Learning Objectives:
1. Describe the 8-week CIRTL MOOC, An Introduction to Evidence-Based Undergraduate STEM Teaching.
2. Identify some tools that you can use to improve STEM learning outcomes for undergraduate students.
3. Feel enabled to incorporate one or two new ideas into your teaching.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.PBL enables the students to consolidate their knowledge , stimulate their creativity , critical thinking and communication and problem solving skills.
CIRTL Class Meeting 9: Teaching as researchPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.PBL enables the students to consolidate their knowledge , stimulate their creativity , critical thinking and communication and problem solving skills.
CIRTL Class Meeting 9: Teaching as researchPeter Newbury
Peter Newbury
Center for Teaching Development
UC San Diego
David Gross
Department of Biochemistry and Molecular Biology
UMass, Amherst
26 March 2015
collegeclassroom.ucsd.edu
cirtl.net
Instructional Strategies was a presentation given during "What Administrators Want Teachers to Know." Inservice teachers participated discussing which strategies work well and those that they wanted to try. They noticed how others were experts with different strategies but collaboration was necessary to build teacher capacity.
Walking the path from the MOOC to my classroom: My collection of methods and ...Dagmar Monett
These are the slides I prepared as part of a peer assessed assignment when attending the Coursera MOOC "Foundations of Teaching for Learning 1: Introduction" (see https://www.coursera.org/course/teach1 for more).
I hope other educators can benefit from the ideas I share here.
Instructions and bracket to play Morrill Microbe Madness, a game to review representative organisms from the major phyla of the domain bacteria, part of MICROBIO 480 Microbial Diversity.
Unit 11: Viruses and Prions
LECTURE LEARNING GOALS
1. Define what is a virus, and describe the three theories on the origin of viruses.
2. Define and contrast prions and subviral agents. Explain how they are different from viruses.
3. Explain coronaviruses, the origin of SARS- CoV-2, how it infects cells, and the tools we use to fight the spread of COVID-19.
Unit 10: Diversity of Permafrost
LECTURE LEARNING GOALS
1. Describe permafrost, and the microbial diversity of permafrost. Explain how the greatest diversity of Archaea exist in cold environments.
2. Describe the two main Archaeal phyla, and describe example species.
3. Explain how climate change is affecting permafrost and microbial diversity.
Unit 9: Human Microbiome
LECTURE LEARNING GOALS
1. Describe the human microbiome: how many microbes there are, how you get your microbiome, who’s there, and how it changes over time and by region.
2. Describe the domain eukarya. List the five superkingdoms and a few notable species.
3. Explain how the human microbiome is related to health and disease.
Unit 8: Rare and Uncultured Microbes
LECTURE LEARNING GOALS
1. Describe the phyla containing rare bacteria: Deinococcus/Thermus, Chlamydia & Planctomycetes.
2. Describe the sequencing methods used to understand uncultured microbes. Explain the Eocyte hypothesis and how this model differs from the three domain tree of life.
3. For the cultured microbes, describe major characteristics for the 13 bacterial phyla, and explain why some microbe remain uncultivated.
6
Unit 7: Diversity of Soils & Sediments
LECTURE LEARNING GOALS
1. Define soils and sediment, and contrast the microbes living in each. Explain biogeochemical cycles.
2. Describe the diversity, metabolism & habitat of the five classes of the phylum Proteobacteria, including some common example species.
3. Describe the diversity, metabolism & habitat of the Gram-positive bacteria (phylua Firmicutes & Actinobacteria).
Unit 6: Diversity of Microbial Mats
LECTURE LEARNING GOALS
1. Definemicrobialmats.Describethe functional guilds of microbes in the different layers, and how they interact.
2. Foreachofthethreephylaof photosynthetic bacteria, contrast how each fixes C and gains energy and reducing equivalents from light.
3. Forthetwothermophilicbacterialphyla, describe their adaptations to life at high
temperature. Explain how they are primitive and deeply-branching.
Unit 5: Everything is everywhere?
LECTURE LEARNING GOALS
1. State the Baas Becking hypothesis, and describe the environmental traits are the strongest drivers of microbial community.
