Explore the Mindset through interviews with faculty  and students using it in their classrooms

Teaching How to Learn

Connecting with Students

Embracing the Struggle

Crossing Disciplines

Meta Mindset has been used :

  • As a tool for understanding the iterative and nonlinear nature of the engineering design process in an introduction to engineering course

  • As a way to capture achievement and identify remaining challenges during product development in a senior design course

  • As the framework for a new grading system that encourages students to take managed risk 

  • As a "wayfinding" map to help students see where they are as they develop both research papers and products

Meta Mindset has been applied in:

Engineering (ES 101 Introduction to Engineering) - In this course the Meta Mindset was used to help students put the Stanford Design Process in a larger context. Student feedback "suggests that the Meta Mindset and Stanford Design Process provided students an overall useful framework to approach ambiguity, challenges, and constraints. Furthermore, I think it was effective to emphasize that the students should not confuse the iterative, non-sequential, and occasionally frustrating nature of the creative process for a lack of capability.

Neuroscience Independent Research - "It de-stigmatized failures and encouraged him to take additional risks."

Computer Science (CM 160 Games as Models of the Natural World) - The Mindset “provided a key philosophical shift for my approach to the course: instead of the game portions of the course providing models of the science portions, both portions serve as case studies for the larger problem solving theme.” The Mindset “served as a springboard into an excellent discussion of the value of negative results in science and current controversies regarding their publishability.  We were able to present contributions without over-exaggeration while still conveying their importance. I know from previous experience how difficult it can be to grok something like this beyond a superficial level. In advanced courses, concept maps are an option. An introductory/interdisciplinary course lacks this luxury. I honestly don’t know what I could have used in place of the Mindset model here.”

Art (ART 216 Byzantine Art) - "Students unanimously stated that the enduring value of the whole paper exercise is not just its quality, but the knowledge of the entire [Meta Mindset] is its application to other situations and projects in their future endeavors.
Overall, I worked very hard with [the Meta Mindset] , but the results were amazing."

Electrical and Computer Engineering (ECE 331: Signals and Systems) - "[I] realized that such a process helps them complete the project, instills confidence in their ability to do so, and provides a road map for future projects and opportunities.”

Foreign Languages & Literatures (CHN 211: Advanced Chinese I) "This model conveyed to the students that challenges are expected in any complicated task so that they are better prepared for potential problems..."

International Affairs (IA 261: Research Methods in International Affairs)  "The Mindset is a perfect tool for continually emphasizing several key takeaways for the course: 1) feeling lost and unable to count on the skills that they are comfortable with is what all scholars feel 2) scholarship, like any other kind of entrepreneurship that creates new value where it didn’t exist before, can feel lonely, but creative and exciting 3) the skills are not nearly as hard to acquire as the trust in oneself to think through the phases of the project.  Thinking of oneself as a scholar, not just as a student, is a gigantic step for sophomores. "

English for Academic Purpose Center for ESL Students (College Success Workshops) In this series of five workshops, students who scored below the cut-off score in the English placement test were introduced to the Meta Mindset as a comprehensive and universal problem-solving process to develop strategies to improve their learning experiences at college.  The framework enabled students to share their experiences with one another, relieving some of their anxiety, and helping them to recognize their achievements and increase self-confidence.

Chemistry (CHEM 122 General Chemistry II) "Students were able to understand that learning is a gradual,  iterative process, and that they can apply the problem-solving skills they gain in chemistry within many  other academic fields."

English (ENG 326 Gender, Class and Race in Romatic Era Poetry) "Meta Mindset exercises improved classroom dynamics."


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