Grow your academic resilience
Grow Your Academic Resilience is interactive workshop aimed at equipping students with practical tools to nurture their academic resilience, or their ability to deal with academic challenges and setbacks (Martin and Marsh, 2008). The session helps students recognise the qualities of a growth as opposed to fixed mindset (Dweck, 2006), and supports them to feel confident in dealing constructively with feedback. Students are encouraged to identify strengths they possess and consider the skills they need to achieve their academic goals.
Research demonstrates that resilience is an attribute that positively impacts student wellbeing, engagement, and academic achievement (Turner, Scott-Young and Holdsworth, 2017). Consequently, we believe universities play a key role in developing the resilience of students, therefore introducing students to this concept at the earliest opportunity is paramount. Feedback to date has been positive and we aim to grow the number of sessions we deliver.
Our objective was to deliver an adapted session and elicit feedback from our peers for future development. Participants took part in a 45-minute workshop as university students. Alongside this, commentary was provided discussing the nature of the activities. Finally, participants were given 15 minutes to share experiences and offer constructive suggestions. Resources were shared, alongside presentation notes.
- Fixed vs. Growth Mindset quiz
- Grow your academic resilience (bespoke worksheet)
- Your feedback plan
The session addresses the following Learning Outcomes:
- Understanding what it means to be academically resilient
- Recognising a growth Mindset
- Discovering practical tools to nurture your resilience
- Dealing confidently with feedback
Dweck, C. S. (2006) Mindset: The new psychology of success. How we can learn to fulfil our potential. New York: Random House.
Kort, B., Reilly, R. and Picard, R. (2001) ‘An affective model of interplay between emotions and learning: reengineering educational pedagogy-building a learning companion’, in Okamoto, T., Hartley K. R. and Klus, J. P. (eds.) IEEE International Conference on Advanced Learning Technology: Issues, Achievements and Challenges. Madison, Wisconsin August 6-8, pp.43-48.
Martin, A. J. and Marsh, H. W. (2008) ‘Academic buoyancy: towards an understanding of students’ everyday academic resilience’, Journal of School Psychology, 46(1), pp.53-83. https://doi.org/10.1016/j.jsp.2007.01.002.
Shields, S. (2015) ‘“My work is bleeding”: exploring students’ emotional responses to first-year assignment feedback’, Teaching in Higher Education, 20(6), pp.614-624. https://doi.org/10.1080/13562517.2015.1052786.
Turner, M., Scott-Young, C. M. and Holdsworth, S. (2017) ‘Promoting wellbeing at university: the role of resilience for students of the built environment’, Construction Management and Economics, 35(11-12), pp.707-718. https://doi.org/10.1080/01446193.2017.1353698.
Ungar, M. (ed.) (2012) The social ecology of resilience: a handbook of theory and practice. Springer, New York.
Weiss, R. (2000) ‘Emotion and learning’, Training and Development, 54(11), pp.44-48.
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