For the Bonner Program to have be effective,
all members of the college community must embrace it. Because
of its comprehensive, four-year structure, the Bonner Program
staff and all those who are part of the college community —
administrators, faculty, students — have a role to play
as part of the Bonner team. The BP staff is responsible for coordinating
the operation of all aspects of the program, including recruitment,
selection, orientation, training, placement, reflection, enrichment,
and evaluation (see the sections that follow for detailed descriptions
on each of these processes).
In addition, the BP staff utilize and coordinate the other institutional
resources available to support students and the program, including
the admissions offices, financial aid, student life, religious
life, internships and career development, fundraising, public
relations, alumni affairs, athletics, study skills, health, and
counseling.
The following are suggested roles and responsibilities
for developing a dynamic team and a strong program.
1. Campus Service Program Staff
Office/Center
Director:
The Center Director oversees all the
operations of the community service center, and often plays
a central role in promoting academic-based service-learning
on campus. The Foundation prefers that this individual also
serve as Director of the Bonner Program.
Bonner Scholars
Program Coordinator:
Coordinators of the Bonner Program have the main responsibility
for implementing and maintaining the program, particularly in
regard to the Bonners’ service experience and character
development over four years.
Other Office/Center
Staff:
Administrative support staff, including student work-study positions
2. Student Leadership
Positions
Project Coordinator:
A project coordinator coordinates and leads issue-oriented service
projects. This person is responsible for helping recruit and
train occasional and regular volunteers. Furthermore, the project
coordinator manages occasional and regular volunteer service
projects/placements.
Bonner Senior
Intern:
Consider identifying two upper-class students to assist in staffing
the Bonner Program. These students could be in charge of the
day-to-day operation of the Program and work closely with the
Coordinator. Having one of these students work during the summer
in preparation for new Bonners’ orientation and the opening
of school could be of immeasurable benefit.
Service Team
Leader:
A service team leader serves on a team with a focus on a particular
issue area. The service team includes campus staff and faculty,
community leaders, and students from each class; student roles
& responsibilities match the level of experience and expertise.
Work-Study Students:
Because the administrative funds from the Foundation are not
sufficient to cover the full administrative costs of a Bonner
Scholars Program, colleges are encouraged to recruit and utilize
work-study students (they need not be Bonner Scholars) to assist
in the administration of the Program.
3. Involving Non-Bonner
Scholars in the Program
Involving upperclass, non-Bonner students
with the Bonner Program can be an effective way of insuring
that the Program becomes an integral part of the college community
and not a marginal or elitist group. Upperclass students will
help shape the direction of the program, create a positive perception
of Bonners on the campus, and will help integrate the Program
into the more comprehensive college service activities.
Upperclass students can also serve as mentors
to Bonners — advising them in areas such as time management,
studying, coping with the social pressures of college, and dealing
with problems unique to the college (e. g., the experience of
being a minority student at a school with low minority enrollment,
being a low-income student in the midst of a affluent student
body).
Upperclass student service leaders should
assist in preparing Bonners to become community service leaders.
From them, Bonners can learn the history of service program
successes and failures at the school, how to encourage other
students to become involved in service, and the day-to-day tasks
involved in running a service program.
Student representatives of all groups on
campus should be made aware of and involved in the intent and
activities of the Bonner Program. The community programs where
Bonners serve should encourage the participation of student
volunteers who are not Bonners. This will insure that the Bonners
will not be isolated from other students. Bonners should be
understood as one element in a broadly-based community service
emphasis, which includes the service efforts of many students.
Informing student leaders about the Bonner Program will help
eliminate any suspicion, jealousy or tension regarding the Bonners
that might possibly develop.
If the Bonner Program is to succeed, it is
necessary from the outset to include a broad range of students
in the Bonner Program mission to strengthen the larger campus
community service program.
Upperclass students should be advocates for
the Bonners in administrative decisions regarding the Program.
