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Transitional Resiliency Essay Assignment Help
Transitional Resiliency is purposefully designed to increase the likelihood of retention
and graduation of learners in college settings by establishing an academic and social
framework designed to improve concentration, memory, problem solving, and
learning, while minimizing social isolation. Specific focus is to provide veterans,
emerging from potentially traumatic military experience, with academic transition
skills, critical thinking, and coping skills that foster resiliency, the ability to bounce
back from adversity. The content is a subset of and parallels the materials presented in
the three Scholar’s in Camo courses (Resiliency, Teach to Learn, and Leadership)
offered to returning veterans on college campuses. Accordingly, rather than classify
Transitional Resiliency as a “success” course, consider this a foundational course
introducing elements of transformational leadership, psychological elements of
resiliency, and educational elements of instruction and design.
Why this course? Isolation, powerlessness, boredom, ambiguity and danger have been
clearly identified as stressors in a deployment zone (Bartone, Adler & Vaitkus, 1998).
These same elements persist in the form of stress-induced thoughts and behaviors
after deployment. The cohort-based social framework, encouraged in this course,
provides an integrative support system that reduces hyper-arousal and makes use of
“veteranism” to facilitate the transition from military to civilian life (Walsh , Katz &
Sechrest, 2002). Such interventions do not pathologize veteran’s re-adjustment, but
instead focus on reintegration, resiliency, and educational practice in academic
settings (Friedman, Resick & Keane, 2007). Resiliency characteristics can be taught
effectively in a classroom setting (Lifton, Seay & Bushko, 2000), and the development
of appropriate resiliency attitudes can facilitate college adjustment (Mathis & Lecci,
1999) and lead to an increase in retention and GPA (Maddi, Khoshaba, Jensen, Carter
& Llui, 2002). Measures of resiliency have been found be to good predictors of
retention (Lifton, Seay & Bushko, 2000). Research in resiliency training has further
demonstrated that successful readjustment diminishes the risk of the development of
Post-traumatic Stress Disorder (PTSD) (Bartone, 1999). Moreover, resiliency
characteristics and the development of an adequate support system can be protective
factors in preventing PTSD (King, King, Fairbank, Keane & Adams, 1998).
This text is designed to be used as both a personal journal and as a teaching tool. As a
journal, activities are arranged to permit you to develop a process for personal
reflection. As a teaching and learning tool, the text is formatted in much the same
manner an educator would design instruction such that each section or session occurs
over about one to two hours. Thus, each of the thirty sessions is presented in an
applied lesson plan format to typically include the objectives to be covered, the
relevancy of the topic, any prior learning that should be reviewed, a pre-test for
personal reflection, learning activities related to new materials, a follow-up reflective
activity, and a toolbox of resources or new learning-tools you can now apply. These
“tools” become the chunks of learning that can be used as a resource when dealing
with situations requiring a particular resiliency, learning, or leadership tactic.
Consider creating a electronic or physical toolbox of 3×5 inch index cards with the tool
name and an “in-your-own-words” definition on each card. These cards can serve as a
quick source of information when reviewing or searching for an academic or lifestyle
solution.
If you intend to use this text to teach or facilitate a class, you will find that each session
can be delivered over about one hour and fifteen minutes. And, the follow-up
reflection exercise should not require more than about one hour per session. This
equates to a three credit course. Because a learner-centered mentor-mentee approach
is the preferred model for teaching and learning, the materials are intended for use by
both facilitator and learner using a reflective technique to encourage personal
journaling. The idea of reflection and problem solving is further encouraged through
the use of Think-Aloud Pair Problem Solving (TAPPS) (Barkley, Cross, & Major, 2005;
Lochhead and Whimby, 1987). Two individuals can perform TAPPS whereby one
individual orally presents an idea and the other listens and offers feedback regarding
the clarity and thoroughness of the idea. TAPPS aids in the development of analytical
reasoning skills and encourages social interaction that allows rehearsing of an idea
and producing deeper understanding.
A departure from traditional instructor/student relationships, Learner Centered
Education (LCE), fostered in this course, re-orients the instructional process by
placing the learner at the center of the process (Weimer, 2002). This learner-centric
approach encourages learning settings that actively engage each learner regardless of
individual differences. Veterans returning to college face challenges and those who are
committed to providing instruction to these warriors must dare to face these
challenges with them, as well as their own. The old adage that “a noisy classroom is a
good classroom” could not be truer for a classroom of veterans. The eagerness to
engage in discussion can be both energizing and draining. But, engagement through
critical thinking assumes human arguments require evaluation if they are to be
respected and thus focuses on a set of skills that enable an individual to apply rational
criteria to the reasoning of speakers or writers. This instruction, supportive of critical
thinking, typically uses frequent questions, developmental tension, fascination with
the contingency of conclusions, and active learning (Browne & Freeman, 2000). Given
the LCE setting, additional structure can be exercised in the form of a “sergeant” of the
class. The sergeant serves as an intermediary in the class and as a unifying element
outside to ensure consistency and dependability of class’s studies. Our experience has
been after the first month classes, this role is no longer necessary, as the cohort will
begin to monitor itself naturally.
When knowledge is too tightly bound to context, transfer to different contexts is
reduced (Bjork & Richardson-Klavhen, 1989; Eich, 1985; Lave, 1988; Saxe, 1989). Thus,
key concepts, identified as both session specific and whole-task objectives, are
purposefully incorporated into this instruction so that the learner explores the key
concepts underlying the knowledge being presented and is capable of applying those
concepts in multiple contexts. This instruction encourages transfer of learning
through the sharing of knowledge and skills both between and within the themes of
resiliency, learning, and leadership. Why leadership? Leadership has been emphasized
as an essential component of baccalaureate education, but is often addressed late in
the educational experience. Attention is now being given to early introduction of
leadership skills with promising results (Burbach, Matkin & Fritz, 2004; Palmer, 2005).
An Instructional Systems Design (ISD) (Dick, Carey & Carey, 2004) approach has been
purposefully used to assist in the development of the courses to facilitate outcomes
measurement and because this design approach is commonly implemented in
military training and therefore familiar to the target audience. Further, a whole task
approach (Merrienboer, Kirschner, and Kester, 2003) is used to integrate objectives to
foster a more holistic look at the entire learning concept as the individual’s learning
progresses. This might be envisioned as a cognitive apprenticeship whereby each class
session contributes, in an authentic manner, to the overall understanding of the
concept. By example, reference the following table (Table 1) where the whole task
objective is followed by each associated session’s objectives. Hence, the learning
occurs in the more traditional contextual sequential vertical manner, but also
horizontally across sessions providing a repetitive and unified concept.
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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Transitional Resiliency Essay Assignment Help |
Transitional Resiliency Essay Assignment Help