“Preparing Students for Change: Addressing Student Resistance Through Graduate Advising” is the Lilly Conference 2022 session title by Michelle Gorenberg, Clinical Associate Professor at Widener University – Institute for Occupational Therapy, and Jeni Dulek. Gorenberg and Dulek shared experiences from the classroom and advising students and posed the question: “What have you seen or heard from students that appears to derail or take the focus off of learning?” Their objectives were to discuss how Tolman and Kremling’s Integrated Model of Student Resistance (IMSR) can provide insight and help. Gorenberg described the challenges of graduate students in occupational therapy programs and the discrepancies between their expectations and the reality of graduate school. Gorenberg and Dulek mentioned their experience dealing with superficial learning and distractions as instructors. Dulek and Gorenberg attended a previous Lilly Conference and listened to the plenary and the research of Tolman and Kremling. The IMSR model includes social and environmental forces that influence and effort used in learning, negative prior experiences, cognitive development, and metacognition… all interacting and contributing to student resistance. Tolman and Kremling recommended creating an inclusive environment, establishing new expectations, and promoting engagement and responsibility. Gorenberg and Dulek, inspired by the IMSR work, decided to implement an advising seminar based on the development of professional behaviors. Gorenberg and Dulek improved the professional development seminar to build skills such as communication, leadership, professionalism, collaboration, lifelong learning, clinical reasoning… and reflection. The presenters described the series as a transformative experience. One session focused on decisional balance and considering communication: students thought about seeking help and building a support system. The series also addressed group work and “collective competence.” During the discussion part of the presentation, the presenters mentioned that students seemed more engaged in discussions of group work since they were not faced with a group assignment. Gorenberg spoke about how students learned to use this safe space to work out conflicts and build relationships with instructors and peers. Lessons learned focused on the importance of support and connection to decrease resistance, timing of the seminar before a challenging course was important, students asked for a workbook, small groups and less is more. They created a website with the activities and sessions: www.studentadvisement.weebly.com
