Web viewThe Bonner Program began at Lindsey Wilson College in 2005. With eight students, the Bonner Leader Program created partnerships with local and regional community

Bonner Scholar Program

Handbook 2015-2016

Center for Civic Engagement and Student LeadershipLindsey Wilson College

Name: ___________________________________

1 Updated August 10, 2015

Table of Contents

AboutLindsey Wilson College ………………………………………………………………………………………. 3Corella and Bertram F. Bonner Foundation …………………………………………………………. 4Bonner Scholar Program/Bonner Leader Program ……………………………………………… 6

LearningExperiential Learning ………………………………………………………………………………………….. 8Student Development Model ……………………………………………………………………………… 9The Common Commitments ………………………………………………………………………………. 10Skill Development ………………………………………………………………………………………………. 11Curricula …………………………………………………………………………………………………………….. 12

ServiceCommunity Partnerships ……………………………………………………………………………………. 14Expectations ………………………………………………………………………………………………………. 15Local Service ……………………………………………………………………………………………………… 17Requirements & Documentation .………………………………………………………………………. 18Summer of Service……………………………………………………………………………………………….. 20

ConductGPA Requirements ………………………………………………………………………………………………. 21Leave …………………………………………………………………………………………………………………… 21Probation …………………………………………………………………………………………………………….. 21Dismissal ………………………………………………………………………………………………………………. 22Point System …………………………………………………………………………………………………………. 23

AppendixStaff ……………………………………………………………………………………………………………………… 24Student Leadership Team …………………………………………………………………………………….. 26

Program Information – 15-16 Bonner Listing, Calendars, Phone List, Birthdays, etc.


Lindsey Wilson College Bonner Scholars Program

The Bonner Program began at Lindsey Wilson College in 2005. With eight students, the Bonner Leader Program created partnerships with local and regional community organizations. Our program received an endowment from the Bonner Foundation in 2011 which provided funding to support more students. In 2012-2013, over 75 students were considered Bonner Scholars. Our program is considered a unique staple on Lindsey Wilson’s campus and is one of the largest programs in the country.

The mission of Lindsey Wilson College is to serve the educational needs of students by providing a living-

learning environment within an atmosphere of active caring and Christian concern where every student,

every day, learns and grows and feels like a real human being.

Lindsey Wilson College is a four-year liberal-arts college affiliated with the Kentucky Conference of The United Methodist Church. LWC is located on more than 200 partially wooded acres on a hilltop in Columbia, KY, a small town about 20 miles from Lake Cumberland in south central Kentucky. William T. Luckey, Jr. is LWC's eighth president, and John B. Begley is chancellor. Under President Luckey's leadership, LWC's operating budget has been dramatically expanded to more than $54 million, and the number of faculty and staff has grown to more than 300.

Lindsey Wilson is classified as a Baccalaureate College-Liberal Arts by the Carnegie Foundation for the Advancement of Teaching. Institutions placed in that category are primarily undergraduate colleges that emphasize undergraduate teaching, baccalaureate-degree programs and award at least half of their baccalaureate degrees in the liberal arts. Lindsey Wilson is one of five Kentucky institutions to be classified as a Baccalaureate College-Liberal Arts.


Corella and Bertram F. Bonner Foundation

The story of the Foundation is the story of Bertram and Corella Bonner and their desire to “give back to the Lord and what the Lord has given [them].” Both Bertram and Corella Bonner’s personal journeys played a significant role in the development and direction of the Foundation.

In the words of Bertram Bonner, he was born “without a dime” in 1899 in Brooklyn, New York. At the early age of 22, after putting himself through college at night, Mr. Bonner was named Head Treasurer for Heda Green Banks. He had been working with Ms. Green since the beginning of his teenage years and had learned much from the eccentric and well-known woman. As Head Treasurer, he made many loans to New York builders, which inspired him to become involved in the real estate business. He was successful from the beginning but in the stock market crash of ’29, like so many others, he lost everything.

But, unlike others, with hard work and a tremendous acumen for business, Mr. Bonner quickly made back his fortune. His career spanned six decades and he built more than 30,000 homes and apartments.

