Building a Growth Mindset Culture at Fullerton College
Fullerton College in California is implementing a campus-wide initiative to foster a growth mindset among students and faculty. The program aims to shift from a fixed mindset to a belief in student capacity through efforts like Habits of Mind (HoM) initiatives and a Growth Mindset Program. By cultivating a community of learners and embracing anti-deficit models, the college is promoting continuous learning and development. With a focus on changing culture, supporting growth mindset education, and measuring program impact, Fullerton College is creating a supportive environment for student success.
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THE BRAIN THAT GROWS: SUPPORTING GROWTH MINDSET EDUCATION BRIDGET KOMINEK, FACULTY AND BASIC SKILLS COORDINATOR KRISTINE NIKKHOO, DIRECTOR, BASIC SKILLS DANI WILSON, DEAN OF LIBRARY/LEARNING RESOURCES, INSTRUCTIONAL SUPPORT PROGRAMS AND SERVICES FULLERTON COLLEGE IN FULLERTON, CALIFORNIA
SESSION GOALS Learn about Growth Mindset Laying the groundwork for a campus-wide initiative A model for a Growth Mindset Program How to measure the impact of your program
FULLERTON COLLEGE Community College located in Orange County, CA One of three sites in the North Orange County Community College District 25,000 full-time students Federally-designated Hispanic Serving Institution Oldest continually operating community college in CA
WHAT IS A GROWTH MINDSET? Growth mindset: the belief that intelligence can be changed and cultivated through effort, good strategies, and help Fixed mindset: the belief that intelligence is a static quality that can t be changed. It s something you re either born with or not
CULTURING CHANGE, CHANGING CULTURE [Our initiative is] taking seriously the idea of a community of learners rather than a hierarchy of learning. Equity dimension: To foster a belief in student capacity and anti-deficit models
BUILDING A CAMPUS-WIDE CULTURE 2012 and 2013: Join 3CSN Habits of Mind (HoM) Community of Practice; host Introduction to HoM regional 3CSN event Fall 2013: Begin HoM campus initiative inquiry and planning; pilot growth mindset intervention in Faculty Inquiry Group #1 Fall 2014: Begin Campus HoM initiative; implement student honors society growth mindset project; host Habits of Mind in the disciplines regional 3CSN event; form Faculty Inquiry Group #2 to research extending growth mindset intervention, attend 3CSN Cultivating Growth Mindset regional 3CSN workshop Fall 2015: Continue HoM campus initiative, begin campus HoM: mindfulness initiative, continue student honors society project, pilot BSI-funded Growth Mindset Program
BUILDING A CAMPUS-WIDE CULTURE # of Participating Educators # of Students Impacted (approx) # of Participating Disciplines/Departments 3CSN Com. of Practice 88 2,640 25 Professional Development Events (Fall 2015 Growth Mindset Series) 66 *includes classified staff and administrators 40 25 Faculty Inquiry Groups 6 160 1 Dissertation Research 18 208 1 Honor Society Student Presentations 10 *includes student presenters 460 4 Basic Skills Intervention 1 20 900 9 Basic Skills Intervention 2 20 900 11
BASIC SKILLS GROWTH MINDSET INTERVENTION Adjunct faculty participants Student and instructor packets Four activities implemented over the semester: Cotton ball game and introduction to brain function Using intelligent practice Ordering and juggling your brain Introduction to growth mindset concept Pre and Post-surveys
GROWTH MINDSET STUDENT PERSPECTIVE You can change the way you approach your entire education, the way you approach your entire life, just by hearing a simple phrase: You can grow your intelligence. (Alan) Learning about the growth mindset, first and foremost, taught me that that struggle was where the learning was taking place. That is the ultimate learning environment, where we are rewarded for learning something, as opposed to being punished for not knowing something. It is a growth environment. (Alan)
PILOT RESULTS Method: compare faculty retention and success. We looked at the same instructor and same course between different semester (no intervention in Fall 2014 compared to the intervention in Fall 2015) Areas of highest impact: English Math Speech Nutrition and Health Science These are all foundational basic skills classes or core freshman-level required courses that move students measurably closer to a degree or transfer
PILOT RESULTS: HIGH IMPACT CLASSES Growth Mindset Intervention Fall 2015 Comparison Same Instructor & Course Spring 2015 Course Retention Rate 87% Success Rate 65% Retention Rate 76% Success Rate 59% ENGL 060 F 96% 67% 85% 73% ENGL 099 F 97% 84% 93% 86% HED 140 F 75% 46% 76% 55% MATH 142 F 86% 73% 85% 81% NUTR 210 F 88% 88% 94% 92% SPCH 100 F 61% 57% 84% 78%
SESSION TAKEAWAYS Create a campus culture that enables new programs to thrive Have faculty involved at the ground level Integrate professional learning such as trainings into the program Program participation can serve as a type of professional learning hom.3csn.org
QUESTIONS OR COMMENTS? Contact information: Bridget Kominek bkominek@fullcoll.edu Kristine Nikkhoo knikkhoo@fullcoll.edu Dani Wilson dwilson@fullcoll.edu
