2009 ANNUAL REPORT OF PROGRAM ACTIVITIES

Please add narrative text that responds to the questions in the four categories below.

1. Implementation of Student Development Model - orientation, classes, meetings, and cultural events

2. Community Partnerships- commnity partner dinner, community fund, and volunteerism

3. Campus-wide Culture and Infrastructure - L3 (Live, Learn, and Lead program) and implementation of Civic Engagement Learning Community

4. Serve 2.0 - social networking tools we are utilizing, pictures, and videos 

 

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Implementation of Student Development

What 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 Structure for training, courses, & meetings
• Cornerstone Activities including First Year Trip, Second Year Exchange, Third Year (and beyond) Leadership Roles, and Senior Capstone & Presentation of Learning
• Roles of Student Leaders in integration of the Serve 2.0 initiative (e.g., developing and using web-based tools for service)

 

Implementation of Student Development Model:

Our Bonner orientation was two days and consisted of outlining bonners’ responsibilities and our expectations for their impact on campus life at Lindsey Wilson College. Students received Lindsey Wilson College binders and forms concerning their new role as Bonner Leaders. The orientation was held at the Kentucky 4-H Leadership Center in Jabez, KY. We completed a low ropes course and other team building and leadership activities. On the second day, we held a Community Partners Appreciation Dinner where our students learned about the site expectations and responsibilities; and, they met their site supervisor.

We have meetings at least once a month and two meetings some months.This year, we will meet twice monthly with our Senior Intern, Bonner Congress Representatives, and upper classmen and they will be leading some of the meetings. Our students also receive training and enrichment from the campus Cultural Events Series. There are usually 8-10 events offered throughout the year from civil rights speakers to Dan Gediman of ‘This I Believe’. These cultural events are offered to the entire campus and community area.

Our Academic Dean is starting learning communities on campus. Amy will be leading the Civic Engagement Learning Community along with three other faculty members from the communications and history areas. All new, freshmen bonners will be required to take Amy’s freshmen year experience class and become a member of this learning community. We have 13 community partners and they represent our six common commitments. The leadership position as the program coordinator was implemented this year. Holli Clevenger was Program Coordinator for Camp Casey and the Center for Courageous Kids. Tyler McCubbins and Cherise Mingus acted as our Senior Interns for the 08-09 Academic year. They were phenomenal. Cherise will act as our Career Services and Bonner Leader graduate assistant from fall 2009-spring 2011. This graduate assistantship is a new position that was created May 2009. A new position was implemented for Amy as well – Director of Civic Engagement and Student Leadership. This position was created because the Bonner Leader Program has made a profound impact on the campus; and, our new dean is requiring service in many academic areas as well.  Every student is assisted with their career path, resume development, and graduate or job search. This was easily incorporated in the bonner leader program because Amy Thompson-Wells was the Director of Career Services as well.

Student reflection improved. Many students created a blog that we connected to our PB Wiki profile page. We hope to utilize more of the social networking tools this year – twitter, google calendar, and blogger. This will, hopefully, make journaling routine for our new and returning bonners. These tools will also allow us to network with other bonner schools more easily and efficiently. We also need to improve on consistent one-on-one meetings. We do have many walk-ins from the bonners and strongly encourage this. The students do not have portfolios but do complete a resume with career services, complete interest inventories, and mock interviewing for professional development.

 The First-Year Service Trip for the 2008-2009 school year was with the Center for Student Missions (CSM) in San Francisco, California. The trip was four nights and five days. Some of our service sites consisted of St. Vincent De Paul Soup Kitchen where we served 150-200 men and families meals;  ‘Project Open Hand’ which is a grocery for AIDS patients and the terminally ill – portioned out bulk food and  helped to inventory and  replenish various departments with in the grocery;  Laguna Honda Hospital where we made snacks, played games, and did various other activities with patients who are there for long-term care; East Bay Rescue Mission after-school program where we tutored students with their academics and played various activities with the youth ages 5-17; at the UN(United Nations) Plaza, we took peanut butter and jelly sandwiches to the approximately 50 homeless individuals who gather here. Each evening we debriefed on our service and our day with CSM. There were 21 bonners who attended this trip and three administrators.

