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Enhancing Academic Resiliency. Presented at the 26 th Annual Conference on the First-Year Experience Addison, Texas February 19, 2007 Latty Goodwin, Ph.D. Director, First-Year Enrichment Program Rochester Institute of Technology 50 Lomb Memorial Drive Rochester, NY 14623

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enhancing academic resiliency

Enhancing Academic Resiliency

Presented at the 26th Annual Conference

on the First-Year Experience

Addison, Texas

February 19, 2007

Latty Goodwin, Ph.D.

Director, First-Year Enrichment Program

Rochester Institute of Technology

50 Lomb Memorial Drive

Rochester, NY 14623

[email protected]

585-475-6683

session overview
SESSION OVERVIEW
  • Definition
  • What does academic resiliency look like?
  • What do we know about it?
  • Cycle of Resiliency
  • Further Readings/Reference
  • Discussion/Application
slide3

DEFINITION

Resilient students are:

“students who succeed in school despite

the presence of adverse conditions.”

Waxman, H. C., Gray, J.P., & Padron, Y. N. (2003). Review of Research on Educational Resilience (p.1). CA: Center for Research on Education, Diversity & Excellence.

what does academic resiliency look like student characteristics
What does academic resiliency look like?[STUDENT] CHARACTERISTICS
  • Adaptable temperament; flexible; tolerates ambiguity
  • Optimistic
  • Anticipates problems; solves problems logically
  • Creative solutions to challenges
  • Positive self-esteem
  • Sees humor in self and life situations
  • Curious; learns from experience
  • “Reads” people well
  • Durable and independent
  • Internal locus of control
  • Achievement-oriented attitude
slide5

THREE DOMAINS

students 1) “hold it”

2) “fold it”

3) “walk away/run”

Academic Resilience

instructors

institution

what do we know research
What do we know? RESEARCH
  • Focus has been on personal and pre-college resiliency
  • H. Waxman, J. Gray, and Y. Padron – comprehensive educational summary
  • B. Benard – strategic focus
  • J. McMillan & D. Reed – academic success factors
  • My research: HEOP 1st-year population

& FYE population

1 adversity
1. ADVERSITY
  • Necessary for a resilient response
  • Universities = ample opportunity!
  • External
  • Internal
  • Perception = situational
2 climate
2.CLIMATE

Three Protective Factors 

Best Practice

A) Provide Connection

B) Build Competence

C) Create Opportunities for Participation and Contribution

2 climate a provide connection
2. CLIMATE A) PROVIDE CONNECTION

*Teaching & mentoringcaring relationship (FYE!)

  • Support
  • Respect
  • Compassion
  • Model resiliency
  • Listen
  • Validate
  • Refrain from judging
2 climate b build competence
2. CLIMATE B) BUILD COMPETENCE

*Stress high expectations and achievement (FYE!)

  • Believe in student’s innate capacities
  • Challenge with support
  • Structure for growth and risk
  • Focus on strengths
  • Teach to student’s innate resiliency
  • Student-centered instruction
2 climate c create opportunities for participation contribution
2. CLIMATE C) CREATE OPPORTUNITIES FOR PARTICIPATION & CONTRIBUTION

*Give students power and responsibility (FYE!)

  • Interactive group process
  • Reflection, dialogue, critical thinking
  • Express opinions
  • Make choices
  • Problem solve
  • Immediate & frequent feedback
  • Opportunities to give back
3 awareness
3. AWARENESS
  • Students identify source & severity of adversity
  • Accept the need for change
  • Ability to penetrate the adversity 

determines strength & appropriateness of response

4 response
4. RESPONSE
  • Decide how to cope
  • “Response ability” (Reivich & Shatte’)
  • CORE skills: control, ownership, reach, endurance (Stoltz)
  • “Resilient reintegration” or “innate self-righting mechanism” (Richardson)
  • “Healthy” response leads to 
5 resiliency
5. RESILIENCY
  • More cycles = stronger & more automatic response
  • Situational resiliency
  • Sustaining resiliency
  • Resiliency confidence enhances self-image & identity
selected references
SELECTED REFERENCES
  • Benard, B. (1998). “How to Be a Turnaround Teacher/Mentor” http://www.resiliency.com/htm/turnaround.htm
  • Benard, B. “From Risk to Resiliency: What Schools Can Do” http://www.tanglewood.net/projects/teachertraining/Book_of_Readings/Benard.pdf
  • McMillan, J., & Reed, D. (1994). “At-risk students and resiliency: Factors contributing to academic success.” Clearing House, 67 (3), 137-141.
  • Reivich, K., & Shatte’, A. (2002). The resilience factor: 7 essential skills for overcoming life’s inevitable obstacles. NY: Broadway Books.
  • Richardson, G.E. (2002, March). The metatheory of resilience and resiliency. Journal of Clinical Psychology, 58 (3), 307-321.
  • Stoltz, P. G. (1999). Adversity quotient: Turning Obstacles into Opportunity. NY: John Wiley & Sons.
  • Waxman, H. C., Gray, J.P., & Padron, Y. N. (2003). Review of Research on Educational Resilience. (Research Report 11). CA: Center for Research on Education, Diversity & Excellence.
discussion questions
DISCUSSION QUESTIONS
  • What are the adverse conditions that our first-year students face?
  • As educators, what adverse conditions do we face when working with first-year students?
  • What helps bring out the resiliency in our students? Where are the openings within FYE programs to enhance resiliency?
  • What brings out our resiliency? How can we nurture this?
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