CUNY Learning Mindset Modules Group

At the start of the semester, I have a Discussion Board in Blackboard where I ask students to introduce themselves and tell the class and me about their interests. After reading through the module, I am going to make my question a bit more purpose-oriented and ask what specific things they hope to get out of this class. Even if the class is just a…[Read more]

I came across this resource through my Computing Integrated Teacher Education (CITE) Digital Humanities reading group, and remembered this forum! So interesting to find “failure” as a keyword:
https://digitalpedagogy.hcommons.org/keyword/Failure

This article is specially…[Read more]

One of my course requirements in graduate school was neuroanatomy. I did not feel like it was relevant to my research interest on neural development and I was much more focused on my actual research than my coursework at the time. I tried to do the minimum just to pass the class and satisfy the requirement, but I ended up failing the class. I…[Read more]

During my time in college, I found the experience fulfilling and demanding. I had the chance to build strong and meaningful friendships while delving into new and complex academic subjects. The nursing college I enrolled in was relatively small and exclusively focused on nursing education. This created a close-knit community where I felt a deep…[Read more]

When teaching a foundational course that might not feel directly relevant to a students’ career goals, I do try to emphasize any aspect of the course content that might be applicable to the science that is topical and discussed in the news. However, there will certainly be topics that students find abstract and unrelevant. Because I personally…[Read more]

That’s a great idea Seth! We have terrific campus resources, such as the tutoring center, and I am always trying to think of ways to get students going to them as early as possible in the semester. I was planning on finishing my first class of the semester a few minutes early and walking students to the tutoring center and introducing them to some…[Read more]

I loved this module and the explicit examples of how we can foster a growth mindset in our courses. I found Dr. Kolack’s introductory video inspiring and liked how it set a really positive tone for students. I plan to revise my introductory video to my students, as it is what will set students’ first impression with my courses. There was also a…[Read more]

For one of my classes, I assign a formal research report. Students complete this assignment in multiple stages across the semester so that I can provide constructive feedback throughout the semester and students can benefit from guidance at each stage. The goal is that all students will get the individualized guidance they need to submit a high…[Read more]

I can help students connect the course content to their current and future personal lives by providing time and opportunities within the classroom, lab, and clinical environment. For example, when students are taught that one attribute of a nurse is being compassionate to all human beings they provide care for, they can connect compassionate…[Read more]

Thank you for pointing out the importance that good rapport with students can have on making them more receptive for constructive criticism. I have noted a big difference in when I give feedback in person to students vs when I give feedback through the Blackboard grade center. I am always thinking of how to give the best and most constructive…[Read more]

In the course I teach, I will start by posting a warm welcome letter on BB before the semester begins. During our first class, I will introduce myself by sharing my professional background, personal interests, and goals for the semester. I will also allow each student to introduce themselves, share why they chose their major, and discuss their…[Read more]

In various personal and professional situations, I’ve experienced initial reluctance towards certain tasks, only to achieve success ultimately. The fear of the unknown or failure often held me back. To overcome these fears, I invested time in fully understanding the project at hand and set specific, measurable, and achievable goals. Seeking…[Read more]

I think it is important for instructors to constantly consider which of their teaching practices are most effective for promoting student success. This can be as simple as a way of explaining complex content. By discussing certain practices with colleagues, instructors can compare and contrast what has worked and what hasn’t and can then…[Read more]

I think it’s a great idea to provide challenging problems with multiple steps, followed by a discussion on different approaches to solving a problem. This way, they can see wrong answers as learning opportunities rather than mistakes. That is directly relevant to the genetics problems you are teaching, but also to so many other aspects of the…[Read more]

I agree.  As Nelson Mandela once said, “I never lose. I either win or I learn.”  Failure is relative and one data point. Having multiple and diverse data points help you learn more and do more.

The quote touches on the understanding that failure can teach you more than your success might.  If you are successful, and you expect to be successful, then you are convinced that your approach works and there is no need to reflect deeply upon it.  However, if you are not successful and you expect to be successful, then you are not convinced t…[Read more]

As much as possible, I try to make assignments relevant and specific to students’ lives. For example, in my public health class, I ask them to assess how healthy their own neighborhoods are from the standpoint of the built environment (including walkability, air quality, pedestrian fatalities, etc), population health indicators, and access to…[Read more]

My personal favorite connection exercise is the Renaissance “moral compass” activity, which highlights every student’s individuality and brings attention to psychological likenesses. It analyzes two sculptural versions of David by Donatello and Michelangelo. I divide the class into four quadrants, identifying them by temperaments prevalent during…[Read more]

I have a Google form called the Art Experiences Questionnaire (I used to give out a printout on the first day of class), and I ask students to describe their previous experiences with art, such as studio or art history courses in high school, trips to art museums or galleries, self-taught creations, and relatives with art. In class, students share…[Read more]