Succeed through your failures: Learning to fail productively
Workshop at the national ABRCMS (Annual Biomedical Research Conference for Minority Students) conference in 2013
Succeeding through your Failures: Learning to fail productively. This workshop was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
Critical Thinking course at Strathmore University is a core Unit and hence a requirement for graduation. This slides were used for the first class hence a lot of focus is on course content and and a little part of topic one.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
Succeeding through your Failures: Learning to fail productively. This workshop was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
Critical Thinking course at Strathmore University is a core Unit and hence a requirement for graduation. This slides were used for the first class hence a lot of focus is on course content and and a little part of topic one.
On the importance of critical thinking skills and how to teach them - presented at the eLearning Consortium of Colorado (eLCC) Conference, April 18, 2014 - Breckenridge, CO
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
More at www.romduckworth.com and www.rescuedigest.com
An introduction to principles of critical thinkingThe Free School
This presentation synthesizes the academic Objective
literature to define critical thinking. My discussion:
● Explores core scholarly principles of critical thinking practices;
● Uses examples to explain the different degrees of support that a
scholar may express towards an issue or opinion.
This presentation centers on three scenarios where a person may
need to show evidence of critical thinking in their scholarly work:
● Writing a college or scholarship application essay;
● Preparing an answer for a test such as the GRE exam;
● Preparing an assessment for a college or university subject.
Stuart Lane takes saying sorry seriously. Seriously seriously. To the extend he's nearly finished his PhD on it. Listen to this fantastic talk, watch the slides and add comments your comments on www.intensivecarenetwork.com.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
Carol Dweck & Ross Greene - Framing How Kids Learnkawilson68
The mindset theories of Carole Dweck are presented in addition to the collaborative problem solving model promoted by Ross Greene. Both honour the idea that 'kids are doing the best with what they've got'. These are translated to the classroom and how feedback and assessment and help frame behaviours and help kids want to learn.
What every teacher should know about cognitive scienceStephanie Chasteen
This is a presentation that I've given a few times for GK12 programs at CU, with some main messages on how people learn and a non-exhaustive look at findings from cognitive science, and how these ideas might apply to the classroom.
These slides are for the first week class where we go through the course outline, and introduce the idea of Critical Thinking within University Education.
Critical Thinking in Emergency Services Education slide shareRommie Duckworth
It’s clear that critical thinking must be part of an education program in order to teach students to become intelligent, compassionate and skillful emergency responders. But how do we accomplish this within the constraints of current educational curricula? This presentation is for anyone who wants to better incorporate critical thinking skills into their course content and testing processes. Critical thinking is vital not only for effective delivery of emergency services, but as a lifelong learning skill necessary for our students to excel as fire, rescue and EMS responders.
Teaching Formats:
-Lecture
-Q & A
-Role-Play
Learning Objectives: Students will learn:
-How to improve test scores, retention of knowledge and the ability to apply that knowledge to street-level emergency services.
-The role of critical thinking in decision making for emergency responders.
-The selection and use of different motivators, presentation types and activities in the classroom.
-Barriers and inhibitors to critical thinking in education and how to overcome them.
-How the application of higher education theories such as Perry’s “journey of growth” from received knowledge to constructed knowledge is critical to create effective emergency responders.
More at www.romduckworth.com and www.rescuedigest.com
An introduction to principles of critical thinkingThe Free School
This presentation synthesizes the academic Objective
literature to define critical thinking. My discussion:
● Explores core scholarly principles of critical thinking practices;
● Uses examples to explain the different degrees of support that a
scholar may express towards an issue or opinion.
This presentation centers on three scenarios where a person may
need to show evidence of critical thinking in their scholarly work:
● Writing a college or scholarship application essay;
● Preparing an answer for a test such as the GRE exam;
● Preparing an assessment for a college or university subject.
Stuart Lane takes saying sorry seriously. Seriously seriously. To the extend he's nearly finished his PhD on it. Listen to this fantastic talk, watch the slides and add comments your comments on www.intensivecarenetwork.com.
A broad overview of the facilitation technique -questionning. After having completed this session, participants will:
Appreciate questioning as a fundamental technique for eliciting, synthesizing, analyzing information and/or decision making.
Be familiar with the range of questioning techniques such as: Chunking, Funnel and Probing questions.
Understand how to effectively design a questioning process framework.