2. Explain how to measure community dissimilarity. Explain why the Baas Becking hypothesis continues to be tested today.
3. Describe methods to link taxonomic or community structure to function.
Unit 4: Biofilms & Motility
LECTURE LEARNING GOALS
• Describethethreetypesofbacterialbiofilm, and how each develop.
• Contrastthedifferentwaysthatmicrobes move using flagella. Explain the ways that bacterial and archaeal flagella are different. Describe non-flagellar movement.
• Giveexamplesofhowmicrobesmovefrom the phyla spirochetes and bacteroidetes.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
2. Learning Objectives
1. Describe the 8-week CIRTL MOOC, An
Introduction to Evidence-Based
Undergraduate STEM Teaching.
2. Identify some tools that you can use to
improve STEM learning outcomes for
undergraduate students.
3. Feel enabled to incorporate one or two new
ideas into your teaching.
2
3. An Introduction to Evidence-Based
Undergraduate STEM Teaching
• CIRTL is the Center for Integrated Research,
Teaching and Learning (CIRTL.net)
– Network of R-1 institutions with a shared goal of
improving college and university teaching
– Includes UMass via TEFD
• Massive Open Online Course (MOOC)
– Synchronized course graded by peer-review
– supported by the NSF under a grant to Boston U,
Michigan State U, U of Wisconsin, and Vanderbilt U
• STEMTeachingCourse.org
3
5. Evidence-based STEM Teaching
1. Principles of Learning
1. Prior Knowledge
2. Knowledge Organization
3. Motivation and Learning
4. Practice and Feedback
2. Learning Objectives
3. Assessment
4. Active Learning
5. Inclusive Teaching
5
6. Week 1. Principles of Learning,
Principle #1: Prior Knowledge
• Mental models that students
carry into a new course can
influence their perception of
new information
• Activating prior knowledge
helps to address and change
misconceptions
• Understanding typical types
of misconceptions can help
dispel them
6
7. Categories of Misconceptions
Adapted from Chi & Roscoe (2002)
Proposition-Level Misconceptions
Flawed Mental Models
Ontological Miscategorizations
Embedded Beliefs
Harder to address
Easier to address
7
10. Ontological Miscategorizations
When the switch S is closed, what
happens to the intensity of C?
a) It increases
b) It decreases
c) It stays the same
Mazur (1996)
10
11. Ontological Miscategorizations
Which of the following represents a currently
accepted model for the Tree of Life?
11
BacteriaArchaea Eukaryotes
Bacteria Archaea Eukaryotes BacteriaArchaea Eukaryotes
a.
b.
c.
13. Principles of Learning, Principle #2:
Knowledge Organization
• The Big Picture
– Major versus minor concepts (“fun facts”)
– Connections between different concepts (e.g.,
connections between physiology and diversity)
– Conceptual understanding means the ability to
solve new problems (e.g., PCR)
13
14. Principles of Learning, Principle #2:
Knowledge Organization
• To help give students
the big picture
– Sign posts (“Think
about how what
we’re talking about
today relates to this
thing from last
week.”)
– Concept maps
– Graphical syllabus
14
15. 15
Bacteroidetes
Green sulfur bacteria
Chlamydia
Planctomycetes
Proteobacteria
Cyanobacteria
Spirochaetes
Firmicutes
Actinobacteria
Deinococcus/ Thermus
Thermotoga
Aquifex
Green nonsulfur bacteria
Euryarchaea
Nanoarchaea
Crenarchaea
Korarchaeum
Chromalveolates
Plantae
Unikonts
Rhizaria
Excavata
Unit 6. Diversity of Microbial Mats
Unit 7. Diversity of Soils and Sediments
Unit 8. Diversity of Rare and Uncultivable Species
Unit 9. Diversity of the Human Microbiome
Unit 10. Diversity of Permafrost
Unit 11. Diversity of Acellular Life: V iruses & Prions
Part 2. Exploring Microbial Diversity
BacteriaArchaeaEukarya
Units in this section will apply concepts from Part 1 to example ecosystems as a way to explor e
microbial groups; groups covered in each unit are shown in the tree by open circles ( ).
