Learn from social and educational psychology in this one-part workshop on how instructors can foster growth mindsets in their students, and how that in turn can foster greater student motivation, achievement, and belonging. What factors hold back or push students forward in learning and performing the best they can? How do students react to successes and challenges? By the end of this workshop, participants will be prepared to:

• Understand the differences and relationship between growth mindset and sense of belonging
• Consider how students’ and instructors’ mindsets can impact student achievement and motivation
• Identify concrete strategies to foster a growth mindset and sense of belonging in students

Instructors

Emily Potratz, University of Illinois at Chicago
Lauren Woods, University of Illinois at Chicago

Workshop Schedule

This one-session online workshop meets on Thursday, October 24 at 7-9pm Gulf / 12-2pm Atlantic / 11am-1pm Eastern / 10am-12pm Central / 9-11am Mountain / 8-10am Pacific.

Audience

This workshop is for any educator interested in learning more about how to foster a growth mindset and develop a sense of belonging in their students.

Registration and Enrollment

REGISTRATION OPENS MONDAY, SEPTEMBER 30 AT 11AM CENTRAL TIME
This workshop has no cap, and registration opens Monday, September 30th. Once registration opens, it will remain open until the day of the workshop on Thursday, October 24th.

Accessibility

If you have access needs, please let us know what they are. Contact Kate Diamond (kdiamond3@wisc.edu), who is supporting this workshop, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the workshop to support accessibility for all our students:

• Sending pre-session reminders with upcoming assignments to all students
• Sharing materials for synchronous sessions with students (slides, activity instructions, etc.)
• Enabling live captioning in synchronous sessions
• Incorporating multiple modes of interaction into synchronous sessions

Learning Outcomes

All CIRTL Network programming is designed to help participants achieve familiarity with our Core Ideas. This workshop is designed around the following learning outcomes.

Associate: Learning communities

• Describe and recognize the value of learning communities, and how they impact student learning.
• Describe several techniques and issues of establishing learning communities comprising a diverse group of learners.
• Describe several techniques for creating a learning community within a learning environment, including strategies that promote positive interdependence between learners so as to accomplish learning goals.

Associate: Learning through diversity

• Describe how an instructor’s beliefs and biases can influence student learning.
• Describe several learning-through-diversity (LtD) techniques and strategies.
• Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.

Practitioner: Learning communities

• Implement one or more learning community strategies for students in a learning experience.
• Integrate one or more learning community strategies into a teaching plan so as to accomplish learning goals and learning-through-diversity.

Practitioner: Learning through diversity

• Implement one or more Learning-through-Diversity strategies in a teaching experience.
• Integrate one or more Learning-through-Diversity techniques and strategies in a teaching plan so as to use students’ diversity to enhance the learning of all.