Our vision is that campuses in the network build a culture of service that strives for the motto: Everybody, Everyday! There are ways that the resources of a college and university — students, faculty, intellectual resources, and even financial resources — can be leveraged to meet community needs and build the capacity of our local communities to solve problems.
Bonner Programs work on a whole array of issues — most prominently, education, school readiness, school success, youth development, homelessness, hunger, the environment, and health. Students are most directly involved in community service efforts, but many are making connections to their academic study, doing community-based participatory research and service-learning programs, conducting policy research and analysis, and finding other ways to systematically address issues— engaging other aspects of the campus and community in the process.
This section includes:
- Governance Considerations (where your program is housed)—access to resources and authority
- Organizational structure—a good structure of reporting and team definition
- Sufficient staffing and student leadership positions—at least one full-time person for every 40 Bonners, supplemented by a robust student leadership structure (Congress, Senior Interns, Project Coordinators)
- Clarity about roles with program management—use the Self-Assessment Tool as a planning tool and to discuss who is responsible for the various roles of the program— recruitment, advising, training, reflection, site management, BWBRS, academic connections, and campus-wide collaboration.
These pages have been designed as resources for individual and campuses interested in the Bonner Foundation’s Civic Engagement Certificate programs. They are intended to serve as a resource for participants to fully understand the Bonner Program and its newest ongoing initiative to create a curricular component to the co-curricular service-based scholarship program. They are also intended to serve as guides for campus representatives — including administrators, staff, and faculty — to build and refine one’s own Civic Education programs.
Civic Professionalism is defined as the intersection of formal knowledge, vocational exploration/ development, and a commitment to the common good. Faculty members may define themselves as “civic professionals” by having commitments to a broader public and the skills to work beyond the borders of disciplinary questions, by drawing their institution into a greater engagement with civic life, and/or by nurturing civic inquiry, learning, and vocational reflection among their students. Undergraduate students may be formed as civic professionals by, for example, engaging in apprenticeships of knowledge, skills, and purpose in an intentionally developmental program.
The following page contains important references about civic engagement, including institutional assessment tools and rubrics.
Presentations
Building and Using Your Bonner Team and the National Network: Congress Reps, Senior Interns, & Student Leaders with a special focus on the Bonner Network Wiki and Serve 2.0
- Powerpoints
- Handouts
- Worksheet
Campus-Wide Infrastructure
Bonner AmeriCorps
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