Unit 1. Microbial Diversity Introduction
... what is diversity?
Why does it matter?
How do you mea sure it?
Unit 2. Phylogenetic Diversity, or
Taxonomy and Trees
Unit 3. Origins of Diversity, or
Microbiology of Ea rly Earth
Unit 5. Morphological Diversity,
or Biofilms and Motilit y
Unit 4. Funcitonal Diversity, or
the Baas Becking hyp othesis,
“ Everything is everywh ere,
but the environment selects.”
Part 1. Measuring
Microbial Diversity
Units in this section will explore origins of
diversity and how diversity is understood
and applied.
16. Principles of Learning, Principle #3:
Motivation and Learning
• The Cognitive Domain (How We Think)
• The Affective Domain (How We Feel)
16
21. Principles of Learning, Principle #3:
Motivation and Learning
• If you want to inhibit the strategic learners, and shift
their focus away from the grades and rewards, lower the
stakes
– Multiple opportunities to show what they know
– Show what they know in different ways
– Less value to one Final Exam worth a lot of their grade
– Opportunities to revise and resubmit
– Build slack in the system: drop one problem set or quiz
– Not grade on the curve, which shifts away from deep learning
and encourages strategic learning
– Social bookmarking = connect personal interests with class
content, help students see they can learn from each other
21
22. Principles of Learning, Principle #4:
Practice and Feedback
• To gain mastery of a subject, practice and
feedback are required
– Unconscious incompetence (“wut”)
– Conscious incompetence (students become aware
of what they don’t know)
– Conscious competence (building confidence, can
talk their way through problems)
– Unconscious competence (the expert blind spot,
topic feels automatic, old misconceptions are
forgotten)
22
27. Instructor Poses
Question (<1 Min)
Students Answer
Independently
(1-3 Min)
Instructor Views
Results (<1 Min)
If Most Answer
Correctly,
Briefly Discuss
Question (1-3 Min)
If Most Answer
Incorrectly,
Backtrack (5+ Min)
If Students Are Split,
Have Students Discuss
in Pairs and Revote
(1-5 Min)
Instructor Leads
Classwide Discussion
(2-15 Min)
Peer
Instruction
Smith et al. (2009)
29. All-Skate
• Classroom climate must allow for students to
be wrong, sometimes for prolonged periods of
time. Invite everyone to learn!
29
30. Evidence-based STEM Teaching
Outline
1. Principles of Learning
1. Prior Knowledge
2. Knowledge Organization
3. Motivation and Learning
4. Practice and Feedback
2. Learning Objectives
3. Assessment
4. Active Learning
5. Inclusive Teaching
31
31. Learning Objectives
• What does it mean to understand?
• Measureable things that students should be
able to do after the class
• Course-level Learning Goals
– Broad, big-picture, 5-10 per course
• Lecture-level Learning Objectives
– More specific, 2-5 per learning goal
32
34. Check list for refining LOs
Is the goal expressed in terms of what the student will
achieve or be able to do?
Is the goal well-defined? and measurable?
Is the terminology familiar? If not, is this a goal?
Does the LO goal align with the course goal?
Is the Bloom’s level appropriate? Are there a range of
levels possible?
Do your goals cover the different types of knowledge?
Are your goals relevant and useful to students?
35
35. Learning Objectives
Backwards design:
• (1) define LOs, then
decide
• (2) how to assess
students based on
LOs, then
• (3) choose activities
• (4) summarize topics
covered.
• Iterate as necessary.
36
36. Evidence-based STEM Teaching
Outline
1. Principles of Learning
1. Prior Knowledge
2. Knowledge Organization
3. Motivation and Learning
4. Practice and Feedback
2. Learning Objectives
3. Assessment
4. Active Learning
5. Inclusive Teaching
37
37. Assessment: who is it for?
• For the instructor
– Graded assignments
– “Monetary” reward can undermine intrinsic
motivation (Murayama et al., 2010), but
“monetary” value also signifies importance
• For the student
– Revise and regrade, quizzes and others
• Self-assessment
38
38. Self-assessment tool
Rubric by Jon Bender and adapted by Dimitri
Dounas-Frazer, Geoff Iwata, John Haberstroh, and
Joel Corbo for The Compass Project, University of
California, Berkeley
1. Show you the tool
2. Have you use it
3. Have a student and instructor discuss one way
of using it
4. Have you practice giving feedback using the toolhttp://www.berkeleycompassproject.org/wordpress/wp-
content/uploads/2012/12/Phys98_SelfEvalRubrics1.pdf or Coursera
39
46. Rubric Journaling Activity
Step 1: Consider a course you are taking or a research project
that you’re working on.
