What Do You See?

The preparedness of students for higher education is concerning. Although there are school districts that graduate students without providing the necessary academic support to promote learning, we should not vilify the K-12 educational system. Faculty often report that students are not completing the assigned readings, taking notes, or writing at a collegiate level. The implications of the pandemic, compounded with remote instruction, have resulted in new challenges for instructional delivery. Students are accountable for completing the course expectations. However, there must be an acknowledgment of the responsibility of faculty to meet students where they are while helping them to conceptualize their aspirations.

As faculty contend with new ways to engage students, access learning, and prepare citizens for a competitive world, personal reflection is imperative. When we think about students, what do we see? Do we see images of potential, greatness, and genius? Or deficit, defeated, and unrealistic dream chasers? In the learning environment, a growth mindset begins with faculty (Dweck, 2015). The ways we teach, design curricula, and assess students require introspection. Our academic experiences accompany us into our classrooms. By being aware of how our experiences shape our teaching, we can adopt new instructional, assessment, and student engagement practices.

To incorporate a growth mindset in the classroom, we should value student assets (Lang, 2021). Cognitive belonging has implications on student success outcomes, specifically student retention. The experiences of students are valuable to the learning environment. The past successes of students and the circumstances they overcome are all assets rather than deficits. Helping students to identify their assets can transform how they connect with the content, discipline, institution, peers, instructor, and self. To develop an asset-based perspective, consider asking students the following: 1) What are you good at in school? 2) What are your academic talents? 3) What other kinds of strengths and talents do you have that might help you succeed in this course? (Lang, 2021). Students can share their assets anonymously via an electronic survey. During the next class, group the assets into themes and share the results with students. It would also be helpful to recall student assets before major assessments such as midterms and final exams. Student perception coupled with positive faculty perceptions can cultivate an affirming institutional climate. Therein, a growth mindset sparks curiosity and creativity in each learning environment.

Historically Black Colleges and Universities (HBCUs) are an oasis of hope. At HBCUs, students experience intellectual excellence across academic disciplines and the possibilities that await them. Given the new strategic plan, it is imperative that we not only recite but fully embrace what it means to “unleash the genius.” The students entering our institution come from various backgrounds. Our ability to meet them where they are and to guide them toward their greatness reflects the power of education. As you prepare for your next class, review your course roster. Yes, there are challenges and no simple solutions, but you can be the catalyst for change. What you see impacts how we engage, disengage, and even speak to or about students. Perception can be the difference between who passes and who fails our courses. What do you see? According to our new mission statement, we should see “…equity-minded, highly competent, and productive citizens…” (Winston-Salem State University, 2022).

References

Dweck, C. (2015). Carol Dweck revisits the growth mindset. Education week, 35(5), 20-24.