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This full research paper reports findings from a multitiered intervention focused on developing growth mindset among talented, low-income undergraduate students attending a College of Computing in the northeastern United States. Rooted in theories of intelligence, a growth mindset views intelligence and skills as being developed through persistent practice and learning from mistakes, while a fixed mindset sees skills as set at birth, never evolving, with mistakes becoming insurmountable barriers to success. The program in this study was designed to develop a community of learners with a shared framework for responding to academic challenges, to combat imposter syndrome, and to support persistence in their major and enter the workforce. During their first two years as college students, three undergraduate cohorts (totaling 32 participants) experienced four semesters of growth-mindset faculty mentoring concurrent with a community-building, growth mindset-focused seminar, and in their first year experienced two growth-mindset infused introductory programming courses. To address the research question, “How do talented, financially disadvantaged computing students understand growth and fixed mindsets?”, we report on qualitative data collected each semester, for each cohort. Focus group transcripts and individual written responses were thematically analyzed, drawing from a priori frameworks (social constructivism and self-efficacy in the context of mindset theory) and emergent codes to develop categories. Discussion is presented using frames of self-determination theory and positioning theory. We discuss the impact of these findings on students, implications for growth mindset interventions and provide guidance for using educational and developmental theories in the context of studies of growth mindset.
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MBL (Mastery-Based Learning) Supports a Normalization of Failure as an Essential Part of Learning
The positive benefits of fostering a Growth Mindset in students have been widely reported. Developing the skill of persisting through and learning from failure is key to developing a growth mindset and the entrepreneurial mindset – KEEN (Kern Entrepreneurial Engineering Network). This work-in-progress paper will examine how an MBL model could be a valuable tool for developing our students’ Failure Mindset. The MBL framework we employ is centered on learning through practice and coaching – making mistakes and learning from those mistakes, frequent low-stakes assessments, analyzing the results for further practice, and coaching on that skill or before moving forward to the next skill. A positive Failure Mindset looks at failure as a positive outcome that enhances one’s opportunities for learning. In this study, we will explore preliminary data by examining three groups of students: • entering first-year students, including those enrolled in an MBL course and those not enrolled in this course, • third-year students enrolled in an MBL course – 90% of these students have previously taken at least one MBL course, • and students enrolled in a one-semester off-campus alternative MBL-assessed project-based learning curriculum. We will use an established tool for assessing Failure Mindset and test the following hypotheses. • H1 – At initial assessment, students in 3rd-year students will exhibit a higher propensity toward a positive Failure Mindset than the entering first-year students. • H2 – The measure of Failure Mindset will increase over the course of the semester for all 3 groups of students. • H3 – the 1st year students in the MBL course will exhibit a more positive failure mindset at the end of the semester than those not enrolled in an MBL course.
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- Award ID(s):
- 2219807
- PAR ID:
- 10526173
- Publisher / Repository:
- American Society for Engineering Education Annual Conference
- Date Published:
- Format(s):
- Medium: X
- Location:
- Portland, Oregon
- Sponsoring Org:
- National Science Foundation
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