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The Learning Research and Development Center (LRDC) and the University Center for Teaching and Learning (UCTL) are pleased to share Research to Practice: The Learning Sciences Video Series
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In two videos, one for instructors and one for students, Omid Fotuhi describes how our beliefs about our intelligence play out in important ways. For students, Fotuhi explains the differences between a growth mindset and a fixed mindset, and how those differences affect approaches to learning. For instructors, he asks that they think critically about classroom values, and to recognize student effort by focusing on the process of learning, not simply outcomes.
Omid Fotuhi is a research associate at the Learning Research & Development Center (LRDC).
Back to video page
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Office of the Provost Student Success Webpage
Further Reading
Walton, G. M., ... Fotuhi, O., et al. (2023). Where and with whom does a brief social-belonging intervention promote progress in college? Science.
Sinsheimer, A., Fotuhi, O., Val, A., & Willett, C. (2023). Fostering Resilience and Engagement in Law Students. Holloran Center Professional Identity Implementation Blog.
Fotuhi, O., Ehret, P. J., Kocsik, S., & Cohen, G. L. (2022). Boosting college prospects among low-income students: Using self-affirmation to trigger motivation and a behavioral ladder to channel it. Journal of Personality and Social Psychology.
Sinsheimer, A. & Fotuhi, O. (2022). Listening to Our Students: Fostering Resilience and Engagement to Promote Culture Change in Legal Education. Legal Writing: The Journal of the Legal Writing Institute 26.
Binning, K. R., Kaufmann, N., McGreevy, E. M., Fotuhi, O., Chen, S., Marshman, E., Kalender, Z. Y., Limeri, L., Betancur, L., & Singh, C. (2020). Changing social contexts to foster equity in college science courses: An ecological-belonging intervention. Psychological Science.
*LRDC researchers' names appear in boldface
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