2. Broaden Participation in the Geosciences: Change Mindsets and Close the Achievement Gap
Saundra Yancy McGuire, Ph.D.
Retired Asst. Vice Chancellor & Professor of Chemistry
Director Emerita, Center for Academic Success
Louisiana State University

3. SAGE 2YC: Faculty as Change Agents Aims to build a national network of self-sustaining local communities of geoscience faculty and administrators in two-year colleges who use evidence-based strategies to improve all students' academic success, broaden participation, and facilitate professional pathways into geoscience.

4. Email from Joshua in Spring 2011
“…Personally, I am not so good at chemistry and unfortunately, at this point my grade for that class is reflecting exactly that. I am ing you inquiring about a possibility of you tutoring me. I can even pay you for tutoring. I need any and all help I can get at this point. I apologize for the inconvenience. ” April 6, 2011 “I made a 68, 50, 50, 87, 87, and a 97 on my final. I ended up earning a 90 in the course, but I started with a 60. I think what I did different was make sidenotes in each chapter and as I progressed onto the next chapter I was able to refer to these notes. I would say that in chemistry everything builds from the previous topic” May 13, 2011 Semester GPA: 3.8

5. Cutting Edge Metacognition Workshop
We Can Help Students
Develop the Right Mindset
Cutting Edge Metacognition Workshop
11/19/2018
Shenk, David, The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday
Dweck, Carol, 2006.
Mindset: The New Psychology
of Success. New York:
Random House Publishing

6. Mindset* is Important! Fixed Intelligence Mindset
Intelligence is static
You have a certain amount of it
Growth Intelligence Mindset
Intelligence can be developed
You can grow it with actions
Dweck, Carol (2006) Mindset: The New Psychology of Success.
New York: Random House Publishing

7. Neuroplasticity*
The brain can reorganize itself, growing new neural pathways
Individuals can raise their IQ, improve their memory, and sharpen intelligence
New brain cells are generated by the process of neurogenesis
*term coined by Polish Neuroscientist Jerzy Konorski in 1948

9. Responses to Many Situations are Based on Mindset
Fixed Intelligence Mindset Response
Growth Intelligence Mindset Response
Challenges
Avoid
Embrace
Obstacles
Give up easily
Persist
Tasks requiring effort
Fruitless to Try
Path to mastery
Criticism
Ignore it
Learn from it
Success of Others
Threatening
Inspirational

11. Reflection Questions
Which Mindset About Intelligence Do You Think Most Students Have? Why Do You Think They Have This Mindset?

12. Which Mindset About Student Intelligence Do You Think Most Faculty Have? Why Do You Think They Have This Mindset?

13. Which Mindset About Student Intelligence Do You Think Most STEM Faculty Have? Why Do You Think They Have This Mindset?

14. A Fixed Mindset Leads to Learned Helplessness*
Based on prior experience, the feeling that no amount of effort will bring success
Destroys motivation to attempt a task
 *Martin Seligman and Steven F. Maier

15. Solving Anagrams http://www.youtube.com/watch?v=MTqBP-x3yR0

16. Remediation of Learned Helplessness Requires That We:
Understand the causes
Help students understand the distorted beliefs and misperceptions that are causing their current deficits
Provide students the tools to change their behavior and refute their distorted beliefs

17. The Cure for Learned Helplessness
Understanding your “explanatory style”
To what do you attribute failure or success?
Changing the negative, self-destructive things you say to yourself when you fail
(e.g. I don’t understand this and I never will!)
Making the new statements a permanent part of your explanatory style
(e.g. I don’t understand this yet)
Recognizing that perception of ability has the most influence on the amount of effort you will expend on a task!
Change your mindset from fixed to growth

18. Four Strategies for Changing Student Mindset
Show students a miracle portfolio - a collection of “before” and “after” scores showing dramatic, rapid improvement, either your students’ scores or those of someone else.
(E.g. Joshua who wanted chem tutoring)
2. Ask students to describe an area in which they were once terrible but learned to excel.

19. 3. Discuss with students the biological evidence
3. Discuss with students the biological evidence for the growth mindset—namely, brain plasticity.
4. Do not give assignments designed to weed out weak students. Instead, begin with assignments that challenge students appropriately and then gradually ramp up the difficulty.

20. The Impact of Changing Mindsets: Mr. Foster’s Miracle Class

21. Lorenzo Foster’s Physics I AP Class Test Scores
Mr. Lorenzo Foster’s Physics I AP Class Test Scores Changing Mindsets, Strategies, and Effort PAID OFF!
Lorenzo Foster’s Physics I AP Class Test Scores

22. After Learning Their Test 2 Scores
Physics I AP Students
After Learning Their Test 2 Scores

23. After Learning Their Test 3 Scores
Physics I AP Students
After Learning Their Test 3 Scores

24. Changing Mindset Can Change Performance at Any Time
Date of Final Exam: December 14, 2005
Meeting with Student No. 1: December 12, 2005
Meeting with Student Nos. 2 & 4: December 2, 2005
Meeting with Student No. 3: December 8, 2005
The final was worth 100 points with a 10 bonus question.

25. Faculty CAN Change Student Mindsets and Close the Achievement Gap
If and only if we change our mindsets about student intelligence and ability, and teach students specific learning strategies