Number
519
Name
Exploring Faculty Mindset Moments within a Learning Community
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Jessica Alexander, Ohio University
Presentation Topic(s)
Other
Description
PURPOSE
Growth mindset refers to the idea that an individual can improve or “grow”
their intelligence and abilities. Extensive research has demonstrated that
students with growth mindsets have better outcomes and that effective
interventions can develop students’ growth mindsets. However, there is little
evidence regarding faculty’s growth mindsets and how their mindsets can be
developed. This abstract describes the implementation and preliminary
outcomes of a growth mindset faculty learning community (FLC) to develop and
sustain faculty’s growth mindsets.
METHODS
A growth mindset FLC was facilitated in Fall 2025 and consisted of an
introductory workshop and four discussion-based sessions. At the beginning of
each discussion session, participants completed written reflections in which
they were asked what “mindset moments” they had encountered since the last
session, how they responded during those moments, and what they learned or
would do differently next time.
Participants completed pre- and post-surveys to assess their mindsets; they
also completed a program evaluation survey to determine their satisfaction
with their overall experience, the extent to which program outcomes were met,
and what aspects of the program participants felt were most valuable.
RESULTS
Four faculty members participated in the learning community. The mindset
scale pre-test indicated that participants had relatively high levels of
growth mindset at the start of program. Preliminary analysis of reflection
responses illustrated that participants found scenarios involving giving or
receiving feedback and external pressures to be challenging. Others
reiterated growth mindset concepts such as not being afraid to fail and knowing
that effort can lead to improvement. Comprehensive results will be
forthcoming upon full data analysis in spring 2026.
CONCLUSION
This work contributed needed insights into faculty growth mindsets and how
they may be reinforced through an FLC model. Continued analysis will further
illustrate faculty experiences and implications for faculty development.
Growth mindset refers to the idea that an individual can improve or “grow”
their intelligence and abilities. Extensive research has demonstrated that
students with growth mindsets have better outcomes and that effective
interventions can develop students’ growth mindsets. However, there is little
evidence regarding faculty’s growth mindsets and how their mindsets can be
developed. This abstract describes the implementation and preliminary
outcomes of a growth mindset faculty learning community (FLC) to develop and
sustain faculty’s growth mindsets.
METHODS
A growth mindset FLC was facilitated in Fall 2025 and consisted of an
introductory workshop and four discussion-based sessions. At the beginning of
each discussion session, participants completed written reflections in which
they were asked what “mindset moments” they had encountered since the last
session, how they responded during those moments, and what they learned or
would do differently next time.
Participants completed pre- and post-surveys to assess their mindsets; they
also completed a program evaluation survey to determine their satisfaction
with their overall experience, the extent to which program outcomes were met,
and what aspects of the program participants felt were most valuable.
RESULTS
Four faculty members participated in the learning community. The mindset
scale pre-test indicated that participants had relatively high levels of
growth mindset at the start of program. Preliminary analysis of reflection
responses illustrated that participants found scenarios involving giving or
receiving feedback and external pressures to be challenging. Others
reiterated growth mindset concepts such as not being afraid to fail and knowing
that effort can lead to improvement. Comprehensive results will be
forthcoming upon full data analysis in spring 2026.
CONCLUSION
This work contributed needed insights into faculty growth mindsets and how
they may be reinforced through an FLC model. Continued analysis will further
illustrate faculty experiences and implications for faculty development.