Corella Bonner, like her husband, was born into poverty. However, she began her journey in the rural south—the town of Eagan, TN. At fourteen, after living in coal-mining towns in West Virginia, Tennessee, and Kentucky, Corella Allen, along with her mother, sought opportunity in the northern city of Detroit. Arriving penniless, the young Allen soon found work as a cashier at a cafeteria, attended Wayne State University at night, and made sure that her younger siblings went to school. She worked her way up from cashier to manager and was eventually transferred to the Statler chain’s New York hotel. It was there that she met Bertram Bonner, whom she married in 1942.

The Bonners’ involvement in community service emanated from their early work providing food for destitute families in Fort Lauderdale, Florida where the Bonner family lived. When the Bonners moved in 1956 to Princeton, New Jersey they began a broad-based ecumenical crisis ministry program housed in the Nassau Presbyterian Church. Mr. Bonner passed away in May of 1993. Mrs. Bonner carried their legacy of hope, service, and gratitude until her passing in July of 2002.

Bonner Foundation CreationSince it was activated in 1989, the Foundation has become one of the nation’s largest privately funded service scholarship programs and a philanthropic leader in the anti-hunger movement.


Through sustained partnerships with colleges and congregations, the Corella and Bertram F. Bonner Foundation seeks to improve the lives of individuals and communities by helping meet the basic needs of nutrition and educational opportunity.

The Foundation addresses its mission with two major programs: Bonner Scholars and Crisis Ministry. At more than 80 college and university campuses, the Bonner Program seeks to provide scholarships to students who need financial assistance and who have a commitment to strengthening their communities through service.

Since the 1990’s, the Foundation has provided $9.5 million in grants to thousands of religious, community-based hunger relief programs across the country and has awarded more than $12 million in scholarship support to more than 2,500 students.


Bonner Scholar Program/Bonner Leader Program

In 1990, the Bonner Foundation established the first Bonner Scholar Program at Berea College. Designed to provide students with “access to education and an opportunity to serve,” the Program has grown to become the largest privately funded, service-based college scholarship program in the country, supporting 1,600 active students on twenty-seven campuses in twelve states in the Southeast and Midwest.

The scholarship primarily serves students who have high financial need and a commitment to service. It is designed to heighten students’ overall education by affording these students an opportunity to participate in sustained community engagement during their four years of undergraduate education. The program helps the students develop the skills and knowledge necessary to make their service meaningful and lasting.

On each campus are full-time professional staff who direct and coordinate the Bonner Program, which is integrated into campus-wide community engagement initiatives. These staff work with students to provide training and reflection opportunities, to ensure quality service placements, to serve as a liaison between the community organizations and the campus, and to prepare and support campus involvement in community endeavors.

Bonners are asked to commit 8-10 hours each week to community engagement activities and 280 hours during one summer. It is this intensity of commitment — the four-year nature of the Program and the large number of students involved on each campus —that makes the Program both distinctive and transformative.

In 1997, the Bonner Foundation began an effort to expand the Bonner Scholars Program model of service-based scholarships by creating the Bonner Leaders Program. Through several grants, the Foundation partnered with institutions that were interested in expanding the Bonner Scholars Program or in creating a service-based scholarship program on their campus. Together, funds from federal work study (FWS), AmeriCorps education awards, AmeriCorps stipends, and individual institutions were used to create scholarship stipends for students who complete community service each week during their term of service.

Today, the Foundation works with more than sixty institutions that have created Bonner Leader Programs. Each of these campuses has a core group of five to-thirty students who commit to completing the required hours of community service during their term.


Having a large cadre of involved, informed, and energetic students on a campus allows for a large multiplier effect to occur. Bonner Scholars/Leaders have had an enormous impact on the culture of their institutions. For example, they have initiated service days and support groups, assisted in the founding of new soup kitchens, developed literacy programs, organized large alternative break trips, and served as board members of local non-profits.

Bonner Scholars/Leaders emerge from their college experience with a greater understanding of communities and the problems that exist within them, as well as the skills and commitment to be effective in community problem-solving efforts. Not surprisingly, they remain involved in service no matter what path they pursue professionally.


Learning

Experiential Education

Many of the Bonner Program resources and trainings are rooted in experiential learning. This methodology assumes that all learning takes place in an active environment where the participants are active doers and not passive receptors. Through experiential learning, Bonners gain knowledge and understanding, explore their own attitudes, see their skills in action, learn from each other, and validate their own learning through structured experiences.

