Opening Doors

to Excellence

Ricardo Diaz

Amy Borghi Cindy Walker

Giovanni Sosa

Academic Academy 2015

Education is not the

filling of a pail, but

the lighting of a fire. - William Butler Yeats

Hope and Mindset at

Chaffey

Why Hope and Mindset?

Research regarding the influence of

hope on behavior and thinking

“Actionable”

Translation of these strategies in the

entire culture

Timeliness

Addressing cognitive factors wasn’t

enough

Does Hope Matter?

Hope

hope

goals

path-ways

agency

From “Managing for High Hope” by C.R. Snyder, Ph.D. - #162 from R&D Innovator Volume 4, Number 6 June 1995

Growth Mindset Beliefs:

* Basic qualities are just the starting point for development

* I can nurture my basic qualities with effort, practice, and strategy

* I feel confident about my ability to learn and grow

* Failures provide good learning opportunities

Growth Mindset Behaviors:

* Enjoy and seek challenges

* Set challenging goals

* Continue pursuing goals despite

obstacles

* Seek and use feedback to

improve

* Express confidence

Fixed Mindset Beliefs:

* Intelligence, talent, etc. can’t

really change much

* Effort is not necessary for

natural intelligence/talent

* Obstacles are signs that I

shouldn’t pursue that goal

* Failure reflects on my value,

intelligence, and/or talent

Fixed Mindset Behaviors:

* Avoid challenges/ don’t take

many risks

* Set easy-to-achieve goals

* Give up easily when things

don’t go my way

* Need to prove myself to others

often

* Tend to blame others for

failures

* Don’t use feedback/ argue

over feedback * Express insecurity or high anxiety F

ixe

d M

ind

set

G

row

th M

ind

set

Beliefs Behaviors

Mindset

Fixed Mindset Beliefs

Fixed Mindset Behaviors

Growth Mindset Beliefs

Growth Mindset Behaviors

Changing the Institutional

Culture

Hiring Process

Train all employee

groups

Changing the Institutional

Culture

o Integrated Plan

o Policies

o Procedures

o Materials

Changing the Institutional

Culture

Outreach to

Students and

Campus-wide

Messaging

Changing the Institutional

Culture

Embedding

hope and

mindset in

programs

Revamping Opening Doors Core

Components Integrating Hope and

Mindset Strategies

Communication Information

Session Counseling

Guidance

507

Letter of

Notification of

Probation

Standing

Follow Up

Email

Education

Plan Opening

Doors

Contract

Information Session

Presentation

Assessment

Pre/Post

Test

Assessment

Pretest

Integrating High

Hope & Growth

Mindset In the

Opening Doors Classroom

Amy Borghi, PhD

“Starting out with the growth versus

victim mindset was the best way to start the class. I was having issues, had

just moved out, and did not know

where or what I was going to do. The

growth mindset allowed me to create

new solutions and figure out where I want to be.”

-Christian R., Student in Opening Doors

Spring 2014

Teaching Hope Theory

Students are given “The Trait Hope

Scale” in class, and then self-score

Agency Thinking, Pathway Thinking

and Hope scores are calculated and

explained

Teaching Growth Mindset A short video on Growth Mindset

https://www.youtube.com/watch?v=brpkjT9m2Oo

7 Habits of Highly Effective Teens

by Sean Covey

• Takes Charge of Life

• Makes Things Happen

• Controls Themselves

Proactive

• Blames Others

• Lets Life Happen to Them

• Is Subject to Events/People Reactive

On Course

by Skip Downing

• Takes Personal Responsibility

• Uses the Voice of the Inner Guide

• Finds Solutions to Problems

Creator

• Complains and Blames

• Uses the Voice of Inner Defender and/or Inner Critic

• Keeps Making the Same Mistakes

Victim

Growth Mindset

by Carol Dweck

• Believes practice will lead to improvement

• Focuses on the process of learning rather than the outcome

Growth Mindset

•Believes that no matter what they do, they cannot improve

•Focused on outcome rather than the process of learning

Fixed Mindset

Hope Theory

by C.R. Snyder et al.

