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Growth Mindset for College Students An evidence-based program to raise retention and equity

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Growth Mindset for College Students

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Thank you for your interest in Growth Mindset for College Students!

We’ve been working hard over the last six years to rigorously test and improve this program, with the ultimate goal of making it freely and easily available to colleges across the country. We believe that all schools should have access to the best research-based education programs, and we’re tremendously excited to bring you this program for the first time.

This Program Information Packet is intended for college administrators and faculty who are interested in learning about or implementing Growth Mindset for College Students on their own campus. (We hope that’s you!) The information provided here will help you understand the research behind the program and the process for implementing it. This packet also provides guidance for introducing your colleagues to Growth Mindset for College Students and a variety of other helpful documents, including FAQs.

We’re looking forward to collaborating with you and your school. Together, let’s unmask students’ true potential.

Sincerely, The PERTS Team

Contributors

Growth Mindset for College Students was created by researchers at Stanford University and the University of Texas at Austin, including Drs. Carol Dweck, Dave Paunesku, Carissa Romero, Greg Walton, and David Yeager. The software, logistical processes, and materials used to help colleges run Growth Mindset for College Students were created by PERTS in partnership with multiple colleges, including long-term partners Ivy Tech and Santa Monica College. Thanks to generous support from the Joyce Foundation and the Raikes Foundation, PERTS is thrilled to make Growth Mindset for College Students available to all 2- and 4-year colleges in the United States. In doing so, we hope to advance our mission to empower educators everywhere to implement evidence-based strategies effectively.

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Table of Contents

60-Second Overview ................................................................................................................ 4

The 30-Minute Module: Research, Content, and Impact ......................................................... 5The Research: An Introduction to Growth Mindset .............................................................. 5Program Content (The Online Module) ................................................................................ 6Program Impact .................................................................................................................... 7

Program Implementation Guide ............................................................................................. 10Before You Register Your College ...................................................................................... 11Registration and Setup ....................................................................................................... 11Day-of-Program Overview .................................................................................................. 16

FAQ ........................................................................................................................................ 16

Sample Documents ................................................................................................................ 18Brochure: Growth Mindset for College Students ............................................................... 19Sample Letter of Agreement .............................................................................................. 21Sample Facilitator Instructions ........................................................................................... 28

References .............................................................................................................................. 33

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60-Second Overview

Here’s the short and sweet description of Growth Mindset for College Students. The rest of the packet goes into considerable detail about each of the sections below.

The 30-Minute Module: Research, Content, and Impact Growth Mindset for College Students is an evidence-based program designed to increase college students’ academic motivation, resilience, and achievement. As we describe in The Research: An Introduction to Growth Mindset, it takes aim at the common misconception that intelligence is fixed — a pernicious misconception that erodes students’ motivation and makes them less likely to persist and succeed when they encounter academic difficulties. The online module takes only 30 minutes for students to complete and consists of survey questions, brief passages of reading, and writing exercises. In previous randomized controlled studies, Growth Mindset for College Students has led to improved academic performance and persistence — including higher student retention and graduation rates.

Program Implementation Guide Students can complete the 30-minute online module any time between August 1st and October 15th, 2017. It typically takes about 2-4 weeks to finalize the program logistics for your school and less than one hour to register and get set up on our online platform. In a nutshell, program implementation looks like this:

1. Learn and Discuss. Download this Program Information Packet to learn howparticipation works and discuss your options with your colleagues. Wow — you’realready on top of it! Amazing!

2. Sign up. Enter your email at perts.net/orientation/cg17, create a user account,decide how your students will participate, and provide us with a letter ofagreement signed by your school’s President, Dean, Chancellor, or Provost. TheRegistration and Setup section goes into considerable detail about how to get yourcollege set up to participate using our online platform. *Submitting the letter ofagreement secures your spot as one of the 50 colleges to participate in Fall 2017.

3. Participate. Students complete the 30-minute module in a first year experienceclass, as homework, or as part of an orientation program.

4. Track Impact. Track participation in real time to see how many studentscompleted the program, and come back on October 16th, 2017 to download areport about the program’s impact on student survey outcomes.

FAQ Should you have any remaining questions, we’ve included an FAQ section with the most commonly asked questions. You can also always contact us at [email protected].

mailto:[email protected]

https://www.perts.net/orientation/cg17

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Sample Documents This section includes three sample documents for you to reference as you get this program set up at your school: 1) a shareable brochure, 2) an example of the letter of agreement, and 3) an example of the instructions that participating faculty/staff will need to administer the program.

The 30-Minute Module: Research, Content, and Impact

The Research: An Introduction to Growth Mindset Many studies have found that students are more academically motivated and successful if they believe their intellectual abilities can be developed—a belief called growth mindset—than if they believe that their intellectual abilities are static—a belief called fixed mindset (Dweck, 2000). These two beliefs shape students’ interpretations of academic difficulties and affect the way students feel and behave when they encounter an academic challenge (Mueller & Dweck, 1998; Romero, Master, Paunesku, Dweck, & Gross, 2014; Stipek & Gralinski, 1996).

When students believe their intellectual abilities are fixed and they come across an academic challenge, they are more likely to believe that they have “reached their limit” or that “there’s no point” because they “aren’t smart enough” to succeed. These beliefs make students feel dumb and frustrated, and they often lead to academic disengagement. In this way, a fixed mindset can lead students to avoid the very strategies that would help them succeed, like asking for help, studying longer, or trying new study strategies.

In contrast, when students have a growth mindset they are more likely to interpret challenge as temporary and surmountable. This interpretation spares them many of the negative emotions and behaviors that a fixed mindset elicits in response to setbacks. Rather than anxiety and self-doubt, challenging coursework can elicit interest and curiosity. As a consequence, students with a growth mindset are more likely to respond to challenges by engaging in behaviors that help them learn, such as seeking out help, working through problems, and asking questions. Over time, these behaviors add up, and students who have a growth mindset outperform students who hold a fixed mindset on a variety of outcomes (Blackwell, Trzesniewski, & Dweck, 2007; Romero et al., 2014; Stipek & Gralinski, 1996), especially in the face of difficulty (see Figure 1).

