1. The Role of Failure in Achieving Success
Enrique Chacón
International Student Advisor, Vancouver Island University
Michelle Suderman
Director for International Student Development, The University of British Columbia
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2. Agenda Let’s talk about mindset The “F” word video series
UBC Jump Start
What is your success story?
How can mindsets work for you?

4. Why talk about mindset?

5. Who are our students? High-achieving students
Competitive marks to get into programs
High pressure from family to achieve – “tiger parents”, “helicopter parents”
Millennial influences – may be more vulnerable, less familiar with failure

6. Deficit by default? Social isolation
Cultural transitions – social and academic
Language and intelligibility challenges
Immigration stress
High tuition puts more pressure to complete without delays
Makes it easy to conclude they are at a disadvantage, missing something, needy, victims…DEFICIT

7. Mindsets Carol Dweck Classic nature vs. nurture debate
Are leaders born or made?
Is failure a sign of – failure?

8. Fixed Mindset I failed because I am stupid and I always fail.
I failed because I am smart but something went wrong - bad teacher, bad sleep, bad day.
I succeeded because I am naturally talented and I always succeed.
I succeeded because I am no good but I got lucky today.
What’s the natural conclusion? “It’s because of who I am.”
What’s the natural action step? “I’ll just keep doing more of the same. Trying something new is scary/unnecessary.”

9. Growth Mindset
I failed because I didn’t do well on this test – so now I can figure out why and work on that area.
I failed because I’m still learning how to do it.
I’m not good at that – yet.
I wonder what I could do differently next time?
I succeeded because I was prepared.
I got lucky that time but I can learn from that success so I’ll be better prepared next time.
What’s the natural conclusion? “I can learn how to do better.”
What’s the logical next step? “I’m going to see what I can learn from this. Trying something new can help me improve.”

10. Outcomes of Mindset
People who exhibit fixed mindsets tend to be less persistent, give up more easily, and have lower success rates at specific tasks
People who exhibit growth mindsets tend to be more persistent, give up less easily, and how higher success rates at specific tasks
University intervention examples... UofM, etc...

11. Why mindset matters for international students
Normalizes discomfort already experienced by newcomers, first generation, marginalized populations
Disrupts deficit narratives
Changes the conversation from “learning the rules” to “learning,” period
Creates common ground to talk about cultural differences
Positions newcomers as asset-rich

12. “We have found with students of all ages, from early grade school through college, that the changeable view can be taught. Students can be taught that their intellectual skills are things that can be cultivated -- through their hard work, reading, education, confronting of challenges, etc. When they are taught this, they seem naturally to become more eager for challenges, harder working, and more able to cope with obstacles. Researchers (for example, Joshua Aronson of the University of Texas) have even shown that college students' grade point averages go up when they are taught that intelligence can be developed.”
- Dweck, C. (2000)

13. The “F” Word Videos
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14. The First Steps
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15. Never Alone: VIU Advising
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16. Office Hours
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17. Wonder – foster curiosity (I wonder what’s going on?) and
Developed by Caroline Rueckert & Kari Marken
Pre-session orientation for new international first-year undergraduate students: “Your UBC experience starts here”
Key themes:
Wonder – foster curiosity (I wonder what’s going on?) and
Courage (I’m going to try, even if it’s uncomfortable)
Mandatory session in Jump Start on mindsets
Opening ceremonies speakers selected and coached to emphasize mindset

18. What’s your success story?
Audience participation
Turn to someone next to you and share the STEPS (esp highs and lows) your took/will take to reach a:
past success (half the room)
anticipated success (half the room)
Debriefing
Past successes typically described as up-and-down learning experiences
Anticipated successes typically described as linear progression
Why do we think the future will contain less failure than the past? Let’s reconsider our mindset.

19. How can mindsets work for you?

20. Thank you Any questions? You can find us at enrique.chacon@viu.ca
@worldviuiss
Please remember to add your contact information!

21. References
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.
Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2),
Dweck, C. S. (2010). Even geniuses work hard. Educational Leadership, 68(1), 16.
Duckworth, A. (2007). Grit: Perseverance and Passion for Long-Term Goals. Journal Of Personality & Social Psychology, 92(6), 1087.
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101.
Yeager, D. S. & Dweck, C. S. (2012) Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed. Educational Psychologist, 47(4),