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Davidson College 2009 Annual Report2009 ANNUAL REPORT OF PROGRAM ACTIVITIES Please add narrative text that responds to the questions in the four categories below.
Implementation of Student DevelopmentWhat was the structure and content for the implementation of the developmental model this year? In particular, please share (no more than one page text needed):
The Davidson Bonner Program continues to integrate the developmental model in our Monday night meetings. This past year we incorporated the knowledge areas and skills with feedback from the Bonner Scholars about other topics, as well as ways to approach new topics we generated. In addition, we began using the “From Community Service to Political Action” Bonner text. We also assigned each Bonner class an issue to discuss throughout the year with the intention of that culminating in an issue brief. Although all of the briefs are not complete, significant progress was made in the education and knowledge base surrounding those issues. This entire topic was brought into the August retreat as well as kicked-off with an “Issue Café” at an all Bonner meeting. In addition to our regular meetings, we reworked our reflection plan and began to incorporate journal prompts in our weekly emails. We also created a new reflection workbook for students who are studying abroad to be implemented during the 2009 fall semester. The Cornerstone activities were successful. The First Year Trip was over Spring Break and despite an unseasonable and rare snowstorm that through travel off by a day it was a trip that went well. The group traveled to Atlanta to work with various agencies, mainly around the issue of hunger. The service work itself opened new reflective conversations on hunger, housing and access to healthcare. Our Bonner program partnered with Pfeiffer University on the Second Year Exchange. The two groups met on Davidson’s campus in the morning and divided into four groups to spend the day serving with four different community partners. The service work was followed with lunch and a large group student-led reflection. The Senior Presentations of Learning followed a new “coffeehouse” format this year that was very popular. The students prepared 3-5 minute presentations about their Bonner experiences and utilized their own brands of creativity in the delivery to an audience of other Bonners and guests of the seniors. Presentations ranged from PowerPoint to music to a word search! Our Bonner Senior Intern and Bonner Congress representatives, as well as our federal work study student, worked on creating and promoting a new wiki for the Bonner program. Each student was responsible for, at a minimum, updating a profile page and using the page to sign up for one on one meetings. In addition, students used the wiki to plan the Second Year Exchange, First Year Trip, Sophomore Recommitment, Senior Presentations of Learning and the Bonner Socials.
Implementation of Community PartnershipsPlease share a summary of your work with community partners, highlighting your work regarding (no more than one page text needed):
Our relationships with key community partners continue to be crucial to the success of our program and to our office on various levels. Thirty-four organizations hosted Bonner Scholars over the academic year and almost all of those are previously established relationships. A few of the partners who have hosted one or two Bonners in the past also began working with several more of our students. Due to our policy focus this past year, as well as our interest in developing issue briefs, community partners were even more central to our program. They visited campus to be present in discussion at meetings or to present on a specific issue. In addition, they made themselves available for interviews at their agencies. The Building Skills for Social Change workshop series was again a success. 21 participants attended 5 or more workshops earning a certificate (presented at our annual Celebration of Service event) and a copy of the book “True North.” Campus-Wide Culture and Infrastructure Please describe key activities and structures related to the development of campus-wide infrastructure and the role of the Bonner Program in enhancing (or being enhanced by) campus-wide culture and participation in service. In particular, share (no more than one page text needed):
The Community Service Office continues to provide resources and assistance to faculty in order to strengthen community-based learning offerings. As a result of curriculum development grants awarded in the spring of 2008, the office supported three new courses with CBL components and continued to work with three existing courses. Six new courses with CLB components are in development for 2009-2010. More than 15 additional courses with CLB components are offered on a regular basis and faculty members have built strong relationships with community partners. A complete listing can be found at http://www3.davidson.edu/cms/x34777.xml. The office also produced a “faculty resource” brochure and hosted a brown bag luncheon for faculty to share strategies for successful community-based learning. The Bonner curriculum really utilizes the expertise and resources available through other departments on campus. For example, faculty members spoke to groups on issue awareness and public speaking. A staff member in business services provided a workshop on personal finances and a staff member in the counseling center provided a workshop on balance. These are just a few examples of collaboration for trainings and meetings. In addition, we continue to work closely with the Admission and Financial Aid Office in recruitment of prospective Bonners. Our staff attended a luncheon for prospective students on-campus during a Scholar’s Weekend and also worked with Admission staff to identify their recommendations for strong Bonner candidates. Davidson College continues to move forward in the strategic assessment process. In Fall 2008 the findings from planning groups were brought together and reported to the larger community. Recommendations were made and the Trustees have approved those recommendations, including one to evolve the Community Service Office to a Center for Civic Engagement. Now we are in the process of forming implementation teams. Our staff will be actively involved in a team to move toward a center model, a team focused on further integrating community-based learning and a team focused on campus-wide theme selection that our office has modeled with the Engage for Change initiative.
Serve 2.0Please highlight your key activities related to the integration of web-based tools as they are connected to the design, management, and outreach for service. In particular, share (no more than one page text needed):
We created a wiki site for the Bonner program (http://davidsonserves.pbworks.com) and spent the year learning how our group will and should utilize such a tool. At this point, the wiki is an internal tool and our website (http://www3.davidson.edu/cms/x4801.xml) functions more for the outside community and prospective scholars. The website houses information about the scholarship, as well as the application. The wiki is used by the Bonners to plan events, organize projects, sign up for 1-on-1 meetings and it houses resources such as the curriculum, calendar and handbook. We have spent time learning more about the various social media tools and are currently deciding which ones to incorporate into our program and how to do so. At this time we have not utilized Ning (other than reading the Bonner Network Forum) or Twitter. We do have a Facebook group. We also participated in the Bonner Video Project (and submitted at least one video in each category) and posted the videos on YouTube. We also continue work on issue briefs for the PolicyOptions wiki. As part of our own education process we brought Heather Cronk to campus for an all Bonner retreat in January and she delivered two sessions – one on the web tools themselves and the other on when they are most appropriate. Ari was also on campus in the spring and presented information about social media tools to a group of our community partners. Davidson is a recipient of one of the Serve 2.0 Sub grants and we plan to create a workshop/manual for a Building Skills for Social Change workshop and to deliver to service organizations on campus, as well as other student organizations. Beyond just the education we then have a plan for implementation of these tools in conjunction with the needs of our partners.
Campus Issue ProfilesAdd links to your completed or draft campus issue profiles here:
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