Step 2: Read over the rubric and pick one skill that you want to
improve with respect to this research project or course (e.g.
“persistence,” “communication,” “collaboration,” etc.)
Step 3: Journal for 5 minutes and
• Identify whether you are beginning, developing, or succeeding at your
chosen skill
• Write a few sentences about how you are doing with the skill this week
• Describe one or two concrete ideas for how you might improve.
http://www.berkeleycompassproject.org/wordpress/wp-
content/uploads/2012/12/Phys98_SelfEvalRubrics1.pdf or Coursera 47
47. Evidence-based STEM Teaching
Outline
1. Principles of Learning
1. Prior Knowledge
2. Knowledge Organization
3. Practice and Feedback
2. Learning Objectives
3. Assessment
4. Active Learning
5. Inclusive Teaching
48
51. ACTIVE
LEARNING
Critical Thinking
• Problem Based
Learning
• Inquiry Based Labs
Teamwork
• Cooperative
Learning
• Peer Instruction
Problem-based learning (PBL) is a
teaching approach that challenges students
to learn concepts/principles by applying
them to real-life problems.
52. ACTIVE
LEARNING
Critical Thinking
• Problem Based
Learning
• Inquiry Based Labs
Teamwork
• Cooperative
Learning
• Peer Instruction
In inquiry-based labs, students “engage in
many of the same activities and thinking
processes as scientists.”
53. ACTIVE
LEARNING
Critical Thinking
• Problem Based
Learning
• Inquiry Based Labs
Teamwork
• Cooperative
Learning
• Peer Instruction
Cooperative learning is “the instructional
use of small groups so that students work
together to maximize their own and each
other’s learning”
55. Evidence-based STEM Teaching
Outline
1. Principles of Learning
1. Prior Knowledge
2. Knowledge Organization
3. Motivation and Learning
4. Practice and Feedback
2. Learning Objectives
3. Assessment
4. Active Learning
5. Inclusive Teaching
56
56. For more inclusive teaching,
normalize struggle.
• "Growth mindset” vs "Fixed mindset”
57
Blackwell, Lisa S., Kali H. Trzesniewski, and Carol Sorich Dweck. "Implicit theories
of intelligence predict achievement across an adolescent transition: A
longitudinal study and an intervention." Child development 78.1 (2007): 246-263.
57. Tone
Ishiyama & Hartlaub (2002)
• Syllabus study
• Randomly assigned students a punishing (“graded
down 20%”) or rewarding syllabus (“only be eligible for
80% of the total points”).
• Significant difference in perceived approachability,
desire to take the course
– Less comfortable going to instructor with punishing wording
for help
– First year students most affected by wording
58. Personal Interactions
Astin (1997)
“Faculty Student Orientation:” Student perceptions of
whether faculty
are interested in students’ academic problems
are approachable outside of class
treat students as persons and not as numbers
care about the concerns of minority groups
positively impacts
• self-reported critical thinking, analysis, and problem-
solving skills
• retention
• percentage of students who go on to graduate school
59. Some guiding principles/strategies
• Examine your assumptions
• Learn and use students’ names
• Model inclusive language
• Use multiple and diverse examples
• Establish ground rules for interaction
• Strive to be fair
• Be mindful of low ability cues
• Don’t ask people to speak for an entire
group
• Be careful about microinequities
60. Microinequities
Hall and Sandler (1982, 1993)
Male students
• tend to get more eye contact
• are called on more
• get more praise for answers
• are asked more follow-up questions
• have their names used more
• and are more regularly given credit for their
contributions
…by generally well-meaning male AND female instructors.