Most people believe personality traits are fixed characteristics that are present at birth and persist throughout an individual’s lifetime. Recent research, however, indicates these “fixed” traits are simply the symptoms of a person’s belief system. These beliefs can be so strong, in fact, that they positively or negatively influence every aspect of an individual’s life: sports, business, relationships, parenting, teaching, and coaching.
According to Carol S. Dweck, one of the world’s leading researchers in the field of motivation, there are two main belief systems, or mindsets, that people can possess. These mindsets strongly influence the way individuals respond to success and failure, and in Mindset, Dweck uses research, examples of well-known business and sports leaders, and specific scenarios to demonstrate how changing one’s mindset can profoundly affect the outcome of almost every situation. Dweck also explains how understanding the basics of mindsets can help in accepting and understanding relationships and the people who comprise them
Carol Dweck & Ross Greene - Framing How Kids Learnkawilson68
The mindset theories of Carole Dweck are presented in addition to the collaborative problem solving model promoted by Ross Greene. Both honour the idea that 'kids are doing the best with what they've got'. These are translated to the classroom and how feedback and assessment and help frame behaviours and help kids want to learn.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
UC Davis - Mentoring Up #2 aligning expectationsSteve Lee
This presentation was delivered at UC Davis for the Grad Pathways professional development series on Mentoring Up. Part 2 of this series dealt with aligning goals and expectations with your research mentor.
Why a Growth Mindset is strongly associated with Successjane GARDNER
A growth mindset is one where an individual sees character, intelligence, and abilities as always developing and evolving.
Unlike the fixed mindset, a growth mindset doesn't compel you to constantly prove yourself because you know that you can change and grow with experience and practice. Your qualities aren't fixed.
It doesn't matter if others see that you lack perfect qualities, because all of us are always growing and learning.
A key element in success in any field is the willingness and desire to learn new things and grow, and the acceptance of change.
This is why a growth mindset is strongly associated with success.
This was presented at Lean Kanban Central Europe 2015 (#LKCE15) and focused on how we develop a learning mindset, how adult learners learn in order to promote a growth mindset, and how to influence employees towards a learning mindset.
Mentoring 360_ASCB MAC 2015-07_Steve Lee_slides & handoutSteve Lee
These slides and handout were used for a workshop on the new concept of Mentoring 360. This was provided for the Minority Affairs Committee (MAC) for the American Society for Cell Biology (ASCB) on 7/18/2015 in Houston. Attendees were ~50 STEM postdocs, junior and senior faculty, and administrators in academia.
Made to Stick: Delivering effective scientific presentations and postersSteve Lee
This professional development workshop was presented for the GradPathways program at UC Davis for grad students and postdocs in the STEM disciplines in Oct 2016.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
CONTENTS
Cover Page
Title Page
Introduction
1. HE MINDSETSWhy Do People Differ?What Does All This Mean for You? The Two
MindsetsA View from the Two MindsetsSo, What’s New?Self-Insight: Who Has Accurate Views
of Their Assets and Limitations?What’s in Store
2. NSIDE THE MINDSETSIs Success About Learning—Or Proving You’re
Smart?Mindsets Change the Meaning of FailureMindsets Change the Meaning of
EffortQuestions and Answers
3. HE TRUTH ABOUT ABILITY AND ACCOMPLISHMENT Mindset and School
AchievementIs Artistic Ability a Gift?The Danger of Praise and Positive LabelsNegative Labels
and How They Work
4. PORTS: THE MINDSET OF A CHAMPION The Idea of the
Natural“Character”What Is Success?What Is Failure?Taking Charge of SuccessWhat Does It
Mean to Be a Star?Hearing the Mindsets
5. BUSINESS: MINDSET AND LEADERSHIPEnron and the Talent
MindsetOrganizations That GrowA Study of Mindset and Management DecisionsLeadership and
the Fixed MindsetFixed-Mindset Leaders in ActionGrowth-Mindset Leaders in ActionA Study of
Group ProcessesGroupthink Versus We ThinkAre Leaders Born or Made?