In experiential learning, the experience takes place in the world beyond the classroom through a community service project or related activity. The service experiences should:

● Meet real community needs

● Be coordinated between the community and the Bonner Program

● Be integrated into intellectual and cognitive areas of growth and practice for each individual

● Provide structured time for individuals to reflect (through thinking, discussion, or writing)

● Enhance what is taught (and learned) by extending the learning environment beyond what we usually consider to be its “normal” limits

● Ask participants to apply experience and knowledge of present circumstances to current needs


Student Development Model

The Bonner Program uses a student developmental model that seeks to identify, develop, and integrate service passions, career interests, and academic pursuits. Because the Program is a multi-year commitment, students are challenged and supported to grow and develop in their service work. As a result, students become more involved and take on additional responsibilities and leadership roles as they advance. The student development model has five stages, referred to as the Five E’s:

1. Expectation

Students apply and prepare for participation in the program.

2. Explore

In their first year, students are involved in a variety of service sites and activities including short-term service trips.

3. Experience

In their second year, students are encouraged to focus on a particular issue within a single organization that enables them to fully experience the operations and mission of a particular agency and to develop a better understanding of community issues. This approach also offers agencies consistent and reliable support to help run and manage their programs.

4. Example

By their third year, students are expected to take on expanded roles and responsibilities both on campus and in their communities. For many, this initiative translates into leadership positions with a campus service organization and/or a community agency.

5. Expertise

Students are encouraged to integrate their academic pursuits and career interests with their service activities. As a result, some sociology majors become involved in research projects, English majors may write annual reports, and communication majors might assist with agencies' public relations.

The Five E’s framework is meant to provide a common challenge that can be applied in appropriate ways to every individual who participates, recognizing that students may enter into the Bonner Program at different stages of their college career and move through their development at different rates. Because of students’ varying interests and rates of growth, Program staff on each campus spend time advising students through their tenure within the program.


The Common Commitments

After 10 years of developing Bonner Scholars/Leaders Programs nationally, the Bonner Foundation found it increasingly necessary to more clearly communicate its values, commitments, and vision to encourage students. The Common Commitments are the result of a yearlong dialogue of members throughout the Bonner community—including students, faculty, administrators, and community leaders. Six central values were defined through a collective process and include:

Civic Engagement

Participate intentionally as a citizen in the democratic process, actively engaging in direct service, shaping public policy, and voting

International Perspective

Develop international understanding that enables Bonners to participate successfully in a global society

Social Justice

Advocate for fairness, impartiality, and equality while addressing systematic social and environmental issues

Community Building

Establish and sustain a vibrant community of place, personal relationships, common interests, and appreciation for differences

Diversity

Respect and engage the many different dimensions of identity, difference, and diversity in our private and public lives

Spiritual Exploration

Explore personal beliefs while respecting the spiritual practices of others

All training and enrichment activities must incorporate at least two of the Common Commitments to count as hours.


Skill Development

Through service, training and enrichment, and support, the Bonner Program supports learning and skill-building opportunities for students. Two sets of skills, personal skills and professional skills, were articulated as important by campus programs in the Bonner network through focus groups involving staff, students, and partner staff.

Personal Skills

The personal skills relevant to working effectively in any position or organization that will be developed through participation in the BSP are:

Balance Communication Decision-making Organization Planning Reflection Time management Goal setting

Professional Skills

In addition, working at community partners for four years enable Bonners to develop a bevy of professional skills including:

Classroom management Coaching Computer literacy Conflict resolution Construction Event Planning Public speaking Running a meeting Teamwork Tutoring/Mentoring Understanding policies/procedures Working with diverse groups


CurriculaEach class year has a curriculum that is unique and relevant to their level of engagement in the Bonner Scholars Program and in the community of Columbia. Attendance at the components listed below is mandatory for fulfilling scholarship requirements.

Class Meetings

All Bonners are required to attend their class meetings. Each class meeting focuses on skill development and cornerstone activities. They occur at least once a month and are facilitated by Bonner Staff.

