Symposium on Inclusive Pedagogy and Growth Mindset
Friday September 7, 2018
The Pointe at California State University Long Beach
The Symposium is intended as a resource and a discussion platform for faculty and academic professionals interested in applying the new psychology of success and the principles of social emotional learning in their teaching and advising.
REGISTRATION DEADLINE: SEPTEMBER 4, 2018
Agenda
| Time | Activity |
|---|---|
| 9:00-9:30am | Light Breakfast |
| 9:30-10:00am | Opening Remarks President Jane Conoley Dean Curtis Bennett |
| 10:00-11:00am | Keynote Address: The Social Belonging Intervention Dr. Gregory Walton, Stanford University |
| 11:15-11:45am | Flask Talks Session I |
| 11:45-1:00pm | Lunch / Roundtable Discussion |
| 1:00-2:30pm | Keynote Address: Becoming Unlocked with a Mindset Approach to Mathematics Dr. Jo Boaler, Stanford University |
| 2:30-3:00pm | Flash Talks Session II |
| 3:00-3:30pm | Roundtable Discussion |
| 3:30-4:30pm | Reception |
Topics
The Social Belonging Intervention
Dr. Gregory Walton, Stanford University
In basic research, Dr. Walton and his collaborators have shown that one of the most powerful sources of influence on students' motivation is their sense of belonging: their feeling of membership in the social community and belief that they are valued and respected. However, this sense of belonging is at risk for students from groups that are negatively stereotyped and/or underrepresented in an academic environment. They reasonably worry about whether they--or people "like me"--will belong. This insight led Dr. Walton to develop the social-belonging intervention. This intervention uses information and stories from older students to help students entering a new school see that common challenges--like getting criticized, or feeling lonely--are normal experiences that improve with time, not necessarily evidence that "I don't belong." This helps students see belonging as a process, not a fixed quality. In multiple trials with thousands of students, this intervention has raised achievement for students facing disadvantage in school settings (e.g., Walton & Cohen, 2011; Walton, Logel, Peach, Spencer, & Zanna, 2015; Yeager, Walton, et al., 2016).
Becoming Unlocked with a Mindset Approach to Mathematics
Dr. Jo Boaler, Stanford University
In recent years scientific studies have demonstrated that student and teacher 'mindsets' have a profound impact on learning. Students with a 'growth mindset' learn more effectively, displaying a desire for challenge and showing resilience in the face of failure. Such behaviors encourage greater mathematical persistence, engagement and high achievement. They also unlock people's potential and give them a different pathway through life. Mathematics teachers and professors play a critical role in the unlocking of students and the development of mathematical mindsets, and this session will consider the ways teachers may help students develop productive mathematical relationships with healthy growth mindsets.
Organizing Committee
- Dr. Babette Benken, Director of Graduate Studies, CNSM
- Dr. Curtis Bennett, Richard D. Green Dean, CNSM
- Dr. Jen-Mei Chang, Associate Professor, Mathematics and Statistics
- Dr. Josh Chesler, Associate Professor, Mathematics and Statistics
- Dr. Thomas Gredig, Professor, Physics and Astronomy
- Dr. Chris Jolly. Director, Learning Assistance Center
- Dr. Laura Kingsford, Senior Director, BUILD
- Dr. Eric Marinez, Program Director, HSI-STEM
- Dr. Lisa Martin-Hansen, Chair, Science Education
- Dr. Bruno Pernet, Professor, Biological Sciences
- Dr. Kris Slowinski, Associate Dean, CNSM
