Annual Report – Programmatic Section

Please complete this template below to share programmatic highlights.  The entire report can be three pages or less.  Please share information and highlights, in a letter-like or reporting format, that addresses the following three categories and provides a synopsis of your Bonner Program this year.

Implementation of Student Development: 

How did you implement the developmental model this year within your co-curricular and service activities? (suggested one page text):

1. The role of trainings, courses, & meetings

The developmental model was integrated in the following manner:

Trainings: We focused on a sample of the skills outlined in each of the four years of the model.  For example, time management, volunteer management, balance/boundaries and public speaking are just a small example of the trainings outlined in the developmental model. Our goal is to fully access the model in 2008-2009 since we were creating the model and using small aspects of it throughout the academic year.

Courses:  Students new to the Bonner Program enroll in Emerging Leaders 101, whereas those students continuing in the program enroll in Emerging Leaders 102.  These courses highlight general aspects of the Pfeiffer model as well as common commitments and personal leadership development skills.  Students who were seniors in the program enrolled in Social Justice for the Common Good.  A higher level course that focuses on a philosophical examination of social justice and requires students, through service to put theory into practice as they work locally and regionally to contribute to a more just society.

Meetings: Reflection meetings were centered on the common commitments and involved integration of the developmental model.  An example of how the developmental model is integrated in meetings is provided below:

·         Attend weekly one-hour program meetings in the spring semester (specific dates and times designated at the beginning of each semester)

o        One Social Issues Meeting coordinated by an upperclassman scholar (you will be assigned an issue area based on your primary service site selection for the spring)

o        Two First Year class meetings

o        One  All Scholar Reflection meeting

1. First Year TripThis year's First Year Experience Trip took place in downtown Atlanta with Project Open Hand. Project Open Hand’s mission is to “help people prevent or better manage chronic disease through Comprehensive Nutrition Care™, which combines home-delivered meals and nutrition education as a means to reinforce the connection between informed food choices and improved quality of life.”  Thirteen first year Bonner students and three Francis center staff spent the week working in the kitchen packing line, assembling and organizing many of the over 4,500 of meals that Project Open Hand prepares each day. In addition to packaging, we also spent the week delivering meals to housebound seniors, and the chronically or critically ill throughout the metro Atlanta area.  After the trip, the students were asked to complete a survey of their experience and the overwhelming reaction was one of satisfaction—the satisfaction of spending a week with friends and the satisfaction of helping the community in a tangible way. The overall sense of the experience was that it went wonderfully. We made a new connection in service by working with Project Open Hand and hopefully that relationship will have many opportunities to deepen with more First Year Trips to come!
2. Second Year Exchange 

Due to last minute changes, the Second Year Exchange did not occur.  Since this has proved to be a challenge in the past year, Pfeiffer added the programming and planning of the Second Year experience to its priority list.  Our goal is to partner with Warren Wilson College for the academic year 2008-2009. 

     3.Third Year (and beyond) Leadership Roles:

Third Year students (and Seniors) play a significant role in the program.  Students at this level were involved in planning and presenting reflection meetings.  In addition to their roles in facilitating reflection meetings, they were also instrumental in coordinating key campus wide programs, participating in interviewing new Bonner Leaders and planning retreats and other functions of the campus wide service center.

4. Senior Capstone & Presentation of Learning:

Perhaps the most widely anticipated event of the year, outgoing Bonners invited parents, community partners, students and friends to a moving ceremony where they were able to integrate their experiences in the program to every aspect of their academic and professional development. Each Bonner was able to document their holistic transformation from earliest experience in the program to this culminating experience.  Those who attended were moved by the student’s growth and development.

Implementation of Community Partnerships: 

Please share a summary of your work with community partners, touching in particular on the following categories (suggested one page text):

1. Orienting and managing community partnerships (orientation, site visits, meetings, strategic planning:

   Community Partnerships are an essential component to the Pfeiffer Team.  Specifically, community partners play an active role in the Bonner Program.  During the summer of each year, community partners receive a needs survey.  This survey serves as a backdrop for the specific volunteer needs of each client.  While our strategic community partners have similar Bonner positions each year, the roles and responsibilities of these positions may change.  The survey provides the specific needs of community partners.  Community Partner Workshop Series.

2. To provide training to community partners relevant to the challenges they face in providing needed services to the community. Training was provided based on feedback received from surveys issued at the Community Partner Breakfast. Partners listed various topic areas that they would like to receive training in, and Pfeiffer faculty and staff worked to provide workshops to address those topics. Three workshops were provided based on survey results: Fundraising and Development, Marketing and Advertisement, and Recruiting Quality Volunteers and Employees.

   Number Served: Over a dozen community partner organizations received training, and approximately 25 individuals received training in one or more workshops.

