Learning Outside the Classroom: A Distinctive Approach to Co-Curricular Recognition in the Australian context

Abstract

Co-curricular engagement is an essential a part of the student experience in Australian higher education institutions. Whilst there is wide acknowledgement of the benefits of students participating in co-curricular activities, formally recognising students for the knowledge, skills and experiences that they have gained through co-curricular learning has only recently emerged in the Australian context. This practice paper will describe one Australian university’s approach in developing and implementing a co-curricular recognition framework. UOWx sits at the core of University of Wollongong’s (UOW) student experience, providing holistic and transformational personal development of students. The distinctive features of UOW’s approach include developing a whole of institution approach; embedding the student voice into continuous improvement cycles; and developing an active strategy to embed UOWx with employers and community organisations. This approach has transformed student co-curricular learning at UOW, by increasing the breadth of student engagement and deepening student understanding of the knowledge, skills and experiences students have gained through their co-curricular engagement. Keywords: Co-curricular framework; designing co-curricular recognition; reflection.

How Formal and Nonformal Education Shapes a Student: A Case of Minke from Pramoedya A. Toer’s Buru Tetralogy

“…Additionally, holistic education transcends the confines of the traditional classroom milieu, accentuating the indispensability of student involvement in co-curricular endeavors and community-centric learning initiatives as integral facets of the holistic learning continuum (Chicharo et al, 2020). Such engagements afford learners opportunities to partake in mentorship endeavors, assume leadership roles, and immerse in community-based artistic endeavors (Barnes et al, 2021;Cipollone et al, 2022;Lepore et al, 2021;Tatnall, 2020), thereby engendering multidimensional learning experiences and holistic development trajectories.…”