Faculty can view ability through either a growth mindset or a fixed mindset. A growth mindset sees students’ abilities as flexible, improving with effort and resources – in other words, that ability can literally be grown (Yeager et al 2019). A fixed mindset assumes intelligence is static, believing some students are simply ‘good’ or ‘bad’ at certain subjects. Success in college courses can encourage students towards a growth mindset; conversely, having a growth mindset, or observing fellow students with a growth mindset being successful, seems to encourage improved student outcomes (Kim et al 2022). “Look to your left, look to your right” is an outdated method of student interaction.
What can you do to encourage your students to have a growth mindset? A few ideas to start are:
- Begin with your syllabus and your first day. Does your language on your syllabus and your first day encourage the idea that everyone can be successful in your class, with work, resources, and seeking assistance when necessary?
- De-stigmatize seeking help. Too often students think they shouldn’t need office hours, tutoring, or other support services or that using these services suggests that they’re not capable. Encourage students to use the resources available to them that help with the skills to be successful.
- Consider the language that you use with students in your interactions with them. There’s a big difference between saying “Some folks just don’t get specific subjects” and “the discomfort you’re feeling is learning something new, this is a normal part of the process.”
Know your support resources: The UTLC is available to meet with instructors to develop a plan for your specific course and situation. Don’t hesitate to seek support when needed.