Bonner Directors Meeting 2017Claggett Center, Adamstown, MDNovember 7, 2017

• Overview and Goals

• Why I think this matters

• Approaches to SL/CE professional development

• What We’ve Done

• What You’ve Done and/or Experienced

• What We/You/Bonner Should Do?

Today we will:

• Take away some strategies around professional development opportunities;

• Be introduced to frameworks of professional development within the field of SL/CE;

• Think about and be a part of how we can support one another within and beyond the Bonner network.

• 3rd year Center director

• Bonner Community Scholars

• Community Engaged Learning

• Research & Initiatives

• Staff of 12-16-25, depending how you count

• Varied backgrounds, skills, training

• Varied tasks, responsibilities, expectations

• Similar set of values, dispositions, attitudes (?)

• Professionalization/Credentialization of field

• “Second generation” community engagement infrastructures (Welch and Saltmarsh, 2013)

• Career pathways

• Navigate personal/political commitments through work

• Support network of committed colleagues

• Bonner Staff Development Model• 2010 Directors Meeting, Bonner National Fellows

• Diving Deep: Roles and Responsibilities

•McReynolds and Shields (Iowa Campus Compact, 2015)

• Community Engagement Professional: Competencies

•Dostilio et al. (Campus Compact, 2017)

Domains• Skills and talents needed to

get to this level and stay there

• Knowledge needed• Habits needed• Challenges faced at this

level• What they want from other

colleagues• What colleagues appreciate

• Details available on old wiki

Brackets• "The Future:” 0-2 years • “The Not-so-new Kids on the

Block:” 3-4 years • “The Emerging Professionals:”5-

6 years • “The Middle Management:” 6-8

years • “The Confident Professionals:”

9-11 years • “The Established & Wisdom

Seeking Professionals:”12-14 years

• “The Seasoned Survivors” (a.k.a. the Wizards) : 15+ years

Roles• Educator/Reflector/Communicator• Organizational Manager

• Field Contributor• Institutional Strategic Leader• Community Innovator

• Different levels:• Novice

• Intermediate

• Advanced

Integrated pieces of knowledge, skill, and attitude

• Critical Commitments

• Leading Change in Higher Education

• Institutionalizing Community Engagement on Campus

• Facilitating Students’ Civic Learning and Development

• Administering Community Engagement Programs

• Facilitating Faculty Development and Support

• Cultivating High Quality Partnerships

• Feel overwhelmed at everything expected of us?

•Quit now?

• Try to do everything?

“The primary goal of developing a list of competencies is to make it possible to create paths through individuals gain competence. Without a systematic and empirical basis for a competency schema, our paths for competence development will be based in trial and error. […] An accompanying goal is to make visible the critical commitments(Dostilio 45).”

“[Community Engagement Professionals] must be committed to the struggle for the liberation of oppressed populations. This includes a deeper examination of the way in which community engagement is constructed within higher education and carried out in communities, so as not to reflect a unidirectional form of practice that dismisses the power of the collective struggle (Hernandez and Pasquesi, 70).”

• Staff conversations re: competencies, assets, needs

•Highlight and focus on particular needs

• Find appropriate training and learning opportunities (conferences, speakers, etc.)

• Staff meetings as educational opportunities

• Build off of strategic plan, including mission, vision, values, and goals

How have you supported your colleagues, staff, and self to advance their careers and performance?

What opportunities and strategies have you and your institutions utilized to further your and your colleagues' ability to increase the impact of your and their work and efforts?

Given the continued professionalization and credentialization of our work, how have you leveraged resources to empower yourself and your colleagues?