Themes of Resiliency, Learning, and Leadership
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
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.
Themes of Resiliency, Learning, and Leadership
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
CLICK ON THE LINK HERE: https://www.perfectacademic.com/orders/ordernow
Also, you can place the order at www.collegepaper.us/orders/ordernow / www.phdwriters.us/orders/ordernow
Do You Have Any Other Essay/Assignment/Class Project/Homework Related to this? Click Here Now [CLICK ME]and Have It Done by Our PhD Qualified Writers!!