Blog
Target Audience
Program Components Show all
Supporting Students > Academic Support
2 matchesFrom Deficit to Asset Framing: How Shifting Faculty Mindset Framing Can Positively Affect Student Motivation and Belonging
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty
Program Components: Professional Development:Advising and Mentoring, Diversity/Inclusion, Supporting Students:Student Engagement, Academic Support
Student's cultural wealth and faculty mindset framing are often overlooked aspects of educational practice that if addressed, could lead to meaningful change and academic success of students. To shift toward an assets-based view of students and cultivate student belonging we encourage asset framing of students through the cultural wealth, or the knowledge, skills, and contacts, they bring to STEMM classrooms.
It is often posited that academic success is predicated on the "grittiness" of students. Grit can be defined as "expressing a passion and perseverance for pursuing long-term goals" which provides students with the ability to achieve long-term goals even in the face of adversity (Allen, Kannangara & Carson, 2021, p. 75). Grit is often associated with mindset or the perception that students have about their ability to learn. Mindsets, or implicit theories, related to learning generally emphasize the "fixedness or malleability of human characteristics like intelligence or personality (Canning, et. al, 2019)." The majority of research on grit and mindsets related to learning and academic success have focused on students. Thus, leaving the "blame" for lower levels of academic persistence and success squarely on the perceived characteristics of students. However, several recent studies have examined the influence of faculty mindset on student success. This new research indicates that faculty behavior and classroom culture which stems from faculty mindset affects persistence and leads to larger racial achievement gaps in STEM courses and programs (Canning, et. al, 2019). More
Building on the BOSE Report of Indicators for STEM Education
Target Audience: College/University Staff, Non-tenure Track Faculty, Tenured/Tenure-track Faculty, Institution Administration
Program Components: Professional Development:Diversity/Inclusion, Supporting Students:Academic Support, Professional Preparation
As everyone probably knows by now, the National Academies have released their Indicators for Monitoring Undergraduate STEM Education.
There clearly is much overlap with the charge to the Working Group on Demonstrating Change. We would appreciate informal discussion around two questions:- Is there anything left for us to do?
- Assuming the answer to #1 is "yes," how can we shape our work so as to build on this report? More
