I really enjoyed this module, especially the clear examples of how to cultivate a growth mindset in our courses. Dr. Kolack’s introductory video was inspiring and set a positive tone for students, which shows that good videos do not have to be fancy, and it does not necessarily need a lot of editing. I would show this to the faculty I work with t…[Read more]

I try to model growth mindset by embracing challenges, engaging in continuous learning, and by celebrating effort over results. I also try to encourage persistence by normalizing mistakes and welcoming feedback. When we work with students or faculty, our goal is to provide tasks that are challenging but achievable. We emphasize the learning…[Read more]

It is important for educators to understand and apply the principles of a growth mindset in their teaching, as this can create a positive ripple effect on their students. By fostering a growth mindset in the classroom, teachers can motivate students to persist in their efforts, helping them set academic goals and, ultimately, discover their career paths.

I like your suggestion to redefine what failure is, and perhaps we should consider using a different term altogether, as ‘failure’ carries stigmatized negative connotations.

“Failure is a greater teacher than success.”

I agree with this quote. Many of us dwell on the negative and not on the good. This is true with failing, which is often considered to be negative. Dwelling can be reflective and lead to self-questioning about what went wrong and how to improve. Then dwelling, also considered to be negative, can lea…[Read more]

As a result of teaching online during some part of the last few years – posting a video and written message before the first day of class, does help students feel “welcome”.   Giving them an overview of where to find the course materials in the LMS (visually) has also proven to be helpful in case they do miss the first day of class.   Like oth…[Read more]

Group work, pair-work, welcome message, in class review time, sharing college wide resources or workshops are just a few strategies which I have used.  More recently, I have revisited my syllabus to incorporate more validating and collaborative language.

The college experience has changed over the years – one aspect/difference is the modality of instruction.  At least for me, none of my courses were online or hybrid.

For one of the assignments in a course I teach, students can choose any pharmaceutical drug or molecule and talk about the design and use.  By giving them this choice, they can connect the course content to their own lives.

First day ice-breaker – I share my own undergrad experience taking the course I am ‘now teaching’ – and ask why they are taking the course; and what their interest are beyond the course.  I invite them to my drop-in hour (aka office hour) to discuss their goals – recognizing that not all students want to share with the entire class.

Cynthia – likewise I have a to-do check list! I prioritize things that need to be done today (and others that can be done tomorrow).  I’ve found it to be helpful in managing my time.

Higher education serves multiple purposes – as already mentioned – gaining skills and knowledge – understanding different perspectives; it can also serve as professional development.

Scaffolding laboratory reports is a method I have used.  It allows students to focus on specific sections for a few weeks – get feedback, revise and improve; before moving on to another lab report section.

I agree with Cynthia – using a variety of assessments is instrumental when you have students with different learning styles.

Sharing your failures and lessons learned afterwards with students are ways to model growth mindset.  It is also one of the ways to connect with students.