In 2015, after more than a decade of work through the Liberal Education and America’s Promise (LEAP) initiative, the American Association of Colleges and Universities (AAC&U) called on colleges and universities to ensure that every undergraduate student completes “Signature Work.” Signature Work is a culminating learning experience, often a capstone, where students pull together what they have learned and apply it to a significant project that matters to the student and contributes to society (AAC&U, 2015). In Signature Work, students integrate, apply, demonstrate, reflect on, and communicate their cumulative learning in a project or activity lasting at least one semester. Ideally, in such a project students wrestle with complex questions that matter to them and to society. Community Engaged Signature Work involves students in working in a dynamic, dialectical way to design and carry out projects that both address a real-world issue or problem and that meshes with academic study. In Community Engaged Signature Work, students also produce something of value to a designated community partner (such as a nonprofit organization, school, government agency, or constituency).
To successfully complete Signature Work, students usually need a multi-year pathway that builds skills and experience over time. This pathway often includes both academic (curricular) and outside-the-classroom (co-curricular) learning. Bonner Scholars and Leaders already participate in a four-year developmental experience through sustained service. Many also connect that service to academic pathways such as majors, minors, concentrations, and other structured learning opportunities. This creates a strong foundation for a civic-minded capstone. These community-engaged capstones can strengthen local organizations by building capacity, or they can advance awareness and action on pressing social issues. When capstones are intentionally integrated into academic programs, students can earn credit while connecting coursework, Bonner service, identity development, and career interests in meaningful ways.
As a Foundation and Network, we aim for every Bonner Scholar and Leader to complete a community-engaged capstone project, which is our version of “Signature Work.” We are also partnering with campuses across the network toward an ambitious goal: engaging 20–25% of all graduating students in a community-engaged capstone that applies learning to real issues in partnership with communities.
Over the past decade of supporting engaged Signature Work in the Bonner Program, many institutions have found that students benefit from planning their capstones over multiple years. In conversation with community partners or constituents, students often begin shaping and refining a capstone plan during the third year. Implementation frequently begins in the second semester of the third year and continues through the senior year. When possible, students connect capstones to existing courses, majors, or integrative requirements so they can earn academic credit while advancing community-defined priorities.
Bonner Learning Community onCommunity-Engaged Capstones / Signature Work
This Bonner Cohort Learning Community supported campus teams interested in putting in place the infrastructure to engage student leaders more reliably in Campus-Wide Student Civic Engagement to increase the number and deepen engagement opportunities. This community also offered support and connections across the cohort of campuses involved (and their staff, faculty, students and partners), facilitating sharing and success.
