1. Helping Students Have A Greater Relationship With Success
Coaching grit
Helping Students Have A Greater Relationship With Success

2. Who will succeed in graduating from college?
Male
17 yrs old
Hispanic
Female
18 yrs old
Hispanic
Grew up in poverty
Middle class family
Spanish is first language
English is first language
HS GPA 4.0
HS GPA 3.8
Both parents completed college
Lives on campus
Parents supporting her financially
No close relative is college grad
Lives at home and supports mother
On scholarship & works part-time on campus

3. What is behind a students’ ability to succeed?
Researchers are now focusing on NONCOGNITIVE factors, or part of the patterns of thought, feelings and behaviors that a student has about their ability. These are outside of the “content” part of learning.
Some non-cognitive factors may be more important than cognitive factors in students’ ability to engage in college.
Self-esteem—initial feeling of belonging and engaging in activities
Grit (ability to push through obstacles)- sustained effort and ability to solve problems
Ability to prioritize and meet deadlines
Delay gratification and rewards until later
Awareness of strengths and weaknesses
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4. Non-cognitive assessments are gaining traction due to their correlation to first year student retention
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5. Why Noncognitive Factors Matter in HSIs
For first-generation and minority students, college engagement and effort in purposeful activities can have a ‘compensatory effect,’ overriding risk factors minority students face such as financial pressures and lack of academic preparation due to an inadequate K-12 education.
Kuh, G.D., et al. (2008) Unmasking the Effects of Student Engagement on First-Year College Grades and Persistence. Journal of Higher Education. 79 (5), 540–563.

6. Emotional Patterns Core Beliefs Thought Patterns Behavior Patterns
Scripts are internal forces composed of…
Emotional Patterns
Core
Beliefs
Thought Patterns
Behavior Patterns
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7. Self Talk: The Inner Critic
The Inner Critic is the internal voice that judges us as inadequate, blames us for whatever is wrong in life, and can find fault with anything about us.
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8. Self Talk: The Inner Defender
The Inner Defender judges, blames, complains, accuses, criticizes and condemns others.
Ask students to spend two minutes jotting down their initial answers to these questions.
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9. Self Talk: Inner Guide
The Inner Guide seeks to make the best of any situation and knows that judgments do not improve difficult situations.
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10. Victim Mindset
Believing that external forces determine the outcomes and experiences of their lives.
Use Victim language, rejecting personal responsibility by blaming, complaining, and excusing.
Make decisions carelessly, letting the future happen by chance rather than by choice.
Victim Language
Focuses on weaknesses
Makes excuses
Complains
Compares oneself unfavorably to others
Blames
Sees problems as permanent
Repeats ineffective behaviors
Tries
Predicts defeat and give up
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11. Creator Mindset
Creator Language
Focuses on how to improve
Seeks solutions
Turns complaints into requests
Seeks help from those more skilled
Accepts responsibility
Treats problems as temporary
Does something new
Does
Thinks positively and looks for a better choice
Believing that their choices create the outcomes and experiences of their lives.
Master Creator language, accepting personal responsibility for their results.
Make Wise decisions, consciously designing the future they want.

12. Ways WE CAN coach “creator mindset” and tackle common problems THAT occur with “Victim” mindset
Suggest a VERY specific study strategy, and model it in class so they don’t procrastinate (which is not laziness, but just not knowing how to study!)
Say “Lets talk about this” and really engage and listen
Sit with student and go over with them how to read the text
Give a re-do test
Give a scaffold for the first exam: flash cards, study sheets, other summary of knowledge so they process the info one time as a study
Talk individually to students who are not participating, and point out the requirement, especially if they are being disruptive
Tell shy students that you are also vulnerable as a teacher, and that they can do it too….share personal story of how hard it can be to express views in whole class
Tell students the problems are temporary
Help students rewrite essays/redo work by providing specific feedback, “not try harder”

13. Mastering Creator Language
Ask students to spend two minutes jotting down their initial answers to these questions.
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14. Fixed and Growth Mindset
Fixed Mindset Learners
Believe that people are born with a fixed amount of ability and talent.
Growth Mindset Learners
Believe that intelligence is like a muscle - it gets stronger the more you use it.

15. How to Develop a Growth Mindset
Think of your brain as a muscle. Neuroplasticity is the ability of your brain to use new experiences to revise old neural networks and create new ones.
Set learning goals…as well as performance goals. Performance goals provide you with measurable accomplishments (like grades), whereas learning goals offer knowledge and skills you can use for the rest of your life.
Seek feedback. Feedback is essential to learning. You Inner Defender may see feedback as a threat, but you Inner Guide will see feedback as vital for success.
Change course when needed. Victims stay stuck. Creators learn, change and grow.

16. One more thing… Male Female 17 yrs old 18 yrs old Hispanic Hispanic
Was told he was a “hard worker”in high school
Was told she was “naturally smart” in high school
Spanish is first language
English is first language
HS GPA 4.0
HS GPA 3.8
Both parents completed college
Lives on campus
Parents supporting her financially
No close relative is college grad
Lives at home and supports mother
On scholarship & works part-time on campus

17. A tale of two freshmen

18. Freshman 1- Andrés Strong Noncognitive Preparation College Outcome?
Mentoring-- by K-12 teachers produced specific study skills that worked for him throughout school
Ganas (desire) due to head of household status, growing up in poverty
Knew that more effort = better grades (had “growth mindset”) from being told he was a hard worker
College Outcome?
Graduated with Electrical Engineering and Mathematics double major in 4 years, went on to Ph.D. in EE
GPA 4.0

19. Freshman 2- Melissa Poor Noncognitive Preparation College Outcome?
Suffered from stereotype threat within a hyper-competitive environment fostered by both students and institution
Lacked specific study skills that worked when rigor increased
Believed only in innate ability—if failed a test, must have been stupid, not that different types of effort would have helped
College Outcome?
Withdrew from college her junior year due to academic probation (but finished later on in Chemistry)
Final college GPA 2.7
Melissa finishes here.

20. How Can You Cultivate Grit and Other Noncognitives?
Cathy begins here
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