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Beyond Lecture Theatres: re- framing participation in volunteering activities. Ms Simone St Clair Student Experience and Transition Australian National University E: simone.stclair@anu.edu.au @Simone.StClair. Beyond Lecture Theatres…. OBJECTIVES:
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Beyond Lecture Theatres: re-framing participation in volunteering activities Ms Simone St Clair Student Experience and Transition Australian National University E: simone.stclair@anu.edu.au @Simone.StClair
Beyond Lecture Theatres….. • OBJECTIVES: • to outline how an equity outreach program also became a student transition program • to show how co-curricular/volunteer activities enhanced student development
Overview: • ANU: a research intensive institution • Volunteering at ANU: an unframed life • Student Life and the Community Ambassador Program • Framing student life: Lizzio’s ‘Five Senses Model’ • Case studies in Student Life: exploring the Five Senses • What we have learned so far…. • Future challenges
Australian National University Above: School of Art, Australian National University Above: The Carillion, Lake Burley Griffith Canberra
Above: International Post-graduate students at ANU Above: Research Student holding tribal mask, ANU
Volunteering at ANU • Many opportunities for students to volunteer. • Eager students interested in volunteering. • Disparity in how volunteering is approached and recognised within the university. • Unclear understanding and framing of volunteering. ANU Market Day, 2014
Policy change, finance incentives and student life • Bradley Review 2008 • Low SES is major factor influencing participation • Higher Education Participation and Partnership Program (HEPPP)
ANU’s Equity position • Lowest % of low SES (approx 4.5%) • Low % Indigenous (< 1%) • Low/average regional/remote (approx 12%) • New ANU Strategic plan identifies targets and need to widen participation.
Challenges for Equity at ANU • Limited funding (least funding out of all universities in Australia) • No existing outreach programs. • No Education Faculty at ANU • Traditional study areas and high entry requirements. • Postcode measure hides disadvantage in Canberra.
Becoming a Community Ambassador Fully fledged Community Ambassador
Role of Community Ambassadors: • Demonstrate they understand principles of access, equity and have cultural awareness. • Aim is not to market ANU but to build aspirations of tertiary education. • Opportunity to develop and lead projects. • Attend further training for specific projects.
Current Recognition • Certificate from Vice Chancellor. • Community Ambassador T-shirt. • Travel outside of ANU/ACT. • For some projects food is provided to volunteer ambassadors. Above: Ambassadors on their way to homework centre
Arabella • International Student • Living on-campus (self-catered) • Bachelor of Finance and Masters of Project Management Above: Arabella and student at Kingsford Smith Homework Centre, 2012
Sense of connectedness: • Student to Student Relationships. • Student to Staff Relationships • Student and Institution Relationship. Above: Arabella, Sayan and Livvi, Community Ambassadors presentation 2012.
“…being involved in this program made me more proud to be an ANU student knowing how ANU staff and students contribute to communities.” – Arabella, 2013 Above: Arabella helping a student at Kingsford Smith Homework Centre in 2012.
Fifi • First-in Family Student • Lives off-campus with family. • Bachelor of Arts/Visual Arts, Honours in Philosophy. “My family immigrated when I was very young so that I could enjoy a more flexible and less competitive education system… it is my duty to go to university” – Fifi, 2014 Above: Fifi at Community Ambassador Thank you Ceremony, 2011
Sense of capability: • Task/Role Clarity • Community participation. “I was always the shy person who never said anything but now I have the skills and self confidence to take on leadership roles” – Fifi, Community Ambassador Above: Fifi and ambassadors on route to Regional school to run a cultural day (2012).
Sayan • Studying Bachelor of Engineering/Bachelor of Economics. • Domestic/ Living off-campus student • Joined Community Ambassador program in his first year. • Also is has carer responsibilities. Above: Sayan performing at ANU Voice Poetry Slam in 2012.
Sense of Purpose: • Disciplinary engagement. • Vocational Direction • Personal Development. “Because of my work with Student Equity I’ve begun to aspire to eventually having a career in education” Sayan, Senior Community Ambassador
Sense of Resourcefulness • Systems Navigation • Physical Environment • University-Life Interface • “participation in the program made me know more about ANU, it is possible that I would not walk around to the other parts of campus if I did not get involved in the program.” – Arabella, 2014
Sense of Academic Culture • Academic integrity • Collegiality • Independence/confidence building • Critical thinking
What we have discovered: • Our students are our greatest asset. • Engagement of off-campus and international students. • Need for organised and meaningful volunteering opportunities on campus.
Summary • Federal Govt Funding lead to the development of Community Ambassador Program (CAP). • Buy-in from the students and community. • The realisation that CAP is in-reach just as much as it is outreach. • Need to further embed these programs within the university.
The future of volunteering at ANU • Review and identification of different volunteering opportunities at ANU. • Defining of volunteering. • Development of a Volunteering Framework. Is there a need to further recognise volunteers? • Future of equity funding and impact on university budget. • Do we need formal recognition?