Proposal Title

Mindset and Service Learning: Community and Classroom Interventions

Track

Research Proposal / Learning Theories and Pedagogy

Proposal Abstract

The presenters examine growth mindset interventions as a means to teach and position community engagement as a key aspect of students’ academic and personal development. These interventions include assignments that value process over product; surveys (including Dweck’s Implicit Theories of Intelligence Scale); and reflection activities that promote students’ understanding of how mindset impacts their service work, classroom education, and life. The interventions were implemented in service learning courses taught by English faculty. Through growth mindset activities, shared reflections, and a service learning program assessment survey, we measured the effectiveness of growth mindset interventions on student learning in service learning courses.

Proposal Description

How do we foster growth mindsets in our service learning programs across classrooms, among colleagues, and in our communities? Stemming from Carol Dweck’s research on mindset, the presenters will offer an overview of mindset theories, contextualizing each of their three projects within the framework of High Point University’s growth mindset quality enhancement plan. These research projects respond to a growing interest in mindset at the postsecondary level where, as of yet, only a slim body of research is published.

To engage the audience, the presenters will show a short video on growth mindset that speakers are using as an intervention with students and will give participants time to complete Dweck’s mindset assessment tool and discuss the results. They will also offer data and preliminary findings from survey research and qualitative analysis from their courses. The data is from the first year of a two-year study. Presenter 1 focuses on the attitudes of elementary school literacy program participants and undergraduate service learning students toward teaching and learning reading and writing. In addition, the researcher compares the service learners assessment of their community partners mindsets against the self-assessment of the community partners. Presenter 2 will discuss the outcomes of students implementing age-appropriate growth mindset activities at their various service sites to test the effectiveness of peer-to-peer teaching on their own mindsets. Presenter 3 draws from her research using growth mindset interventions in general education and English major service learning courses to compare data from these courses against data from the broader service learning program. In doing so, Presenter 3 considers the efficacy of various strategies that seek to promote growth mindset in service learning courses. Taken together, these presentations will offer session participants a variety of strategies to measure the effectiveness of growth mindset interventions on student learning.

Session Format

Presentation Session

Location

Room 1

Publication Type and Release Option

Presentation (Open Access)

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Mar 31st, 12:00 PM Mar 31st, 12:45 PM

Mindset and Service Learning: Community and Classroom Interventions

Room 1

The presenters examine growth mindset interventions as a means to teach and position community engagement as a key aspect of students’ academic and personal development. These interventions include assignments that value process over product; surveys (including Dweck’s Implicit Theories of Intelligence Scale); and reflection activities that promote students’ understanding of how mindset impacts their service work, classroom education, and life. The interventions were implemented in service learning courses taught by English faculty. Through growth mindset activities, shared reflections, and a service learning program assessment survey, we measured the effectiveness of growth mindset interventions on student learning in service learning courses.