6. RELATIONSHIPS: MINDSETS IN LOVE (OR NOT) Relationships Are
DifferentMindsets Falling in LoveThe Partner as EnemyCompetition: Who’s the
Greatest?Developing in RelationshipsFriendshipShynessBullies and Victims: Revenge Revisited
7. PARENTS, TEACHERS, AND COACHES: WHERE DO MINDSETS COME
FROM?Parents (and Teachers): Messages About Success and FailureTeachers (and Parents):
What Makes a Great Teacher (or Parent)?Coaches: Winning Through MindsetOur Legacy
8. CHANGING MINDSETS: A WORKSHOP The Nature of ChangeThe Mindset
LecturesA Mindset WorkshopBrainologyMore About ChangeTaking the First Step: A Workshop
for YouPeople Who Don’t Want to ChangeChanging Your Child’s MindsetMindset and
WillpowerMaintaining ChangeThe Road Ahead
NotesRecommended BooksAbout the AuthorCopyright
INTRODUCTION
One day, my students sat me down and ordered me to write this book. They wanted
people to be able to use our work to make their lives better. It was something I’d wanted to do
for a long time, but it became my number one priority.
My work is part of a tradition in psychology that shows the power of people’s beliefs.
These may be beliefs we’re aware of or unaware of, but they strongly affect what we want and
whether we succeed in getting it. This tradition also shows how changing people’s beliefs—even
the simplest beliefs—can have profound effects.
In this book, you’ll learn how a simple belief about yourself—a belief we discovered in
our research—guides a large part of your life. In fact, it permeates every part of your life. Much
of what you think of as your personality actually grows out of this “mindset.” Much of what may
be preventing you from fulfilling your potential grows out of it.
No book has ever explained this mindset and shown people how to make use of it in their
lives. You’ll suddenly understand the gre.
The Effort Effect alumni.stanford.edu getpagemagazineart.docxmehek4
The Effort Effect
alumni.stanford.edu /get/page/magazine/article/
According to a Stanford psychologist, you’ll reach new heights if you learn to embrace the occasional tumble.
James Yang
One day last November, psychology professor Carol Dweck welcomed a pair of visitors from the Blackburn Rovers,
a soccer team in the United Kingdom’s Premier League. The Rovers’ training academy is ranked in England’s top
three, yet performance director Tony Faulkner had long suspected that many promising players weren’t reaching
their potential. Ignoring the team’s century-old motto—arte et labore, or “skill and hard work”—the most talented
individuals disdained serious training.
On some level, Faulkner knew the source of the trouble: British soccer culture held that star players are born, not
made. If you buy into that view, and are told you’ve got immense talent, what’s the point of practice? If anything,
training hard would tell you and others that you’re merely good, not great. Faulkner had identified the problem; but to
fix it, he needed Dweck’s help.
A 60-year-old academic psychologist might seem an unlikely sports motivation guru. But Dweck’s expertise—and
her recent book, Mindset: The New Psychology of Success —bear directly on the sort of problem facing the Rovers.
Through more than three decades of systematic research, she has been figuring out answers to why some people
achieve their potential while equally talented others don’t—why some become Muhammad Ali and others Mike
Tyson. The key, she found, isn’t ability; it’s whether you look at ability as something inherent that needs to be
demonstrated or as something that can be developed.
What’s more, Dweck has shown that people can learn to adopt the latter belief and make dramatic strides in
performance. These days, she’s sought out wherever motivation and achievement matter, from education and
parenting to business management and personal development.
As a graduate student at Yale, Dweck started off studying animal motivation. In the late 1960s, a hot topic in animal
research was “learned helplessness”: lab animals sometimes didn’t do what they were capable of because they’d
given up from repeat failures. Dweck wondered how humans coped with that. “I asked, ‘What makes a really
capable child give up in the face of failure, where other children may be motivated by the failure?’” she recalls.
At the time, the suggested cure for learned helplessness was a long string of successes. Dweck posited that the
difference between the helpless response and its opposite—the determination to master new things and surmount
challenges—lay in people’s beliefs about why they had failed. People who attributed their failures to lack of ability,
Dweck thought, would become discouraged even in areas where they were capable. Those who thought they simply
hadn’t tried hard enough, on the other hand, would be fueled by setbacks. This became the topic of her PhD
dissertation.
Dweck and her assistants ran an experi ...
"Mentoring Up - AISES 2014 - Steve Lee". This presentation was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
The red coler with file are very importantAttached Files Fixedv.docxhelen23456789
The red coler with file are very important
Attached Files:
FixedvsGrowth.pdf
(
384.466 KB
)
Read the short (seriously, it took me like 20 mins tops) article and do a write up (150 words minimum) on it.
Ideas for write up portion:
What kind of learner identity are you? Why do do you identify as that kind of learner? What is your relationship with struggling in school? How do you deal with struggle? When do you see things as a learning oportunity?