61. Stereotype Threat
Steele and Aronson (1995)
Simply activating an
academic stereotype
for a minority group
before a test produces
a decrement in
performance!!
62. Stereotype inoculation:
representation matters
• women’s own self-concept benefited from contact with female
experts even though negative stereotypes about their gender and
STEM remained active
63
Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: using ingroup experts to
inoculate women's self-concept in science, technology, engineering, and mathematics (STEM). Journal of
personality and social psychology, 100(2), 255
65. Implicit bias
• EVERYONE HAS BIAS… Know your own.
– https://implicit.harvard.edu/self-assessment
• Stereotype threat and stereotype inoculation
– Representation matters
– Stout, Dasgupta et al (2011)
• Racial spotlighting and racial ignoring
– Additional stresses on minority students
– Carter Andrews D (2012)
66
66. • Intervention #1: Integrate culturally inclusive and
relevant content (“decolonize your syllabus”)
• #2: Decrease the potential intimidation students feel
towards instructors
• #3: Get students involved with supplemental
instruction
• #4: Be intentional about how student groups and
project teams are formed (CATME).
• #5: Work with TAs and other instructors in class.
• #6: Use inclusive teaching practices.
67
68. Evidence-based STEM Teaching
1. Principles of Learning
1. Prior Knowledge
2. Knowledge Organization
3. Motivation & Learning
4. Practice and Feedback
2. Learning Objectives
3. Assessment
4. Active Learning
5. Inclusive Teaching
1. Describe the 8-week CIRTL
MOOC An Introduction to
Evidence-Based
Undergraduate STEM
Teaching.
2. Identify some tools that you
can use to improve STEM
learning outcomes for
undergraduate students.
3. Feel enabled to incorporate
one or two new ideas into
your teaching.
69
69. References
• Bain, K. "What the best college teachers do. 2004." Cambridge, MA: Harvard (2004).
• Blackwell, Lisa S., Kali H. Trzesniewski, and Carol Sorich Dweck. "Implicit theories of intelligence predict achievement across
an adolescent transition: A longitudinal study and an intervention." Child development 78.1 (2007): 246-263.
• Bonwell CC & JA Eison (1991). Active Learning: Creating excitement in the classroom. Washington, DC: The George
Washington University, School of Education and Human Development.
• Carter Andrews, Dorinda J. "Black achievers’ experiences with racial spotlighting and ignoring in a predominantly White high
school." Teachers College Record 114.10 (2012): 1-46.
• Chi, Michelene TH, and Rod D. Roscoe. "The processes and challenges of conceptual change." Reconsidering conceptual
change: Issues in theory and practice. Springer, Dordrecht, 2002. 3-27.
• Chi, M. "Self-explaining expository texts: The dual processes of generating inferences and repairing mental models."
Advances in instructional psychology 5 (2000): 161-238.
• Dweck, Carol S. "Mindsets and math/science achievement." (2014).
• Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning
increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences,
111(23), 8410-8415.
• Hall, Roberta M., and Bernice R. Sandler. "The Classroom Climate: A Chilly One for Women?." (1982).
• Ishiyama, John T., and Stephen Hartlaub. "Does the wording of syllabi affect student course assessment in introductory
political science classes?." PS: Political Science & Politics 35.3 (2002): 567-570.
• Mazur, E. (1996). Peer instruction: A user’s manual. Upper Saddle River, NJ: Prentice Hall.
• Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Neural basis of the undermining effect of monetary
reward on intrinsic motivation. Proceedings of the National Academy of Sciences, 107(49), 20911-20916.
• Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of
personality and social psychology, 69(5), 797.
• Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011). STEMing the tide: using ingroup experts to inoculate
women's self-concept in science, technology, engineering, and mathematics (STEM). Journal of personality and social
psychology, 100(2), 255.
• Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of
minority students. Science, 331(6023), 1447-1451.
• Yeager, David Scott, and Carol S. Dweck. "Mindsets that promote resilience: When students believe that personal
characteristics can be developed." Educational psychologist 47.4 (2012): 302-314.
70