Conceptualizing English Department Resilience at Two- Year Colleges (original) (raw)

Faculty Resilience in Higher Education: A Review of the Literature

Online journal of complementary & alternative medicine, 2020

The purpose of this review is to capture the scope of literature regarding resilience related to those faculty teaching in higher education. More specifically, this researcher is interested in those strategies and interventions that can be utilized to foster resilience among higher education faculty. In its infancy, research and intervention addressing this topic occurred at the K-12 level of education and later moved into baccalaureate programs of study for the most part. From an empirical standpoint, little is still known about resilience of faculty in higher education. Using Carl Rogers' [1] self theory as a theoretical framework, the author investigates the literature in terms of the connection (as well as disconnection) between one's selfimage and one's ideal image. Through this theoretical lens, correlates of resilience as well as ways to foster resilience in instructors and professors in higher education are discussed. A deeper understanding of these factors will drive future research in terms of the development and evaluation of appropriate interventions to address faculty resilience in higher education with an intended emphasis on faculty who teach in health sciences.

Defining Resilience from Practice: Case Study of Resilience Building in a Multi-cultural College

Procedia Economics and Finance, 2014

A resilience building process, lasting over a period of 10 years, has evolved gradually in a multi-cultural college. This article presents the college challenges and difficulties (e.g. national differences or public opposition) using the Lahad and Ben-Nesher (2008) multi-dimensional model of resilience as a theoretical framework for individual and organizational processes that contribute in coping with both crisis situations and everyday reality. The first three levels of the model are used in order to demonstrate the resilience building within the three levels of college organizational hierarchy: management, faculty and students. Finally, we discuss conclusions and applied contributions.

Resilience In Higher Education-Factors

Proceedings of the 9th International Conference Education Facing Contemporary World Issues (Edu World 2022), 3-4 June, 2022, University of Pitești, Pitești, Romania

The present article is intended to measure the perception of university professors on their own behaviour in certain contexts or university educational environments that require their direct, active involvement. In this regard, the following categories of contexts were considered: academic behaviour during online teaching activities, attitudes towards changes in education, especially during the pandemic of COVID 2, epistemic interest and curiosity, willingness to try new things, tolerance of ambiguity / uncertainty. In the context of university education, we define resilience as the ability of members of the academic community to effectively manage stress, academic failure, and other negative personal events that may influence personal and professional development and academic progress. The research on the process of "resilience in higher education" encompassed the following explanatory paradigm: an increased level of resilience of the academic community is considered a predictor related to increasing in academic performance; In the context of university teaching activities, two categories of professors can be identified, as it follows: a category of professors demotivated by the stress of university teaching activities due to the lack of academic performance of the students and another category of those motivated by academic success. The research is aimed at identifying the factors that influence emotional resilience within university education. The research is quantitative, conducted on a sample of 80 university professors

Retrospective View of the Early Career: Three Landmarks in Building Resilience in Academic Administration among College Principals

Journal of Educational Administration and History, 2019

This study provides a retrospective view by college principals of their early careers, with emphasis on the induction into their first academic-administrative positions. The thematic analysis of 10 life stories reveal three landmarks which contributed to building or impeding resilience in academic administration at the induction, adaptation and consolidation stages. Whereas the first and third stages were identified with the 'Pygmalion Effect' and the ability to establish an effective model of leadership, the adaptation stage was seen as impeding the development of resilience. The findings are discussed in relation to the literature on resilience in different educational contexts, and examine its applicability to the organizational culture of teacher training colleges. Abstract This study provides a retrospective view by college principals of their early careers,

Program Sustainability: Curricular Resilience in Florida State University’s Editing, Writing, and Media Concentration

South Atlantic Review, 2015

implemented a new 33-credit undergraduate concentration-Editing, Writing, and Media (EWM)-as a third option in an English degree that already included concentrations in creative writing and literature. The culmination of a two-year program development initiative that involved faculty cooperation and almost unanimous approval, the EWM concentration currently enrolls more than 700 majors, bringing the department's enrollment across the three program options to over 1900 students. Throughout that two-year collaboration, the department's attention focused on the design of a set of six learning outcomes and a series of 11 courses that would individually and collectively help students achieve those outcomes. Now five years into that concentration, the English Department confronts the unexpected popularity of the EWM track; as with the success of any program initiative, the success of EWM brings a new challenge: how do we ensure the continuity of that concentration's identity? In other words, in the midst of multiple iterations of courses taught by various faculty-tenure-line, instructional, and graduate student-how do we sustain EWM as an outcomes-based curriculum characterized by shared goals? Drawing on resilience thinking, we argue that program sustainability-the long-term continuity of a concentration-emerges from curricular resilience, defined as the persistence of a social-ecological system (SES) to "continually chang[e] and adapt[] yet remain[] within critical thresholds" (Folke et al.). Although conventionally applied to natural ecologies such as the Florida Everglades, resilience as a conceptual lens provides a tool for analysis of the sustainable development of a new academic program, which-like the Florida Everglades, albeit on a much smaller scalealso exists as a SES involving limited resources, people, economies, policies, and politics. A program exists not as a static entity, but as a living curriculum, surviving through constant adaptation to internal and external demands. As anthropologist Gregory Bateson insists, the unit of survival in nature is not the organism best suited for its