As part of the Junior and Senior enrichment fund, we sent one young lady to Cambodia and sent five students to New York City to work with God’s Love We Deliver where they prepared and delivered meals to AIDS patients and the terminally ill.

Anna Catherine Hook describes her experience in Cambodia: “My trip to Cambodia this Winter, my fourth trip so far, was an all-around different experience than I have ever had before. Every other time I have served in Cambodia, I have only seen the rural side of things, working in remote villages with people who cannot even read their own language. This year, however, I traveled to The Cambodian Children's Hospital, the only one of its kind in the country, in Siem Reap, Cambodia, and I lived with a family friend, Bill Housworth, the director of the hospital, and his beautiful family: Lori (his wife), Will (6), Rachel (6), and Anna Caroline (3).

While at the hospital, I met some of the wealthiest of Cambodia-- people who actually had a moto or even a car on which to travel to the hospital, many of whom spoke (broken) English. However, this hospital is unique in that it is focused on reaching the children whose parents are not able to get them to the hospital. Every day, there are doctors and nurses sent out into the villages around the country to check on children with AIDS, physical and mental handicaps, and even a common virus.

My job at the hospital was to act as a "play therapist." However, this was not at all like what you would envision happening in America. I worked with two other women to make oragami fish and birds to hang over the children's beds. I also played quite a few games of soccer with the siblings of the residents. Really, my job there was to brighten the days of the children who were stuck in the hospital. As you can imagine, though, they did the same for me!”

Dr. Greg Phelps, a communications faculty member, taught 'Communication for Social Change' in which a couple of our bonners participated. They went to Americus, GA and visited the Global Habitat for Humanity Global Village and Discovery Center and toured FDR's Little White House Historic Site. We also had three students to volunteer with Camp Casey this summer. They worked with 30 elementary aged students in partnership with the Kentucky Shakespeare Festival. Two of the students received stipend money from the Local Summer Service Internship Fund. Dana Harmon, the Director of Camp Casey, had this to say about our bonner leaders: “They've been wonderful....we couldn't have managed without them! Thanks.

 

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Implementation of Community Partnerships

Please share a summary of your work with community partners, highlighting your work regarding  (no more than one page text needed):

•  Arrangement and management of community partnerships and placements (orientation, site visits, meetings, strategic planning)
•  How partners were engaged as co-educators, including academic linkages, courses, and student advising
• Partnerships managed through site-based or issue-oriented teams, as well as other issue-based organizing undertaken
• Capacity building initiatives for community partners (such as workshops, policy research, or resource development)

 

Implementation of Community Partnerships:

The grant for the Community Fund went to Camp Casey. Camp Casey has the most bonner volunteers and it is losing most of its grant funding. Therefore, it was an easy choice who should receive the funding. Dana Harmon, Director of Camp Casey, wrote a lengthy note of thanks regarding the funding: “Thanks to the grant of $2000 through the Bonner Leadership program at Lindsey Wilson College, we have been able to provide our students with additional learning experiences.  On, Monday, May 11, 2009 we were able to bring the Wulfe Brothers and their “Rockin’ Through History” lessons to Col. Wm. Casey Elementary for a whole school assembly. 

            The Wulfe Brothers performed music and highlighted the historical and world changing events of the 1980’s.  Through their music and comedy they engaged, entertained and educated staff and students alike.  This was not only an educational opportunity, but also a great end of school year treat for all.

            The Wulfe Brothers returned to school that evening for parent/community show that highlighted the 1960’s.  Parents, grandparents and students enjoyed the music, history and fun.  Attendees were encouraged to get up and dance.  Our students learned some moves from their parents and grandparents that night too.  The Wulfe Brothers shows proved how history lessons can be fun.

