-Based Reporting System data entry pages.
The Community Learning Agreement (CLA) is designed to help the student and his or her community partner as they work together to set up the placement’s learning and service goals, timeliness, a service project team, and any other important information that needs to be taken care of at the onset of the placement process. Clear communication of goals and expectations can set the tone for the entire placement and it is imperative if the student is to gain a level of competency in a distinct skill/knowledge area through the active participation in specific direct service and learning experiences.
Job Description: Remember to refine the Job Description (in database and/or hard copy) where necessary, following the initial student and community partners placement meeting to ensure it fits both the specific needs of the individual student and partner and has incorporated the possible changes into the CLA (database and/or hardcopy).
Service Objectives: Service objectives are the means through which a student will achieve the service goals outlined in the job description provided by the community partner and will gain valuable experiences in reaching set competency goals. It is important to consider the following when writing a service objective:
1. The expected results of those activities or services. For example: (a) increased reading skills, (b) form a community coalition.
2. The service recipients or individuals who will benefit. For example: (a) 25 at risk middle school youth, (b) 1 Migrant farm worker community (100 pop.).
3. The activities or services the studentprovides. Remember to limit: have just one activity for each objective. For example: (a) tutoring, (b) coalition member recruitment.
4. The standard of success the student and partner hope to meet. For example: (a) the average increase of grade level within the reading class for these (#) of 4th graders, (b) we will recruit 5 migrant community members, two students, and two community members, and two agency representatives.
5. A means of measuring the impact of the provided services or the quality of the product. For example: (a) pre/post-reading tests, (b) the student will recruit 11 community members recruited from... whose roles and responsibilities are outlined in an action plan.
Learning Goals: The learning goals broadly outline the skills and knowledge that the student will acquire by the end of a service experience. Working with the community partner and the Bonner Director or Coordinator, the student should develop the their learning goals through this placement. The community partner should assist the student by: (a) explaining the relevance of certain competencies through qualification, lists included in the job description, and (b) helping the student to understand the potential for development in specific competency “areas” as the student describes the desired levels of competence and proficiency they hope to acquire.
(1) Introduction
There are four components needed for a competent performance assessment: (1) selecting criteria by which to judge, (2) setting standards of performance, (3) measuring performance, and (4) synthesizing results into a judgment of value. Our forms and database attempt to assist you as you address all four of these important dimensions.
Using the orginal Community Learning Agreement gives us the first and second components, while the hours and service activity summary gives us the third. The CLA Review form (which combines all the first three using the data entered in the Bonner Web-Based Reporting System) gives each of the stakeholders an opportunity to engage in the fourth component.
The primary principle of this process is to use the data collected during the semester (or summer) in ways that enhance the achievement of program outcomes, while simultaneously meeting evaluation information needs. The program participants and staff know what is being evaluated and what criteria are necessary for success. As a result of this type of process, the feedback of all results are used to increase program participation and effectiveness. This engages participants more fully and allows for ownership of results and processes.
Because much of this information is tied to communty outcomes, the CLA Review process can become part of the community problem solving process to the extent that it supports and reinforces the accomplishing of desired program or project goals.
(2) Steps
The first step in the CLA Review process is the student’s self-evalution, which:
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offers the student an opportunity to share in the responsibility of evaluating his or her own performance in reaching set goals;
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helps the student and supervisor determine the student's progress and changes or refinement of goals, role at the site, or if other corrective action is necessary;
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opens the door for communication between the student and site supervisor
This evaluation form is created by the Bonner WBRS from the information contained in the original CLA, the hours submitted, and the summary of service activity impact.
(3) Coordinator Review of Student
This evaluation should be filled out annually by the BSP Director/Coordinator in a meeting with the student. Preferably, the student has already completed their self-evaluation (above) in advance for the Coordinator to review. This process can help improve communication and it helps the student and BSP Director determine the student's progress and if changes or refinement of goals, role in the program, or if other corrective action is necessary.
(4) Placement Supervisor Review of Student
This evaluation should be filled out in the mid-point and the end-point of the CLA designated time period for the placement by the supervisor in a meeting with the student. This process can help improve communication and helps the student and supervisor determine the student's progress and if changes or refinement of goals, role in the program, or if other corrective action is necessary. It is important to do this at two points, to ensure the placement stays on the right track for both the student and the community partner. It is also important to have the student complete the Self-Evaluation (see above) in advance.
Managing the Placement Process
(a) How Campus Infrastructure Supports Placement Process
Students graduate, campus staff move on, and agency personnel get new jobs. As a result, there should be a way to ensure that the services your project offers do not fall to the way side. Community members who rely on these services do not disappear when you do. One of the key reasons to develop the infrastructure for campus-community partnerships is to provide the continuity needed to adapt to new needs and a long-term commitment to reach its goals. As a result, a succession plan (i.e., a recruitment, mentoring, and training strategy) is a necessary component of any program.
See the appendix for a chart of the organizational structure and how it relates to the placement process. In reviewing this chart, note relationship between different levels of student roles.
Campuses should consider creating a Student Project Coordinator position for as many of the student service placements as possible, regardless of where their origin (e.g., Bonner Scholars Program, Federal Work-Study, service-learning courses, Greek or Club service projects, etc.).
(b) Sire Supervision: Roles & Responsibilities of...
Below are brief descriptions of how key individuals fit into the placement process outlined above.
(1) Student Project Coordinator
From a practical standpoint, the most cost-effective way to manage a large number of student service placements is to create a student volunteer coordinator position for every service project involving more than a couple of students.
Within the placement process outlined above, the student project coordinator’s role is to ensure that the student and placement supervisor complete their responsibilities. Beginning with the volunteer fair, they assist prospective, first-time student volunteers in understanding what they can expect from the service site, helping them match the student’s interests and skills with the appropriate role within a project. With regular student volunteers, the student project coordinator works with each student to help them reach their learning and service objectives. This process often includes regular meetings with the student volunteers for reflection and additional training. At the same time, the student project coordinator is assisting the placement supervisor in recruiting, matching, supervising, and evaluating the performance of the occasional and regular student volunteers who serve at their site.
NOTE: in student-led service projects, the student project coordinator is, in fact, the placement supervisor, and in that role performs the steps of the placement process outlined for the community partner.
Training and support for these “student project coordinators” is addressed in other sections of this handbook.
(2) Community Partner
To make the comprehensive placement process work, community partners must agree to:
- assist students in the preparation of the Agency Request/Job Descriptions, the Community Learning Agreement (i.e., placement contract) and the evaluation of the student’s overall service and learning goals;
- advise in overall program design and implementation at the participating campuses and community organizations;
- use the results from training and assessment activities as an important part of a continuous strategic planning process for the partner organization;
- take part in the relevant meetings at the campus;
- participate in information sessions, training and workshops either as a trainer or a participant and/or advisor.
(3) Campus Service Staff
The campus service staff should serve as a counselor and a coach for the student project coordinators and for individual students. Because of their experience, campus service staff are often in the best position to assist individual students in their search for a developmentally appropriate service placement. The campus service staff should ensure that all the necessary paperwork is filled out and relevant tracking and feedback processes are carried out by students and community partners. Where appropriate, this individual(s) should also serve in an advisory capacity in relation to training, performance assessment, and project evaluation.
(c) Bonner Web-Based Reporting System (Bonner WBRS)
The Bonner Foundation has developed a web-based reporting system (
www.bwbrs.org) to assist in the overall management of the Bonner Scholars Program. It will play a central role in facilitating the comprehensive placement process. A “User’s Guide” will accompany this system.
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