The hallmarks of a college educated person include, high levels of cognitive skills and critical thinking, an ability to apply practical problems encountered in all aspects of one’s life, appreciation for diversity, decision making skills, conflict resolution skills, self-esteem, integrity, and civic responsibility (student learning 1). A study shows that most students enter college to acquire values, habits, and skills that prepare them for different opportunities, to be exposed to new ideas, to acquire knowledge and intellectual challenges, and to receive the specific knowledge they will need for a specific career (Purpose of College 2). Students who are engaged on their campus benefited more from their college experience, by frequently interacting with their peers, because these interactions help shape the college experience (Astin 3). This leads to their chances of learning the necessary skills listed above, and fully benefitting from the college experience (Cooley 4). Along with fully benefitting from the college experience, the students who participate in extracurricular activities are less likely to experience persistence in college, or dropout (Astin 3). However, community college students are less likely than other full-time students to take advantage of all of the opportunities that their campus has to offer, such as student development programs. There are many reasons why many community college students stay away from extracurricular activities, and but the main reason for most of these students is environmental factors (Astin 3). For community college students, who commute to school, especially those who have multiple obligations outside of the classroom, getting involved in extracurricular activities may be difficult; however, the benefits fully out weight the time that students puts into extracurricular activities. The benefits of participation include, personal development and life skills, leadership and communication, as well as diversity awareness and social responsibility.
According to a journal published by the American College Personnel Association, “the concepts of learning, personal development, and student development are inextricably intertwined and inseparable” (student learning 1). The journal discusses how student’s development professionals take their responsibility in fostering learning and personal development very seriously, and how their efforts are aligned with their institution’s mission. They also state that these professionals work for talent development, since this is the primary goal in undergraduate education. College experience should contribute to the student development of self as well as skills, in order for students to live successful lives after their undergraduate education. This means that student development programs and services are designed with student learning outcomes, and the student’s personal development outcomes in mind (student learning 1). They further discuss that this goal can only be achieved by creating conditions that are inspiring, as well as motivating to students in order to encourage participation in activities both outside, and inside the classroom, thus enhancing student learning and personal development. A study also concludes that involvement in extracurricular activities will increase a student’s self-respect, self-confidence, and self, esteem (Hollrah 5). This is because extracurricular activities give students pride and a sense of accomplishment, and this leads to more desired achievement and success. In Astin’s journal, he also discusses how student involvement leads to the student’s increased levels of satisfaction with their undergraduate education experience, and that the more the student is involved in their college campus, the greater the outcome of student learning, personal growth, and their growth in life skills (Astin 6). Research indicates that personal development and learning outcomes are increased when a student is involved in extracurricular activities; however the benefits of these activities are more likely to be realized by students when students are involved in collaboration with others such as, faculty, peers, administrators (student learning 1). Students who are involved in extracurricular activities interact with faculty, peers, and administrators of their schools on a regular basis. By being involved students get to participate in many activities, and build relationships among many other skills. These activities safe setting to become involved, and to interact with other students, faculty, staff, as well as administrators, thus leading to increased learning, personal development, and the student gaining life skills (Tenhouse 7).
In a journal called Shared Leadership the authors state, “Higher education plays a major part in shaping the quality of leadership in modern American society.” “Leadership is a purposive process which is inherently value-based,” and research shows that student participation in extracurricular activities substantially increases the development of leadership skills, while helping students define their values, and shape their leadership style (Astin and Astin 8) A study was conducted in Wenatchee Valley College’s student development program, and the program was proven to be successful in developing leadership skills of the students who participated in the program. Much like other student development programs, the program focuses on retreat programs for students that emphasize leadership development, interpersonal relationships, and the inclusion of students in shared governance on their campus (Schoening and Carole 9). Inclusion of students in the shared governance process leads to students working with faculty, staff and administrators closely (Astin and Astin 8). This creates a shared purpose for the students, and helps them learn effective collaboration skills, guides them in building trust with others, as well as learning how to resolve conflict and settle differences in viewpoints. Disagreement with respect is a great skill learned through extracurricular activities. Students learn to recognize different viewpoints with their peers and group members, while learning how to compromise in a civil manner and with mutual trust and respect. With collaboration also comes understanding of others. The capacity to empathize leads students to resolve conflict, while enhancing their communication skills, as well as listening skills. Teamwork also leads high levels of commitment in students, and increased levels of motivation. Division of labor, and skills in delegating is another outcome of collaboration (Astin and Astin 8). These collaborative efforts, as well as the student’s gain in leadership skills also leads to social change efforts. Most colleges and universities in the United States use a Social Change Model of Leadership (Astin and Astin 8). This type of leadership serves the need to understand self and others in order to make positive, and lasting changes in the student’s community. This model empowers students and enables them to become a social change agents on their campuses and in their communities. This model focuses on three aspects, the individual student, the group, and the community. The seven critical values in this model include consciousness of self, congruence commitment, collaboration, common purpose, resolving conflict civilly, and citizenship (“social change model” 10). The student development program at Saddleback College also uses the Social Change Model of Leadership in order for students to develop the seven critical values mentioned above.
The Social Change Model of leadership leads to the students to develop respect for diversity, understand the connection between diversity and effective team building, in order to develop a sense of citizenship, and recognition of injustice in students (“social change model” 10). The American Association of Community Colleges conducted a survey on the state of race and ethnic relations and programs that encourage diversity appreciation. The participants of the survey were community college presidents in 1,450 community colleges. They were asked to indicate if their campus climate was “contentious” or “harmonious,” and whether or not their school offered cultural events. The research indicates that four-fifths of the student organizations sponsored cultural events, as well as programming, in order to emphasize the importance of diversity. Campus climate is in direct effect with the availability of these programs (Kee 11). This research shows us that most community colleges foster and emphasize the importance of diversity programs. The student development program at Saddleback College created a Diversity Student Council in 2008, to emphasize the importance of diversity appreciation at Saddleback College. The students who participate in these types of programs develop an understanding on various aspects of diversity including ethnicity, culture, sex, race, religion, gender, socioeconomic status, and sexual identity. As well as diversity appreciation, extracurricular activities also lead to students developing a sense of citizenship, and importance of community service. A study investigated student participation in extracurricular activities in community colleges, and indicates that students who participate in these programs have more involvement on their campus, as well as in their community outside of the campus (Eklund Lee and Young 12).
There is a connection between learning and the students’ participation in extracurricular activities. Austin presented a theory of student development, which explains that students learn by becoming involved on their campuses. He also suggests that students’ learning and developmental outcomes are directly aligned with the students involvement in college, and that involvement in campus activities or programs make a difference the students’ college experience (Astin 3). The benefits directly associated with participating in extracurricular activities include personal development and life skills, leadership and communication skills, as well as diversity awareness and social responsibility. Along with these skills students also gain better skills in order to obtain employment, along with accessing many job connections. Once a student realizes the great benefits they can receive by expanding their horizons beyond their academic success, the next step for them is to find out how to get involved on their campus. The best ways to accomplish this would be to read the campus newspaper, ask advisors and faculty, to visit the Student Development office on their campus, check out marquees or bulletin boards, look at posting from student groups and activities, and even by exploring their college website. More information on most programs, clubs, and other organizations on a campus can also be found on social networking tools such as Facebook. There are many ways to get involved in most community college campuses, and students can participate in extracurricular activities on their campus by joining the newspaper staff, participating in minority groups, and seeking volunteer positions however, joining student government or campus clubs will particularly lead to greater academic performance (Feldman and Newcomb 14). More students on community college campuses all over the country need to be involved in extracurricular activities, and stretch their wings before they fly.
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