Presentation on theme: "Teaching the Whole Person at a Public University The Impact of a Project Measuring Mindfulness and Mindsets Sharon G. Solloway Bloomsburg University."— Presentation transcript:
Teaching the Whole Person at a Public University The Impact of a Project Measuring Mindfulness and Mindsets Sharon G. Solloway Bloomsburg University
History 1) Investigating Mindfulness as a Quality of Presence Classroom Teachers Vivid journal descriptions of transformative experiences Pre-service Teachers Vivid journal descriptions of transformative experiences
2) Simultaneous Activities Mentoring Freshmen—Education Learning Community Using a Rasch model to calibrate a survey instrument Solloway, S. G., & Fisher, W. P., Jr. (2007). Mindfulness in measurement: Reconsidering the measurable in mindfulness. International Journal of Transpersonal Studies, 26, 58-81. Solloway, S. G., & Fisher, W. P., Jr. (2007). Measuring mindfulness: A Rasch model innovation. Journal of Applied Measurement, 8(4), 359-372.
3) Discovering Dweck Implicit Self-Theories of Intelligence and Their Consequences Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House. Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.
Implicit Self-Theories of Intelligence: Mindsets Fixed Mindset--Performance Goals, Displays a Helpless Response Pattern in the Face of Setbacks/Challenges, Declined in Self-Esteem During College See effort as an indication of intelligence—if you have to work hard you are dumb Sets up helpless response in the face of challenges Alienates Self from Self, from others, from learning
Growth Mindset--Learning Goals, Displays a Mastery-Orientation, Interest in Task Increases with Difficulty, Love a Challenge, Increase in Self-Esteem During College See effort as the catalyst for growing intelligence Sets up highly adaptive actions in the face of challenges Enhances connection to Self, to Others, to Learning
Effects of Making Implicit Theory Explicit Awareness –Summer 2006 Working on a Mindset Survey Using a Rasch Model Mindfulness Practice—Heightened Awareness in the Present Moment Solloway Mindfulness Survey—measures growth http://www.devtestservice.com/
The quantitative measures which corroborate the journal entries provided a platform for getting two courses approved by the university: 1)The Art of Possibility and Mindfulness Practice— Mindsets and Mindfulness Applied in Classroom, Personal Life, Online Reading & Writing Programs “Stopping, calming, looking deeply” 2) Personal Mastery and Advanced Mindfulness Practice email@example.com
Quantitative Measures Corroborate Journal Entry Student “X” –SMS 1 = 77 SMS 2 = 95 Student “X”—MyReadingWeb (SAT written at 1320L) September = 1245L December = 1490L