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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 l.jpg

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


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SESSION OVERVIEW

  • Definition

  • What does academic resiliency look like?

  • What do we know about it?

  • Cycle of Resiliency

  • Further Readings/Reference

  • Discussion/Application


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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 l.jpg
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


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THREE DOMAINS

students 1) “hold it”

2) “fold it”

3) “walk away/run”

Academic Resilience

instructors

institution


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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



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1. ADVERSITY

  • Necessary for a resilient response

  • Universities = ample opportunity!

  • External

  • Internal

  • Perception = situational


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2.CLIMATE

Three Protective Factors 

Best Practice

A) Provide Connection

B) Build Competence

C) Create Opportunities for Participation and Contribution


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2. CLIMATE A) PROVIDE CONNECTION

*Teaching & mentoringcaring relationship (FYE!)

  • Support

  • Respect

  • Compassion

  • Model resiliency

  • Listen

  • Validate

  • Refrain from judging


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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


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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


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3. AWARENESS

  • Students identify source & severity of adversity

  • Accept the need for change

  • Ability to penetrate the adversity 

    determines strength & appropriateness of response


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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 


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5. RESILIENCY

  • More cycles = stronger & more automatic response

  • Situational resiliency

  • Sustaining resiliency

  • Resiliency confidence enhances self-image & identity


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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.


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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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