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Program Components

Page history last edited by Kelly Behrend 15 years, 8 months ago

The Bonner Program: Goals & Strategies

What are the Components of the Bonner Program?


An Experiential Education Model | A Service-Learning Model

 
The Foundation’s strategy for accomplishing the above goals reflects the integrative and inclusive nature of our student, community, and campus development goals. Bonner Program students are part of a developmental model that attempts to identify, develop, and integrate service passions, career interests, and academic pursuits. Because the Bonner Program is a multi-year commitment, students are challenged and supported to grow and develop in their service work. As a result, students become more involved and take on additional responsibilities and leadership roles as they advance in the Bonner Program. The Foundation developed a student development framework known as a Transformational Service Leadership model that articulates student development goals.
 
 

An Experiential Education Model

Many of the BSP’s resources and trainings are based upon “experiential learning” concepts. The methodology assumes that all learning takes place in an active environment where the participants are active doers and not passive receptors. In an experiential learning scenario, the participants gain knowledge and understanding, explore their own attitudes, see their skills in action, learn from each other, and validate their own learning through structured experiences.
 

A Service-Learning Model

The BSP’s view of “service learning” uses experiential learning as a Foundation. In experiential learning, the experience is often a role play or case study that takes place in the enrichment session or classroom. In service-learning, the experience takes place in the “real world” through a community service project or related activity.
The service experiences should:
  • Meet real community needs;
  • Be coordinated between the community and the program;
  • Be integrated into intellectual and cognitive areas of growth and practice for each individual;
  • Provide structured time for individuals to reflect (through thinking, talking, or writing) about what they did in their service activity;
  • Enhance what is taught (and learned) elsewhere by extending the learning environment beyond what we usually consider to be its “normal” limits; and,
  • Ask participants to apply experience and knowledge of present circumstances to current needs.
 

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