Monthly Meetings

All Bonners are required to attend each month’s meeting. Monthly meetings focus on social issues in today’s society and the Columbia community. They are usually held the first Wednesday of each month from 6:00-7:30pm. These meetings are mandatory for all Bonners. An unexcused absence from a monthly meeting results in loss of a multiple points from the Scholar’s family unit (See Bonner Point System).

One-on-Ones

One-on-ones are held each fall semester. Bonners meet with their Bonner advisor (sophomores and juniors meet with the coordinator and freshmen and seniors meet with the director) to discuss service, academics, and career goals. One meeting per year is mandatory, but students are welcome to schedule additional meetings as needed.

First Year Curriculum

First Year Orientation (FYO)

First years and new returners are required to attend an orientation retreat that builds community, provides an overview of the mission, goals, and principles of the Bonner Scholar Program, and prepares students for service.

Cornerstone: First Year Trip (FYT)

First Year Trip is held in the spring following the conclusion of midterm exams. First year Scholars and Bonner staff go on a service excursion outside of the local Columbia, Kentucky community. On this trip, we immerse our students in service and cultural events of the location.

Freshman Seminar

Freshman Seminar is designed to assist first-year students with their transition to college life both on an academic and social level. This highly interactive course helps students understand how to be


successful in college by identifying and practicing certain skills and behaviors. As a result, students are better prepared and equipped to handle the everyday challenges and stresses of college.

Sophomore Curriculum

Cornerstone: Sophomore Exchange (SophEx)

SophEx is a 1-2 day cornerstone activity in which LWC Bonners serve and learn with Bonners from other colleges and universities in Kentucky. The goal of this event is to expose Bonners to the larger Bonner network and provide an opportunity for large-scale service planning, reflection, and networking. Because this is a cornerstone, participation is required.

Junior Curriculum

Cornerstone: Junior Leadership Activity

Junior Leadership Activity is a cornerstone in which LWC Bonners have an opportunity to select and serve with a different organization or student group in a national setting. Often Bonners serve with the Residence Life Staff in New York or in New Orleans with the St. Bernard Project. Please ask Director Amy Thompson-Wells how to access Junior/Senior enrichment funds.

Junior Affirmation Ceremony

Junior Bonners re-commit themselves to serving their local communities at this time. The ceremony is used to encourage students to intentionally consider their Bonner experience for the remainder of their college career.

Senior Class Curriculum

Cornerstone: Presentations of Learning Capstone

Senior Bonners are required to participate in Academic Celebration Week. Seniors prepare a ten-minute presentation in which they reflect upon key concepts they learned during their four years of community engagement. Because this is a cornerstone, participation is required. Only those students who complete a Capstone are eligible for recognition at Commencement with a Bonner Stole.


ServiceCommunity Partnerships

The Bonner Program is committed to forming and sustaining long-term, reciprocal partnerships that provide transformative learning experiences for students, deepen faculty engagement, respond to community-identified needs, and have a positive impact on the region.

Bonner community partnerships are dynamic and continuously evolving; nevertheless, we seek to embrace a core set of shared values that guide our work. These values include an emphasis on co-education, open communication, and reciprocity.

Co-education

In partnership, supervisors and Bonner Scholar staff work as co-educators, working alongside students over their four years of engagement. Every experience is intended to challenge and deepen our students’ understanding of themselves and the community in which they engage in service.

Open communication

Supervisors and Bonner Scholar staff practice open communication by being transparent and easily accessible, both celebrating successes and supporting one another when challenges arise.

Reciprocity

Together, we work to build partnerships in the community that are mutually beneficial by being catalysts for social change and deepened learning.


ExpectationsWhen you are off campus, please remember that you are representing Lindsey Wilson College as well as yourself as an individual. Following the guidelines below will help you and our community partners enjoy a productive, mutually beneficial relationship.

Ask for help when in doubt

Your site supervisor understands the issues at your site, and you are encouraged to approach him/her with problems or questions as they arise. He/She can assist you in determining the best way to respond to difficult or uncomfortable situations.

Be punctual and responsible

Although you are volunteering your time, you are participating in the organization as a reliable, trustworthy, and contributing member of the team. Both the administrators and the person whom you serve rely on your punctuality and commitment to completing your service hours/project throughout your partnership.

