PREM Knowledge Checklist


At the end of Monday you know...
• Look for connections between seemingly unrelated issues
• Test the validity of those connections
• Learn to conceptualize on a local (small) and global (large) scale
• Provide training for your team and volunteers
• Walk yourself through the process before introducing it
• Be ready to edit and change training exercises according to results
• Best practices for successful communication
• Practice steps towards improving your professional skills
• Good communication benefits the community

At the end of Tuesday you know...
• Greensboro is a medium-sized, Southern city undergoing dramatic social change
• The live or slide tour challenges us to put our skills and beliefs about social justice into practice
• Unless you actually travel, see and experience things you’re not really "getting it".
• Your top priorities are building your site or project team, training them and launching your site or project
• Without organization and regular review of priorities you will be overwhelmed
• Resolve schedule conflicts quickly
• We are a network of interconnected supporters
• To be effective, you must receive support from others
• To be effective, you must support others
• Without guided, deliberate reflection learners tend to miss about 95% of the experience
• As a leader it’s your job to organize reflection and review sessions
• Eventually, the best learners learn to do this for themselves or are ready to guide others
• Lottery, chance and circumstance cause many people to make other places like the US their home
• Historically the US has been a nation of immigrants
• The local appearance of refugees and immigrants highlights the insularity of Southern culture
--Who do you need to get approvals from, and when, and why.
• Leadership is synonymous with responsibility.
• The first priority of the Project Community Council is to guarantee Kids Fest success
• Relation building is a skill learned with practice.
• Building a relation to an individual or community takes time and requires periodic exchanges
• Most people obtain employment through weak ties (not close associates, friends or family — strong ties — but persons connected to them)
• Organization of the Bonner Center and 2014-15 accomplishments.
• Bonner Center presents projects and opportunities for students designed to
• Students doing Policy and Community-Based Research are following Bonner Foundation trends, nationally recognized best practices (HIPS), and encouraging inevitable acceptance of HIPS by Guilford faculty
• Service without reflection won’t turn Guilford into a community-engaged campus.
• Day of Service will include immediate, first impression reflections
• Day of Reflection will include deeper conversations about how local issues connect to larger, regional, national and global

At the end of Wednesday you know...
• Hunger Fellows have been concerned about food issues for years through many projects
• There's increased interest by mainstream students in food-related topics
• Faculty wish to initiate a Sustainable Food Systems — major? minor?
• Guilfordians use many specialized academic terms, or jargon.
• The way we speak and the words we use can promote or inhibit understanding
• As a leader and community expert, it’s your business to know these terms and the effects of language
• A caucus is a type of network
• A caucus represents a collective body of knowledge and interests
• A caucus stands for something
• Current college categories about students don’t reflect cultural affinities or diverse backgrounds
• People tagged with labels can become labels instead of people
• You must take deliberate effort to break down artificial categories.
• What Freshman Bonners are thinking
• Things you might have in common
• Differences that can also be places to start a conversation

At the end of Thursday you know...
• The relationship of Bonner Center to Center for Principled Problem Solving to Undergraduate Research and Creative Endeavors
• Service Learning is the bedrock of Community-Engaged scholarship (CES) and Community-Based Participatory Research (aka action research, or CBPR)
• Three gaps to address: #1 Between educators and learners (dealing with student disinterest or pushback), #2 Between educators and other educators (dealing with institutional lack of support), #3 Between learners and the experiences they’re having in unfamiliar, puzzling or challenging cultural contexts (helping students bridge cultural gaps, on and off campus) 
• Learners facing discomfort can be on verge of an intellectual or emotional breakthrough
• Learners thrive when they are in an optimal flow state, in a challenging (but not boring or overwhelming environment).
• Tested learners are able to make a meaningful connection (bridge a real gap) between themselves and someone from another culture (the facilitator).
• Civic engagement, cultural competency and High Impact Practices strongly imply powerful perspective shifts — transformational changes — in a learner's thinking about him/herself
• James has talked about how we must change the culture of our educational institution
• Positionality — where you place yourself in relationship to campus and community — determines how you act.
• Students at Guilford are capable of tackling very complicated, layered community work
• Skills you develop are based on where you see yourself (your frame, your perspective) in relation to campus and community
• The relationship changes; it's not static.
• Make it brief and make it engaging
• Say why it matters
• Have fun because it’s infectious and attractive

