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Bonner Student Accountability - Guides

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Front Page / Bonner Program Resources Bonner Student Tracking and Accountability / Guides

 

 

Bonner Student Tracking and Accountability


Overview  |  Guides  |  Campus Examples  |  Documents to Download


Content


Tracking Students in BWBRS


 

The Coordinator, the Bonner Scholars and Leaders, and their respective community partners are responsible for ensuring that hours served are adequately and consistently documented. However, successful completion of this program does not entail simply “getting one's hours done and reported.” The transformational goals of the Bonner Program challenge Bonner Scholars and Leaders to:

  • Participate and complete training and reflection exercises;
  • Use the Community Learning Agreement process to develop and work towards meeting learning and service objectives;
  • Promote service on the campus and in the community; and
  • Exemplify a desire to do more than just the necessary hours, but rather engage in community problem-solving activities that have both societal and personal benefits.

 

Students should report their service and training & enrichment hours on at least a biweekly basis, logging those hours into the Bonner Web-Based Reporting System (Bonner WBRS) or another system your program uses (e.g., GivePulse, GetConnected). BWBRS can generate an hour log report with signature lines for site supervisors and students either in print or electronically. At the end of each semester, students should summarize the impact of their service activities using the reporting form in BWBRS.

 

Tracking of service hours is described more fully in the Comprehensive Placement Process section of Chapter 8 of this handbook. In addition, BWBRS provides a web-based means of managing the information flow and capturing important data for analysis. Sample forms used for reporting can be found in the “Forms” section of this manual. To familiarize yourself with these forms, you may find it useful to refer to each one as you read the following:

 

Below are a series of mini-guides for users of the Bonner Web-Based Reporting System (BWBRS).  

 

 

 

 

 

 

Bonner Scholar Enrollment Tracking in BWBRS


 

 

  

Bonner One-on-One Meetings


 

Background and Purpose 

 

A One-to-One Meeting is a formal meeting between a staff member (usually Director or Coordinator) of the Bonner Program and a Bonner Scholar or Leader student. More than being a casual conversation, this meeting is planned in advance; the staff person usually has a framework to guide the meeting conversation and reflection. Typically, the One-to-One Meeting is a chance to discuss the student’s service placement, goals and objectives for the placement and personal development, and reflection about progress on these goals, while they also provide the staff member with a chance to develop and apply his or her skills in coaching, advising, and guidance

 

The One-to-One Meeting, which may be traced to Davidson College who pioneered the practice, has become a best practice within the program. It is based in the belief that nothing happens at all until you touch the individual. It is a way of providing support, mentorship and friendship for students. Through these relationships, Bonner staff are able to model the types of interpersonal relationships—those involving sympathy, forgiveness, reconciliation—that the Bonner program is supposed to nourish. It also provides an opportunity to model the types of relationships that we want students to develop with community members.

 

One-to-One Meetings are key to the success of the Student Development Model because they allow Bonner staff to support students on a personal, appropriate level, matching the student’s stage of development. These meetings provide an opportunity to show students how much we value their place and their contributions to the program. They provide a safe, confidential space where specific issues or problems can be brought up and addressed. They are the only way to make evaluations “come alive.” Without individual meetings, evaluations are just “words on the page.” These meetings give an opportunity for the Bonner staff and the student to explore ways that service will can enhance their educational pursuits and their career paths. Students are often reluctant to speak up in a group, and they are more likely to do so in individual meetings.

 

These meetings provide a check-in for directors, to see whether or not we are meeting the needs of the students. They help “cement” the fact that there ARE expectations, and that these expectations apply to YOU. The meetings are energizing for staff members too. Done right, staff should get something out of them, as they develop as counselors and become knowledgeable about the resources that are available to them in this role.

 

Benchmarks

 

  • The One-to-One Meeting itself should be a benchmark within an program, just as orientation and reflections are.

  • The Bonner Foundation recommends that campuses have at least two formal One-to-One Meetings with students each year, preferably by semester.

  • Effectively implementing these meetings can be accomplished by developing a network or team on campus to help the director or coordinator conduct the meetings. This team can include faculty and other staff and other Bonner students, such as Senior Interns or Congress Representatives.
  • Preparation should include a strong knowledge of the resources available on your own campus, such as career services and counseling services.
  • Preparation for students should include writing in journals or written responses as part of reflections.
  • Preparations for directors and coordinators should include reading these journals and reflections carefully and using them in conducting the individual meetings.

 

Download this helpful set of guidelines: Guidlines for Great One-to-One Meetings and Seven Basic Communication Tips (PDF)

 

Approaches

 

  • Have a straightforward framework/form for preparation — As described above, staff members should be familiar with the student’s reflection, site evaluation and other relevant materials prior to the One-to-One Meeting. To make preparation easier, consider using a simple 1-2 page form that asks students to summarize their thoughts in particular areas like: 1) service performance, 2) program participation, 3) training and learning, 4) participation in campus community. See the example from Davidson College (below).

 

  • Schedule One-to-One Meetings in over two weeks or so — One of the challenges with doing One-to-One Meetings with between 20-60 students is time. Staff members who have been able to make this work often set aside a period of time, like two weeks, and schedule all of the meetings within that period. This keeps the process from drawing out and gives the students a more clear structure of time availability to respond to.

 

  • Expand the circle of effective mentors — As mentioned above (benchmark), several campuses have institutionalized the practice of regular, high quality One-to-One Meetings by involving other relevant campus staff in conducting them. Think about the campus Chaplain, Career Development staff, Student Life staff, and others as possible allies in the process who can also share their advising experience and perspective with students. Make sure to share relevant information with these staff members, such as site evaluations or feedback. For ideas, contact West Virginia Wesleyan staff.

 

 

See Davidson College One-on-One Guide, 2011. 

 

Bonner Recommitment and Renewal


An important aspect of the Bonner Scholars program is for students to engage in meaningful reflection related to specific experiences as well as to their larger Bonner experience. As students transition from the “experience” to the “example” stage (generally between the sophomore and junior year), there is a logical opportunity for intentional conversation focusing on reflective evaluation of their experience as well as visioned planning for their next level of involvement as a servant leader in the Bonner Program. When making life choices (such as college persistence, choosing a major, identifying a career path), it is important for Bonners to acknowledge the costs of these choices and to embrace the gifts and opportunities these choices allow.