Students’ mindsets about intelligence can influence a host of important academic behaviors, but — like any belief — they are themselves amenable to change. Research shows that individuals’ mindsets about intelligence are shaped through their experiences (Haimovitz & Dweck, 2016; Mueller & Dweck, 1998; Sun, 2015) and that they can be

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affected through well-designed targeted activities, like Growth Mindset for College Students (Paunesku et al., 2015; Yeager et al., 2016a).

Figure 1. The recursive process for growth mindset versus fixed mindset.

Program Content (The Online Module) On to the good stuff! The active ingredients of Growth Mindset for College Students are contained in a single, 30-minute web-based module. As described in the Program Implementation Guide, students complete this module during new student orientation or a first-year course, like College 101. This section of the Program Information Packet describes the content of the module.

The Growth Mindset for College Students module applies numerous persuasion and behavior change principles to lay the foundation for a growth mindset. Students learn scientific evidence showing that the brain is malleable and that certain behaviors can rewire the brain and increase one’s intellectual abilities over time. Students also learn about the importance of effective study strategies and of getting help from others in order to realize such gains. While these messages are at their core simple, their delivery has been honed through years of research with college and high school students around the United States (Byrk et al., 2013; Yeager et al., 2016b). The module leverages source credibility (Hovland, Lumsdaine, & Sheffield, 1949), self-persuasion (Aronson, 1999), rich metaphors (Gentner & Wolff, 2000), and social learning principles (Bandura, 1977) to

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provide students with a new conceptual framework (Gripshover & Markman, 2013) for thinking about the malleable nature of intelligence and its implications for academic challenges.

On the day of the program, facilitators either read a brief script or send an email to students to direct them to the website to begin the program. Students then simply log onto our website and go through the program on their own.

The module consists of survey questions, reading passages, personal stories from other students, and writing exercises. It is broken up into four main sections:

1. Students first complete a brief survey assessing their mindsets and related attitudesand behaviors.

2. Next, students complete an empirically tested growth mindset activity in whichthey read passages about neural plasticity, strategies for growing their intelligence,and stories from other students.

3. Students then complete writing exercises where they are asked to help us explainthe concept to other students.

4. Finally, students complete a second set of survey questions to assess their change inmindset and related attitudes and behaviors.

Program Impact We’ve been testing Growth Mindset for College Students since 2010 in multiple randomized controlled trials with thousands of college students. Below are some of the highlights from our past studies.

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Four Percentage Point Increase in Continuous, Full Time Enrollment (Yeager et al., 2016a) In one study, a previous version of Growth Mindset for College Students was tested with 3,565 first-year college students at a 4-year public university. An analysis of the university’s demographic data prior to the program found that minority and first-generation students were 10 percentage points less likely than the rest of the student body to complete the first year fully-enrolled through both terms, a powerful predictor of ultimate graduation. The growth mindset intervention increased the percentage of full-time enrolled minority and first-generation students from 69% to 73%, cutting the inequality gap by 40%.

Five Percentage Point Increase in Student Success Rate (Gripshover et al., in prep) Another study targeted 966 community college students who tested into a remedial skills course. In this sample, all students had a history of lower previous achievement. The growth mindset program led to a 5 percentage point increase in the student success rate after two years. Success rate was defined as the proportion of students who transferred, graduated, or remained enrolled during each semester following the intervention. Specifically, students in the growth mindset treatment group accumulated significantly more credits over time compared with the control group (Figure 2, left), and they were more likely to earn an associate’s degree or transfer after two years (Figure 2, right).

Figure 2. Number of credits earned over two years, by condition (left), and proportion of students who earned an associate’s degree or transferred after two years, by condition (right).

Which students are most impacted by Growth Mindset for College Students? Growth Mindset for College Students was developed with the ultimate goal of increasing student learning equity. While having a fixed mindset can negatively impact anyone, it can be especially harmful for certain groups of students who have to contend with

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challenges due to stereotypes or structural factors, such as worse academic preparation (Aronson, 2002; Steele, 1997; Stephens, MarYam, Hamedani, & Destin, 2014). These groups include students who:

• Belong to groups about which negative stereotypes exist about their intellectualability and who may be underrepresented on campus (such as Black/AfricanAmerican, Hispanic/Latino/a, or first-generation students).

• Have a history of academic struggle (such as students who test into developmentalmath or English courses).

As discussed in The Research: An Introduction to Growth Mindset, these maladaptive beliefs can lower students’ motivation and undermine their achievement, which contributes to group-based achievement gaps. However, research finds that helping students develop a growth mindset can reduce these inequities (Aronson, 2002, Paunesku et al., 2015, Yeager et al., 2016a). For that reason, Growth Mindset for College Students should be most effective for underrepresented minority students, first-generation students, and for students who have a history of academic struggle.

How can a 30-minute program impact student success? Growth Mindset for College Students can affect how students think about their own potential, which in turn can impact their adaptive learning behavior, such as spending more time studying and seeking out help. Over time, these helpful learning behaviors build on themselves, which leads to increased academic performance, engagement, and motivation. This in turn only serves to further reinforce their beliefs that they can overcome challenges and increase their intelligence.

This is why even very brief growth mindset programs can have a surprisingly powerful effect on student success, even if students don’t remember participating in the program at the end of the year.

Written response from a past student who participated in the program

“If you think that you’re bad at a subject, you’re not! You’re just not good at it YET. You can learn anything if you practice and put in the hard work and effort. By using your resources, like tutors or other students, you can achieve anything. You just have to challenge yourself. Use good strategies for learning and studying. Sometimes if something seems hard to you by continuing to practice or quizzing yourself you are actually learning, even if you do not know the answers right away.”

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Program Implementation Guide

We’re thrilled that you’re thinking about implementing Growth Mindset for College Students, and we have worked hard to make the process as easy as possible for you and your colleagues! In this section, you should find all the information you need to understand how to implement this program with ease.

We created a web-based Dashboard that will guide you through all the steps needed to implement Growth Mindset for College Students at your school (described in more detail below). If you follow the instructions on your Dashboard, you should be able to complete Growth Mindset for College Students successfully without any face-to-face or phone support from PERTS staff.

