Promoting Diversity, Curiosity, and Creativity in Education

by Stephanie Walters, PharmD, PGY2 Geriatric Pharmacy Pracitce Resident, University of Maryland School of Pharmacy

Standardization seems to be defining our educational system, from the Common Core in grade schools to standardized curriculum in graduate schools. While it is valid and important to have quality standards, standardization risks minimizing individuality, curiosity, and creativity. Sir Ken Robinson, leading creativity expert in education, addresses these three principles for improving our education system in his TED Talk, “How to escape education’s death valley.”¹  Sir Robinson has been the featured speaker in several TED Talks, always highlighting the importance of creativity and how to foster it. While Sir Robinson focuses on childhood education; however, I believe we can relate these same concepts to the adult learner.

Principle 1: Diversity and Individuality

It may seem obvious, but every person is different. While standards in education may be needed to ensure quality between different settings, at the same time it can discount diversity and lessens the emphasis on individuality. I loved the example Sir Robinson explains regarding the educational system in Finland: when Americans asked how the Finnish educational system addressed dropouts they responded, "Well, we don't have one. Why would you drop out? If people are in trouble, we get to them quite quickly and we help and support them."

Per a report from the American Association of Colleges of Pharmacy, the average attrition rate at US Colleges/Schools of Pharmacy is ~10.5%.² This same sentiment used in Finnish grade schools could definitely be utilized for the pharmacy student as well. Pharmacy students come from a variety of backgrounds. Whether it’s a second career choice or coming straight from high school, there is wide diversity within this cohort. Understanding and embracing these differences should create a thriving learning environment. One strategy utilized in the Finnish educational system, is the idea of not focusing on standardization. Instead, they take a broader approach to education (including arts, science, humanities) and there is no standardized tests. This strategy individualizes the learning environment and assigns responsibilities to the school level, as opposed to mandates from the state or federal governments. Thus, providing enough resources to address these diversities at a school level, as the Finns do, is imperative to support the adult learners and provide a quality learning environment.

Principle 2: Curiosity and Learning

Curiosity didn’t kill the cat. Instead, curiosity drives the act of learning. In a study of college students in Hong Kong, China, students with high levels of curiosity were shown to have more intrinsic motivation.  External regulations (i.e. rules and university policy) had no effect on improving students’ motivation.³ These findings are quite striking when we look at the standardized structures and regulations within graduate programs like pharmacy schools. Finding a balance between meeting these standards and cultivating curiosity is a necessity.

Active learning strategies used in a variety of educational settings might promote curiosity among learners. Curiosity is defined as a desire to know or learn. In the large classroom setting, providing interesting, interactive cases or group discussion on hot topics can foster this desire to learn. Within an active, hands-on learning setting, such clinical practice sites, the teacher can foster further curiosity by understanding the student’s interests and providing opportunities for new experiences that align with those interests. This approach empowers students through their own individual interests, and thus fuels their curiosity.

Principle 3: Innate Creativity

Sir Robinson is most widely known for his advocacy of promoting creativity in education. He believes we are all inherently creative, and this creativity fosters diversity as well as inspires curiosity. It’s a cycle that creates flourishing learning environments. For adult learners, a teacher can promote creativity by using a creative problem solving model, like the Osborne-Parnes model.⁴ This model uses a creative thinking process (from mess-finding to acceptance-finding) that can be used in a variety of adult learning experiences and to promote problem solving.

Instruction should be designed to engage the learner using these three important principles. The needs of teachers should not be overlooked! Teachers need continuous professional development and support. Offering courses on educational theory, workshops of active learning techniques, and encouraging the use of technology with adult learners are just a few ways to help translate these principles into practice.  For example, educating teachers about the different approaches and theories of learning provides a variety of avenues (i.e. constructivism, mindset, or andragogy) that can foster diversity, curiosity, and creativity.^5-7

As Albert Einstein once said, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”

Bibliography

1. Robinson K. How to escape education’s death valley [Internet Video]. TED Talks Education. 2013 April [cited 2015 Sept 29].
2. Academic Pharmacy’s Vital Statistics [Internet]. American Association of Colleges of Pharmacy. 2015 Oct [updated 2015 Oct 5; cited 2015 Oct 25].
3. Hon-keung Y, Man-shan K, Lai-fong C. The Impact of Curiosity and External Regulation on Intrinsic Motivation: An Empirical Study in Hong Kong Education. Psychology Research. 2012 May;2(5):295-307.
4. Osborne-Parnes Creative Problem Solving (CPS) Model [Internet]. Teaching Creativity. 2009 Jun [updated 25 Jun 2009; cited 2015 Nov 6].
5. Constructivism (philosophy of education) [Internet]. Wikipedia. 2015 Nov [updated 2015 Nov 6; cited 2015 Nov 6].
6. Dweck C. Mindset [Internet]. Mindset Online. 2010 [updated 2010; cited 2015 Nov 6].
7. Pappas C. The Adult Learning Theory – Andragogy [Internet]. eLearning Industry. 2013 May 9 [updated ; cited 6 Nov 2015].

