How Growth and Fixed Mindsets (of Students and Faculty) Affect Learning

“I’m not an art person.” “My sibling got the math gene.” “This student wasn’t cut out for this class.” “I’m just not good at public speaking.”

These statements all represent a fixed mindset – the belief that individuals have a set point for their intellect and abilities. Research, in fact, shows that intellect and abilities are far more malleable than once thought – with the right effort, strategies, and support. When someone has a growth mindset, they use a “not yet” framework when they hit a limit or experiences failure. For most people, the mindset they approach a situation with is contextual – someone can have a strong growth mindset in one situation and then exhibit a strong fixed mindset in another. Learning how to monitor one’s mindset and shift to a growth mindset is extremely useful for students and faculty alike.

When students approach college with a growth mindset, they can combat stereotype threat, successfully navigate challenging academic experiences, and achieve more.

When faculty foster their own growth mindset, they create a more inclusive learning environment by challenging prior assumptions, defining more pathways and strategies for learning, and approaching assessment through a new lens.

Come engage with CTLI staff and other faculty in thinking about ways to nurture a productive growth mindset for greater learning.

By attending this workshop you will: 

• *Define growth and fixed mindsets and the consequences of each for learning
• *Evaluate your own situational mindsets and how you communicate your mindsets in your teaching
• *Consider strategies to help yourself and your students students adopt a more growth-mindset orientation

Important: Attendees must register for this event. Please do not add the workshop to your calendar until the registration process has been completed.

Presented By: Jen Garrett-Ostermiller, Director of the CTLI