            On Tuesday, June 11, 2009 our Kentucky Adventure class from our 21^st Century After School Program—Camp Casey visited the Kentucky State Capital in Frankfort, KY. This group normally takes Saturday field trips throughout the school year, but because of State budget cuts, the capital building is no longer open on Saturdays.  The additional funds from the Bonner grant allowed us to take these students to visit this all-important Kentucky landmark during the summer.  Representatives Vernie McGaha and John “Bam” Carney gave them VIP treatment. The students were able to sit in the gallery and witness a legislative session on the floor.  After this they visited the Salato Wildlife Center, named for former Adair Countian, James Salato.

            On Friday, June 26, 2009 this same group of kids visited Abraham Lincoln’s Birthplace in Hodgenville, KY.  This transportation cost for this trip was paid for by a foundation grant from Lincoln’s Birthplace.  However, a side trip to the Abraham Lincoln Museum the same day was made possible by the Bonner grant funds.

            Bonner Funds helped in making all these opportunities for our children possible.  Field trips of any kind are rare due to budget cuts and the high cost of transportation.  The remaining amount of the grant was used to purchase arts and crafts supplies to support activities led by Bonner Leaders in our after school program.

            We give many thanks to the Bonner Foundation for making this gift to our students and all their assistance to our school throughout the school year.”

 

Our partners offer on-site training but also encourage leadership from the students. For example, at Camp Casey, if the students want to lead a class, they are encouraged to do so. Paige Walls started a theater group at Camp Casey in 2007 and continued the program this year. She is a valuable asset to their program. Holli Clevenger acted as Project Coordinator for Camp Casey and the Center for Courageous Kids. Each partner evaluates our students and our students evaluate our partners. Elise and Amy also evaluate the students and the students evaluate themselves. We use the evaluations from the resource guide off of the bonner website and the work study evaluation forms provided by our financial aid department.

Before the start of the academic year, we have a community partner dinner. At this dinner, our partners talk about the activities and responsibilities at their sites. The students listen to each partner’s ‘pitch’ then afterwards, the students mingle and select their site for the semester and possibly for the year.

We also encourage our students to research organizations in our community who fall under our six commitments. If they are interested in a site other than our regular community partners, they will present it to us with a contact. We also encourage them to choose a site that correlates with their college major. We will then speak to the on-site supervisor about the Bonner Leader program and expectations of the program. This year, we will be looking at partnering with some national organizations to help our students who have class schedule conflicts with some of our local partners.

 

 

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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):

• Key activities for faculty engagement and academic connections.  In particular, note any connections to curricular offerings that are linked to the Bonner Program.
• Key relationships and activities involving other departments or divisions on campus (for example for recruitment, student wellness or retention, financial aid, and so on).
• Unique initiatives (such as events, assessment, or strategic planning) that have enhanced institutionalization of service and civic engagement on campus.

 

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Serve 2.0 

Please 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):

• Link to your campus-wide service center or Bonner Program wiki ,web-site, or Ning site. Please explain how it’s most used and by whom.
• Your integration with other social media tools (such as the Bonner Network Forum/Ning, Twitter, YouTube, the Bonner Video Project, PolicyOptions Wiki, or others)

 

Campus-wide Culture and Infrastructure:

 

Curricular & Campus Wide-

Dr. Bettie Starr, Dean of Academics implemented a peer mentoring program for our bonners and other students on campus. The peer mentors assisted the freshmen seminar classes and leading a service project for each class. Amy taught a section of Freshman Seminar where some freshman bonners were enrolled. All freshmen bonners could not take this section due to other meeting or class scheduling conflicts. A civic engagement certificate is still in discussion as a possibility. Dr. Starr, Dr. Dan Koger, and some other faculty have completed some community based research and been in discussion with the Lake Cumberland Workforce Development on what basic skills are lacking in Adair County and the surrounding communities. Some of the bonners may choose to lead or assist in this effort under the supervision of our faculty. Learning communities are being implemented this academic year. They will consist of: Civic Engagement, Health Learning, Green Learning, Global Issues, and Expressive Arts in Action.