Besides serving on the Bonner Scholars /Leaders Selection Committee,
non-Bonner students can become involved in the Program through
serving as support staff (work-study or volunteer) in the Bonner
Program office and through assisting in planning and running
the Bonner Program orientation. This could be a work-study job
given to a student who would likely have been a Bonner Scholar
if he/she had had the opportunity. Presence of older students
at Bonner Program meetings is also a good idea, provided the
Bonners do not feel inhibited in expressing themselves among
upperclass students. Perhaps some Bonner Program meetings should
be planned as open meetings because they feature speakers and
discussions of general student interest; other meetings of the
Bonner Scholars/Leaders could be closed because of their house-keeping
or group-building intent.
4. Bonner Scholars Program
Committees/Teams
Advisory Committee:
As stated in the Bonner Program Rules, a BP Advisory Committee
must be established with representatives from the following
groups: students, campus administrators, faculty, and community
partners. Campuses are allowed to have this group assume responsibilty
for the selection process for new Bonner Scholars/Leaders.
Selection Committee:
A Selection Committee for Bonner Scholars/Leaders
is required. This Committee should consist of at least one person
from the following categories: coordinator, admissions office,
financial aid office, Bonner Scholars/Leaders, faculty, and
community leader.
5. Other Campus Departments & Staff
College/University
President:
The President can highlight and encourage participation in campus
service initiatives. The President can also draw attention to
these activities during college orientation, host receptions
for those involved in service, and encourage faculty to become
involved in various aspects of the campus service program, either
in curricular or co-curricular training activities or by acknowledments
that reward faculty.
Dean of Academic
Affairs:
The Dean of Academic Affairs can play a key role in encouraging
innovation in the academic curriculum, be it individual classes
or the creation of a minor or major, to incorporate experiential
community-based learning and more effectively relate to skills
and knowledge needed by students engaged in community problem-solving,
include sociological analysis, public policy, and organizational
communication.
Dean of Student
Affairs:
The Dean of Student Affairs can assist the Bonner Program, access
campus programs and activities such as residential life, student
activities, the campus newspaper, radio station, yearbook, occasional
newsletters, the student government. Through these and other
channels, Bonner Scholars/Leaders can find avenues for encouraging
service throughout the campus.
Chaplain:
Aside from being the place where many campuses house their community
outreach efforts, the Chaplain's office usually has resources
that can be invaluable to students engaged in service. Many
chaplains offices have information on local, area, state, regional,
national and global human needs and opportunities to serve them.
For those students who do come from particular faith traditions,
the chaplain can help them understand how the values of faith
are translated into action, giving the students a larger perspective
on why they are engaged in service and a perspective which will
help sustain them as they serve. The chaplain can also provide
links to faith-based organizations, such as a congregation in
a high-risk neighborhood which provides youth with a safe environment
in an after school program or a church-run food bank.
Director of
Admissions:
The Admissions Director will play a significant role in recruiting
potential Bonner Scholars/Leaders and in alerting the Bonner
Director or Coordinator of those who have already applied to
the college and may be eligible for the program. By working
closely with the Director of Admissions you will be able to
more effectively promote the Bonner Program and recruit the
best candidates to apply.
Director of
Financial Aid:
The Director of Financial Aid will also be a key player in determining
which students would be eligible for the Bonner Scholarship.
Not only can they help identify incoming students who have a
high level of financial need, but also assist you in identifying
candidates if a space opens in the middle of the year. This
person can also insure that the scholarship funds from the Bonner
Scholarship are properly credited to the accounts of the Bonner
Scholars on campus.
Director of
Development:
A campus development officer can assist the local Bonner Program
to articulate the need for additional funds, develop funding
resources, prepare and write proposals, and “sell”
the vision to interested contributors. This person often can
also be the bridge to Bonner Program’s access to alumni
active in community service who may be aware of financial and
other resources, including summer service opportunities.