Points: 20 (which is a lot in this class)
(Do not forget I am international student, please)
http://www.nais.org/about/index.cfm?ItemNumber=145867
You can see these information on wibsite and I will put on this page because you have to read this a story.
SCHOOL MATTERS
Brainology
Transforming Students’ Motivation to Learn
Carol S. Dweck
Winter 2008
This is an exciting time for our brains. More and more research is showing that our brains change
constantly with learning and experience and that this takes place throughout our lives.
Does this have implications for students' motivation and learning? It certainly does. In my
research in collaboration with my graduate students, we have shown that what students believe about
their brains — whether they see their intelligence as something that's fixed or
Photoillustration: Michael Northrup
something that can grow and change — has profound effects on their motivation, learning, and school
achievement (Dweck, 2006). These different beliefs, or mindsets, create different psychological
worlds: one in which students are afraid of challenges and devastated by setbacks, and one in which
students relish challenges and are resilient in the face of setbacks.
How do these mindsets work? How are the mindsets communicated to students? And, most important, can
they be changed? As we answer these questions, you will understand why so many students do not
achieve to their potential, why so many bright students stop working when school becomes
challenging, and why stereotypes have such profound effects on students' achievement. You will also
learn how praise can have a negative effect on students' mindsets, harming their motivation to
learn.
Mindsets and Achievement
Many students believe that intelligence is fixed, that each person has a certain amount and that's
that. We call this a fixed mindset, and, as you will see, students with this mindset worry about
how much of this fixed intelligence they possess. A fixed mindset makes challenges threatening for
students (because they believe that their fixed ability may not be up to the task) and it makes
mistakes and failures demoralizing (because they believe that such setbacks reflect badly on their
level of fixed intelligence).
It is the belief that intelligence can be developed that opens students to a love of learning, a
belief in the power of effort and constructive, determined reactions to setbacks.
Other students believe that intelligence is something that can be cultivated through e.
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
Addressing Diversity in Mentoring Relationships - Leadership Alliance - Steve...Steve Lee
This workshop, "Addressing Diversity in Mentoring Relationships through Case Studies", was provided for the Leadership Alliance Faculty Retreat on Mentoring Diverse Scholars at Hunter College on April 29, 2016.
MD vs MD-PhD vs PhD 2015_slides & handoutSteve Lee
Are you trying to decide whether to pursue an MD, an MD-PhD or a PhD? Do you want to learn the differences in conducting research and the training that is involved with each of these career paths? Come to this workshop to hear the story of how one MD-PhD navigated through these questions, and about a research study (McGee and Keller, 2007) that investigated differences between MD, MD/PhD, and PhD students and their professional trajectories.
This workshop was given by Michael Penn, MD-PhD, and Steve Lee, PhD.
Mentoring Up_Choosing a Research Mentor_ChemE & MatSci_2015Steve Lee
This presentation was on "Mentoring Up: Choosing a Research Mentor and Lab" for first-year grad students in the Chemical Engineering and Materials Science program at UC Davis in fall 2015.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
This workshop was on "Understanding and Minimizing Unconscious Biases in the STEM Disciplines". This was presented at the 3rd NSF IOS Broadening Participation meeting for PI's in Bethesda, MD on 9/21/2015.
Guide on Getting into Grad School 2015-07Steve Lee
This is a guide that I've used for various workshops on helping students consider and apply for grad school. This doesn't contain slides, but is a handout that I've used during workshops. It contains exercises to help students consider if grad school is a good fit and option for them now, and links to other resources.
Career Planning for STEM Postdocs and PhD StudentsSteve Lee
"Advancing your Career Plan for STEM Postdocs and PhD Students" This workshop was given at the University of California, Irvine in June 2015. We used the myIDP website to help attendees in their career planning.
"Research on Success in Research - What research studies can help me make good decisions and succeed in my research?" This presentation was provided to advanced undergrad students with possible interests in a grad (PhD) program in neuroscience at the University of California, Davis. This seminar was presented at the Neuroscience Initiative to Enhance Diversity (NIED) program at UC Davis on April 17, 2015.
Sticky Scientific Presentations_Steve Lee_AISES 2015-03_slides and handoutSteve Lee
"Made to Stick: Delivering effective scientific presentations and posters for impact" This presentation was delivered at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Mentoring 360_AISES 2015 03_Steve Lee_slides and handoutSteve Lee
Mentoring 360 is developing circles of relationships with mentors, mentees, and peer mentors through all stages of your career; and seeking 360 feedback from your circle of mentoring relationships. This presentation was provided at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2015 in New Mexico.
