18-24 January 2010

Resilience and adaptability in the face of adversity are qualities we have all needed over the past few weeks, whether in the form of struggling into work through snow and ice or finding creative ways, using technology, of having meetings without the need for travel; whether in making it possible for students to take their exams, attend lectures or showcase their work, or in helping our neighbours to clear paths and roads or shopping for them. 

These are obviously qualities we would wish to develop in our students too.  Teaching and research in the Carnegie Faculty of Sport & Education has been focusing on increasing resilience to enhance students' adaptation to challenges.  John Allan, who reflects below on an initiative in which Carnegie students delivered outdoor activities for visiting schoolchildren, is exploring the enduring impact of outdoor adventure (OA) experiences on students' psychological resilience.  This research has important implications for student retention, as OA residential programmes have helped address many issues highlighted by students as instrumental in their decision to leave first-year courses.

We have also recently published a booklet based on a research project funded by West Yorkshire AimHigher, on helping students from diverse backgrounds to increase their resilience, intended to be used by staff as a prompt when discussing problems with students.  This is achieving acclaim in the UK and beyond for its practical advice, relevant case studies and its down-to-earth tone.  To order copies please contact Jacqueline Stevenson at j.stevenson@leedsmet.ac.uk

Reflection

Within a technology-laden society of instantaneous information, some young people may become similarly expectant of immediate gratification of their needs.  A problem arises when such needs (e.g. academic attainment) are sought without the accompanying effort required to achieve them. Researchers contest that this could be derived from over-protective and indulgent parenting, or practices which artificially boost self-esteem.  This may lead people to over-inflate the significance of small setbacks, leading to poor adjustment.  Perceived accomplishment without the underlying capabilities needed to persevere could create a synthetic notion of competence and over-dependence on external sources for guidance.

Using the tenets of experiential learning, our Level 3 residential module provides intense challenges which accelerate learning and self-reliance, creating an authentic sense of capability through supported constructive dissonance (disruption).  Over two days, Carnegie students from different courses interact to plan, deliver and review outdoor activities for visiting schoolchildren.  They are then formally assessed on their group's ability to critically blend academic theory with the practices they employed.  By utilising their strengths, dissonance is overcome through shared mastery of tasks. These effort-driven processes help to provide intrinsically derived self-worth and pride in achievements which are nevertheless immediate, gratifying and real - as exemplified by smiling schoolchildren.

John Allan
Senior Lecturer
Adventure Education and Psychology
Carnegie Faculty of Sport & Education

Update

Ensuring improved student satisfaction rates, as evidenced by external and internal indicators including the National Student Survey (NSS), is a priority for us this year.  I would therefore urge all staff to try to attend one of the two workshops by Alison Jones on 19 and 21 January based around the forthcoming NSS; they will provide essential information about the background to the sector's largest measure of student satisfaction and how we can prepare for the 2010 exercise.  To book please email l.conyard@leedsmet.ac.uk

On 27 January the Institute for Enterprise will be launching the Enterprise with a Conscience Network at 5.30pm in Old Broadcasting House.  The introductory meeting will launch a special interest group focused on social enterprise and sharing ideas about how we can foster enterprise through community projects and partnerships.  To confirm your place please email E.A.Carter@leedsmet.ac.uk.

We have extended the submission deadline for the next 'general interest' issue of the Assessment, Learning and Teaching Journal until 4 February.  If you are working on an interesting project or want to share something that could make a difference to colleagues, please consider submitting a 1,500-word article - especially if you have not previously published in academic journals.  Download the Guidelines for authors  or contact the Editor, A.L.Rayner@leedsmet.ac.uk, if you would like to discuss a proposed paper.

Sally Brown
Pro-Vice-Chancellor (Academic)
S.Brown@leedsmet.ac.uk