Call if you anticipate lateness or absence

Call the site supervisor if you are unable to go in or if you anticipate being late. Be mindful of your commitment – people are counting on you.

Show respect for the agencies for which you work

Placement within community programs is an educational opportunity and a privilege. Keep in mind, not only are you serving the community but the community is helping you by investing valuable resources in your learning.

Respect the privacy and dignity of every person you encounter

Remember that the circumstances and views of others may be different from yours, and you can learn from others. Respect their right to privacy. When talking about your volunteer experiences as part of a learning community, do not use people’s names. Confidentiality is an important skill to use.

Be appropriate

You are in a work situation and are expected to treat your supervisor and others with courtesy and kindness. Dress comfortably, neatly, and appropriately. Use formal names unless instructed otherwise.

Be flexible


The level or intensity of activity at a service site is not always predictable. Your flexibility to changing situations can assist the partnership in working smoothly and producing positive outcomes for everyone involved.

Automobiles

Do not transport any community partner clients without express permission from your site supervisor. Be aware that you—not the college—may be liable in the event of an accident. If you are over 21 years of age you may be asked by Bonner Program staff to receive certification from the office of Public Safety to drive university vehicles.


Local ServiceBonner Scholars complete at least 280 hours of service and enrichment each academic year. 224 of those hours (80% of the 280 hours) must be direct service with a community partner.

Hours

Bonners complete a minimum of 140 hours in the fall semester and 140 hours in the spring semester through a combination of service and enrichment.

A minimum of 80% of hours per semester must be direct service at your community partner.

If you are a work study student and receive $2500 in scholarship money, you must complete a total of 344 hours of service. These extra 64 hours can be completed in any capacity on or off campus. It must be approved, however, by the Coordinator and Director prior to completion. For example, you may choose to assist with Safe Halloween with Residence Life.

Alternative Break Service

During school breaks, you may choose to serve at a non-profit in or near your hometown. There is a form you must complete prior to the break for approval. Completion of these hours without approval by the Coordinator will be void and not count toward your Bonner hours.

Examples of enrichment include:

Bonner Special Topic Dinners (up to 5 per semester)

Bonner Dinners occur monthly and are planned by the SLT. Students meet in the dining hall and eat as a group, discussing a chosen special topic. These serve as a time to build community and reflect.

Cookie Conversations

Cookie conversations occur monthly (or more) and are planned by the SLT. Students meet in the Bonner House classroom and enjoy cookies while participating in a discussion focused on a specific topic chosen by the student facilitating the event.

Career Services Workshops

Career Services offers dynamic programming throughout the academic year focused on job training and skill building.

Reflection (up to 10 hours per semester)


Students are required to engage in written or artistic reflection on a regular basis throughout their time in Bonner. Reflection may come in many forms: journaling, fine arts, poetry, music, etc. This reflection process serves as the basis of the Senior Capstone and allows Scholars to create a record of their Bonner experiences that can become a part of their overall Lindsey Wilson College portfolio.

Requirements & Documentation

Five electronic documents are required for local service per semester:

Approved CLA (via BWBRS) Signed hour logs of 140 hours or more (via BWBRS) Approved Banner Time Sheet (via Banner) Write-up (via wordpress.com) Service Accomplishments - completed at the end of each semester for each CLA (via BWBRS).

This is required for AmeriCorps but strongly encouraged for all participants. Please see below for details regarding service accomplishments.

Note: At times, other items may be required to receive the full award. Please refer to page 22 for detailed description regarding documentation.

Service Accomplishments

Members should enter Service Accomplishments in BWBRS at the end of every semester/summer during which they perform AmeriCorps service. This is an opportunity for the student to reflect on their experience and gauge the scope of the impact their service has had. Service Accomplishments are also vital to the work of the Bonner Foundation, since the information members provide in their Service Accomplishments are a factor in CNCS awarding AmeriCorps slots to the Foundation. Therefore, member cooperation in entering Service Accomplishments benefits future Bonner AmeriCorps members.

What to track:

Detail is important in tracking Service Accomplishments. The number of students tutored or meals served or houses built – anything that can be numerically calculated should be recorded. If the member recruits any volunteers, they should report the number of hours the volunteers served. Members should be as specific as possible about what they accomplished, i.e. the student they tutored raised his math grade from C to A, or 30 miles of highway were cleaned up.

