2009 ANNUAL REPORT OF PROGRAM ACTIVITIES
Please add narrative text that responds to the questions in the four categories below.
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):
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The First Year Trip
Over spring break 2009, our first year students joined students from the Cultural Psychology course and 2 independent study students on a week long, cross-cultural experience on Pine Ridge Reservation, South Dakota. We partnered with Conscious Alliance, a nonprofit that addresses hunger issues in Pine Ridge and on other Reservations. During the pre-trip, students studied a variety of topics including historical trauma, family systems, health, ceremonies, belief-systems, and language. The service included organizing the food pantry, preparing and distributing food boxes to Elders, repairing buffalo fencing and doing general maintenance work. Students also had the opportunity to visit cultural sites and participate in a traditional inipi(sweat).
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The Sophomore Exchange
This spring, our sophomore venture down the mountain 3 hours to Guilford College for a day of fun and service. Both campuses had a chance to talk about their programs and learn form one another. The warren Wilson students then had a chance to visit a community partner site where they learned about immigration issues in Greensboro and interacted with the children. The students hope to see one another this coming year on our campus for an impov Junior Exchange.
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):
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Arrangement and management of community partnerships and placements (orientation, site visits, meetings, strategic planning)
Bonners facilitate weekly and weekend projects throughout the year. As trip leaders, they are responsible for contacting the community partners and making the neccessary arrangements with them to ensure a successful experience. The Bonner Coordinator assists with managing and mediating the partnerships.
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How partners were engaged as co-educators, including academic linkages, courses, and student advising
We emphasize the important role the community partners play as co-educators. Some partners are more engaged with students than others and some partners have a more involved partnership with us than others.
Many of our established partners assisted in the issue-based workshops this year. Studnet leaders also forged new relationships with organizations and community members which we hope will grow in the future.
At this time we are not offering capacity building opportunities, though this could be an area we develop over time.
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):
A large percentage (over half) of the College’s service-learning courses are logistically supported by students in the Bonner Community Leaders program. These students work closely with the Director of Service-Learning and faculty members to organize course-relevant projects, work with community partners, drive vehicles, lead reflection sessions, and document hours for the program database. In addition to these more traditional service-learning courses, all of the College’s First-Year Seminars (17 total) contain service-learning and co-curricular service projects. The Bonner Community Leaders play a crucial role in these classes, acting as leaders and project managers for roughly 75% of the Seminars. Another highlight of curricular engagement and the Bonner Program involved one sophomore-level Community Leader who co-wrote a paper with one of the College’s sociology professors, then presented that paper at a research conference in New Orleans. The topic of the paper was how to involve students in an academic course in alternative break service trips. Prior to the conference, the Bonner Community Leader and the sociology professor had co-led a group of students to New Orleans as part of a course entitled Disaster and Society. During another alternative break trip, three freshmen Bonner Community Leaders accompanied the Director of Community Leadership and one of the College’s psychology professors to Pine Ridge Reservation in South Dakota. This trip counted as the Bonner first-year service trip and was coordinated in conjunction with a course entitled Cultural Psychology. The Bonner Community Leaders acted reflection leaders for students in the course. (see First Year trip above)
We had a lot of interest from faculty in our Issue Workshop series, which was organized and taught by Bonner Community Leaders. Many faculty appreciated the contextual learning undertaken in these workshops and were curious about ways they might get involved in issue education.
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Key relationships and activities involving other departments or divisions on campus (for example for recruitment, student wellness or retention, financial aid, and so on).
We began an initiative this spring that aims at involving residence life and workcrew supervisors. This programs, currently called "Adopt An Agency"invites work supervisors, athletic coaches and resident hall directors to identify an issue area or organization they could adopt/partner with during the year, and then be a direct link to volunteer opportunities. We will continue to develop this program in 2009-2010, and continue to look for innovative ways to make access to service opportunities easier for students so that they can become more civically engaged.
We also created a CBR brochure this year that laid out the cornerstones of CBR for faculty members. Bobby Hackett also did a presentation for some of of faculty during his visit here in the Fall 08. The Dean of Academic Affairs attended. Faculty members who had some CBR experience were also there to talk about their experience.
During the fall semester, there was a lengthy program review that took place. Information was gathered from students, staff and faculty the previous year, and from faculty and staff focus groups during the fall semester.
This year we launched 6 issue-based workshops that brought together students from the campus, and were facilitated by our Bonners. The workshops focused on 6 different areas: Food, Health, Economic Justice, Housing, Homelessness and the Environment. The group picked topics within these larger themes and were given the charge to incorporate the following elements into their workshop: Direct service, Site visits, Educational Sessions, Reflection, Policy and Advocacy. These workshops were showcased at an open campus event at the end of the semester and was well attended by our faculty and administration.
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):
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Your integration with other social media tools (such as the Bonner Network Forum/Ning, Twitter, YouTube, the Bonner Video Project, PolicyOptions Wiki, or others)
The main focus this spring semester was using the Flip camera to document various service projects. Each issue workshop was required to produce a 5 minute video documenting their service experiences. We also began working on a video that was specific to our service program which we plan to finish in August and have it available on our website.
Campus Issue Profiles
Add links to your completed or draft campus issue profiles here:
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