   Outcome: Community Partners provided very positive feedback. Training workshops were informative, and well received. Most partners expressed interest in attending workshops in the future.

1. Partners as co-educators and other unique initiatives (including new academic linkages)  Community Partners participated in both fall and spring student retreats by providing training to our Bonner Leaders.  Because of the close-knit nature of the community, community partners visit campus often as they participate in assisting faculty in classes as co-lecturers, working with faculty involved in service learning and participating in special events such as cultural programs, attending symposiums and workshops.  A special iniatitive was created this year as a result of the community partner survey.  Partners stated that they could benefit from training offered by university staff and faculty. Such areas of interest were volunteer recruitment, development and marketing public relations. 
2. Community Partner Workshop Series Information Below (Objectives and Outcomes)

   Goals and Objectives: To provide training to community partners relevant to the challenges they face in providing needed services to the community. Training was provided based on feedback received from surveys issued at the Community Partner Breakfast. Partners listed various topic areas that they would like to receive training in, and Pfeiffer faculty and staff worked to provide workshops to address those topics. Three workshops were provided based on survey results: Fundraising and Development, Marketing and Advertisement, and Recruiting Quality Volunteers and Employees.

   Number Served: Over a dozen community partner organizations received training, and approximately 25 individuals received training in one or more workshops.

   Outcome: Community Partners provided very positive feedback. Training workshops were informative, and well received. Most partners expressed interest in attending workshops in the future.

3. Integration of site-based or issue-oriented teams

This year we had three site based teams: Group Homes for Autism, Francis CORPS, and Second Parenthood.  Students were actively engaged in recruiting and training volunteers, assisting with special programs such as an art show in support of individuals with Autism, and educational assistance to children raised by the grandparents. 

Campus-wide Culture and Infrastructure: 

Please describe key elements and progress in 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, touching on the following (suggested one page text):

1. Key relationships and activities involving faculty and academic connections.  In particular, what work was done with relevant coursework, a minor, or other curricular integration.

The Francis Center for Servant Leadership continues to maintain its involvement in every aspect of the university culture.  Specifically, the center works in collaboration with the School of Education and the Leadership Education Minor.  Bonner students are strongly encouraged to take courses such as Emerging Peer Leadership, Advanced Peer Leadership and Experiential Group Leadership.  In addition to these courses students may also complete both the Senior Capstone and Senior Project associated with this major.  The majority of the courses taught in this major are service learning enhanced.   The Faculty Associate who directed this program is further involved with the Bonners as a participant in retreats, reflection meetings and mentoring relationships with the students.  

Additional course work includes courses such as Social Justice and the Common Good (students participate in service learning while examining a number of social issues), Peer Mentorship (an opportunity for students to serve as mentors to their peers while also learning scholarly characteristics of leadership development), Servant Leadership (focus is on the attributes of servant leadership) and courses such as Academic Literacy, Community Tutoring, Community Mentoring and discipline specific courses that offer opportunities for students to engage in community based research and service learning.

2. Key relationships and activities involving other departments or divisions on campus (for example for recruitment, student wellness or retention, financial aid, and so on).

The Francis Center partners with both Admissions and Financial Aid to assist in the recruitment of students as well as working with students to determine their financial aid packages and scholarship opportunities.  As a result of this intentional partnership Pfeiffer has seen the number of students participating in community service work-study increase.

The Career Development Office facilitates reflection meetings, provides invaluable information for our Bonners with regards to vocational aspirations, partners with Francis Center to support internship opportunities and serves as resource for training and development with community partners.

Additional areas that collaborate with the Francis Center include Athletics Department (collaborative team to assist in service related initiatives, Library (site for community partner mentoring program and Student Development (provides and participates in a number of outreaches/programs with students). Finally, the Center for Outdoor Leadership continues to serve as an integral part of the Francis Center team as it provides trainings and reflections for students and community partners.

3. Unique initiatives (such as events or strategic planning) that have enhanced institutionalization of service and civic engagement on campus.

The Francis Center continues to be an agent of change and integration on the Pfeiffer campus. The Bonners and Francis Center hosted several events.  Specifically, MLK Challenge, Campus Week of Dialogue, Hunger and Homelessness Week, Thanksgiving Dinner for Community Partner Clients that Bonners serve and a fall and spring service fair.  Additionally, the Francis Center also facilitates New Faculty Training Workshops of Leadership and Service Learning in addition to providing campus wide training for all faculty and staff engaged in service learning and civic engagement.

A unique event held by one of our Bonner Leaders was an Art Exhibit of works created by individuals with Autism.  This event featured some of the residents of a local Autism Group Home and provided an opportunity for students, faculty, staff and community members to purchase art in support of Autism.