For one-time events and break trips, one member who was a leader in planning or executing the event should submit Service Accomplishments for the event. They should include details about how many members participated, the combined total of hours served, and the total impact of the event. For example, if 30 students spend a week doing hurricane relief, they might serve a total of 150 hours and repair roofs on 4 houses.


While data provided through the service accomplishments are essential and important to the Bonner AmeriCorps Program, lack of service accomplishments will not delay or affect the exiting process.

Documentation cont.

Community Learning Agreement (CLA)

The Community Learning Agreement (CLA) is a thoughtful way for Scholars to establish service objectives and learning goals in a formal agreement with their community partner. Scholars should work with their site supervisors to design goals and responsibilities for the semester. Students must electronically sign each CLA in bwbrs.org. See page 17 of the handbook for information on the Capacity Building and Focus Area language necessary in each CLA.

Bonner Scholars must submit a CLA before the start of each semester and prior to the start of each summer term of service. For Scholars who serve with more than one organization during the summer, they must complete a CLA for each organization.

Hour Logs

As a Bonner Scholar, you will be required to record hours on two electronic websites.

BWBRS - An hour log is an electronic record used by Bonner Scholars to keep track of service and enrichment hours completed. It is monitored by the Bonner staff and the Bonner Foundation and will be used to determine the student’s progression through the program. All Bonners are required to keep their hour logs up-to-date on BWBRS. Both site supervisors and students are required to electronically sign each hour log in bwbrs.org.

Hour logs are due to be completed and signed by the student by 11 PM Central Time on the first day of each month, with no exceptions.

Bannerweb - You are responsible for submitting your timesheet online through Banner Self-Service. Timesheets are due the same time as BWBRS. Late timesheets will result in interest being added to your student account. For Instructions on how to complete your timesheet please watch the Federal Student Employment Timesheet Video Tutorial. (http://www.lindsey.edu/offices-and-services/human-resources)

As you log your service hours, please remember to add at least a 30 minute break for every 5 hours of service completed.


http://www.lindsey.edu/offices-and-services/human-resources

http://www.lindsey.edu/offices-and-services/human-resources

http://www.screencast.com/t/ViunBGuR

http://www.screencast.com/t/ViunBGuR

https://lwcweb.lindsey.edu/pls/PROD/twbkwbis.P_WWWLogin

Summer of Service

For one summer, Bonner Scholars are to complete a 280 hour internship at the nonprofit of their choice. Summer of Service provides an opportunity for Scholars to more deeply engage the issues and populations with which they work during the academic year or, conversely, Scholars can explore a new issue and population outside of what or whom they engage during the academic year.

Summer of Service Application

Students completing summer of service must submit their summer of service application prior to their summer internship. The application details the Scholar’s community partner and position responsibilities in addition their financial needs regarding summer living.

Hours

Bonners must serve a minimum of 30 hours per week during the summer. Ideally, all 280 hours would be served at the same non-profit so that students gain a deeper understanding of what working full-time for the same nonprofit is like. If circumstances prevent that, then Bonners can evenly divide their summer service hours between two organizations that engage the same social issues or populations.

Funding

Bonners can use up to $2,000 to support their service and living expenses ($1,500 local; $2,000 regionally or nationally*). The amount allotted depends on number of participants in the summer of service program. The two main sources of funding are the living stipend (paid prior to service) and the earnings stipend (paid upon completion of summer service).

Requirements

Five documents are required for disbursement of summer funding:

Summer service application Approved CLA (via BWBRS) Signed hour logs of 280 hours or more (via BWBRS) Community Partner evaluation Reflection of Service

* If not receiving additional stipend from the nonprofit which they are serving


ConductGPA Requirements

The Bonner Scholarship is a prestigious program; therefore, Scholars are expected to maintain good academic standing. Each semester, BSP staff review grade reports. All grade reports are kept in a confidential file and are only accessible by Program administrators.

Any student with a grade point average between 2.0 and 2.5 is called to meet with Bonner staff. The staff discusses with the student any possible negative impact of Bonner requirements on his/her academic progress, as well as any concerns, questions, or personal issues that may be affecting his/her studies.

