Why Students Resist Learning
A Practical Model for Understanding and Helping Students

Foreword by John Tagg
Paper: 978 1 62036 344 7 / $32.50
Published: November 2016  

Cloth: 978 1 62036 343 0 / $95.00
Published: November 2016  

Lib E-Book: 978 1 62036 345 4 / $95.00  
About Library E-Book

Published: November 2016  

E-Book: 978 1 62036 346 1 / $25.99
Published: November 2016  

Publisher: Stylus Publishing
296 pp., 6" x 9"
However personally committed faculty may be to helping students learn, their students are not always as eager to participate in this endeavor, and may react with both active and passive resistant behaviors, including poor faculty evaluations.

The purpose of this book is to help faculty develop a coherent and integrated understanding of the various causes of student resistance to learning, providing them with a rationale for responding constructively, and enabling them to create conditions conducive to implementing effective learning strategies.

In this book readers will discover an innovative integrated model that accounts for student behaviors and creates a foundation for intentional and informed discussion, evaluation, and the development of effective counter strategies. The model takes into account institutional context, environmental forces, students’ prior negative classroom experiences, their cognitive development, readiness to change, and metacognition. The various chapters take the reader through the model’s elements, exploring their practical implications for teaching, whether relating to course design, assessments, assignments, or interactions with students.

The book includes a chapter written entirely by students, offering their insights into the causes of resistance, and their reflections on how participating on this project has affected them.

While of great value for faculty, this book is also useful to faculty developers advising future and current faculty, as well as to administrators, offering insight into how institutional values impact teaching practice and student attitudes.

Table of Contents:

Foreword—John Tagg
Preface: What Makes This Book Unique—Anton O. Tolman

1) Defining and Understanding Student Resistance—Anton O. Tolman, Andy Sechler, and Shea Smart
2) Student Voices: Discovering Resistance—Averie Hamilton, Andy Sechler, Colt Rothlisberger, Shea Smart, Anton O. Tolman, Matthew Anderson, Rob Blair, and Amy Lindstrom
3) Obstacles, Biases, and the Urgent Need to Understand the Social Cost of Resistance—Anton O. Tolman, Andy Sechler, and Shea Smart
4) The Impact of Institutional Culture on Student Disengagement and Resistance to Learning—Janine Kremling and Erikca DeAnn Brown
5) Societal and Environmental Influences That Shape Student Motivation—Christopher Lee and Amy Lindstrom
6) Through the Students’ Eyes: Internalized Forces That Shape Student Motivation—Christopher Lee, Andy Sechler, and Shea Smart
7) Negative Classroom Experiences—Janine Kremling, Colt Rothlisberger, and Shea Smart
8) Seeing the Invisible: How Cognitive and Developmental Influences Shape Student Resistance—Trevor Morris, Rob Blair, and Colt Rothlisberger
9) How Promoting Student Metacognition Can Reduce Resistance—Rob Blair, Anton O. Tolman, Janine Kremling, and Trevor Morris
10) Creating a Campus Climate to Reduce Resistance—Anton O. Tolman, Janine Kremling, and Ryan Radmall

Epilogue: Final Thoughts—Anton O. Tolman, Janine Kremling, and Trevor MOrris
• TTM Learning Survey
• Learning Strategies and Self-Awareness Assessment #1 (LSSA)
• Learning Strategies and Self-Awareness Assessment #3
• Becoming Aware of Your Learning Approach
• Interpreting the TTM Survey
About the Editors and Contributors

Reviews & Endorsements:
“Truly a book for our time. Meticulously describing a theoretical framework of resistance, crafting an operational definition, and offering polyvocal narrative examples of resistance in action, this volume offers a model of resistance that is highly useful to researchers and university/college teachers alike.

This volume is written for university and college teachers and is meant to tie theory to practice. It is written clearly and persuasively with the purpose of encouraging the adoption of these practices for instructors across disciplines.

Overall, Why Students Resist Learning: A Practical Model for Understanding and Helping Students introduces a much-needed systems perspective for understanding student resistance in higher education. The editors and their authors understand and make visible the relational, contextual, and systemic contributors to resistance and offer invaluable tools to help educators examine and address resistance in their own settings.”
- Teachers College Record
"This text can serve as an invaluable tool to identify and overcome student resistance in the following ways. First, it encourages institutions to review their strategies to reduce student resistance in totality – for example, going beyond 'single-field explanations'. Everyone matters – leadership, faculty, staff, and students – and must collaborate such that the decisions on institutional learning systems and practices meet students’ needs and address their challenges. Second, it is replete with engaging examples (drawn from research and student voices), approaches, and instruments that give institutions fresh perspectives and practical resources to move forward in strengthening motivation and reducing resistance. Furthermore, by welcoming institutions to field-test IMSR, Tolman and Kremling provide an impetus for institutions to improve their current practices in addressing student resistance."
- Reflective Teaching (Wabash Center)