2020 Transformative Learning Conference

An introduction to the roots of TL learning theory and contemporary conceptualizations of TL

The presence or absence of growth mindset either transforms STEEM learning (Science, Technology, Engineering, Environmental Sustainability, and Mathematics) or creates barriers to student success. The research of Carol Dweck (2016) and Jo Boaler (2016) helps us more deeply understand the impact of mindset on student learning. As faculty, we want to encourage students to reach their highest academic potential and close achievement gaps rather than hide them. Understanding the continuum of fixed and growth mindset is the first step in creating a productive culture of mindset in our classrooms whether online, blended, or face-to-face. When we support students’ self-beliefs, we position them on a journey toward a more productive mindset that can overcome even their most difficult past struggles. Equally important is “recognizing and overcoming false growth mindset,” an idea which reflects misconceptions that have developed over time through improper application of theory (Dweck, 2016, January 13). Best practices within a culture of productive mindset, also shown to have positive impact on STEEM student learning outcomes, will be highlighted because it takes more than teacher or student talk to grow and develop this disposition and gives us a pathway to transform learning by encouraging students to remain at the center of their own active and reflective learning.