At a top-tier institution like Berkeley, students are accustomed to being high performers and being rewarded for their achievements. But we want our students to be good at more than just taking tests and demonstrating mastery of a particular content set. And research has shown that emphasizing performance over learning contributes to retention issues and achievement gaps among underrepresented groups.
How can we redesign our classrooms in ways that support life-long learning, development of higher-order skills, and equity and inclusion? How do we shift our own thinking as well as that of our students to promote their intrinsic motivation, emotional health, deeper engagement and ultimately, future success?
What are the opportunities and pitfalls of thinking in terms of a growth mindset? Is this a good fit for Berkeley? Even with our best efforts, do our reward structures (in the classroom and out) align with what we say we believe?
Join in an informal discussion with faculty colleagues from a variety of fields who have grappled with these issues and developed some useful strategies. Come share your own ideas and challenges. All are welcome!
- Rudy Mendoza-Denton (Psychology)
- Claire Kremen (Environmental Science Policy Management)
- Terry Johnson (Bioengineering)
- Moderated by Zeus Leonardo (Education)