I imagine many of you reading this are already familiar with “growth versus fixed mindset” as first laid out in Carol Dweck’s research (A national experiment reveals where a growth mindset improves achievement, 2019). For those of you who are not, have no fear! Allow me to explain:
Hear about Carol Dweck’s micro-lecture of developing a growth mindset and the power of “yet” in helping students succeed in and out of the classroom.
There are little things you can do to help your students develop a growth mindset and be inclusive in your teaching. Let’s start with the syllabus, as the syllabus is sometimes the first introduction a student gets to your course. Consider incorporating student centered language, as most syllabi tend to be course centered. For example, talk like you want them to listen, use “i” and “you”—make it personal.
“I” and “you” can also be used to communicate what to expect from you (the instructor) and what you expect from them (the students). Be transparent when sharing these expectations. Check out UC San Diego’s examples of course expectations for inspiration. And see more from UCSD Teaching + Learning Commons student-centered syllabus template.
Some expectations can seem high, but communicate the possibility of great success. Include a section about “how to succeed” in the course and link up to vital campus resources that are available to students. Do they need help writing? Or need a laptop while on campus? Or maybe some basic need? Our campus is here for them, and remind them that these services are free for students.
Try using/finding free resources instead of requiring texts when possible. UCLA Library has an expansive collection (with 700 subscription databases) and you can work with a librarian to help locate publications that can be made available to students. Or inquire about their Affordable Course Materials Initiative.
Set and communicate reasonable boundaries on when and how the student should communicate with you. Do you typically answer student emails from 10am - 12pm on Monday, Wednesdays, and Fridays? Include that in the syllabus so students know when they can expect a reply (also share the UCLA WI+RE’s tutorial on Quick Tips for Contacting Instructors Over Email).
Here are some examples of small changes to your syllabus language that could make a big impact for your students:
Late Policy changes
Office Hours language
Not everyone know what these are for. I’ve once overheard a student say this was time for the professor to work not for meetings. We came across a fun read from the Chronicle of Higher Education that shares results from a study that compares what students think compared to what faculty think their students think of office hours.
Additional Resources
Recommended Language for key course policies, by the Center for the Advancement of Teaching.
CAT shares language you can include in your syllabus for academic integrity, accessibility & accommodations, EDI & B (equity, diversity, inclusion & belonging), land acknowledgment, support services for students, and more.
Syllabus Toolkit, by the UNC Center for the Enhancement of Teaching & Learning.
UNC CETL shares examples of how you can design an effective and equity-minded syllabus for face-to-face and online courses.
Learner-Center Course Design Principles, from Central Michigan University (2022).
Central Michigan University shares their Key principles for learner-centered design, including the KISS Principle (Keep It Simple & Straightforward) when communicating with students.
Liquid Syllabus, by Michelle Pacansky-Brock.
Community college teacher and faculty developer, Michelle Pacansky-Brock shares how a liquid syllabus can support students in their learning by humanizing the course will being warm and engaging.
How to Solve the Student-Disengagement Crisis, from the Chronicle of Higher Education.
Six educators share tips on what we can do to help students rebound after the pandemic. Some include small changes (making authentic human connections and rapport), checking in on ourselves (and getting the support we need), create space for interaction and activities in class.