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1. Broadening the ecological mindset

   https://doi.org/10.1002/eap.2347  

   Ellison, Aaron M.; Barker Plotkin, Audrey A.; Patel, Manisha V.; Record, Sydne (June 2021, Ecological Applications)

   Abstract Over the past three decades, the Harvard Forest Summer Research Program in Ecology (HF‐SRPE) has been at the forefront of expanding the ecological tent for minoritized or otherwise marginalized students. By broadening the definition of ecology to include fields such as data science, software engineering, and remote sensing, we attract a broader range of students, including those who may not prioritize field experiences or who may feel unsafe working in rural or urban field sites. We also work towards a more resilient society in which minoritized or marginalized students can work safely, in part by building teams of students and mentors. Teams collaborate on projects that require a diversity of approaches and create opportunities for students and mentors alike to support one another and share leadership. Finally, HF‐SRPE promotes an expanded view of what it means to become an ecologist. We value and support diverse career paths for ecologists to work in all parts of society, to diversify the face of ecology, and to bring different perspectives together to ensure innovations in environmental problem solving for our planet. 

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2. Entrepreneurial Mindset & Innovative Thinking Skills

   Konak, Abdullah; Kulturel-Konak, Sadan; Liu, Haibin (April 2023, 2023 ASEE Zone 1 Conference)

   The fields of science, technology, engineering, and mathematics (STEM) are constantly evolving and advancing, and an entrepreneurial mindset is essential for success in these fields. The term “entrepreneurial mindset” refers to attitudes and behaviors that promote creativity, problem-solving, and an openness to take risks and explore new ideas. These attitudes and behaviors are important for fostering innovation and entrepreneurship, particularly in STEM fields. This paper will begin by defining an Entrepreneurial Mindset (EM) based on emerging literature on the topic and focus on highlighting the key characteristics and skills associated with this concept. Then, this paper introduces a new scale, called Comprehensive Entrepreneurial Mindset Scale (CEMS), to assess students’ EM development and the preliminary results for its statistical reliability. Through an empirical study utilizing student surveys, this paper also suggests how the CEMS can be used to follow students’ development EM throughout their academic life and how this relates to academic performance and student engagement in school. The paper concludes by discussing the findings' implications and suggests future research directions. 

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3. Fostering a STEAM Mindset Across Learning Settings

   Carsten Conner, L.D.; Tsurusaki, Blakely K.; Tzou, Carrie; Teal Sullivan, P.; Guthrie, M.; Pompea, S. (January 2019, Connected science learning)

   null (Ed.)

   Developing a growth mindset has been identified as a key strategy for increasing youth achievement, motivation, and resiliency (Rattan et al. 2015). At its core, growth mindset describes the idea that one’s abilities can change through using new learning strategies and receiving appropriate mentoring (Dweck 2008). In contrast, a fixed mindset relates to the idea that ability is inherent and cannot be changed. We have taken up the concept of growth mindset and developed it specifically for the context of STEAM (science, technology, engineering, art, and math), a growing area of focus in both in- and out-of-school learning. We think of STEAM as more than just adding art to STEM or STEM to art—instead, we view STEAM as an approach that involves deep integration of overlapping art and STEM practices. Combining STEAM and the concept of mindset is especially helpful for intentionally bringing recognized identity-building features of out-of-school environments into the classroom, such as a sense of playfulness, open-ended exploration, and personal relevance. In this article we discuss our rationale and process in developing the concept of a “STEAM mindset” and illustrate how it can support youth and educator learning. Built on the foundations of the growth mindset concept, a STEAM mindset further emphasizes the ideas of quieting the inner negative voice, engaging in self-compassion rather than judgement, and promoting creative practice, as described in the sections below. 

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4. Encouraging a Growth Mindset: The Influence of Classroom Goals on Engineering Students’ Growth Mindset at a Hispanic-Serving Institution

   https://doi.org/10.1080/26906015.2025.2532770  

   Verdín, Dina; Perez_Leon, Carlos (August 2025, Journal of First-generation Student Success)
5. What can be learned from growth mindset controversies?

   https://doi.org/10.1037/amp0000794  

   Yeager, David S.; Dweck, Carol S. (December 2020, American Psychologist)

   null (Ed.)