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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 is now closed. Please contact Dr. Kris Slowinski ( for questions.


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


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