Using Mindset and Metacognitive Training in an Interdisciplinary Program to Enhance Student Instructor Sessions for STEM Majors

Program Abstract: A three-year program at a small liberal arts college was sponsored by a National Science Foundation IUSE grant with a goal of improving retention in STEM gateway courses, especially for first-generation and low-income students. The program was designed to inform STEM professors and supplemental instructors (SIs) of research on mindsets (Dweck, 2008) and metacognition (Flavell, 1979). Training was conducted by an interdisciplinary team of professors and included three-day workshops and monthly facilitated discussions for professors and SIs. External evaluators found that, across six semesters, the majority of students reported the program improved course performance and learning, facilitated peer integration, and promoted self-efficacy and effective outcomes. In the third year of implementation, increases in students growth mindset scores significantly predicted content knowledge gain scores. In this session, participants will receive a project overview, brainstorm possible solutions to implantation challenges, and receive integrative frameworks to modify for their courses.