Challenges and Responses of Higher Education Institutions (HEIs) Towards Academic Resilience

International Journal of Research and Innovation in Social Science

This study aimed to explore the challenges, approaches, and outputs as experienced by educational leaders of Higher Education Institutions (HEIs) towards academic resilience. Participants of the study were 14 educational leaders represented by either President or Deans of HEIs in Region XI. This study was conducted last January to June of 2021 and it employed a phenomenology-qualitative research design. Virtual in-depth interviews and focus group discussions were utilized as data gathering tools in generating responses. Difficulty in sustaining the quality of education and instructional delivery, lack of faculty training in using technology in instruction delivery, poor internet connectivity and non-availability of teaching gadgets, and not-well managed institutional resources were the themes that emerged from the responses on the challenges faced by educational leaders in achieving academic resilience. Educational leaders employed the following approaches: adapt the new normal situ...

Creation and Initial Validation of an Insument to Measure Academic Resilience

2009

It is generally believed that resilience—definable as being inordinately unaffeed by sess and/or barriers—may be an important ingredient in academic success (e.g., Bauman, 2002; Bell, 2001; Meyer and Farrell, 1998). Resilience research has yielded important advances in understanding and policy improvements. Research into resilience has led to beneficial changes in school policies (e.g., Bauman, 2002; Bell, 2001; Meyer and Farrell, 1998). It has, for example, led to the advocacy of beer integration of the school with the communi (Freiberg, 1994; Gordon and Wang, 1994; Sanders and Epstein, 2000; Wang, Haertel, and Walberg, 1994), the creation of more effeive educational programs (McClendon, Neles, and Wigfield, 2000), and more efficient improvement of inner-ci schools (Anderson, 1994; Wang and Walberg, 1996). ese gains have come through deeper understandings of the needs, limits, and abilities of adolescents and the faors that facilitate and impede their intelleual and psych...

Investigation of Resilience among Teachers and in Teacher Education

Central European Journal of Educational Research, 2023

In recent decades, we have witnessed an increasingly widespread and complex use of the concept of resilience. The aim of the present study is to present a holistic concept of resilience that, thanks to its systems theory basis, can be applied very well in educational sciences, including research on teacher training, the institutional environment of teachers, their well-being at work, professional development, or even in the analysis of practical pedagogical situations. The dynamic interactive model of resilience (Shafi, & Templeton, 2020) allows for the examination of the resilience of learners, teachers and the institution, and even the examination of students, educators and teacher training institutions involved in teacher training. In the second part of the study, we present resilience development programs that have proven to be effective in teacher training and further training (BRiTE, ENTREE), which, with their complexity, are well suited to the dynamic interactive model of resilience discussed above.

Factors That Play a Role in the Academic Resilience of Academicians

Journal of Educational Sciences Research, 2016

In academic life, it is possible for all students to experience different obstacles, hardships and setbacks. While some students fail to negotiate their way through these difficulties, many are successful. In this context, the purpose of this study is to reveal the factors that play a role in the academic resilience of academicians. In this context, a qualitative study was employed, with semi-structured interviews conducted with 11 academicians from the Educational Sciences Faculty of Ankara University, Turkey. Eligibility criteria required academicians to have had a risk factor in their life. The academicians were also selected on the basis of their title and years of experience to sustain variety. In order to conduct interviews, an interview guide was prepared by the researchers. The questions in the interview guide for this study were linked to risk factors, and internal and external protective factors. Descriptive analysis was used to analyze collected data. According to the findings, mainly risk factors which academically resilient academicians had experienced were poverty, and negative environmental conditions. On the other hand, this study revealed that internal factors such as self-esteem, decisiveness, curiosity and external factors such as family support, qualified teachers, and peer relations helped them to overcome their risk factors.

Shaken but not Stirred - A University's resilience in the face of adversity

On 4 September 2010, people in Canterbury were shaken from their beds by a major earthquake. This report tells the story of the University of Canterbury (UC), its staff and its students, as they rose to the many challenges presented by the earthquake. This report however, is intended to do more than just acknowledge their hard work and determination; it also critically reflects on the things that worked well and the aspects of the response that, in hindsight, could have been done better. Luckily major events such as this earthquake do not happen every day. UC has benefited from the many universities around the world that have shared their experiences of previous disasters. We hope that this report serves to pass forward the favour and enables others to benefit from the lessons that we have learnt from this event.