It’s not that we don’t want to talk with you. We’re sure you’re fun, charming, and clever. In fact, you must be if you’re even thinking about about implementing Growth Mindset for College Students! However, our goal is to empower hundreds of colleges to implement this program successfully, and it would be cost prohibitive to do so if it was necessary for us to provide each college with personalized coaching. That’s why we’ve worked hard to automate everything we can and to provide you with all the resources you need to be successful.

With that said, we’re still learning, and we’re sure we’ll get things wrong. If something is confusing, if you have a question, or if something doesn’t seem to be working, we want to know! If you have any problems at all or if you have ideas for how to improve Growth Mindset for College Students, please email us at [email protected]. We’re counting on you to help us make this program better for your own school and for other schools around the country.

Read on to learn how to get your school set up to participate in Growth Mindset for College Students!

Please get in touch with us by emailing [email protected] if you need additional support or if you have ideas for how to improve Growth Mindset for College Students. We want to make sure we

give you everything you need to implement this program successfully.



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Before You Register Your College You and your colleagues will need to make several important decisions about how to implement Growth Mindset for College Students. We recommend that you review this entire Program Information Packet with your colleagues so that everyone at your college is on the same page about what needs to happen and when, and so that everyone has the opportunity to raise potential implementation challenges and solutions.

This section of the packet will help you understand what those decisions are and what implications they might have. Some big ones to consider include:

• In what context will you implement the program?• Who will facilitate students’ participation and what resources do they need to be

successful, e.g., training, reserved computer lab time?• What administrator at your college will provide official approval for your

implementation?• Who will be involved in implementing Growth Mindset for College Students? For

example, some people on your implementation team could include: instructors forfirst year courses, computer lab schedulers, or the new student orientation team.

• Who will be your Organization Liaison? This is the person at your college who willbe the main point of contact between PERTS and your college. This person willalso be listed as the main point of contact for questions about the program fromyour students or staff.

Registration and Setup When you have a handle on the above, start by creating a user account:

• Go to perts.net/orientation/cg17 and enter your email address. A link to the onlinedashboard will be sent to your email account.

• After you’ve clicked on the link, you will enter your first name and last name,phone number, and you will create a password. User account setup, complete!


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Dashboard Overview

After you create a user account, you will have access to your Dashboard. Your Dashboard outlines all of the steps involved in implementation, including preparing for participation, student participation tracking, and access to your college’s report after students have participated. As you’ll see, most of the steps don’t take much time to complete. You can leave the Dashboard and come back at any time, your progress will be saved.

You can always sign back in to your dashboard by going to perts.net/orientation/cg17 and clicking the “Sign in” link, or by going directly to perts.net/login.

At the top of the Dashboard, you will see the major steps in the participation process, and under each step you will see a series of associated tasks. You can go out of order with some of these tasks, but you will need to complete all of them before students can participate. In some cases, the steps are required for legal reasons. In other cases, they are crucial for configuring the system appropriately for your students to have a smooth experience.

The section below outlines each of the steps and tasks you’ll find on your Dashboard.

Step 1: Register Organization The first set of tasks are about getting you and your organization set up in our system and making sure the right people have access to the Dashboard to help with program registration.

Major Steps

Tasks


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□ Find your organization: Select your school/organization by searching for it andconfirming that it is the correct organization. After you select your organization,you will see the rest of the tasks for this step listed below.

□ 1.1 Invite Colleagues: Next, you can send invitations to any colleagues who willhelp you oversee or who will be running Growth Mindset for College Students atyour college. This will give them access to this dashboard so they can helpadminister the program. You can return here anytime to invite more colleagues orto manage your team.

□ 1.2 Organization Liaison: Here you will be asked to confirm your organization’sliaison for this program. The liaison will be the main point of contact for yourorganization. They will be publicly listed at neptune.perts.net so that others cancontact them with questions. You can return here and change the liaison at anytime. *If you will not be liaison, you must invite the liaison to the Dashboard in step1.1 above.

PERTS will review your organization and either approve or email you if there are any problems within 7 days. For now, you may skip to the next section.

Step 2: Prepare to Participate In this set of tasks, you will be able to download and/or upload your signed letter of agreement and make decisions about how your organization will implement Growth Mindset for College Students. The elections and agreements you make in this section will help us customize the program for your college and grant us official permission to provide you with services. □ 2.1 Upload a Signed Letter of Agreement. An example of this letter is included in

this packet, but you will be able to download your personalized letter at this step.This letter will need to be signed by your college Dean, President, Chancellor, orProvost. This program is not part of a research study, but we are collecting studentdata and identifiers in order to facilitate a high quality experience for students andadministrators and in order to provide reports and other data back to your school.This letter grants PERTS permission for such data to be collected, stored, andprovided back to Authorized Users.

□ 2.2 Administration Method. At this step, you will select how you would like the 30-minute module to be administered to students. Here is an overview of the options:

o Place a link to Growth Mindset for College Students within a requireddigital new student orientation program. Please account for the 30 minutesthis will take. Choose this option if you will ask students to complete themodule during a new student orientation online program. For this option,you will need to provide each student with access to a computer.

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o Arrange in-classroom sessions where students in a required first year courseuse provided computers to access the module. It is important that thesecourse rosters don’t overlap; students shouldn’t be asked to participate morethan once. Choose this option if you will ask students to complete themodule during a required first year course, like “College 101” or anintroductory math course. For this option, you will need to provide eachstudent with access to a computer.

o Send a link to their institutional email accounts (not recommended, likelyto lead to low participation rates). Choose this option if you will askstudents to complete the module as a take-home assignment. Note thatparticipation rates are usually lower with this option than whenadministered during class.

□ 2.3 Sign In Portal. Here you will decide how you would like students to sign in tothe program. Students can sign in through a custom portal created by your owncollege’s IT department or through a generic portal at perts.me. There are pros andcons to each approach listed below. Your decision here will help us customize thefacilitator instructions and your students’ experience. *A link to detailed instructionson how to create a custom portal are available at this step on your Dashboard.

o Undecided: That’s okay! Take your time to make your decision with yourcolleagues. *You will need to select a different option (i.e., Custom Portal orOrganization Link) to complete this task.

o Custom Portal. Choose this option if you intend to create a custom portal.§ Pros: This is the best option because your college's network will be

in control of students' IDs and because everything can beautomated, eliminating common errors.

