To Be Holistic

Xingyu Chen

In recent years, the traditional emphasis on academic achievements as the sole criterion for graduation has begun to change. Universities increasingly recognize the importance of non-academic achievements, which can nurture well-rounded graduates equipped to navigate the complexities of the modern world. In order to educate students to be holistic talents, universities should develop a non-academic standard for graduation.

Non-academic achievements, such as leadership, community service, and physical fitness, significantly contribute to students’ holistic development and can enhance their academic performance. According to the research from California State University, Sacramento, students participating in extracurricular activities not only achieved higher retention and graduation rates but also maintained superior GPAs. Theoretically speaking, participating in non-academic activities contributes to five measures, Behavioral Engagement, Cognitive Engagement, Conscientiousness, Self-efficacy, and Hope, which are positively correlated with academic success. These findings suggest that engagement in non-academic pursuits develops transferable skills that bolster academic performance.

In today’s rapidly changing job market, non-academic achievements are particularly responsive to emerging professional demands. Through extracurricular involvement, students often encounter real-world scenarios that mirror workplace challenges, which facilitates the acquisition of skills that traditional academic settings may overlook. For instance, many universities set up art organizations enabling students to organize events, and allowing them to gain practical experience in teamwork. At Shanghai Jiao Tong University, the Art Center empowers students to oversee gala events that cultivate creativity, communication, and collaboration, skills highly sought after in today’s workforce.

To effectively evaluate non-academic achievements, universities should implement diverse assessment methods that encourage student participation while retaining flexibility. According to the Interim Measures for the Administration of Student Volunteer Service, universities can track volunteer hours and categorize students as one to five-star volunteers. Those who have accumulated 100, 300, 600, 1,000, and 1,500 hours of service since the beginning of their college years are recognized as one to five-star volunteers respectively. By assigning grades based on the duration and quality of volunteer work, presentations, and other contributions, institutions can recognize non-academic endeavors as part of the graduation rating. This balanced evaluation would reflect both in-class and out-of-class performance, ensuring that the students meet comprehensive graduation standards.

In conclusion, integrating flexible non-academic graduation standards does not undermine academic rigor; instead, appropriate standards complement it. Such an approach equips students with the capability to face diverse challenges in their professional and personal lives, and fosters a balance between intellectual capability and emotional, physical, and social well-being. By validating both academic and non-academic achievements, universities can nurture graduates who are not only knowledgeable but also adaptable, responsible, and ready to thrive in society.