You must maintain a cumulative GPA of 2.5 or higher to remain in the program. If your GPA falls below the requirement, you will have one semester to improve grades before being dismissed from the program.

Leave

Students may take a semester of leave and still remain eligible for the remainder of their Bonner Scholarship support. Leave is meant to provide Scholars the space to focus on other priorities outside of the BSP. This includes study abroad, internships, and service abroad. Medical leave of absence must be approved by academic affairs.

Special circumstances will be considered on an individual basis for those students who need to suspend their service for a short period of time (less than a semester).

Probation

Students are placed on probation for one or two cycles when they:

Demonstrate unethical behavior Act inappropriately at service sites - Bonners are accountable to the rules and expectations of

their community partner

When a student is on probation, they should still continue service. Students facing probation have a meeting with Bonner staff members and written documentation of the meeting and the probationary decision is placed in the student’s file. Students on probation are encouraged but not required to continue participation in all Bonner activities.


Dismissal

Examples of reasons for dismissal from the Bonner Scholars Program include (but are not limited to):

False reporting of hours A student facing probation who fails to respond to a meeting request within fourteen days A student who has already been placed on probation twice by the Bonner staff, upon a third

offense A student who does not meet the expectations of the service site after completing probation

Prior to dismissal, the Bonner Foundation is informed of the situation. A decision to dismiss a student is made in consultation with the Foundation. Students facing dismissal have a meeting with Bonner staff members and written documentation of the meeting and the dismissal decision is placed in the student’s file. Students who are dismissed from the Program will not be eligible to apply again.


Bonner Point System

The Bonner Point System program will seek to improve the culture of the Bonner Program at Lindsey Wilson College. By increasing accountability for each student, they will support each other and grow as a community of Scholars.

HOW IT WORKS: Bonners will be sorted into 10 family units prior to Orientation. Representatives from each Bonner class are placed in each family. At Orientation, families will sit together for meals. They will name their own group. Students will receive 1 point for attending/participating in certain events. Points will be subtracted for missing mandatory events and for failing to log and sign hours by the deadline. Attendance at All Bonner Meetings and Class Meetings is an expectation of this program, and missing those meetings will result in loss of multiple points for your family unit.

Each month, the points will be tallied up by the Coordinator and/or Senior Intern. The family with the highest point total will get a small prize (favorite candy, etc). The family with the overall highest point total at the end of each semester will be eligible for a special prize (special Bonner shirt/fleece). Throughout the year when there is an opportunity for signups or anything of the sort, the point leaders will be able to sign up first. Additionally, there could be other opportunities for those that reach a certain predetermined point amount (special Bonner dinners, Bonner night out, etc). The family with the overall highest point total for the year will receive a larger award, such as a nice meal and tickets to a Broadway show, among other options.

EXAMPLES OF OPPORTUNTIES TO EARN POINTS:

Fall Semester Training and Enrichment SurveyAll Bonner MeetingsClass Meetings Bonner Social EventsWomen’s Studies Brown Bag LunchSpecial Topic DinnersBonner Breakfasts & LunchesGreen River Clean UpService Saturdays


AppendixStaff

A director, coordinator, and administrative assistant staff the Lindsey Wilson College Bonner Scholar Program.

Amy Thompson-Wells

Co-Director, Bonner Scholar Program Director of Civic Engagement and Student [email protected](270)-384-7469

Amy holds a Bachelor of Arts degree from Lindsey Wilson College and a Master of Arts in Education from Western Kentucky University. Amy has worked in higher education for more than 15 years in the areas of admissions, evening college, career services, civic engagement and student leadership. She also serves as an academic advisor and adjunct faculty member for the Bonner Program. Amy and her husband, Chris, have a daughter, Reilly Elizabeth and a son, Greyson Banks.

Elise Luckey

Co-Director of the Bonner Scholar ProgramBegley Scholar [email protected](270)-384-8065

Elise Hendrickson Luckey has spent more than two decades in education. She is founder and co-director of the Lindsey Wilson Bonner Scholar Program, a service-learning initiative of 78 undergraduate students who each commit a minimum of 10 hours of community service a week to an area nonprofit or government agency. She also serves as adviser to the John B. Begley Scholars Program, which includes the students who are awarded the college's top merit-based scholarship.