§ Cons: Requires your IT staff to construct a special web page, forwhich we provide detailed instructions.

o Organization Link. Choose this option if your IT team will not set up acustom portal for your college.

§ Pros: Less work for your IT department, as your IT staff will notneed to set up a special web page.

§ Cons: Increases the chances of identification errors as students enterthe module.

□ 2.4 Reserve Resources. You will need to reserve resources to complete the program asneeded. This may include computer labs or laptop carts, or a scheduled time andday for each classroom to access the module (this may not be necessary if theprogram is assigned for individual completion, i.e., as homework or as part of anonline, new student orientation).

□ 2.5 Orient Facilitators. This step reminds you to orient Facilitators to the programand is especially important for the success of the program. Facilitators are theindividuals who will be involved in administering the program to students. They

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may include instructors, computer lab staff, new student orientation staff, or others. The program’s success is critical to Facilitators’ buy-in. They must all understand what they are supposed to do and why it is important. Prepare Facilitators for their duties by reviewing the Facilitator Instructions with them and by providing opportunities for them to ask questions and take part in planning for smooth implementation.

□ 2.6 Expected Participation. Please fill out approximately how many students will beinvited to participate. This will help you gauge how successful you were at reachingyour participation goals.

□ 2.7 Other growth mindset efforts at your school. Here you will be asked to describe—to the best of your knowledge—what other things your school is currently doing orplanning to do to promote growth mindset. If Growth Mindset for CollegeStudents is your college’s first and only such effort, write “none.” One of our goalsis to learn what colleges are doing to promote growth mindset and how we cansupport those efforts. For example, some colleges use textbooks that discuss growthmindset. Others conduct faculty professional development around growthmindset.

Step 3: Quiz □ 3.1 Quiz. At this milestone, you will be asked to take a short quiz to test your

knowledge of the appropriate administration protocol so that you can be sure youare following this protocol appropriately. Growth Mindset for College Studentsshould be administered following this specific protocol. Not following the protocolcould cause the program to become ineffective.

You can also learn more about the research behind Growth Mindset interventions by reading Social Psychological Interventions in Education: They’re Not Magic, by David Yeager and Greg Walton.

Step 4: Launch and Monitor On this page, you will be able to monitor and launch Growth Mindset for College Students, track students’ participation, and view the program’s results

□ 4.1 Monitor Module. At this step, you will be able to monitor program readinessand student participation.

o Program Readiness.§ Not ready yet! We need more information to customize your

students’ experience. Make sure you’ve done all previous tasks. Youmay also have to wait for approval from your PERTS accountmanager.

§ On Your Mark: You’re ready to go as soon as the program opens forparticipation on August 1, 2017.

https://labs.la.utexas.edu/adrg/files/2013/12/REVIEW-OF-EDUCATIONAL-RESEARCH-2011-Yeager-267-301.pdf

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§ Launched! You’re ready to go. Your students can participate anytime between August 1st and October 15th, 2017. Just follow theFacilitator Instructions to invite them. When all students havecompleted the program, come back here and click “We’ve Finishedthe Module.”

§ You marked this module as complete. Students can still participate ifthey need to make up a missed session.

o Monitor Participation. Here you will be able to see how many studentsstarted the program and how many completed it. A participation table willbe displayed when the module is ready.

□ 4.2 Final Report. On October 16th, 2017, we will make available a report showingthe impact of the program on survey outcomes at your college and across otherparticipating colleges. Return here to download the report once your students havecompleted the program.

And THAT’S the long version of how to implement Growth Mindset for College Students at your school!

Day of Program Overview The Facilitator Instructions provide detailed step-by-step instructions for day of program implementation. Students will go through the online module either in class or at home and will need access to their own computer and a Wi-Fi connection. Day of program implementation will look a little different depending on how your school decides to administer the program to students (i.e., in person vs. at home), but the general steps will be the same.

1. The facilitator either reads or sends students an email with a script provided by PERTS.

2. The facilitator provides students with the program website url and the access code.3. Students sign in to the program website and enter their Student ID.4. Students go through the 30-minute online module on their own. Your college will

be able to track how many students completed the program in real time. PERTS programs.

FAQ What does implementation look like?

• To get a high level overview of the program, see the 60-second Overview.• To learn about the content of the Growth Mindset for College Students online

module that students will complete, see Program Content.• For a detailed walk-through of the steps to successful implementation, read the

Program Implementation Guide.

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What are requirements for faculty/staff running the program with students in their classrooms? The program liaison will send facilitators the instructions for running the program in their classrooms. On the day of the program, facilitators will either read or send students instructions for participation, depending on how your school decides to run the program. Participation takes 30 minutes for students. To provide better security to our users, PERTS does not support some older browsers which are known to have serious vulnerabilities. These currently are: Internet Explorer version 9 or earlier, and Safari version 5 or earlier. Please make sure your participants have access to up-to-date browsers when planning

Do we need IRB approval to participate in this program? IRB approval should not be required for this project because it is quality improvement research. That is, PERTS will provide services to participating colleges to help them improve student outcomes and/or instructional practices.

What data are you collecting and why? In a nutshell, we are collecting students’ survey responses and unique identifiers so that we can help colleges accurately track students’ participation and assess implementation fidelity and impact. Once identifiable data are no longer needed for these purposes, they will be destroyed unless we get explicit permission from your college. We will not share any identifiable data with anyone besides authorized users at your college and individuals on the PERTS staff who must have access to such data (unless we’re required by law to do so). These data policies are laid out in the letter of agreement.

Is there a minimum or maximum number of students that must participate? There are no strict limits; however, we encourage colleges to enroll as many students as possible. The reports provided back to colleges will be richer and more meaningful if there are more data.

When do we need to register by to participate in the Fall 2017 program? Students will be able to participate between August 1st and October 15th, 2017. We recommend giving your institution at least one month between registration and implementation. However, at this time we are only able to offer the program to the first 50 colleges that submit their letter of agreement, so please keep that in mind as you plan.

How much does this program cost? The program is free of charge thanks to our wonderful funders of this project, the Joyce Foundation and the Raikes Foundation.

