Growth Mindset: How To Foster Enthusiastic Learning & Encourage Students To Set Goals
Mindset. You might have heard something about this term and Carol Dweck, the world-renowned Stanford University psychologist that discovered it:
In a fixed mindset, people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success without effort. They're wrong.
In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment. Virtually all great people have had these qualities. mindsonline.com
What makes Growth Mindset a popular new approach higher education? What does the research say about its success with college students? How can campuses work to recognize the power of this theory and develop principles for practice? This webinar will present a framework for examining mindset theory and related research. Together we will use TRPP (theory, research, principles, and practice) to foster an understanding of how a growth mindset is more conducive to achievement and goal setting than a fixed mindset. The Mindset theory and research of Carol Dweck and others will be explored and linked directly to the development of a set of principles for practice. Participants will leave with a toolbox of strategies for integrating the development of growth mindset on their campus.
- Understand mindset theory and the distinction between growth and fixed mindsets
- Examine the research related to mindset theory and its application to college students
- Learn how to integrate theory and research related to Mindset in order to develop principles for practice
- Develop at least one strategy for promoting a growth mindset in their students
- Become aware of specific feedback techniques that promote a growth mindset
- Apply growth mindset approaches with relevant case studies
- 2-year institutions & 4-year institutions
- Vice President of Student Affairs
- Dean of Instruction
- Faculty (full and part-time)
- Student Services/Affairs
- First Year Experience Coordinators
- Retention Specialist
"Many of our students come to us with a fixed mindset that has been reinforced throughout their learning histories. They have been told that they are either good at something or not. They bring with them a sense of having no control over their learning: their intelligence is fixed, and there is nothing they can do to change it. We can impact this belief significantly by understanding the power of a growth mindset."
Dr. Casazza is an independent scholar and consultant and was previously the Vice President for Academic Affairs at The Adler School of Professional Psychology in Chicago and a partner in the consulting firm of TRPP Associates LLC. Previously, she was the Dean of the College of Arts and Sciences at National-Louis University in Chicago, Illinois. She has served as President of the National College Learning Center Association, President of the National Association for Developmental Education, Co-Editor of the Learning Assistance Review, and Co-Editor for the National Association for Developmental Education Newsletter. She is currently on the Editorial Board for the Journal of Developmental Education, the Board for Heartland Alliance for Human Rights and the Board for the Instituto del Progresos Social Justice Charter High School in Chicago. Dr. Casazza was a Fulbright Senior Scholar to South Africa in 2000. She received the Hunter R. Boylan Outstanding Research/Publication Award in 2004 and was named a Certification Trailblazer by the National Association for Developmental Education in 2010.
She is a regular contributor to professional journals in the field and was one of the first to call for a theoretical foundation for the field of developmental education in her Journal of Developmental Education article, Strengthening Practice with Theory. Furthermore, Dr. Casazza has co-authored two books with Dr. Sharon Silverman: Learning Assistance and Developmental Education: A Guide for Effective Practice (1996), Jossey-Bass, and Learning and Development (2000), Jossey-Bass. Her most recent publication is entitled, Access, Opportunity and Success: Keeping the Promise of Higher Education and was published in 2006, by Praeger. She is currently working on an oral history project to document the history of a Latino community in the city of Chicago. She served for two years as the Illinois president for the Office of Women in Higher Education, an American Council on Education affiliate and was recently accepted into its Chief Academic Officers Leadership Institute. Dr. Casazza regularly presents workshops on leadership and provides keynote addresses on access to education. In addition, she serves as a peer reviewer for the Higher Learning Commission and in 2010 received advanced certification in peer review from the Commission.
"Learners with growth mindsets believe they can succeed through dedication and effort. Their beliefs help them overcome obstacles and lead to success. Mindset can change. We can facilitate growth mindsets by helping learners change their self-talk and providing specific kinds of feedback."
Sharon Silverman, Ed.D. is an independent scholar and consultant with degrees in learning disabilities and educational psychology and is a partner in TRPP Associates, LLC. She works in the areas of faculty/staff development, student retention, teaching and learning excellence, student development, program evaluation, distance learning, and collaboration between academic and student affairs. She is the founder and former director of the Learning Assistance Center at Loyola University Chicago where she developed LEAP, an award winning student access and retention program and a learning center at the Stritch School of Medicine. Dr. Silverman served on the Board of St. Augustine College in Chicago, the first bilingual institution of higher education in Illinois.
Silverman currently consults with Columbia College Chicago to develop and implement academic support programs. From 1999 to 2007, Dr. Silverman consulted with Harry S Truman College, one of the City Colleges of Chicago to enhance programs for student success. In 2010, she worked with the Adler School of Psychology to develop a Center for Learning and Teaching. In June 2011, Dr. Silverman was an invited keynote speaker at the 12th International Symposium on the Contributions of Psychology to Peace Research in Larnaca, Cyprus.
In 1999, Dr. Silverman was a Fulbright Scholar at the University of Port Elizabeth (now Nelson Mandela Metropolitan University (NMMU)) in South Africa. She provided faculty development programs to help meet the needs of students entering higher education after the end of apartheid. Subsequently, she received a Fulbright Alumni Initiatives Award (2001) for a project, "Sharing Cultures" involving students and teachers internationally in a virtual learning community. Rotary Foundation International awarded her a Rotary University Scholar Grant for work in South Africa in 2002.
She co-founded Crossing the Border, a not for profit organization whose mission is the development of intercultural alliances to build capacity in education and mental health and promote understanding and peace www.crossingtheborder.org.
Silverman's publications include Learning Assistance and Developmental Education (Jossey-Bass, 1996) and Learning and Development Making Connections to Enhance Teaching (Jossey-Bass, 2000), and Partners for Innovation in Teaching and Learning (iUniverse, 2005). Her international speaking and consulting engagements include Canada, Scotland, England, South Africa, Cyprus, and Australia.
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Cost-Effective: No travel required. Online Training is an innovative way to provide your entire faculty and staff with a variety of professional development opportunities for one low price! The more you train the more you save, as the registration fee is per institution, not per person.
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- Live: Promote and attend a live webinar and debrief immediately following.
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In-Service Training: Plan an in-service around a live webinar or schedule a day and time to show the recording in a lecture hall or large conference room and invite faculty and staff to brainstorm and discuss implications for your institution.
Online Faculty and Staff Learning Communities: Distribute the recording to faculty and staff so they can watch anytime, anywhere.
Staff Recognition: Develop a program around the webinar with monthly themes and recognize the staff members that implement the best idea related to the theme.
Team-Building: Utilize these trainings to develop cross-functional and cross-discipline teams to foster collegiality.
New Employee Training: Include the online training as part of your new employee training program to ensure consistency.
Implementation and Follow-Up: Use the guide and evaluation materials provided by Innovative Educators to plan, implement, and track your progress.