At the end of Friday you know...
• We must closely coordinate if we want to successfully engage with individuals, families and communities
• We have different calendars and schedules that must be resolved so service is uninterrupted.
• Regular meetings and discussions benefit our teams and the communities we work with.
• SWOT analysis
• Understanding liability, risk and responsibility are important professional skills
• Consequences if you fail to consider liability and safety protocols
• How to and why you must keep your hours
• How to and why you must track volunteers’ and team members’ hours
• Consequences if you fail to keep accurate hours for yourself and others
• There are several valuable sources of funding and compensation on campus and outside
• Compensation and reward are important motivators
• Refer academic credit and independent study questions to Andrew or James
• Whether you are a Bonner Scholar/Fellow or not, BAB can assist you

• Request funds early, not at the last minute
• How to use Roads to College material at your site or project

• We need a functioning organization that advocates for student involvement and can get things done
• Holding each other accountable, including and counting on one another is the core of the Council
• If the Council structure does not work we will change it until it does


Want to take the old test? Here it is:


At the end of Day 1 you should be able to…

_____Name 6 Bonner freshmen and have had conversations with each.
_____Name 2 Hunger Fellows' projects.
_____Have met all community partners at lunch and know their titles.
_____Name all the members of the Bonner Center Leadership team.
_____Tell a freshman arriving on Thursday the difference between Bonner Scholars and the Center.
_____Know the basics of making a short speech about your site or project.
_____Explain what Project Community does.
_____Explain what CAAP is.
_____Know what percent of Guilford College students do community service work
_____Explain what is a Community Scholar.
_____Explain the connection between Community Service and Research.
_____Explain what the deficit model is when working with people and communities.
_____Know where and what time you need to show up tomorrow, and what to bring.


 At the end of Day 2 you should be able to…

_____Explain why it's important to have knowledge about the communities you work with
_____Discuss in depth two city places we visited and relate them to history and our current work.
_____Expand upon the saying, “Geography determines history” based on today’s tour.
_____Explain the demographic trends of the city and our region.
_____State the projected Hispanic and Asian percent of population by 2040.
_____Name the industries that were important to building Greensboro’s past.
_____Say the names of 5 new people you met today.
_____Explain the term, “community engaged scholarship”.
_____Explain the different relations and decision-making that a site or project coordinator has compared to a researcher.
_____Explain what a community advocate is.
_____Understand how to improve relationships between higher education and neighborhoods by understanding the different roles, titles and commitments academics take on.
_____Know where and what time you need to show up tomorrow, and what to bring.


At the end of Day 3 you should be able to…
_____Describe appropriate wear for farm and outdoor work.
_____Say how many pounds of tomatoes we picked today.
_____Describe the difficulties newcomers might have communicating their needs to English speakers
_____Explain the challenges unprepared Study Abroad students might have if they are unfamiliar with the language or culture
_____Explain how important “informal” positions such as health navigator, community advocate, natural helper (or even site and project coordinator) are to functioning neighborhoods and communities.
_____Understand how one approach to a reflection or review might be conducted by yourself after a team experience.
_____Explain the meaning of OODA and how it can help leaders better understand what's going on at the site or project.
_____Appreciate that as technology improves, certain barriers may disappear.
_____Understand that some human capacity isn't readily apparent or obvious (such as trick bike riding or other talents); it takes time and sometimes overcoming barriers (language, culture, prejudices, whatever) to appreciate what's there.
_____Accept that as a leader you are perceived as a leader and must take on the responsibilities of one because others are watching you for cues and sometimes waiting for clear decisions.
_____Complete most or all  of the Service Learning Training (Parts 1-4).
_____Know where and what time you need to show up tomorrow, and what to bring.

At the end of Day 4 you should be able to…
_____Demonstrate how to keep track of hours through BWebbers
_____Demonstrate how to keep track of and verify volunteers’ / teammates’ hours.
_____Demonstrate how to conduct a reflection, review or discussion of Service Learning Training videos.
_____Clearly explain the directions and rules of the Cultural Competency exercise.
_____Demonstrate how to construct a simple survey using Google forms.
_____Explain the steps you must take when planning events on campus.
_____Explain why training is necessary before students join your site. 
_____Advocate for your site and cause at City Market.
_____Make clear statements about what you’re doing, why it’s important, and how participants might get involved.
_____Know where and what time you need to show up tomorrow, and what to bring.


At the end of Day 5 you should be able to…
_____List events, projects, and activities, with a budget and
_____List 3 unique High Impact Team goals
_____List 3 personal leadership goals
_____Explain how this experience (will set you/ relates to/ connects with) (your professional future/career/next job/next internship/life after Guilford)
_____Identify our CNNC partners
_____Complete the update of your blog page
_____List exactly what sort of talents and individuals you want on your High Impact Team when you table at the Volunteer and Internship Fair.
_____ Locate all the Bonner community sites on a map
_____ Explain to walk-on volunteers what they need to do to properly train before they work on your site
_____Follow up on the final To Do List when this training session is over
_____Win the Bonner Double Jeopardy Classic