Why can only 50 colleges participate in Fall 2017? We're a small team and we want everyone who participates to have a great experience. This is the first time we’re launching this program outside of a research context, so we want to make sure we’re able to fully support all schools that sign up. For that reason, this program will be available to the first 50 colleges who submit their letter of agreement. If you’re not in the first 50, don't worry! You’ll be added to our waitlist for future program launches.

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How should I describe this program to students? The Facilitator Instructions provide specific instructions about how to describe the program to students. It is important to follow them closely because mindset programs become less effective if they are described as interventions intended to help students (see Yeager et al., 2016b). For example, describing the program as an intervention intended to help students can cause students to become defensive and to view participation as stigmatizing. This prevents the internalization that is critical for the program’s success. Instead, you can describe the program as a way to better understand how students learn and what schools can do to make school a better place for them.

After I’ve created a user account, how do I sign back in to my Dashboard? You can sign back in to your Dashboard at perts.net/orientation/cg17 or by going directly to perts.net/login.

What if I have other questions? You can always email us at [email protected]. If you need technical support, visit the Troubleshooting section in the Facilitator Instructions below.

Sample Documents Sample documents include:

• Program Brochure – The program brochure includes a brief overview of theprogram that can be easily shared with other faculty/staff at your college.

• Letter of Agreement – Uploading a signed copy of this letter of agreement toyour online Dashboard (step 2.1) assures your college a spot in Growth Mindsetfor College Students for Fall 2017. The letter of agreement must be signed byyour college Dean, President, Chancellor, or Provost. This program is not part ofa research study. We are collecting student data and identifiers in order tofacilitate a high quality experience for students and administrators and in order toprovide reports and other data back to your school. This letter grants PERTSpermission for such data to be collected, stored, and provided back to AuthorizedUsers.

• Facilitator Instructions – These are the instructions that faculty running theprogram will use to administer the 30-minute module. These instructions shouldbe shared with faculty early on so that they can ask questions if needed. Theyinclude a script to introduce students to the program and to get students set upon the program website, as well as an FAQ for commonly asked questions and atroubleshooting guide.



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Brochure: Growth Mindset for College Students A free, evidence based program designed to increase students’ engagement, motivation, and ultimately success by laying the foundation for a growth mindset.

Growth Mindset for College Students was developed with the goal of improving retention and success by increasing students’ engagement, motivation, and ultimately success in college. It was developed by leading researchers in growth mindset, and has been rigorously tested and scientifically validated in trials with thousands of community college students. Growth Mindset for College Students is now freely available to access oriented colleges around the United States starting in August 2017.

Short, Simple. • 30-minute online program.• Includes survey questions, short reading passages,

and brief reflection exercises.• Students learn about the science showing that the

brain is malleable and strategies for growing theirintelligence, which lays the foundation for a growthmindset.

Evidence Based. • Rigorously tested since 2010 in multiple randomized

controlled trials with thousands of college students.Past findings include:

• Four percentage point increase in continuous, full-time enrollment after a semester among minority andfirst-generation college students.

• Five percentage point increase in transfer,graduation, and continued enrollment after 2 years.

Easy to Implement. • Opens for participation from August 1st through

October 15th, 2017.• Students participate as part of new student

orientation or a first year experience course.• Takes colleges ~2 weeks to finalize logistics

internally, and less than 60 minutes to register.

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Many students worry that they lack the ability to master college level coursework, no matter what they do. For example, some fear, “I’m just not a math person.” Left unaddressed, such fears can become self-fulfilling prophecies that feed a destructive cycle of reduced motivation and performance that ends in dropping out.

However, research shows that colleges can boost retention – particularly for students from historically underrepresented groups – by helping students develop a growth mindset, the belief that they can develop their academic abilities through effective study strategies.

HOW IT WORKS

1. Learn. Visit perts.net/orientation/cg17 and download the Program Information Packet.

2. Sign up. Create a user account, submit a letter of agreement, and prepare to participateusing our online platform.

3. Participate. Students complete the 30-minute web module.

4. Track Impact. See how many students completed the program, and receive a report aboutthe program’s impact at your school.

Registration open to the first 50 colleges to submit a letter of agreement. Visit perts.net/orientation/cg17 to get started!



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Sample Letter of Agreement

*** Please do NOT sign this sample Letter of Agreement ***You will be able to download a customized letter after signing up.

This is a Letter of Agreement addressed to PERTS, a center at Stanford University, on behalf of the following educational Organization, hereafter referred to as “Organization” in this letter:

[organization name] [organization address]

This letter attests to our Organization’s agreement to participate in the evidence-based quality improvement programs being administered by PERTS at Stanford University. Our Organization hopes to learn and implement research-based programs that could help more of our students reach their potential. Therefore, as a representative of my Organization, I request that my school be allowed to participate in this program and under the following conditions.

Program Administration I understand that students will complete one 30-minute online module in one of the following ways: ● The module will be incorporated into a required new student orientation to be

completed in-person or as a take home assignment; OR● The module will be incorporated into a first year experience course, college success

skills course, or other comparable course as a mandatory in-person activity or as amandatory take home assignment; OR

● The module will be incorporated into a setting other than those described above, andstudents will complete the program in a supervised setting in-person or as a mandatorytake home assignment.

Resources The resources our Organization will use to administer the program include: ● Facilitators: A facilitator (instructor, orientation lead, etc.) will read or send a brief

PERTS provided script to students to orient them to the program and monitor in-person participation.

● Facilitator instructions provided by PERTS[If participation will occur on campus] ● A computer with internet access for each participating student: In-person participation

requires that each student have access to a computer with internet access.● A 30-minute block (if reserving computer lab space).

Data Sharing & Privacy I understand that PERTS will collect data from and/or about students and/or staff at our institution in order to (1) administer and/or evaluate programs to aid students by attempting to raise academic motivation, persistence, or achievement or (2) improve instruction or other

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Organizational policies by providing recommendations, reports, or other services to representatives of our Organization. I grant permission for such data to be collected, stored, and provided back to Authorized Representatives, in accordance of section §99.31 (a)(6) of the Family Education Right to Privacy Act (FERPA).

