Faculty get out of their students exactly what they expect to.
Reported by Inside Higher Ed, a new study out of Indiana University at Bloomington found that for faculty who claim to have a “growth mindset”, meaning they believe that a student’s intelligence is not fixed, their students achieved significantly higher grades in STEM courses. And for underrepresented students, their achievement gap is almost halved when their professors hold this “growth mindset”.
The takeaway? Expectations really matter. And while this study doesn’t account for all possible factors, the possibility that our students’ achievements are directly correlated to their faculty’s belief is astounding, and something we need to take immediate action on.
May you continue to fight the good enrollment growth fight at your institution today, and we’ll see you again tomorrow.
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