I wasn’t born into a tradition or volunteerism.
As my home, church, even community didn’t emphasize it strongly, I wasn’t exposed to a volunteering until I went to university. It was then I realized the value and joy attached such pursuits.
Today, I wish that spirit had been ingrained in me earlier.
What I lack in practical life skills, outside of the written word and an intimate knowledge of Clash records, I make up for in cooperativeness. I enjoy saying yes. I may not be able to hammer or heal, but I am more than willing to make a fool of myself for a good cause. Countless run/walks. Cross-dressing. Ballroom dancing. I have been fortunate enough to use my public positions to have a little fun, and raise the profile of (and a few funds for) some wonderful organizations.
So when I read about a push among some Canadian universities to incorporate volunteer efforts onto a student’s official transcript, I was intrigued. How can offering students formal recognition of leadership/volunteer activities be a bad idea? While at its core the sentiment seems right on – encouraging students to think more broadly about their education – the devil, as they say, may be in the details.
Last week, The Chronicle of Higher Education spotlighted Concordia University as the latest among a dozen Canadian institutions offering students a co-curricular record. (Wilfrid Laurier University started the practice in Canada six years ago.) This document records student leadership/volunteer experiences as a complement to the traditional academic transcript. It places, almost on par, a student’s academic and social accomplishments.
For example, Acadia University students qualify for a co-curricular record at 20 hours of service over an academic year. As defined, service can include student government participation, attending workshops on academic/emotional mentoring or playing on-campus sports. The university also counts a range of university-approved off-campus activities.
Another six Canadian universities will introduce similar efforts in the coming year. Western is not among them.
Certainly, arguing against the spirit of this idea is an uncomfortable position.
If universities are building future leaders, then students must be able to see beyond the classroom. From an off-campus standpoint, community-based organizations feed on the energy of a university campus, depending on an engaged student body for staffing and strength. This co-curricular approach seems like a win-win.
But once universities effort toward institutionalizing the volunteer process, problems arise and each needs answered deliberately. Are all volunteering efforts equal? What organization is worthy? What is not? Who decides? Who verifies?
Obviously, many universities have made peace with their answers to these questions. That’s fine for them. But I understand Western’s caution in jumping on this latest fad.
Western strives to be best in experience for students. Yes, the institution recognizes developing students of the Real World involves a classroom as well as a social component. That’s why opportunities abound for students wishing to volunteer on this campus and around the globe. But the conservative approach to radically altering the content of a key academic document is wise.
An academic transcript is not to be taken lightly. Inclusion on that document must be rigorous in order to maintain the integrity of the institution and the individual student. It should be a reflection of verified accomplishments, not a laundry list of activities. That’s the difference between a resume and a transcript.
There is great value in creating a culture of volunteerism on campus; I’m just not certain it belongs on the official record just yet. Jason Winders, associate director, editorial services, serves as editor of the Western News. Contact him at jwinder2@uwo.ca.