Student Support Activities

Introduction

Besides providing many different helpful services for graduate students to become successful, extracurricular or volunteering activities and experiential learning are also important to support their future success.

activities_1.mp4

Importance of Activities

Vasti Torres explains the role of activities in student support services and gives a personal story regarding her experience with engaging in activities in higher education.

Importance of Activities

Various student activities should blend well with the instructional nature of the institution and, therefore, enhance the desired student learning outcomes. The following is a summary of the specific types of extracurricular activities.

Leadership and Loyalty

The primary purpose of leadership and loyalty activities includes the development of students' reasoning skills, interest, passion, and support for their welfare.
Examples
- Student organizations
- Business Student Dormitories, Student Clinic Enterprises, Student recreation Enterprises
- Inter-Campus Visits, Official visits between regions, Between countries official visits
- Scout Executive, Board Force/Semester, Board regiment, Students Cooperation Board, Board/Student Activities Committee

Talent and Art

The form of interest and passion are varied as reflected in the number of units in higher education institutions. Good coaching in the areas of interest and passion , for example in sport, art, writing, scouting and so on, will undoubtedly support their spiritual and physical growth.

Forms of talent and art student activities include:

Sports: volleyball badminton, table tennis, Football, Basketball, chess
Branches of the arts: band/ vocal group, choir, theater, comedy, dance, calligraphy/painting, poetry

Reasoning Activities

In the academic community, the development of students' reasoning power to examine the nature of symptoms, symptoms of society, and technology in a manner commonly used in disciplines from which they graduated. To achieve this higher education, an institution should strive to create a culture and climate supporting scientific reasoning power development. One way to develop an environment and culture that develops scientific reasoning power among students is by organizing extra-curricular activities for scientific and specialized skills for students.
Forms of activity include:
- Scientific discussions, Seminars, Panel discussions, Workshops, Scientific lectures, Research, Innovative writing competition
- Speech competition, Upgrading/courses, Scientific papers, Campus/Faculty press, Newsletters/Magazines

Religious Activities

Forms of activities included: Unit of activity, assessment forum, places of worship/activities, extension/ preachings and sermons, aspect of reasoning and idealism

Review of Examples

Chart/figure/list identifying types of support activities

UEB Graduate activities: https://ueb.edu.vn/Sinh-Vien-Hoc-Vien/UEB/HOC-VIEN---NGHIEN-CUU-SINH/1778/1784

Four Levels of Activity

The Framework for Student Support Services in Victorian Government Schools, 1998, describes principles, arrangements, and additional resources to significantly strengthen student welfare and support services. It outlines how a continuum of services can be provided to students and their families within a comprehensive and integrated framework, with an increasing emphasis on preventive approaches and early intervention activities.

Primary Prevention

Aims to raise awareness of what makes students vulnerable and develop strategies to reduce vulnerabilities and increase coping skills.
Includes population-based strategies that are universal or selective. This is an inclusive approach that engages with young people and acknowledges their rights and responsibilities to influence their social, emotional, and institutional environment.
Accounts for the coexistence of risk factors such as substance abuse, family conflict, homelessness, abuse and neglect, and a range of emotional disorders.
Activities included:
1. Enact inclusive teaching and learning
2. Encourage supportive peer relationships
3. Involve parents and community
4. Ease transitions

Early Prevention

Aims to target those at risk of ongoing social, emotional and/or physical harm in order to reduce the intensity, severity and duration of the risk behavior
Intends to minimize potential harm by improvements in identifying, assessing and managing students at risk.
Activities included:
1. Assess risks and identify needs
2. Develop programs to improve skills
3. Provide school based support and counseling
4. Monitor and evaluate progress

Intervention

Involves providing effective treatment and support to students in crisis
Includes ensuring access to affordable and appropriate counseling, care, and treatment services
Provides skills for professionals who are dealing with students at crisis point
Activities included:
1. Clarify referral procedures
2. Link to counseling
3. Ensure continuity of care
4. Monitor and evaluate progress

Postvention

Aims to provide appropriate support to students, their families, and other school community members affected by emergencies or traumatic incidents, particularly those involving death due to suicide, accident, or illness.
Traumatic incidents are extraordinary and beyond our average ability to cope.
Activities included:
1. Increase awareness of trauma impact
2. Plan for emergency response
3. Provide counseling and support
4. Monitor recovery and evaluate plans

References

Ludeman, R. B., Osfield, K. J., Hidalgo, E. I., Oste, D., & Wang, H. S. (2009). Student affairs and services in higher education: Global foundations, issues and best practices. International Association of Student Affairs and Services (IASAS).

Dhillon, J., McGowan, M., & Wang, H. (2006). What do we mean by student support? Staff and students’ perspectives of the provision and effectiveness of support for students.

Diniaty, Amirah & Kurniati, Annisa. (2014). Students’ Extracurricular Activities in Higher Education and Its Effect on Personal Development and Academic Achievement (Case Study In Islamic State University of Suska Riau, Indonesia). AL-Ta lim. 21. 161. 10.15548/jt.v21i3.96.

Department of Education, Victoria, (1998). Framework for Student Support Services in Victorian Government Schools. ISBN 0 7306 9026 1.

Page updated

Report abuse