Preventing Academic Burnout in Students

by Mary Afrane, PGY1 Pharmacy Practice Resident, MedStar Union Memorial Hospital

Stress in the day-to-day life of a college student is common and expected. However, if stress becomes unmanageable and interferes with academic performance and school-life balance, the student might be suffering from a more serious condition called academic burnout. Academic burnout is characterized by emotional exhaustion, educational pessimism, and feelings of incompetence.^1-2 Academic burnout is an important topic in higher education because it can impact the relationship between students and faculty and increase dropout rates.

Speaking from personal experience after spending most of my adult life in school training for a career in healthcare, it is easy to become overwhelmed by the constant demands and responsibilities that drain your energy. Students who are in a state of burnout often become cynical and start to lose interest achieving the goals that led them to school in the first place.³ Students experiencing burnout may display signs such as excessive absenteeism, lack of interest in academic activities, and express a sense of meaninglessness toward educational assignments.¹ Students may also display severe negative emotional symptoms such as hopelessness, helplessness, and depression.

Not surprisingly, academic burnout is negatively associated with academic performance and the quality of student’s learning experience.¹ Causes of academic burnout are multifactorial, including environmental and individual reasons. Stress and low self-efficacy are two variables that influence academic engagement.²

Many students will demonstrate signs of burnout towards the end of the academic semester or near the completion of their thesis or dissertation program. This is generally not of major concern, given that a break for recovery is in sight and most students are able to successfully complete the remaining work. However, burnout becomes a concern if it occurs early on in the semester and the student lacks tools for dealing with the chronic exhaustion, depersonalization, and feelings of low personal achievement.

Burnout can be managed by using the “Three R” approach:³

Recognize the warning signs of burnout.

Reverse the damage by managing stress and seeking support.

Resilience towards stress can be built upon by improving physical and emotional health.

There are other practical steps that can be taken by students and teachers to reduce academic burnout. Faculty can help to minimize student cynicism by developing instructional plans that stimulate students’ thinking. Course assignments can be purposefully designed such that the assignments are not perceived as “busy work,” but something that adds meaningful value to the students’ educational journey. College students can mitigate burnout by selecting courses of interest to them. Recognizing one’s personal limitations to handle a heavy academic load can help to prevent chronic exhaustion. In addition, students can take steps to address person matters such as low self-efficacy. Students with high self-efficacy are able to cope with a failure better because they able to attribute the failure to factors such as low effort or gaps in knowledge and skills. By making the proper attributions, those with high self-efficacy are able to bounce back.¹ Addressing issues of low self-efficacy enables students to withstand overwhelming pressures when faced with difficult tasks.

Poor time management can give rise to feelings of being overwhelmed. It is imperative that steps are taken to achieve adequate preparation for exams and completing major tasks. Properly prioritizing assignments and achieving balance between personal and academic life can give students control of stressful situations and reduce feelings of chronic exhausting. Stress coping programs employing cognitive-behavioral therapy have been shown to reduce exhaustion in students, with benefits often lasting 1 to 2 months after program paritcipation.⁴ Stress coping programs are conducted with the primary purpose of highlighting the student’s maladaptive response to stress and developing better stress coping skills. The participants reflect on their thought process and are guided on converting negative thoughts to positive ones. Physical exercise and relaxation can reduce stress levels and can reduce academic burnout.⁴

Having a strong support system and realistic expectations, when facing a heavy academic load can help students deal with the intensive demands. When I was a college student, I attempted to complete two science majors in four years by taking a 21 credit course-load each semester. After listening to close friends and mentors, I realized that my plan was unrealistic and was a set up for burnout. I reassessed my plans and made changes so that I was able to complete both degrees in five years, which allowed extra time to become involved in extracurricular activities — thing that gave more depth and meaning to my college experience.

Academic burnout adversely impacts students’ performance and the student-teacher relationship. Students without good coping skills might succumb to the pressures of a challenging academic workload. Students can take steps to address low self-efficacy and teachers can be more purposeful in designing academic instructional plans.

References

1. Rahmati Z. The study of academic burnout in students with high and low level of self-efficacy. Procedia - Social and Behavioral Sciences 2015;171:49-55.  
2. Charkhabi M, Abarghuei MA, Hayati D. The association of academic burnout with self-efficacy and quality of learning experience among Iranian students. SpringerPlus 2013;2:677.
3. Fallon SJ. Burn out: how to recognize, prevent, or recover. [Internet]. June 2009. Accessed October 31, 2015.
4. Sonmez GY, Capri B, Lisesi SP. The effects of stress coping program on burnout levels of high school students. Int J New Trends in Edu and Their Implications 2013;4:148-64.

Embracing Failure

by Shiela Hwe, Pharm.D., PGY1 Community Pharmacy Resident, University of Maryland School of Pharmacy

When was the last time someone described a failure as a good thing?

In today’s society there is such a heavy focus on results and quantifying success, that the process of learning often gets ignored. For business owners, the end goal is to earn money. For most students, the measure of success is earning an A in every course.