•Has Agency Thinking

•Has Pathway Thinking

High Hope

•Lacks Agency and/or Pathway Thinking

Low Hope

Hope Theory

by C.R. Snyder et al

•Believes in themselves

•Knows they can accomplish goals

Agency Thinking

•Can set clear goals for themselves

•Can predict and overcome obstacles to achieve goals

Pathway Thinking

Opening Doors Language

7 Habits

Proactive

Reactive

On Course

Creator

Victim

Mindset

Growth

Mindset

Fixed Mindset

Hope

High Hope

Agency Pathways

Low Hope

Activities

Screws & Blocks Activity

Activities

Study Skills Jenga

Growth Mindset Framing

Frame classroom activities using language that encourages a Growth Mindset:

“This quiz will be difficult, but you will learn a lot about the material by taking it if you give it your all.”

“I have seen you succeed and stretch in the past. Let’s do it again.”

When They Struggle Help them assess what they are

currently doing, and what they could be doing that they are not currently doing

Use growth mindset language to help them solve the problem.

Strong emphasis on the steps they are taking in problem solving, and utilization of resources to solve the problem

Study Skills – Tools For Success

Studying, Test-Taking, Memorization, Reading, Writing

Since implementing Hope Theory and Growth Mindset into the curriculum, students are actually trying out the study skills they have learned in their other classes and seeing improvements.

Building High Hope & Self-

Esteem

Affirmations

Visualization

Personal Mission Statement

The Secret

Goal Setting using DAPPS format

Overcoming Obstacles

Wise Choice Process

Creating a Support Network

Research

Findings

Concerning

Potential

Changes in

Hope-Related

Affective

Outcomes and

Academic

Standing

Giovanni Sosa

Fall 2013 Mean Social Interaction-Based Hope Ratings of ODE

Students at All Three Assessment Points

25.65 25.93

27.73

24

25

26

27

28

Assessment 1 Assessment 2 Assessment 3

Mean R

atings

d = 0.10 d = 0.74**

d = 0.65**

N = 113 N = 113 N = 73

**p < .01

Fall 2013 Mean Academic-Based Hope Ratings of ODE Students at

All Three Assessment Points

23.24

24.83

27.14

21

22

23

24

25

26

27

28

Assessment 1 Assessment 2 Assessment 3

Mean R

atings

d = 0.60**

d = 0.74**

d = 1.18**

N = 100 N = 100 N = 69

**p < .01

Fall 2013 Mean Family-Based Hope Ratings of ODE Students at All

Three Assessment Points

26.77

27.17

28.32

25

26

27

28

29

Assessment 1 Assessment 2 Assessment 3

Mean R

atings

d = 0.11

d = 0.34**

d = 0.30*

N = 110 N = 110 N = 71

*p < .05; **p < .01

Fall 2013 Mean Work-Based Hope Ratings of ODE Students at All

Three Assessment Points

27.59

27.83

28.70

27

28

29

Assessment 1 Assessment 2 Assessment 3

Mean R

atings

d = 0.08

d = 0.42**

d = 0.38**

N = 108 N = 108 N = 69

**p < .01

Fall 2013 Mean Leisure-Based Hope Ratings of ODE Students at All

Three Assessment Points

26.70

27.40

28.49

25

26

27

28

29

Assessment 1 Assessment 2 Assessment 3

Mean R

atings

d = 0.21*

d = 0.38**

d = 0.56**

N = 106 N = 106 N = 73

*p < .05; **p < .01

Good

Standing

Probation/

Dismissed

Did Not

Enroll Total

Successful Grade 51 (38%) 29 (22%) 53 (40%) 133 (100%)

Non-Successful Grade 3 (6%) 9 (18%) 37 (76%) 49 (100%)

Fall 2014 Academic Standing of ODE Students Earning a Successful

and Non-Successful Grade in the ODE Guidance Course

Fall 2013 Cohort

0

20

40

60

80

100

Good Standing Probation/Dismissed Did Not Enroll

Successful

Non-Successful

Perc

enta

ge o

f O

DE

Stu

dents

d = 0.84**

d = 0.09

d = 0.74**

**p < .01

Questions?