Elise has worked in residence life, she taught special education for more than 10 years in Adair County, Ky., schools, and she also was a linguistics teacher at a Louisville, Ky., school for dyslexic children.

A graduate of Lindsey Wilson College, Elise also holds a Master of Arts degree in exceptional education, K-12, from Western Kentucky University as well as a Rank I in secondary education from Western Kentucky. She has also completed doctoral-level work in educational leadership at Vanderbilt University.


mailto:[email protected]


Elise and her husband, William T. Jr., have three daughters: Joanne, Chelsea and Kaitie.

Natalie Vickous

Coordinator, Bonner Scholar [email protected] (270) 384-7469

Natalie started her career at Lindsey Wilson College in 2009 as a student, where she completed dual degrees: a Bachelor of Arts degree in Human Services and Counseling, and Psychology. She continued her education at LWC by jumping straight into her Master’s program, earning a Master of Education degree in Counseling and Human Development with an emphasis in Mental Health Counseling, graduating in May of 2015.

Natalie has been involved with the Lindsey Wilson College Bonner Program since 2010, serving as a Bonner Scholar for the last three years of her undergraduate experience. She then worked in the Career Services and Bonner Scholar Office as a Graduate Assistant during her two years of graduate school, also serving as Interim Bonner Coordinator for the last three months of her time as Graduate Assistant. Natalie loves working in higher education student services, and enjoys helping students every day with a little sass and a lot of love.

Lauren Kinser

Graduate Assistant, Career Services and Bonner [email protected] (270) 384-8065

Lauren C. Kinser is a May 2015 graduate of Lindsey Wilson with a double major in Psychophysiology and Communication. While at Lindsey, she served in many different capacities within the Bonner Scholar Program. Lauren completed three summers of service throughout her time as a Bonner where she was able to serve at the Upward Bound Program as a summer intern, at the Bonner Foundation as the Communication and Marketing Fellow and in her final summer of service she traveled abroad to serve at the Home of Hope in Braila, Romania. Throughout her time as a Bonner Scholar she logged the highest number of hours served in the history of the Lindsey Wilson College Bonner Scholar Program. Lauren has also been recognized as the 2015 L3 Student Leadership Award Honoree and 2013 L3 Student Leadership Award Recipient, she was the founder and President of the LWC chapter of FIMRC (Foundation for International Medical Relief of Children), Senior Class President in SGA, Bonner Congress Representative, Bonner Senior Intern, Peer Mentor, and Resident Assistant. She serves on the National Bonner Advisory Board.

Lauren will be perusing her Master’s in Public Health with a dental emphasis (MPH-d) from A.T. Still University as she prepares for Dental School. Lauren's long term goal is to open a Dental




Clinic dedicated to serving populations in impoverished areas abroad. Lauren is committed to student success and will serve our students well in this role with Career Services and Bonner Scholar program.

Student Leadership Team (SLT)

The Student Leadership Team (SLT) is composed of 3 Senior Interns, 3 Bonner Congress Representatives, 3 Special Events Coordinators, and 1 B-Vol Coordinator.

Senior Interns

Senior interns plan and facilitate all BSP planning, serve as class advisors, lead meetings and manage independent projects vital to our program. Your senior interns are:

Cristin [email protected]

Alex [email protected]

Bonner Congress Representatives

Bonner Congress representatives represent LWC Bonners to the national Bonner network. Each year, in conjunction with BSP staff, they plan and carry out one “Big Idea.” They plan and facilitate various workshops on campus. They serve two-year terms. Your Bonner Congress representatives are:

Logan [email protected]

Haley [email protected]

Hannah McCandless [email protected]

Special Events Coordinators

Special Events Coordinators work with Senior Interns and Congress Representatives to plan and facilitate workshops and special events on campus. Your Special Events Coordinators are:

Abby [email protected]

Karly [email protected]

Alaina [email protected]

B-Vol Coordinator

The B-Vol Coordinator will work with the Bonner Volunteers program, planning and facilitating service opportunities for those who choose to engage in service in the community but are not part of the Bonner Scholar Program. Your B-Vol Coordinator is:


Jesse McCandless [email protected]


Documents

Web viewThe Bonner Program began at Lindsey Wilson College in 2005. With eight students, the Bonner Leader Program created partnerships with local and regional community