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…..

2

OBJECTIVES:

•to outline how an equity outreach program also became a student transition program

•to show how co-curricular/volunteer activities enhanced student development

3

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

4

Above: The Carillion, Lake Burley Griffith Canberra Above: School of Art, Australian National University

5

Above: Research Student holding tribal mask, ANU Above: International Post-graduate students at 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.

6

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)

7

8

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.

9

10

Community Ambassador Program

11

Becoming a Community Ambassador

12

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.

13

Current Recognition

• Certificate from Vice Chancellor.

• Community Ambassador T-shirt.

• Travel outside of ANU/ACT.

• For some projects food is provided to volunteer ambassadors.

14

Above: Ambassadors on their way to homework centre

Five Senses Model (Lizzio, 2006)

15

Arabella

16

• 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.

17

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

18

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.

19

Above: Fifi at Community Ambassador Thank you Ceremony, 2011

“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

• Task/Role Clarity• Community

participation.

20

Sense of capability:

Above: Fifi and ambassadors on route to Regional school to run a cultural day (2012).

“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

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.

21

Above: Sayan performing at ANU Voice Poetry Slam in 2012.

• Disciplinary engagement.

• Vocational Direction• Personal

Development.

22

Sense of Purpose:

“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

23

Sense of Academic Culture

• Academic integrity • Collegiality• Independence/confidence

building• Critical thinking

24

• Our students are our greatest asset.

• Engagement of off-campus and international students.

• Need for organised and meaningful volunteering opportunities on campus.

25

What we have discovered:

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.

26

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?

27