Promoting student engagement through extra-curricular activity

Robyn Muldoon

University of New England

The New England Award

Recognises that valuable skills, attributes and talents are developed through participation in otherwise non-accredited activities whilst at university

Program aims

•  To promote student participation and engagement in activities that complement their studies

•  To support their growth and development into well-rounded citizens of the future

•  To complement Graduate Attributes Policy

Eligible activities

Three categories: •  Extra-curricular learning and training

•  Preparation for the workplace including professional development, paid and voluntary work

• Contribution to the university and local communities

Examples of Category 3:

Volunteering for service clubs, charities, church groups, arts societies, advocacy organisations, environmental groups and national organisations such as Alzheimer’s Australia Inc; Amnesty International; Australian Red Cross; Australian Red Cross Blood Service; Cancer Council; National Trust; and Oxfam.

Includes volunteering with the University.

For example:

•  Residential college activities •  Student clubs and organisations • University committees • Open day and Orientation

Students studying by distance education (approximately 80% of UNE’s student body) are able to participate in the NEA by sourcing their activities from their local communities.

Students are responsible for themselves:

•  Register for the NEA •  find/choose their activities •  apply for approval of activity (if new) •  log activities online •  apply for the points •  reach 1,000 points • write a journal about their personal

development •  apply for the award.

Reflective journal about personal and professional development a very powerful tool.

The NEA is conferred at graduation and is considered a prestigious achievement.

The NEA program is an innovative approach to student participation, development and engagement with the higher education sector in Australia and is being used as a model for similar programs in other Australian universities.

10 years surveys of current students and graduates

•  program monitoring and improvement

•  student outcomes

•  Surveys, student journals, personal reflections

Student outcomes

Enhanced

•  Transition to university study •  Personal growth and development • Graduate attributes •  Preparation for the workforce •  Participation and engagement

Engagement Retention

Did the NEA contribute to your UNE experience?

Majority of the responses about being motivated to be more involved in university life. For example:

Provides motivation to get involved; Makes me feel part of the UNE community; Has given me the opportunity to get involved in a multitude of different things; As a DE student, it gives me a greater feeling of active 'belonging' than would otherwise be the case; and A feeling of belonging.

Benefits both

•  naturally active and extroverted students

•  shy, introverted students.

In what ways have you benefited from participation in the NEA? - majority of responses about increased confidence, self-esteem and self-knowledge.

For example: Satisfaction ...and increased self confidence in ability; It's good to strive to be my best; I am now confident to approach (a future employer); Having to reflect on my activities has helped me to clarify what is important to me; Increased independence and social skills.

It’s provided me with an avenue to grow and enhance myself; I am a shy person....and this has encouraged me to get more involved; Increased social skills, practical skills and confidence; It has made me think about myself in society; I benefit from the sense of satisfaction I get when my points are approved and I reflect on what I have achieved; and Personal development, self confidence and involvement in the community.

Participants also commented positively on the broader university experience that the NEA facilitated. For example:

Broadens my experience; It gives me something else to work towards, not just my degree, which helps me to keep balanced, focused and not burn out; It gives me real world experience, rather than just book experience; Offering opportunities to do a range of different things, getting the most out of my uni years; and Rounding out the whole university experience.

Conclusion

Involvement in extra-curricular activity promotes successful student participation and engagement in university life which is known to aid transition from secondary to tertiary study and positively impact on retention.

It also supports students to develop their skills and abilities in a way that impacts positively on their self-esteem, confidence and employability.

Institutionally endorsed and supported extra-curricular activity offers huge potential in terms of facilitating integration into the social fabric of university life whilst also supporting the development of students as individuals and citizens of the future.

Related publications

Muldoon, R. (2007). Developing students’ citizenship skills through recognition of voluntary community work. Citizenship Education in Society. A. Ross, (ed). London, CiCe: 159-168.

Muldoon, R. (2007). "The New England Award: Providing student development opportunities through cross-campus and external collaboration." Asia-Pacific Journal of Cooperative Education 8(2): 149-162.

Muldoon, R. (2008). "Recognising and rewarding the contribution and personal development of peer supporters at university." Journal of Further and Higher Education 32(3): 207-219.

Muldoon, R. (2008). The New England Award: Developing graduate attributes through extra-curricular activity. Communication Skills in University Education Conference: Intercultural Communications Across University Settings. J. Van Heyligers. Auckland, New Zealand, Pearson Education, .

Muldoon, R. (2008). Vignette: Graduate Attributes and Extra-Curricular Activity. ACEN. Brisbane, Queensland University of Technology: 57 (www.acen.edu.au).

Muldoon, R. (2009). "The New England Award: Recognising students' personal and professional development through extra-curricular activity." Powision: Magasin am Institut fur Politikwissenschaft 'Engagier dich!' Grenzen und Moglichkeiten studentischen Engagements (2): 39-40.

Muldoon, R. (2009). "Recognising the enhancement of graduate attributes and employability through part-time work while at university " Active Learning in Higher Education. 10(3): 237-252.

Muldoon, R. (2010). The New England Award: Empowering and rewarding students' talents. Fifth European Conference on the First Year Experience. Plantijn Hogeschool University College, Antwerp, Belgium.

Muldoon, R. (2010). Tertiary student leadership training: A case study. Lifelong Learning and Active Citizenship. P. Cunningham and N. Fretwell. London, CiCe: 593-601.