iPED: Inquiring Pedagogies
Fall Conference on Teaching and Learning
Tuesday, August 14, 2018 | Marshall University, Huntington, WV
Deadline to submit proposals: May 15, 2018
2018 Theme: Advancing a Growth Mindset
As early as 1988, Carol Dweck wrote about what would later become referred to as mindset. She and her colleagues demonstrated that “conceiving of one’s intelligence as a fixed entity was associated with adopting the performance goal of documenting that entity, whereas conceiving of intelligence as a malleable quality was associated with the learning goal of developing that quality” (Dweck & Leggett, 1988, p. 256).
Later, Yeager and Dweck (2012) advanced the idea that our implicit theories, or our beliefs about the “malleability of personal qualities” (p. 303), range from believing that personal qualities (e.g., personality and intelligence) are fixed (associated with entity theory) or malleable (associated with incremental theory). Individuals who embrace incremental theory tend to demonstrate the following characteristics of a growth mindset (Dweck, 2016):
- They embrace, and even seek, challenges.
- They persist in the face of obstacles.
- They expend effort to achieve growth.
- They learn from criticism.
- They are motivated by the successes of others.
There has been a growing interest in education about the concept of mindset. Carol Dweck wrote that “[m]indsets frame the running account that’s taking place in people’s heads. They guide the whole interpretation process” (2016, p. 225). If she is correct, then mindsets are of the utmost importance to teachers and teaching. Indeed, mindsets will dictate how students will respond to learning experiences. The bad news about mindsets is that they form quite early in life. The good news is that Yeager and Dweck (2012) showed that “students who believe (or are taught) that intellectual abilities are qualities that can be developed (as opposed to qualities that are fixed) tend to show higher achievement across challenging school transitions and greater course completion rates in challenging math courses” (p. 302).
With this in mind, the theme of this year’s conference invites Marshall faculty to think deeply about the ways in which we can, and do, promote the development of growth mindsets. General areas of interest include, but are not limited to:
- In our course design, teaching, and/or assessment, how can we use challenge to promote the use of higher-order, critical thinking skills?
- In our course design, teaching, and/or assessment, how can we decrease student concern about getting good grades and increase student acceptance of learning challenges?
- In our course design, teaching, and/or assessment, how can we acknowledge effort in ways that promote growth mindsets?
- In our course design, teaching, and/or assessment, how can we support students as they navigate through obstacles they encounter in the learning process?
- In our course design, teaching, and/or assessment, how can we empower students to use criticism as a learning tool?
- In our course design, teaching, and/or assessment, how can we encourage students to be inspired and motivated by the successes of others?
Session Types/Proposal Submission
To submit a proposal, click on the session type below to open the submission form for that type of session:
- Interactive Presentation: 75-minutes; one or more facilitators; audience interaction
· One 20-minute paper (conference organizers will form a three person, 75-minute panel with Q&A)
· Pre-formed 75-minute panel (three co-panelists for approximately 20 minutes each with Q&A)
- Workshops: 2 hours; one or more facilitators; participants work on some element of their own teaching practice (e.g., syllabus development, Blackboard Gradebook)
- Teaching Clinics: 30 minute time slots for demonstrations of particularly fruitful teaching practices and brief discussion.
Deadline to submit proposals: May 15, 2018
Dweck, C. S. (2016). Mindset: The new psychology of success. New York: Ballantine Books.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256-273.
Yeager, D. S., & Dweck, C.S. (2012). Mindsets that promoted resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.