Carol Dweck, a Stanford psychologist, has focused much of her research on how a person’s personal view of their personality and intelligence influences motivation. In her research, she describes a person with a “fixed mindset” as someone who assumes that our abilities are innate and unchanging, and success is the confirmation of intelligence.¹ The incremental theory describes a person with a “growth mindset” as one who believes that intelligence can be developed, and that failure is necessary and a motivator to improve.¹ (See Table 1)  Although “successful” students can can have either a fixed or growth mindset, their personal model influences how they respond to failures.²

Table 1. Characteristics of Fixed and Growth Mindsets.

Fixed Mindset	Growth Mindset
Avoids challenges	Embraces challenges
Gives up easily	Persistent in the face of setbacks
See effort as fruitless or worse	See effort as the path to mastery
Ignore useful negative feedback	Learn from criticism
Feel threatened by the success of others	Find lessons and inspirations in the success of others

When I first stumbled on Dr. Dweck’s research, I found it fascinating. I grew up in a household where education was the number one priority and hard work was the way to achieve success. Failing meant receiving a letter grade that was anything less than an A. The concept of a fixed or growth mindset is relevant to learners of all ages.  There are students who aren’t “challenged” until high school, college, or even graduate school. Personally, I skated through school without much effort. It was not until graduate school when I found myself studying harder and receiving lower grades. I was at a crossroads.  I could have adopted a fixed mindset - the grades I was receiving were an indicator that I was “failing.” (Remember, anything less than an “A” is perceived as a failure!).  Fortunately, I adopted a growth mindset.  I learned that my grades were an indicator that I needed to re-evaluate my study methods.

The incremental theory sounds great but is there proof that people who adopt a growth mindset are more successful?  In a five-year study, Dweck followed seventh and eighth grade students enrolled in mathematics courses. Once entering the study, students filled out a questionnaire used to classify them as having either a “fixed” or “growth” mindset. Achievement outcomes were based on a combination of exam scores, class participation, and homework. The results showed that students with a “growth mindset” were more likely to believe that working hard was “necessary and effective in achievement” and were less likely to “attribute a potential failure to lack of ability.”² Two years later, students who had expressed a higher “growth mindset” were outperforming those that believed intelligence was static.²

In a follow-up interventional study, half of the students were taught the incremental theory – in other words, how one’s mindset impacts performance.  The goal was to observe whether this intervention had an effect on motivation. Teachers reported improvements in classroom motivation and previously declining mathematics grades were halted.² This study showed that changing the beliefs of students about their intelligence helped stimulate enthusiasm and also enhanced academic performance.²

Although these studies focused on elementary school children, the same principles can be applied to adults. In a 2003 study, 128 pre-med Columbia University students taking a General Chemistry course were evaluated based on learning goals. Students with active learning goals (growth mindset) exhibited greater motivation, achieved higher grades, and demonstrated greater improvement over time.³ When faced with a challenging course in which they struggled, students with a growth mindset performed better than those with a fixed mindset.³  However, regardless of their mindset, students who did not struggle with the subject matter excelled in the class.³  Thus mindset seems to be most important when faced with failure.

The good news is that mindsets is not permanent!  Teachers can take steps to help learners view “failure” in a positive light. Here are 5 tips to encourage students to embrace failures:^1,2,3,4,5

• Teach your students about incremental theory.  Studies have shown that students who believe that intelligence is not stagnant, and failure is just a stepping-stone to success generally have more motivation and perform better when faced with difficult situations.
• Praise wisely.  Praising intelligence or only the outcome orients your learner to a fixed mindset, and encourages the need for constant reassurance. Rather than telling students how smart they are or how well they performed, praise the process. Praise your learner’s persistence and effort too. 
• Encourage independent learning.  Particularly in experiential education, allow the students to have independence and autonomy to make mistakes and be accountable.  This will service as motivation for continued learning.
• Take the most common errors and analyze them together, as a class.  By utilizing social cognitive theory to engage your class as a whole, students can identify what problems they are experiencing, and also observe what other students are doing to fix these problems. This also helps the learner feel they are not the only ones having problems, and encourages them to improve with the class.
• Be specific when identifying mistakes.  Rather than pointing out that your learner answered 5/10 questions incorrectly, discuss what caused these errors. By being able to pinpoint where in the process the mistake happened, students can focus their efforts there the next time.

When we are working with learners, regardless of age, it is important to instill the idea of a “growth mindset.” By teaching your students to process errors or “failures” in a way that leads to improvements in the future, you are setting your learners up to view failures as learning opportunities, and to be equipped with the attitude that promotes learning for life.

References

1. Popova, M. Fixed vs growth: The two basic mindsets that shape our lives. BrainPickings. January 29, 2014.  Accessed October 20, 2015.
2. Blackwell, LS, Trzesniewski, KH, & Dweck, CS. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development 2007; 78: 246–263.
3. Grant H, Dweck CS. Clarifying achievement goals and their impact. J Pers Soc Psychol, 2003; 85: 541-553.
4. Dweck, C.  The power of believing that you can improve [Video file]. November 2014.  Accessed October 20, 2015.
5. Maats, H, O’Brien, K. Teaching students to embrace mistakes. Edutopia. March 20, 2014.  Accessed October 20, 2015.