Introducing a Mindset Intervention to Improve Student Success

Abstract

Aim/Purpose: The purpose of this paper is to introduce, describe, and document the methods involved in the preparation of a mindset intervention built into a freshmen development course, and established after years of longitudinal research, that is designed to have a positive impact on the outlook, achievement, and persistence of first generation and under-prepared students. Background: A number of studies conducted in the past fifteen years have concluded that grit, the persistence and perseverance to achieve goals, and growth mindset, the belief that skills and intelligence can be developed, are positive predictors of achievement; however, little focus has been placed on the implications at institutions purposed to educate minorities, first generation college students, and learners from diminished socio-economic backgrounds. Methodology: A series of models were created, custom self-assessment scales designed, and a lesson plan prepared purposed to deliver a mindset intervention to edify students about and change perceptions of grit, locus of control/self-efficacy, growth mindset, and goal setting. The mindset intervention, as presented in this paper, was delivered as part of a pilot implementation to students enrolled in a freshmen professional development course at a Mid-Atlantic HBCU in the Fall of 2019. Contribution: This qualitative paper documents an ongoing initiative while providing a workable template for the design and delivery of a mindset intervention that is believed will be highly effective with first generation and socio-economically disadvantaged learners. It represents the third paper in a five paper series. Findings: Prior research conducted by the authors shed light on the need to explore non-cognitive factors that may affect student performance such as grit, mindset, engagement, self-efficacy, and goal setting. The authors postulate that a carefully crafted mindset intervention delivered to freshmen students from traditionally underserved populations attending a minority serving institution in the mid-atlantic region of the United States will yield positive outcomes in terms of student success. Recommendations for Practitioners: As part of a commitment to positive student outcomes, faculty and administrators in higher education must be constantly exploring factors that may, or may not, impact student success. Recommendation for Researchers: Research is needed that explores elements that may help to contribute to the success of under prepared college students, in particular those who are from low income, first generation, and minority groups Impact on Society: Since, mindset interventions have been shown to be particularly effective with underserved students, it stands to reason that they should be adopted widely, and be effective at delivering positive outcomes, at HBCUs Future Research: The authors have introduced the mindset intervention with freshmen business students enrolled in a required professional development course. Results of the self-assessments and reflection questions are being collected and coded. Additionally, students are being administered a survey designed to measure the perceived efficacy of the initiative.

Pursuing student success in the library: a case study in peer mentor program transition, training and engagement

“…In addition to URE, MSI has implemented other student success initiatives that leverage HIEP to engage students and foster student success. Buzzetto-Hollywood et al (2019) described the implementation of a mindset intervention within the framework of a first-year developmental course at an HBCU that was, "purposed to have a positive impact on the outlook, achievement and persistence of first generation and underprepared students" (p. 141). In the course, students engaged with concepts such as grit and self-efficacy and they completed a variety of self-assessments related to these concepts.…”

Mindset and Achievement: A Secondary School Perspective in Khyber Pakhtunkhwa

“…Students with a growth mindset assume learning goals in which their abilities are developed for understanding and learning. On the other hand, students with fixed mindset assume performance goals in which they want to show that they are smart than other students (Buzzetto-Hollywood et al, 2019). Students having a fixed mindset might exhibit maladaptive learning behaviour, including shutting down, acting out behaviours, and avoidance behaviours, while a more adaptive learning behaviour is generally presented by students having a growth mindset (Cornell, 2020).…”

Impact of an Unlimited E-Book Subscription Service and Digital Learning Solution in Management Education at A Minority Serving University

“…Reduced course content costs appeal to many educators across disciplines, who have been using digital learning tools to engage and motivate students and improve the learning experience (Buzzetto- Hollywood, Mitchell, & Hill, 2019;Buzzetto-More, 2015;. Accordingly, the book publishing industry is rapidly changing, focusing on lower-cost products, phasing out print textbooks, and investing in digital courseware and publishing (McKenzie, 2019).…”

“…UMES was ranked in the top 20 among Historically Black Colleges and Universities (HBCU) in 2020, and the acceptance rate for applying students was 61%, with the majority of students coming from the mid-Atlantic region, more specifically the Baltimore and Washington D.C. urban centers. UMES has a long history of providing academic programs and services for ethnically and culturally diverse students and, toward that end, offers programs and assistance that attract, serve, retain, and graduate many first-generation college students Buzzetto-Hollywood, Mitchell, & Hill., 2019;Buzzetto-Hollywood, Quinn, Wan& Hill, 2019).…”