As part of this agreement, I understand that: ● PERTS will abide by the PERTS Privacy Policy for Neptune-Based Programs (listed

in the Addendum below).● This agreement will comply with Version 1.0 of the PERTS Privacy Policy for

Neptune-Based Programs.

Authorized Representatives and the Organization Liaison As part of our participation in the program, our Organization has appointed the following individual as our Organization Liaison and authorized this individual to act on behalf of Organization for the purposes of administering this program:

[Organization Liaison Name] [Organization email] [Organization phone number]

I understand that the Organization Liaison is authorized to invite and approve other individuals (“Authorized Representatives”) to use the online platform that will be used to administer the program. I understand that all approved Authorized Representatives are enabled to access information about our Organization’s participation in the program. The role of Organization Liaison may be delegated to other Authorized Representatives, in the event that another Authorized Representative will serve as the main contact for the purposes of administering this program. We understand that Authorized Representatives are able to exchange both aggregate and student-level data with PERTS in accordance with the data sharing provisions section above.

Thank you,

_______________________________ ____________________________________ Signature* College Name

_____________________________________ ______________________________ Print Name and Title Date

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Addendum

PERTS Privacy Policy for Neptune-Based Programs

Version 1.02016-01-17

About PERTS

PERTS is a center at Stanford University that helps educators apply evidence-based strategies in order to increase student engagement and success. We believe that properly scaling evidence-based strategies can empower schools to reduce inequality and create better experiences for all students and teachers. We are committed to protecting students’ privacy, and we take multiple measures to ensure that all data are stored safely and used only by authorized individuals for appropriate purposes, as described below. Our data policies are approved by the Stanford University Institutional Review Board.

Privacy Policy Overview

Personal Information is any information provided to PERTS that personally identifies students, like their name, email address, student ID, or other information that could be used to figure out a student’s identity (for a more complete definition, see “Personal Information” in the definitions section below). In order to develop and improve useful recommendations for educational organizations, PERTS sometimes collects Personal Information about students. Permission to collect and store Personal Information is provided to PERTS by an Originating Educational Organization when it registers to participate in a PERTS program. That agreement strictly limits the ways PERTS can use that information, as described below, and PERTS never sells or rents Personal Information to any third party for any purpose. The most up-to-date version of this policy can always be found at perts.net/neptune-privacy.

Covered Programs

This Privacy Policy governs the way PERTS collects, uses, and shares Personal Information collected from Originating Educational Organizations in the course of administering the following programs:

Growth Mindset for College Students Growth Mindset for 9th Graders

https://neptune.perts.net/neptune-privacy

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Table of Contents

About PERTS 23

Privacy Policy Overview 23

Covered Programs 23

Table of Contents 24

The Who, What, and Why of this Privacy Policy 24 Purpose 24 Ownership of Information 25 Expiration 25 Allowed Access 25 Sharing Personal Information 25 Information Storage 25 Information Transfer 25 Deletion 25 Anonymous Information 26 Changes to this Policy 26 3rd Party Tracking 26

Definitions 26 Originating Educational Organization 26 Direct Identifier 26 Indirect Identifier 26 Personal Information 26 Anonymous Information 27 Authorized Organizational Representative 27

The Who, What, and Why of this Privacy Policy

Purpose PERTS collects Personal Information in order to enable an Originating Educational Organization to successfully implement a PERTS program. For example, PERTS may provide an Originating Educational Organization with the student IDs of students who did not complete a program so that make-up sessions can be arranged for them. PERTS will only collect personal information to the extent that it is necessary for the provision of services under this agreement; we never collect extraneous Personal Information.

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Ownership of Information All Personal Information is considered the property of the Originating Educational Organization. We will never sell or rent it or use it any way not allowed by this policy. We will also comply with their requests to delete it.

Expiration PERTS deletes Personal Information within four years of receiving it unless we are granted explicit written permission by the Originating Educational Organization to extend that period.

Allowed Access PERTS only allows individuals to access Personal Information under one of the following circumstances:

● The individual is an Authorized Organizational Representative (defined below) of theOriginating Educational Organization.

● We are required to do so by law. (FYI, this has never happened before.)● The individual is a member of the PERTS staff or an organization that provides

business services to PERTS and all of the following conditions are met:○ The individual needs to access that information for the purposes of

implementing the program in question.○ The individual has been trained in data management and student privacy laws

and protections.○ The individual is explicitly forbidden from sharing the Personal Information

with other parties.

Sharing Personal Information We do not share Personal Information with anyone except under the circumstances explicitly described under allowed access. Furthermore, lest there be any doubt, we never share Personal Information with marketing companies or other third parties who are not directly involved in the provision of services to the Originating Educational Organization. (That is already covered by the allowed access provisions, but we want to leave absolutely no doubt.)

Information Storage We store Personal Information strictly on encrypted media that can only be accessed by the individuals who are allowed to access it, as described under “allowed access.” We only use cloud services that are audited by third parties and certified to meet the SSAE-16 standard or higher. To see a full list of the cloud storage providers we use and their security statements, see perts.net/cloud-security. We have strict policies for physical security as well, including requiring that staff use only PERTS-provided, password-protected computers.

Information Transfer All our websites involved in data collection, and all data transfer between them and various cloud services (see Information Storage, above) use industry-standard Transport Layer Security (TLS) encryption, also known as HTTPS.

Deletion Requests to delete the personal information of one or more students should be submitted to PERTS at [email protected] by an Authorized Organizational Representative of the


https://www.perts.net/cloud-security

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Originating Educational Organization. All requests will be honored as soon as technically possible.

Anonymous Information PERTS may share Anonymous Information, e.g., aggregated usage numbers, publicly or with its users or partners, e.g., to promote its services or to increase awareness about the effectiveness of specific evidence-based strategies. Any information shared in this way will not contain any Personal Information, and it will only be shared if it meets the strict definition of Anonymous Information we specify below.

Changes to this Policy We may update this Privacy Policy in the future. However, we will not reduce the rights of students or Originating Educational Organizations under this Privacy Policy without the explicit consent of an Authorized Organizational Representative. If there are significant changes to this policy, we will email its Authorized Organizational Representative a new version of the policy and a description of the change that was made. At that point, the Authorized Organizational Representative may request that we delete all Personal Information collected from their organization.