The Civic Engagement Learning Community will target the bonner leaders. The description is as follows:

The Civic Engagement Learning Community

THREE Rs - Rights, Relations, Responsibilities

Students who join  Three Rs , the Civic Engagement Learning Community, benefit from social programming, academic programming, and shared classes that consider issues and content important to preparing for a career in a health related profession. 

Who Can Join? All incoming freshmen who are interested in careers and in living a life that will promote the welfare of others.  Bonner leaders, students interested in law, political science, criminal justice, history and communication are especially encouraged to join.,

What Are Learning Communities? Learning Communities are groups of students with shared interests who learn together. A Learning Community provides a fun and supportive start to your college career at Lindsey Wilson College.. Take advantage of this great opportunity to make the most of your freshman year !

Why Should I Join A Learning Community? Students who join a Learning Community have an instant support group, which fosters academic and social success. They will be enrolled in several of the same courses and will have the opportunity to engage in special social and service. 

 

What classes are part of the Civic Engagement Learning Community?

Freshman Seminar (Amy Thompson Wells)

Public Speaking (Greg Phelps)

US History (Melinda Senters)

Or

US Government (Stefan Brooks

 

Last year, student services implemented a new program on campus entitled L3 – which stands for live, learn, and lead.  An L3 candidate exhibits the qualities of a balanced life and has a strong sense of leadership and service to others.  This student should be a caring, humble individual that is unselfish with their attitude toward others; a person of integrity.  They LIVE a healthy lifestyle of equal parts physical and spiritual well being.  An L3 candidate consistently shows that they LEARN, both in and out of the classroom.  They go beyond the classroom and experience a global education.  Finally, a candidate will have the ability to LEAD.  They possess communication skills and can articulate ideas and motivate others around them.  A candidate’s leadership should be an unselfish characteristic of this student; their example should be the motivation for others to serve. An L3 leadership candidate maintains a solid grade point average, and shows initiative with activities on campus and in the community.  A candidate should be a Mission driven individual who learns and grows every day.  There were 13 candidates who were nominated and three who were chosen as the L3 award recipients. Five of our bonners were nominated by other faculty and staff and two of the three award recipients were bonner leaders. This speaks volumes about the impact our students have on our campus. 

The bonner program as become to be known as the ‘service group’ on campus. We are the first phone call from the community when they are recruiting volunteers. Our dean recognizes our group as the leaders and mentors on campus. Our bonners recruit ‘non-bonners’ to attend our mini-weekend service trips. Our Vice President for Student Services took students to ‘God’s Love We Deliver’ in NYC during the fall semester for an alternative fall break. He also attended the first year service trip in San Francisco this year. The bonners also collaborate with residence life, FYE, and Humanity Hands to hold various events and programming.

 

And, beginning July 1^st 2009, Amy Thompson-Wells will become the Director of Civic Engagement and Student Leadership – a position that was created because of the impact the bonners and community service has made on this campus in the last four years.

 

 

Serve 2.0

 

Last year after SLI, we purchased a flip camera. The Senior Interns made a bonner recruitment video that can be found on our wiki profile page, our bonner website, and on You Tube. The interns, along with many bonner students, made a ‘bonner love’ video targeting enrichment and training sessions and pictures. Our students also set up blog accounts using google-blogger. We linked these blogs to our wiki profile page. The blogs were not utilized as we had hoped. We do want the new class to realize the importance of blogging and reflecting. We have set up a twitter account and will start ‘tweeting’ by the end of July 2009. We have also set up a google calendar account to list all of our service days, training and enrichment activities, and meetings. We have uploaded some bonner pictures for your review. Our bonner website is: http://www.lindsey.edu/offices-and-services/bonner-leaders.aspx