Day 102/180: The rest of “Mindset” and some old links
School and mindset. Praise effort over innate ability. The kids I worry about hitting an academic brick wall in college: I’m probably sensing a fixed-mindset-ness about them. Page 235: Ask about efforts and mistakes made (and learned from!) Emphasize value of learning over merely achieving or completing. Be careful of the perpetual over-achiever. Again, emphasize the learning rather than the completion or ranking.
Having a growth mindset for controlling weight loss or anger, etc.. Cool. Reminds me of “you can’t change what others say/do, only how you respond to them”.
I thought “Mindset” would be an optimism/pessimism thing, but it’s really not. While having a growth mindset is probably less pessimistic thank fixed mindset, it’s more of a way of thinking past all of the lemons and toward the lemonade.
I’ve been very bad in getting to an article by Matthew Hartings (sorry!) in J.Chem.Ed, about making the Junior and Senior years of college chemistry essentially a focused research project. Pretty cool.
In high school, I had a 2-year chem/physics class. Because of eliminating some overlaps (like gas laws), there’s an extra quarter. The extra quarter was spent on an independent research project of our choosing. To my recollection, the rules were as follows:
- Each quarter of Year 2, students were to find 10 sources of information (in an annotated bibilography) on their topic. If a new topic was chosen, additional sources had to be found. (This was pre-internet days.)
- Students had to produce some kind of physical object/project.
- Students had to produce a ginormous lab write up of all experiments and results.
Thoughts on the paper:
- For college-level Juniors and Seniors in chem, they’re presumably going into the sciences. Giving them research and related problem-solving experience is probably pretty valuable. I did not have this structured experience, and think that it hurt me in grad school.
- Giving students a starting point (everyone started on some aspect of gold nanoparticles), narrows the field for the faculty to work with and prepare. Probably also easier for students to come up with topics, since the subject of research (but not the variations) is already chosen.
- I wonder what happens when a research topic fails.
- It sounds like a serious ton of work for students. Yes, they get more transcript-credit, but does the potential time-commitment drive away some? (Thinking about my art studios and science lab requirements for my double-major.)
- I did do some minor research in college, but was never given the training in what or how to think about problems, and definitely not how to further my questions longer than one quarter. I’d like that experience now. I’m kinda jealous!