Preliminary Evaluation Results From a Study of a Growth Mind-Set Professional Development Intervention for College Instructors

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  In Roundtable Session: 43.079-2 - Student Motivation and Growth Mind-Set in Higher Education

Abstract

This paper presents preliminary findings from a “growth mindset” college faculty learning community. Growth mindset theory has received significant attention from the mainstream press, and has subsequently become well-known throughout the educational world, particularly in the U.S. K-12 system. However, little research has been conducted on whether a growth mindset can be instilled in students through the teaching methods or approach of their instructors. This paper discusses the early results from a quasi-experimental study that examines impacts from a “growth mindset” learning community for college instructors. Faculty who participate in professional development on mindset do change their teaching style and curriculum, however, the study finds that the selected approach does not impact the academic performance of undergraduate college students.

Authors

• Daniela Schroeter, Western Michigan University

• Brad Watts, Western Michigan University

• Linda Behrendt, Indiana State University

• Caitlin Brez, Indiana State University