Execution and assessment of a mindset intervention in an introductory biochemistry class

Academic achievement results from a growth mindset that includes learning to fail, complex thinking and hard work and does not spring simply from intelligence, spontaneity, special skills, offbeat or extremely unusual ideas and behavior, although all of these may, in particular aspects, be involved. Mindset can be cultivated through the targeted use of several interventions that are not disciplinary specific. For this study, the mindset intervention was executed in a first term biochemistry class. The intervention was based on work of Dounas‐Fazer et al and the use of associative learning exercises. Each week students did an associative learning exercise and used a self‐evaluation rubric to reflect on a series of skills important to academic success. The assessment of this intervention was done using the Berkeley Innovation Index and student assessment of learning gains. There was an improvement both in student mindset and learning gains. Support or Funding Information Mellon Foundation