3rd Party Tracking We do not track individuals across third party websites.

Definitions

Originating Educational Organization An Originating Educational Organization is an educational organization that provides information about students to PERTS under this agreement.

Direct Identifier A direct identifier is a piece of information that could, on its own, be used by someone in the public or the school community to uniquely identify a student with reasonable certainty. For example, a student’s name, student ID, or school network ID are all direct identifiers.

Indirect Identifier An indirect identifier is a piece of information that could — in combination with other information — potentially be used by a reasonable person in the school community to uniquely identify a student. Indirect identifiers include any features about a student that a typical member of the school community might know or be able to observe about a student. As such, they include, but are not limited to, race, ethnicity, nationality, gender, birth date, age, classroom, ELL status, and teacher name.

Personal Information PERTS bases its definition of Personal Information on FERPA, the federal law governing student privacy. We consider something Personal Information if it “includes any information that, alone or in combination, is linked or linkable to a specific student that would allow a reasonable person in the school community, who does not have personal knowledge of the relevant circumstances, to identify the student with reasonable certainty.” In other words, we

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consider something Personal Information if it contains direct identifiers, like a student’s email address or school network ID. But we also consider it Personal Information if it contains indirect identifiers that would allow someone in the school community to uniquely identify a student with reasonable certainty. For example, if there is only one male Native American student at a particular school, then the combination of the school’s name and the student’s race and gender would be sufficient to identify the individual student with reasonable certainty. In that student’s case, therefore, information that contained that student’s race, gender, and school would be Personal Information.

Anonymous Information Anonymous Information is information that contains no Personal Information, as defined above. That is, it does not contain any data that could be used to identify an individual student because any potentially identifying information has been aggregated or removed. PERTS only considers information Anonymous Information if (1) it has no direct identifiers and no indirect identifiers or (2) no direct identifiers and the full combination of indirect identifiers is shared across at least 5 records. For example, if there are 4 White females in a particular classroom, then a dataset for that classroom would not be anonymized if it contained gender and race because there would be only 4 records containing the indirect identifier “White” for race and “female” for gender. In contrast, the dataset would be considered anonymized if there were 5 or more White females.

Authorized Organizational Representative An authorized organizational representative is a person designated by an Originating Educational Organization to receive Personal Information from PERTS. For example, PERTS may provide an Authorized Organizational Representative with the student IDs of students who did not complete a program so that make-up sessions can be arranged.

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Sample Facilitator Instructions

*** Please do NOT use these instructions for implementation ***You will receive customized Facilitator Instructions

after signing up.

Dear Facilitator,

Thank you so much for partnering with us to bring Growth Mindset for College Students (GMCS) to students at your college! GMCS will only take 30 minutes to deliver to your students and uses the latest evidence-based methods to positively affect students’ attitudes about college. To learn more about the program, you can visit perts.net/orientation/cg17.

Instructions on how to deliver this program are written below. On the day of the program, questions may come up, so we’ve also included handy troubleshooting and FAQ sections to address students’ concerns or computer woes. We created these instructions with the goal of making program delivery as easy as possible, so we hope you’ll take some time to carefully review these instructions. For additional support, your College liaison is [Name here], ( [email protected]).

Thank you again for working with us to bridge the gap between research and practice by translating research findings into practical solutions! Together, let’s unmask students’ true potential.

-The PERTS team

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Instructions

Students can participate in the program two different ways:

1. In-person either during orientation or as part of a class, typically a first yearcourse. For this option, you will need to provide each student with access to a computer.

2. On their own as part of an orientation module to be completed prior to arrivingon campus or as a take home assignment.

Note: Participation rates are usually lower with this option than when administered in-person.

Step 1 [FOR IN-PERSON PARTICIPATION ONLY]


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Please schedule a time to give students access to computers with an Internet connection - either by bringing them to a computer lab or by requesting a laptop cart for your classroom. Please keep in mind that the program takes 30 minutes for students to complete.

Step 2 Obtain a class roster with student IDs. Students will need to enter their ID numbers during the survey, and some may not remember them. Please verify that each student has their ID number, and look up IDs with your roster if needed. This step is especially important for students who will be completing the program on their own, because they will not be able to ask you for help finding their ID while they are completing the program.

Step 3 Read the following script to students before they begin. If students are participating as a take home assignment, please copy and paste the script into an email or the course management system (e.g. Blackboard or Moodle). Note: It is important to update these instructions with your due date and then read as written.

Our college is working on a special program with Stanford University. The program will help instructors and administrators at our college better understand how to make college a better place for all students.

The activities are designed to help us understand more about the way you think and the way you learn. You will be answering survey questions, reading some short passages, and answering questions about what you read. I may be able to see some of what you write, but it will not be linked to your name or any other information that could be used to figure out who you are. You will always be told beforehand which of your answers might be shared. None of your instructors or anyone at our college will know how you answer specific questions. But based on what you say, we will learn about things that we can do to make college a better place for students.

Remember: We will use what we learn to improve students' experience here and at other colleges as well. So, please read the instructions carefully and do your best to answer all of the questions to the best of your ability.

Instructions for this assignment are simple. Participating should only take about 30 minutes. You will have until (DUE DATE) to complete the assignment.

Finally, it is very important that you not talk to each other or look at each other’s answers. That would be a violation of privacy, which will not be allowed.

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Step 4

For in-person participation: Write the website address and the participation code where all your students can see it.

Website: perts.me Participation code: placeholder code

If this is not possible, you may want to make cards with this information on it to hand out to your students. It is important to not let students see the website address and participation code until you read the script above so that they pay attention while you are introducing the program.

Please read the following:

Now open your browser and please go to perts.me. Then enter the phrase ‘placeholder code’, and follow the on-screen instructions.

Please be aware that as you move through the program, you may want to go back to a previous question. If so, do not use the back arrow on the browser. Instead, use the “Go Back” link in the upper left corner, just above the questions.

Please begin.

For take home participation: Please copy and paste the following into your email to students or course management system.

Using your browser, please go to perts.me. Then enter the participation code ‘placeholder code’, and follow the on-screen instructions.

