1. Teaching the Whole Person at a Public University The Impact of a Project Measuring Mindfulness and Mindsets Sharon G. Solloway Bloomsburg University

2. History 1) Investigating Mindfulness as a Quality of Presence  Classroom Teachers Vivid journal descriptions of transformative experiences  Pre-service Teachers Vivid journal descriptions of transformative experiences

3. 2) Simultaneous Activities  Mentoring Freshmen—Education Learning Community  Using a Rasch model to calibrate a survey instrument Solloway, S. G., & Fisher, W. P., Jr. (2007). Mindfulness in measurement: Reconsidering the measurable in mindfulness. International Journal of Transpersonal Studies, 26, 58-81. Solloway, S. G., & Fisher, W. P., Jr. (2007). Measuring mindfulness: A Rasch model innovation. Journal of Applied Measurement, 8(4), 359-372.

4. 3) Discovering Dweck  Implicit Self-Theories of Intelligence and Their Consequences Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House. Dweck, C. S. (2000). Self-theories: Their role in motivation, personality, and development. Philadelphia, PA: Psychology Press.

5. Implicit Self-Theories of Intelligence: Mindsets  Fixed Mindset--Performance Goals, Displays a Helpless Response Pattern in the Face of Setbacks/Challenges, Declined in Self-Esteem During College  See effort as an indication of intelligence—if you have to work hard you are dumb  Sets up helpless response in the face of challenges Alienates Self from Self, from others, from learning

6.  Growth Mindset--Learning Goals, Displays a Mastery-Orientation, Interest in Task Increases with Difficulty, Love a Challenge, Increase in Self-Esteem During College  See effort as the catalyst for growing intelligence  Sets up highly adaptive actions in the face of challenges Enhances connection to Self, to Others, to Learning

7. Effects of Making Implicit Theory Explicit  Awareness –Summer 2006  Working on a Mindset Survey Using a Rasch Model  Mindfulness Practice—Heightened Awareness in the Present Moment  Solloway Mindfulness Survey—measures growth http://www.devtestservice.com/

8. The quantitative measures which corroborate the journal entries provided a platform for getting two courses approved by the university: 1)The Art of Possibility and Mindfulness Practice— Mindsets and Mindfulness  Applied in Classroom, Personal Life, Online Reading & Writing Programs “Stopping, calming, looking deeply” 2) Personal Mastery and Advanced Mindfulness Practice ssollowa@bloomu.edu

9. Quantitative Measures Corroborate Journal Entry Student “X” –SMS 1 = 77 SMS 2 = 95 Student “X”—MyReadingWeb (SAT written at 1320L) September = 1245L December = 1490L