Abstract
Drawing on mindset, belonging, and equity scholarship, a journaling assignment was developed as a low-stakes, writing-to-learn, formative assessment instructional tool for engaging students with content, normalizing mistakes, and supporting students during remotely scheduled online instruction for introductory linguistic analysis courses. Anecdotal data from student evaluations and instructor impressions suggest that journals provide high impact learning opportunities.
Highlights
Discuss how the journaling assignment attempts to signal instructor growth mindset in introductory linguistics analysis courses
It is not currently possible to conclude whether the journaling assignment directly signals instructor growth mindset or an inclusive classroom to students
Some preliminary data collected from the Student Experience Project (SEP) survey in Spring 2021indicates that students had very positive perceptions of instructor growth mindset, and these perceptions were especially strong among structurally disadvantaged students and among financially insecure students
Summary
Discuss how the journaling assignment attempts to signal instructor growth mindset in introductory linguistics analysis courses. The assignment indicates that the instructor anticipates that all students will make mistakes in the class and that all students can learn from those mistakes. Because the journal assignment is a high impact practice which engages students with those aspects of the course that they find relevant to their own learning, social belonging is potentially cultivated.
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