Please be aware that as you move through the program, you may want to go back to a previous question. If so, do not use the back arrow on the browser. Instead, use the “Go Back” link in the upper left corner, just above the questions.

Step 5 [FOR IN-PERSON PARTICIPATION ONLY] Ten minutes before students need to finish, tell them how much time is remaining and that it is okay if they do not have the time to finish everything.

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We have about ten minutes remaining for the activity. Please continue with the activity, but do not rush. It is okay if you do not have time to finish everything.

Step 5 [FOR IN-PERSON PARTICIPATION ONLY] At the end of the activity, ask your students to log out by closing their browser window.

We have reached the end of the session. It's okay if you are not totally done with the activity, just close the browser. You should complete the activity as homework.

To complete the activity as homework, please go to website, enter the code ‘placeholder code’, and type in your student ID. The website should bring you back to the page you left off at. Please take note of the website and code now.

Thank you. The information you have provided may be used to improve students' experiences here and at other schools as well.

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Troubleshooting

We work hard to minimize the technical problems, but sometimes issues come up. Here are some problems students have experienced in the past and the best ways to solve them.

Error Message: Confirm Form Resubmission Problem: A student clicked the back button on the browser instead of the “Go Back” button in the survey. Solution: Click the “reload” or “refresh” button. You may also need to click “confirm” or “continue.”

Closed Page Problem: A student closed the browser window. Solution: Tell the student to go to the website and sign in again, just like they did the first time. The program will continue where the student left off.

Warning Message or Connection Expired Message Problem: A student's screen says that the connection expired or a similar warning. Solution: Click the “reload” or “refresh” button.

Lost Location Problem: The survey restarted from the beginning.

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Solution: Tell the student to skip up to the part where they left off. The answers the student previously provided have been saved, but the server lost the page they were on for network reasons.

Note: Some pages may not allow students to advance until a certain amount of time (about 5 seconds) has passed.

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Frequently Asked Student Questions and Responses

Do I have to do this? Your opinions are important, so while it is not required, I hope that you would at least try.

Why should I do this? Because all of my students are doing this today, and we will learn important information which will impact you and future students.

Will I get a grade on this? It’s not graded, but when you provide honest answers, it helps educators to do a better job teaching students in the future.

Why do I have different questions from him/her? Different students are doing different activities. We have a lot of different activities, but there’s not enough time for everyone to do all of them. You should do the ones you were assigned.

Does spelling and grammar matter? No, just concentrate on getting your ideas across.

Do I have to share my personal information (name, student ID, etc.)? Yes, it is necessary in order to participate. Be assured, your information will be kept completely secure and won’t be shared with outside parties.

If you have a question that is not answered here, please reach out to the appropriate contact below.

• For all school-related issues, please contact your College’s liaison, [Name here].• For non-urgent questions, please email [email protected].• If there is a time-sensitive problem that you need assistance with, please call (650)

241-9056 to speak with a PERTS team member


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References

Aronson, E. (1999). The power of self-persuasion. American Psychologist, 54(11), 875-884.

Aronson, J. M., Fried, C. B., Good, C. (2002) Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113–125.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246-263.

Bryk, A. S., Yeager, D. S., Hausman, H., Muhich, J., Dolle, J. R., Grunow, A., … & Gomez, L. (2013, June). Improvement research carried out through networked communities: Accelerating learning about practices that support more productive student mindsets. In A White Paper prepared for the White House meeting on “Excellence in Education: The Importance of Academic Mindsets.”

Dweck, C. S. (2000). Self theories: Their role in motivation, personality, and development. Philadelphia: Psychology Press.

Gentner, D., & Wolff, P. (2000). Metaphor and knowledge change. In E. Dietrich & A. B. Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines (pp. 294–342). Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

Gripshover, S. J., & Markman, E. M. (2013). Teaching young children a theory of nutrition conceptual change and the potential for increased vegetable consumption. Psychological Science, 24(8), 1541-1553.

Haimovitz, K., & Dweck, C. S. (2016). What predicts children’s fixed and growth intelligence mind-sets? Not their parents’ views of intelligence but their parents’ views of failure. Psychological Science, 27, 1043–1046.

Hovland, C. I., Lumsdaine, A. A., & Sheffield, F. D. (1949). Experiments on Mass Communication. Princeton, NJ: Princeton University Press.

Mueller C. M., & Dweck C. S. (1998). Praise for intelligence can undermine children’s motivation and performance. Journal of Personality and Social Psychology, 75(1), 33–52.

Gripshover, S. J., Paunesku, D., Romero, C. L., Beaubien, J. M., Yeager, D. S., Dweck, C. S., & Walton, G. M. (2016). Two scalable psychological interventions advance progress through community college. Manuscript in preparation.

Paunesku, D., Walton, G. M., Romero, C. L., Smith, E. N., Yeager, D. S., & Dweck, C. S. (2015). Mindset interventions are a scalable treatment for academic underachievement. Psychological Science, 26(6), 784-793.

Romero, C., Master, A., Paunesku, D., Dweck, C. S., & Gross, J. J. (2014) Academic and emotional functioning in middle school: The role of implicit theories. Emotion, 14(2), 227–234.

Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American psychologist, 52(6), 613.

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Stephens, N. M., Hamedani, M. G., & Destin, M. (2014). Closing the social-class achievement gap: A difference-education intervention improves first-generation students’ academic performance and all students’ college transition. Psychological Science, 25(4), 943-953.

Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397.

Sun, K. L. (2015). There’s no limit: Mathematics teaching for a growth mindset (Doctoral dissertation). Stanford University, Stanford, CA.

Yeager, D. S., Walton, G. M., Brady, S. T., Akcinar, E. N., Paunesku, D., Keane, L., ... & Gomez, E. M. (2016a). Teaching a lay theory before college narrows achievement gaps at scale. Proceedings of the National Academy of Sciences.

Yeager, D. S., Romero, C., Paunesku, D., Hulleman, C. S., Schneider, B., Hinojosa, C., ... & Dweck, C. S. (2016b). Using design thinking to improve psychological interventions: The case of the growth mindset during the transition to high school. Journal of Educational Psychology, 108(3), 374 –391.