III. Bonner
Program Campus Infrastructure
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.