Sticky scientific presentations - Steve Lee UC Davis 2014Steve Lee
"Make to Stick: Delivering scientific presentations and posters for impact" This presentation was delivered for the GradPathways professional development program at UC Davis for graduate and professional students, and for postdocs in the STEM disciplines
Succeeding through your strengths & failures ABRCMS 2014Steve Lee
"Succeeding through your strengths and failures: Assess and apply your unique strengths toward your ideal goals" This workshop was provided at the ABRCMS conference in November 2014.
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
Research on Success: Grit, growth mindset, and the marshmallow testSteve Lee
This professional development workshop takes 3 research studies (grit, growth vs fixed mindset, and the marshmallow test) and translates them into practical suggestions for students. This workshop was presented to incoming business school students at UC Davis' Graduate School of Management on Aug 29, 2014.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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1. Succeed through your
F ailures:
Learning to fail productively
Steve Lee, PhD
Graduate Diversity Officer
ABRCMS 2013
2. #1 Succeed with your Strengths:
Assess and apply your unique strengths
towards your ideal career
Friday 8:15 am, Lincoln C/D/E
#2 Succeed through your F ailures:
Learning to fail productively
Friday 6:45 pm, Jackson A/B
Presentation materials in Slideshare.net
3. What can we learn about failure from:
psychologist
Carol Dweck?
Your response to failure
reveals your mindset
a sociological
study?
Scientists often hide our
failures
an artist’s TED
talk?
Embrace your limitations
to succeed
3
4. How would you respond?
One day, you go to class that is really
important to you and that you like a lot. The
professor returns midterm tests, and you got
a C+. You’re very disappointed.
On your way home, you get a parking ticket.
Being really frustrated, you call your best
friend to share your day, but are sort of
brushed off.
4
5. How do you respond to challenges?
Dweck proposes 2 different responses:
stay in bed
get drunk
I’m a total failure
I wouldn’t bother trying
hard next time
Fixed mindset
I’d look at what was
wrong and resolve to do
better.
I’d start thinking about
studying in a different
way.
Growth mindset
5
6. Carol Dweck’s Mindset
Fixed vs Growth
ability is static
avoids challenges
gives up easily
sees effort as fruitless
ignores useful criticism
threatened by others
ability is developed
embraces challenges
persists in obstacles
sees effort as necessary
learns from criticism
inspired by others’ success
6
7. What are the consequences of
the different mindsets?
7
8. What are the consequences of
the different mindsets?
Those who were
praised for their:
to reinforce a:
chose to work on:
intelligence
fixed mindset
easier problems.
growth mindset
more challenging
problems.
effort
8
9. What are the benefits of
a growth mindset?
Those with a growth mindset:
achieved higher grades in a General
Chemistry course
had a more accurate sense of their
strengths and weaknesses
had lower levels of depression
9
10. What can sociologists tell us
about scientists?
“Doctoring Uncertainty” Delamont and Atkinson
Social Studies of Science, 2001, 87.
as undergrads, they were accustomed to
smaller projects with a high chance of success
many new grad students face greater
difficulties with bigger projects
when scientists present or publish research,
we marginalize our failures
10
11. How do scientists approach
mistakes and failures?
“The importance of stupidity in
scientific research”
Martin Schwartz, J. Cell Science, 2008, 1771.
Let’s read and discuss
11
12. What can an artist teach us about
our limitations?
Phil Hansen’s TED talk
12
13. What can an artist teach us about
our limitations?
Hansen proposes:
embracing your limitations can
drive more creative approaches
don’t be driven by a single
approach
13
14. What can we learn from failures?
psychologist
Carol Dweck
Growth requires putting
in effort
Professor
Martin Schwartz
Accept that research
makes us feel stupid
artist
Phil Hansen
Embrace your limitations
to succeed
14
16. Self-reflection Questions
What’s been a recent failure for you? Describe the
events, possible causes, people involved, etc.
How did you respond? Was your response more
consistent with a fixed mindset or a growth mindset?
Consider similar experiences of failures, obstacles, and
limitations. Was your behavior more consistent with a
fixed or growth mindset?
Do you believe you need to adjust your response to
failures? If so, what aspects of your behavior do you
believe you need to adjust?
16
17. Are you paying attention to your failures,
limitations, challenges?
What are they trying to teach you?
