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.
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.
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.
This is a draft of the presentation that will be given at the HEA Social Sciences annual conference - Teaching forward: the future of the Social Sciences.
For further details of the conference: http://bit.ly/1cRDx0p
Bookings open until 14 May 2014 http://bit.ly/1hzCMLR or external.events@heacademy.ac.uk
Part of the 'Apocalypse Now' conference theme, which requires the presenter to imagine their own future world scenario.
IMAGINED WORLD
A New Conservative Dynasty: Choice and Private Enterprise dominate HEA - Today’s students are the first generation to have grown up surrounded by and using computers, videogames, digital music players, video cams, cell phones and other digital media, consequentially they have a different thinking and learning style and different brain structures to previous generations (Prensky 2001). Social science academics are thus teaching in a changed world where traditional lecture/seminar pedagogical practices may no longer be applicable to the teaching and learning needs of contemporary students. This fact combined with the rise of the student as consumer has triggered a shift where private enterprise rules and students pick and choose which aspects of teaching they will engage with. This presentation’s research indicates that already techniques seen as not applicable to their needs are bypassed by students offering an explanation for attendance, participation and low engagement issues and the failure of students to develop independent problem-solving skills. This presentation provides a survival guide for social science academics by identifying the gaps between staff and student perceptions and discussing techniques for teaching the core skills needed in critical thinking and problem solving; adapting pedagogical practices to the contemporary student.
ABSTRACT
What is critical thinking and to what extent do social science students develop analytical problem solving skills through traditional social science teaching? This paper presents the results thus far of an ongoing research project which identified that law and social science students are often not learning the analytical skills that staff think they are teaching. Most social science academics doubtless consider critical thinking to be an integral and inherently embedded aspect of their pedagogical practices. Yet research suggests that contemporary students do not learn this skill through traditional teaching methods and teaching has not adapted to their specific needs.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
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.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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. 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.
5
6. 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
6
7. 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
7
8. Categories of Misconceptions
Adapted from Chi & Roscoe (2002)
Proposition-Level Misconceptions
Flawed Mental Models
Ontological Miscategorizations
Embedded Beliefs
Harder to address
Easier to address
8
11. 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)
11
12. Ontological Miscategorizations
Which of the following represents a currently
accepted model for the Tree of Life?
12
BacteriaArchaea Eukaryotes
Bacteria Archaea Eukaryotes BacteriaArchaea Eukaryotes
a.
b.
c.
14. Principles of Learning, Principle #2:
Knowledge Organization
• To help give students
the big picture
14
– Sign posts (“Think
about how what
we’re talking about
today relates to this
thing from last
week.”)
– Concept maps
– Graphical syllabus
16. Principles of Learning, Principle #3:
Motivation and Learning
• The Cognitive Domain (How We Think)
• The Affective Domain (How We Feel)
16
17. What motivates a student to
learn?
Grades
MoneyFear of Failure
Jobs
Parents
Graduate School
Social Issues
Praise
Achievement
Role Models Curiosity
Learning Itself
Teachers
20. 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
– Opportunities to show what they know in different ways
– Opportunities to revise and resubmit
– Build slack in the system: drop one problem set or quiz
– Not grade on the curve
20
21. Principles of Learning, Principle #4:
Practice and Feedback
• Stages of learning through practice &
feedback
21
– 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)
26. 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)
28. All-Skate
• Classroom climate must allow for students to
be wrong, sometimes for prolonged periods of
time. Invite everyone to learn!
28
29. Principles of Learning, Principle #4:
Practice and Feedback
• From Instructors
– Clicker questions
– Test corrections
– Email doodles to the instructor
– Tweet (for an ornithology class, tweet a picture of a
bird, where they saw it and connect it to class)
• From peers
– Pair and share, poster sessions, peer review of work,
in class presentations
• From themselves
– Motivation and overcoming obstacles
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
30
31. Learning Objectives
• What does it mean to understand?
• Measurable 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
31
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?
34
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.
35
36. 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
36
37. 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 tool
http://www.berkeleycompassproject.org/wordpress/wp-content/uploads/
2012/12/Phys98_SelfEvalRubrics1.pdf or Coursera
37
42. 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.
42
46. 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.
47. 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.”
48. 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”
50. 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)
50
51. For more inclusive teaching,
normalize struggle.
• "Growth mindset” vs "Fixed mindset”
51
Blackwell, et al. Child development (2007)
52. 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
– Punishing wording makes students less comfortable going to
instructor for help
– First year students most affected by wording
53. 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
54. 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
55. Microinequities
Hall and Sandler (1982), Sandler et al. (2004)
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
• are more regularly given credit for their contributions
…by well-meaning male AND female instructors
56. Stereotype Threat
Steele and Aronson (1995)
Simply activating an
academic stereotype
for a minority group
before a test produces
a decrement in
performance!!
57. Stereotype inoculation:
representation matters
• women’s own self-concept benefited from contact with female
experts, though negative stereotypes about their gender and
STEM remained active
57Stout, J. G., Dasgupta, N., Hunsinger, M., & McManus, M. A. (2011).
60. • 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.
60
61. 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.
61
62. References
• Astin, A. W. (1997). How “good” is your institution's retention rate?. Research in Higher Education, 38(6), 647-658.
• Bain, Ken. "What makes great teachers great." Chronicle of Higher Education 50.31 (2004): B7-B9.
• 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
• 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.
• 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, R. M., & Sandler, B. R. (1982). The Classroom Climate: A Chilly One for Women?
• Ishiyama, J. T., & Hartlaub, S. (2002). Does the wording of syllabi affect student course assessment in introductory political science classes?.
PS: Political Science & Politics, 35(3), 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.
• Sandler, B. R., Silverberg, L. A., & Hall, R. M. (2004). Gender and the Faculty Evaluation Process: Reward or Punishment. The Chilly Classroom
Climate: A Guide to Improve the Education of Women.
• Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C., Knight, J. K., Guild, N., & Su, T. T. (2009). Why peer discussion improves student
performance on in-class concept questions. Science, 323(5910), 122-124.
• 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.
62