Initially motivated by my concerns about how many courses seem increasingly guided by textbooks and publisher resources, this article published today at Inside Higher Ed seeks to bring together many of my thoughts about teaching and learning in higher education.
It’s been another year for the books. Somehow, in the midst of everything, more and more people seem to be following this blog.
As a way to review the year, below are my most-read articles that I wrote during 2021. If you haven’t had a chance to read these articles yet, you may be interested in checking them out.
5. Awe Decreases Political Polarization
In a time of great political polarization, this post explores new research on how experiences of awe may help bring people together.
4. Awe as a Resource for Coping with Stress
Based on new research, this post examines how awe experiences diminish the stress response.
Honestly, this is one of my favorite things I’ve ever written. It explores how I try to experience the coziness of Winter.
2. The Science of Motivating Others
This blog post briefly went viral on Psychology Today. It relates to an old and new interest I have in the science of motivation.
1. Six Skills We Need as Citizens Who Can’t Agree on Scientific Facts
This was an opinion piece I published with the Star Tribune this Summer. It was born out of my frustration with people who can’t seem to accept facts.
How do we motivate those under our care to do what’s in their best interest? This is a question many of us – we who are supervisors, parents, teachers, coaches, or other kinds of care providers – regularly ask ourselves. So often individuals could do so much if they could just find the needed motivation.
For example, I teach Psychology courses to first and second year college students at a large, diverse community college. Although I suspect many of my students have the potential to thrive in school and in their future professional lives, a substantial number fail to follow through with their intended plans. At the classroom level, many don’t attend class, complete their homework, or study sufficiently well for exams. As a result, their grades suffer, and many withdraw. This occurs more frequently among students of color.
Beginning with my involvement in an intrinsic motivation research lab at the University of Wisconsin about 30 years ago, and later continuing with my dissertation research on goals at the University of Minnesota, I’ve long been fascinated by the science of motivation. As some scholars have recently described, much of what is known about motivation can be summarized in the following way:
M = E + V – C
Continue reading“What enables a student to be a successful learner in school, while others struggle?,” I recently asked. As I said in a previous post, part of the answer may have to do with trusting that a student can learn independently, just as kids typically learn independently before formal schooling begins. Teachers and parents can encourage students to reconnect with their “lost instincts” to learn on their own, particularly at this time when students must learn at home without as much direct supervision.
The student experience is complex, however, and often neglected. As education theorist, John Dewey, wrote in the early 20th century: “the center of gravity is outside the child. It is the teacher, the textbook, anywhere and everywhere you please except in the immediate instincts and activities of the child.”
As I have tried to understand what enables some students to thrive in school during my past 20 years of college teaching, I have returned again and again to three interrelated domains that may be most fruitful to explore: (1) mindset, (2) self-discipline, and (3) motivation. Psychological research has found these domains to be most critical in student success.
Mindset
One of the primary psychological determinants of a student’s performance concerns how they explain success and failure to themselves. In over 30 years of research, Carol Dweck, Professor of Psychology at Stanford University, consistently has found that individuals with a “fixed mindset” – who believe that success and failure reflects a certain level of ability unlikely to change no matter what is done – often show lower levels of performance over time. Dweck finds this may be due, in part, to the fact that people with fixed mindsets are less likely to seek challenge at the outset and less likely to persevere when challenges arise. In contrast, individuals with a “growth mindset” – who believe that ability can be developed through hard work or effort or trying out different strategies until one works – often show higher levels of performance over time. People with a growth mindset are more likely to seek challenge and believe they can overcome challenges with perseverance when they arise.
As we begin a new year, many of us find ourselves in a bit more contemplative mood than usual. What were our highs and lows in 2017? What do we want for 2018? We all could use some clarity to live our best lives.
Sometimes, we’re waiting for clarity to strike us from the outside, maybe in the form of a sign or revelation. But more often than not, the clarity we seek is already within us, waiting to be discovered.
When I was a Sophomore in high school, I started to connect with my own unclarity. What was I going to do with my “one wild and precious life,” as Mary Oliver put it? A friend gave me a copy of Anthony Robbins’ “Awaken the Giant Within,” a book I generally now regard with great skepticism, but nonetheless that helped change my life.
Eventually, I found my way to a chapter on goal setting. Like most everyone, I had been taught I should set goals for my life. But just like how I had also been taught I should dust my room and floss my teeth, I wasn’t particularly motivated to do so. Goal setting just seemed painful, with no clear benefit. So, when I started reading the chapter, I was surprised to find a quote from Carl Sandburg: “Nothing happens unless first a dream.” I had never thought that goal setting may be more akin to dream identifying. I continued to read:
“Are you ready to have some fun? Are you willing to be like a kid again and let your imagination run wild?”
The tone caught me off guard. Maybe goal setting wasn’t like dusting my room or flossing my teeth.
I then was led on a series of tasks in which I dreamed what I wanted to create in my life. I brainstormed for 5 minutes about four areas each: personal development, career / economics, adventures, and contributions. Ultimately, I identified the most important one-year goal in each area.
The effects of this exercise on me can’t be overstated. It brought me clarity for the first time in my life. I had been a mediocre student, for instance, often struggling in difficult subjects, sometimes getting into trouble with my dad because of earning a “D.” But, during my goal setting session, I decided I wanted to be an “A” student. From that point forward, that’s exactly what I made happen. I earned straight “A”s through the rest of high school. This allowed me to enroll at the University of Wisconsin at Madison, where I continued being an “A” student. This, in part, allowed me to get into a top-rated Counseling Psychology program at the University of Minnesota. My future opened before me. And it all started with a goal.
Andy Tix 