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):

• 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 servic

Under our old model (2008-2009), Bonner Scholars met in their cohorts once every 2 weeks to work together on gaining skills and attitudes in the Student Developmental model.  We had 1 "All Call" each semester, and numerous meetings to which all Bonners were invited that focused on a particular social issue or a particular civic skill.  Service Learning at Wofford is still almost entirely a co-curricular affair.

The First Year Service Trip was worthwhile as usual.  This year's group wasn't able to fit in a large project before the end of the schoolyear.  As a result, we are excited that the 2009-2010 First Year Service Trip will occur over Wofford's Interim, making it a for-credit course, expanding it to cover a month's worth of activity and learning, and giving the students time to affect some real change.  Due to budget constraints, rather than leaving Spartanburg for the Second Year Exchange, our Sophomores volunteered all over Spartanburg with students from other local colleges (Spartanburg is host to 6 colleges and universities).  Our Senior Capstone and Presentation of Learning was, sadly, not really either.  This is an area for real growth for us and we hope to get markedly better each year.

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)

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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)

In 2008 -2009, three groups of five Sophomores each produced a short video.  This was our first foray into Serve 2.0 and as expected, there were both successes and learning opportunities.  All of the groups said they enjoyed working in small groups and got to know each other better.  Some students enjoyed the opportunity to be creative, while others were unnerved by the freedom, preferring instead to have more defined, specific outcomes.  Some students were dismayed re: when the videos were being produced (in the middle of mid-terms), but all said that being forced to go through it will make them more likely to do it again voluntarily.  One of the students, who led her team, even got a summer job for the United Way of the Piedmont, producing a viral video for their AmeriCorps VISTA program.  Another chose to do a video reflection after his summer of service.  We're looking forward to doing more with Serve 2.0 this year, including major improvements to our Bonner webpage and utilization of the PolicyOptions Wiki with our Issue Teams.

Campus Issue Profiles

Add links to your completed or draft campus issue profiles here: