Bonner High-Impact Initiative: An Introduction

Linking High-Impact Learning &
Community Engagement
for the American Democracy Project Conference • June 9, 2012"
Ariane Hoy (Bonner Foundation) & Mathew Johnson (Siena College and Bonner Foundation)

!1

Today we will:

✤

Explore 10 High-Impact Practices"

✤

Introduce you to the Bonner Program"

✤

Share where this idea came from"

✤

Provide the opportunity to wrestle with ideas

Introductions...
High-Impact Learning Practices

High-Impact Practices
~ ﬁrst year seminars"
~ common intellectual experiences "
~ learning communities "
~ writing-intensive courses"
~collaborative assignments & projects "
~ undergraduate research"
~ diversity/global learning "
~ internships & project-based learning"
~ service-learning & community-based learning"
~ capstone courses & projects

Introduction to Our National Network
Bonner Scholar and Leader Programs at more than 60 institutions of higher education
A Live Google Map

Who is a
Bonner?
✤

A committed undergraduate—likely
from a low-income background (85%
+)"

✤

Joins a cohort-based program"

✤

Serves 8-10 hours every week, across
four years in developmental
progression"

✤

Interns with local, national and
international organizations during
the school year and full-time in
summer"

✤

Participates in education, training,
meetings, reﬂection"

✤

Is more likely to graduate and have
better grades

The Bonner
Network
✤

60 active Bonner Scholar and
Leader Programs; 15 start-up"

✤

Diverse liberal arts institutions,
public and private"

✤

3,000+ students"

✤

Focus on under-represented
students: low income, students
of color, ﬁrst generation"

✤

6,000 + alumni"

✤

25 endowed campus programs
at $163 million total

A proven program model...
with elements to scale

Proven
Program Model
✤

Student learning,
development and
leadership"

✤

Reciprocal community
partnerships and
impact"

✤

Campus infrastructure
and culture of service

Student Impact
Longitudinal assessment involving 25
campus programs; pre and post
assessment
✤

Four years are signiﬁcant"

✤

Proven skill learning
(developmental model)"

✤

Commitment to social justice"

✤

Dialogue across difference"

✤

Structured and unstructured
reﬂection"

✤

The importance of mentors"

✤

Civic-minded professionalism

Deep
Partnerships
✤

3,000 students engaging in 1
million hours of service each
year"

✤

Developmental multi-year
partnerships"

✤

Partners as co-educators"

✤

Connecting all available
campus assets to community
needs"

✤

Direct service, CBR, servicelearning projects, policy
research

Campus
Infrastructure
✤

Infrastructure for community
service and academic
community engagement"

✤

FIPSE funded model for civic
engagement minors and
certiﬁcates"

✤

Seeding community based
research over 15 years at 30+
institutions"

✤

Stafﬁng model that builds the
capacity, range and depth of
campus program

Alumni Impact
30 campuses, 1066 Participants; 22-50
years old; 32% response rate

✤

33% in non-profit sector careers"

✤

32% in government careers"

✤

25% in for-profit careers"

✤

Career choices driven by a
desire to affect positive change"

✤

90% demonstrating civic action
in past 12 months"
✤

✤

joined organization; signed petition; did not
buy a product due to company values;
contacted a public official"

90% voted in last election

Bonner Alumni Remain Engaged
volunteering at notably higher rates than average U.S. citizens

Average Volunteering Rates vs. Bonner Graduates

Where this idea came from...
listening to our network

Origins of the
Initiative
✤

Vision—Aim to
be at the cutting
edge of
institutional
change"

✤

Data—NASCE"

✤

Learning—HIPs"

✤

Practice—HICEPs

Why change is
needed?
✤

Higher education at
a Crucible Moment"

✤

Financial challenges"

✤

Structural changes"

✤

Performance crisis"

✤

A unique
opportunity

Data—National
Assessment of Service &
✤

Developed by Siena Research
Institute as a gauge of institutional
engagement"

✤

Implemented by 35+ institutions"

✤

14K completes—now the largest
national data set on civic
engagement"

✤

Telling ﬁndings—more than half
of students are never engaged"

✤

Average POP score - mid 20’s"

✤

Structure matters

Learning—Academic
at a Crossroads
✤

Three Learn & Serve grants and ﬁfteen
years working on community-based
research "

✤

Civic engagement minor (FIPSE,
monograph)"

✤

Assessment points to importance and
limits of course-based service-learning"

✤

Broader calls for the re-imagination of
service-learning"

✤

Most successful initiatives (ADP,
BTtoP, Greater Expectations) cross
boundaries and inform institutional
change

Engaged Learning—A Part of
the Solution

✤

Generated from the Liberal Education and
America’s Promise (LEAP) Initiative, a
project of the American Association of
Colleges and Universities (AAC&U)"

✤

Proven to be effective with higher than
expected student learning and success,
especially with under-represented students"

✤

ALL of them could be connected with
community engagement
!22

Practice—The Field is
Moving Towards ResultsOriented Approaches
✤

Recession and troubled
economy has driven increased
demand"

✤

Shrinking public funding and
declining revenues "

✤

Nonproﬁt mergers are
increasing"

✤

Campus-community
partnerships with long histories
still need strategies and tools to
measure social impact

Engaged Practice—High Impact
Community Engagement Practice
(HICEPs)
✤

Developed by the Bonner Foundation and
Network’s 20+ years of building and managing
developmental campus-community partnerships"

✤

Position campus and community in democratic
engagement, characterized as:"
✤

reciprocal"

✤

problem-solving oriented"

✤

knowledge co-creation"

✤

many types of public spaces
!25

(HICEPs)
1. PLACE "
2. HUMILITY"
3. INTEGRATION"
4. DEPTH"
5. DEVELOPMENT"
6. SEQUENCE"
7. TEAMS 

!26

(HICEPs)
8. REFLECTION"
9. MENTORS"
10. CAPACITY"
11. LEARNING"
12. EVIDENCE"
13. CAPACITY"
14. IMPACT
!27

Bridging frameworks—towards democratic
A goal to draw out the opportunities for campuses and communities to be fully engaged

Our theory of change...
strategic campus-community teams

High-Impact Strategic Goals
✤

Scale proven best practices in community
engagement by integrating them across the
curriculum"

✤

Create more faculty participation in community
engagement that is connected to evidence-based
practice"

✤

Help campuses create and demonstrate community
impact

Four Guiding Principles

Pervasiveness"
Depth"
Integration"
Developmental

!31

Institutional Change
Depth
Low

High

Adjustment (I)

Isolated Change"
(II)

Far-Reaching
Change"
(III)

Transformational
Change
(IV)

!
!
!
!

Pervasiveness

Low

!
!
!
High

[Saltmarsh, J. (2009). Adapted from Eckel, Hill, & Green. (1998)]

!32

ra
te
d

low

In
te
g

3-‐Dimensional

Model

high

!

high

II

(“Johnson
Cube”)

!

VI

Deep

[Saltmarsh
&
Clayton
(2011)]

[Graphic
by
K.
Buchner]

IV

VIII

I

V

III

VII

low
low

Pervasive

high

Four Major Strategies

✤

Integrate high-impact
educational practices and
high-impact community
engagement"
Use data and evidencebased practice to drive
institutional strategy
towards full engagement"

✤

Build, support, and
leverage campus
transformation teams"

✤

✤

Be an active convener
and catalyst for a national
learning community—
spurring partnerships
across the ﬁeld that move
towards greater impact

Illustration of Connections
First Year Seminars

First Year Trips / Immersions

Common Intellectual Experiences

Site/Team Based Project Design

Learning Communities

Cohort Training Meetings

Writing Intensive Courses

Policy Research Assignments

Collaborative Projects

Issue Briefs/Program Models/CBR

Undergraduate Research

Capacity Building Projects

Diversity /Global Learning

Junior (Elective) Trips / Internships

Internships / Project-Based Learning

Sequence of developmental placements, "
tied to coursework

Capstone Courses

Capstone Service Projects

Strategy 1
Integrate high-impact educational practices and high-impact community engagement

Strategy 2
Use data and evidence-based practice to drive institutional strategy for full engagement

Types of Data
NSEE

Institutional learning performance

NASCE

Institution wide student engagement

Survey of Community Partners

Satisfaction; Capacity contributions

Survey of Faculty

Institution wide faculty engagement

Strategic Planning

Issue Briefs/Program Models/CBR

Proven Program Models

Capacity Building Projects

Indicators (Public Data)

Junior (Elective) Trips / Internships

Community Impact Assessments

to be gathered and shared

Year 4 on...continue to participation in
national learning community
Year 3"
•Attend institute"
• Sustainability
vision & plan"
• Reﬁne projects,
possibly others"
• Begin to
implement
impact
assessment

Strategy 3

Student
Professor
Staff

Partner

project Student
s

Partner

Professor

Year 1"
• Build team &
campus climate"
• Data collection &
planning"
• Identify assets"
• Attend institute"
• Select & do ﬁrst
projects

Staff

Year 2"
• Expand team & participation"
• Attend institute"
• Select & do next two projects"
• Document and share learning (conferences,
publications)

Build, support, and leverage campus transformation teams

Small Group Discussion
linking HIP with HICEPS

Strategy
Be an active convener and
catalyst for a national
learning community—
spurring partnerships
across the ﬁeld that move
towards greater impact

Year 1 Cohort

•Association of American

Colleges and Universities

Crucible Moment, HIPs

•American Association of
State Colleges &
Universities

American Democracy Project

•Bringing Theory to
Practice

Psychosocial Well-being, Assessment
Models

IARSLCE 

Research and theoretical base

•Imagining America

Collaboratories, faculty development
paths, tenure & promotion

•NERCHE

Full Participation, institutional
transformation, Carnegie Classiﬁcation,
Democratic Engagement

•Open Indicators
Consortium

Community impact models using
public data, open source

Strategy
National Learning Community

Bonner High-Impact Initiative: An Introduction

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