Doreen TAN

Centre for English Language Communication (CELC)
Temasek Hall

Doreen gives an overview of how Temasek Hall cultivates an environment conducive to out-of-classroom learning for its residents through its varied educational activities and programmes.

A still from Temasek Hall’s Musical Production (THMP). (Photo provided by the author)

Tan, D. (2024, July 24). Out-of-classroom learning in the halls of residence: Temasek Hall. Teaching Connections. https://blog.nus.edu.sg/teachingconnections/2024/07/24/out-of-classroom-learning-in-the-halls-of-residence-temasek-hall/

Out-of-classroom learning and residential living are closely related, reflecting different aspects of the comprehensive educational experience beyond traditional academic instruction. At the National University of Singapore (NUS), Temasek Hall epitomises the integration of such learning experiences into student life. This blog post explores how Temasek Hall fosters an environment conducive to out-of-classroom learning, enhancing both personal development and academic achievement among its residents.

 

Out-of-classroom learning encompasses educational activities outside the conventional classroom, including extracurricular engagements, community involvement, and independent initiatives. Situating this in an educational setting, it can comprise three domains: knowledge, attitude, and skill; this is arguably more effective if students’ senses are stimulated by out-of-classroom environments (Idros et. al, 2011). These experiences are integral to fostering holistic personal and professional development among students.

 

Studies have shown that students involved in out-of-classroom learning exhibit higher levels of academic achievement and personal development (Zhao & Kuh, 2004). These experiences prepare students for the complexities of the real world, emphasising the importance of adaptability and hands-on learning in today’s dynamic societal landscape.

 

With four housing models at NUS, students are highly encouraged to explore living an exciting lifestyle that steers them to go beyond their comfort zones (NUS Office of Student Affairs, 2022). As highlighted by Dean of Students, Assoc Prof Ho Han Kiat, NUS is confident in its specially curated student life experiences comprising various out-of-classroom activities and in-person interactions, which holistically develop each individual (p. 3, NUS Office of Student Affairs, 2022).

 

Established in the heart of NUS, Temasek Hall is more than just a hall of residence. It is a vibrant community dedicated to enriching student life beyond academics. With a rich history of fostering leadership, excellence, and camaraderie, the hall offers a myriad of facilities and programmes designed to support out-of-classroom learning. It notably shines through its active engagement in the Inter-Hall Games (IHG), alumni engagement at Past versus Present Games (Figures 1 and 2), cultural performances such as musical productions or performances by the Temasek Hall Dance Club (Figures 3 and 4), alongside structured programmes centred around communities and social enterprises.

 

Temasek Hall provides a holistic environment where students can explore interests, build networks, and develop soft skills. These programmes not only complement the academic curriculum but also prepare students for real-world challenges, illustrating the hall’s commitment to producing well-rounded graduates.

Figures 3 and 4. Stills from performances by the Temasek Hall Dance Club (TMDC).

 

The true impact of Temasek Hall’s out-of-classroom learning environment is best illustrated through the experiences of its residents. For instance, a student leader recounted how participating in a leadership workshop not only honed their leadership skills, but also instilled a deep sense of responsibility and confidence; “Taking on multiple leadership roles throughout my university life have definitely shaped me into a better person – managing my time wisely, being a forward-thinking, and having better interpersonal and communication skills.”. Another student credited their involvement in cultural activities for their improved interpersonal skills and time management skills.

 

These stories underscore the transformative power of living-learning communities in fostering personal growth and academic success, a sentiment echoed by Tinto (1997), who highlights the educational value of such communities.

 

Implementing effective out-of-classroom learning initiatives is not without challenges, including having to address issues related to resource allocation, student engagement, and balancing academic workload. In the same IHG context, we as Resident Fellows witness how students become deeply invested in the success of their teams, which result in instances where enthusiasm can morph into angst. When there were instances of harsh words being exchanged among supporters, or when drivers accidentally scratch the vans in the heat of the moment, they serve as critical learning opportunities. These incidents, while regrettable, offer teachable moments for students that extend far beyond the immediate context of sports or transportation mishaps.

 

Such situations provide a platform for students to learn the importance of emotional intelligence, including management of emotions, having empathy for others, and dealing with the consequences of actions under stress. It teaches them the value of sportsmanship—respect for opponents, officials, and teammates, which is essential not only on the field but in all walks of life. Moreover, these scenarios underscore the importance of accountability and making amends, whether that involves apologising for making hurtful remarks or taking responsibility for physical damages.

 

Temasek Hall addresses these challenges through careful planning, resource allocation, and by fostering a supportive community that encourages active participation. Continuous evaluation and feedback mechanisms are in place to refine and expand these initiatives, ensuring they remain relevant and beneficial to all students.

 

References

NUS Office of Student Affairs (2022). Transforming Campus. Year in Review 2021/22. NUS Office of Student Affairs. https://nus.edu.sg/osa/docs/default-source/osa-doc/resources-and-policies/nus-osa-year-in-review-21-22.pdf

Idros, W. S., Maizatul, H. M. & Arina, A. A. (2011). Learning outside the classroom: Effects on student concentration and interest. Procedia Social and Behavioural Sciences, 18, 12-17. https://doi.org/10.1016/j.sbspro.2011.05.003

Tinto, V. (1997). Classrooms as communities: Exploring the educational character of student persistence. Journal of Higher Education, 68(6), 599-623. https://doi.org/10.2307/2959965

Zhao, C. M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115-138. https://doi.org/10.1023/B:RIHE.0000015692.88534.de

 

Doreen TAN is currently teaching Professional Communication courses and is keen on investigating the effectiveness of blended learning and the use of GenAI in the classroom. She is passionate about developing critical thinkers and moulding the next generation of learners inside out. Doreen can be reached at doreen.tan@nus.edu.sg.