17
18. Succeed through your F ailures
Learning to Fail Productively
Steve Lee, PhD
Graduate Diversity Officer at University of California Davis (started November 2013)
www.linkedin.com/pub/steve-lee/5/9a1/857
ABRCMS 2013 – Friday, Nov 15, 2013 at 6:45 pm
Excerpt from “The importance of stupidity in scientific research ” Martin Schwartz, J. Cell Science,
2008, 1771.
I recently saw an old friend for the first time in
many years. We had been Ph.D. students at the same
time, both studying science, although in different areas.
She later dropped out of graduate school, went to
Harvard Law School and is now a senior lawyer for a
major environmental organization. At some point, the
conversation turned to why she had left graduate
school. To my utter astonishment, she said it was
because it made her feel stupid. After a couple of
years of feeling stupid every day, she was ready to do
something else.
I had thought of her as one of the brightest people
I knew and her subsequent career supports that view.
What she said bothered me. I kept thinking about it;
sometime the next day, it hit me. Science makes me
feel stupid too. It’s just that I’ve gotten used to it. So
used to it, in fact, that I actively seek out new
opportunities to feel stupid. I wouldn’t know what to
do without that feeling. I even think it’s supposed to
be this way. Let me explain.
For almost all of us, one of the reasons that we
liked science in high school and college is that we were
good at it. That can’t be the only reason – fascination
with understanding the physical world and an
emotional need to discover new things has to enter
into it too. But high-school and college science means
taking courses, and doing well in courses means
getting the right answers on tests. If you know those
answers, you do well and get to feel smart.
A Ph.D., in which you have to do a research project,
is a whole different thing. For me, it was a daunting
task. How could I possibly frame the questions that
would lead to significant discoveries; design and
interpret an experiment so that the conclusions were
absolutely convincing; foresee difficulties and see ways
around them, or, failing that, solve them when they
occurred? My Ph.D. project was somewhat
interdisciplinary and, for a while, whenever I ran into a
problem, I pestered the faculty in my department who
were experts in the various disciplines that I needed. I
remember the day when Henry Taube (who won the
Nobel Prize two years later) told me he didn’t know
how to solve the problem I was having in his area. I was
a third-year graduate student and I figured that Taube
knew about 1000 times more than I did (conservative
estimate). If he didn’t have the answer, nobody did.
That’s when it hit me: nobody did. That’s why it
was a research problem. And being my research
problem, it was up to me to solve. Once I faced that
fact, I solved the problem in a couple of days. (It wasn’t
really very hard; I just had to try a few things.) The
crucial lesson was that the scope of things I didn’t
know wasn’t merely vast; it was, for all practical
purposes, infinite. That realization, instead of being
discouraging, was liberating. If our ignorance is infinite,
the only possible course of action is to muddle
through as best we can.
Questions:
What does Schwartz point out as some important differences between school coursework and research?
As Schwartz approaches his research, do you think he has a fixed or growth mindset? Explain your reasoning.
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19. Carol Dweck’s Mindset
Fixed Mindset
Growth Mindset
ability is static
ability is developed
avoids challenges
embraces challenges
gives up easily
persists in obstacles
sees effort as fruitless
sees effort as necessary
ignores useful criticism
learns from criticism
threatened by others
inspired by others’ success
References:
“Mindset” by Carol Dweck
“Doctoring Uncertainty” Delamont and Atkinson, Social Studies of Science, 2001, 87.
“The importance of stupidity in scientific research” Martin Schwartz, J. Cell Science, 2008, 1771.
Phil Hansen’s TED talk: www.ted.com/talks/phil_hansen_embrace_the_shake.html
“Switch: How to change things when change is hard” Chip and Dan Heath
Self-reflection questions:
What has been a recent experience of failure for you? Describe the events, possible causes,
people involved, etc.
How did you respond to the failure? Was your response more consistent with a fixed mindset or
a growth mindset?
Consider similar events where you experienced failures, obstacles, and limitations. Were your
patterns of behavior more consistent with a fixed or growth mindset?
Do you believe you need to adjust your response to failures? If so, what aspects of your behavior
do you believe you need to adjust?
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Thanks for coming to my workshop! I hope that it was helpful.
My presentations and handouts for both workshops are available at < www.slideshare.net >.
Succeed with your Strengths : Assess and apply your unique strengths toward your ideal career
o Friday, Nov 15 at 8:30 am
Succeed with your Failures: Learning to fail productively
o Friday, Nov 15 at 6:45 pm
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