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First Year Trip - Guides

Page history last edited by Robert Hackett 6 years, 7 months ago

Front Page / Bonner Program Resources / First Year Trip / Overview

 

 

First Year Trip


Overview  |  Guides  |  Campus Examples  |  Documents to Download


 

Guide to Organizing First Year Service Trips


 

Questions to Ask during your Planning Process 

 

Location or Destination:

  • Where should we go?
  • When could we go?
  • What is unique about the city and what can we learn?
  • How practical is it for us to visit this city, state or community?
  • How far will we have to travel? How much will it cost for us to get there?

 

Focus:

  • Do we want to focus on a certain issue or community? Are there Bonner partners with whom we could work?
  • What organization(s) could we work with?
  • What project(s) might need our assistance?
  • Is there an existing weeklong service-learning program we can participate in?

 

Resources:

  • What existing resources are available for trip planning?
  • Will we have to go out to eat or might there be facilities available for our own meal preparation?
  • What lodging options exist?
  • What fun activities are accessible?
  • Will we need to raise more funds? If so, what are our options?

 

Logistics: 

  • Does our campus require Liability Waivers? If so, who do we work with on campus to get them?
  • What training/trip preparation is necessary?
  • Contact Residential Life in the event Bonners need clearance for an extended stay on or an early return to campus.
  • Bonner Scholar Programs: Complete Request for Proposals (RFP) and submit to Bonner Foundation for Funding 

 

Recommendations for Planning and Implementation 

 

  • Choose a destination wisely. Campuses generally try to take first-year students to a place that will be culturally rich and expose them to a community that is different from the place where they live. Some campuses give students a few selections to consider. Set parameters (such as maximum cost and distance) beforehand.
  • Carefully choose a key agency partner. Important factors are the quality of the program and staff; the ability of the agency staff to provide an educational and meaningful experience; and exposure to the community.
  • Delegate student leadership roles from planning phase through conclusion of the trip. Students roles during the planning phase could range from educational research to organizing meal. Also give students roles during the trip, whether serving as activity schedulers or trip photographers.
  • If possible, involve the Bonner Senior Intern in the planning and implementation of the trip.
  • Also involve upper-class students, especially placing them in stronger leadership roles such as designing the activities for the entire week or planning reflections.
  • Think carefully about the timing for all phases of the trip. Be sure to budget adequate time for travel, reflection, re-orientation, breaks, and sleep!
  • Provide students with a range of preparatory materials. Various documents should include: (1) an educational or cultural piece; (2) the agenda itself; (3) information about what type of accommodations and food will be available; (4) packing list (and packing limits!); (5) a list of any additional students should bring. Some schools include students' parents or guardians in the service trip planning phase.

 

Recommendations for Service/Program Activities

 

  • Before the trip, participants should be fully prepared for the intensity of the trip and told of the expectations for their own participation. Set ground rules well in advance and discuss the rules for the trip before and during the trip.  Be sure to address expectations around sleeping, eating, packing, discussion, listening, visits with agencies, and other components that will be crucial for a successful trip for the entire group. See examples of preparatory materials later in this document.

 

  • The activities and agenda of the trip should be designed to provide students with a full immersion into the culture and place. Participants should be given the opportunity to learn about the history, current population, and culture of the place where they will be serving.

 

  • The activities and agenda should provide a variety of student engagement, including service, cultural learning, organizational exposure, social and fun activities, and time for reflection and rest. A daily reflection and evaluation is strongly recommended.

 

  • Be prepared for conflict resolution and crisis management. Experiences of this intensity and constant contact often are accompanied by a need for identifying and addressing problems that might arise. Always have a back up plan!

 

  • Ideally, have more than one staff person participate in the trip or have staff support on hand if necessary. Trips are demanding and tiring for staff, and it helps to have additional support staff involved.

 

  • Keep in mind that food and relaxation are important elements of the immersion experience, too; try to expose participants to the typical foods and cultural pastimes of the area.

 

  • Remember, the trip doesn’t end when the trip is over. Include a debriefing, reflection, and the opportunity to present about the experience to the broader Bonner/campus community. Some schools even plan for subsequent reunions for trip participants.

 

Recommendations for Education, Reflection, and Discussion 

 

  • Before the trip, provide students with an opportunity to learn about the place, community, and region they will be visiting. Make sure they know some about the history and culture of the place.

 

  • Introduce students to relevant frameworks, such as community asset mapping and “no service-learning tourism” in order to help prepare them for the experience.

 

  • Involve students in their cultural learning, if possible, by delegating research and teaching roles throughout the group.

 

  • During the trip, community residents and agency representatives should be involved as teachers, leaders, and resources.

 

  • In addition, take the opportunity to meet with civic leaders or policy makers whose work shapes the issues in and community you are visiting.

 

  • During the trip, incorporate a variety of reflection activities and styles. Keep in mind that Student Impact Surveys indicate that students respond very positively to reflection that involves discussion with community agency staff and community residents.

 

  • Written journaling can provide more introspective focus or quiet time. Service-based reflection can help students make connections to larger issues of root causes and policy.