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The needs analysis method I will use is the Allison Rossett's 5-step needs assessment process. She states that "a needs assessment allows an instructional designer to gather information that will allow him or her to make 'data-driven and responsive recommendations' about how to solve a problem, which is typically the need to improve some type of performance" (Brown & Green, 2015).
Since I need to ascertain how a fixed mindset may be affecting student performance and well-being, as well as how receptive a growth mindset may be, I believe this model will be best to implement to conduct this needs analysis.
Step 1: Determining purposes based on initiators
Identifying the Initiating Situation:
I will need to determine whether the need for a growth mindset training program arises from performance problems (e.g., low academic achievement), the introduction of "new stuff" (e.g., changes in curriculum, increased workload), or mandates (e.g., institutional initiatives promoting student success).
Determining Purposes:
I will then need to define the specific purposes of the training program based on the identified initiating situation. I will also do further research into existing growth mindset trainings for graduate students. This could include improving academic performance, enhancing adaptability, and fostering a positive learning culture.
In my research up to this point, I have not found growth mindset training for graduate students at NYU, but I have found information about studies conducted around growth mindset by NYU faculty and students (Nolan, 2019) as well as an Inclusive Teaching Seminar hosted by NYU for professional educators that includes growth mindset (NYU Learning and Development). Therefore, although there is no current growth mindset training for NYU graduate students, these sources and materials can be referenced as resources in developing my learning design.
Step 2: Identifying Sources
Stakeholder Identification:
In this step, I will identify the key stakeholders involved in or affected by the need for a growth mindset training program. This may include graduate students, faculty members, and an SME who is knowledgeable on the topic of growth mindset (this can be an instructor, a trainer, or a curriculum designer).
Example Questions:
What challenges or setbacks have you faced in your undergraduate or graduate studies?
How do you typically respond when you encounter difficulties or failures?
What motivates you to persist and grow in your academic pursuits?
NYU Graduate Students will serve as the target learners since they will most benefit from learning about and beginning to adopt a growth mindset, which is also beneficial in the professional world.
Depending on time constraints, including NYU grad students who have graduated and are now in the workforce as stakeholders may be beneficial in gaining insights into the adjustment from grad school to the workforce and how having a fixed vs. a growth mindset may factor into the ease of this transition.
NYU Faculty will be necessary stakeholders who can share important information about their academic expectations for their students, what institutional requirements may factor into their instruction, and their own beliefs and approaches around using and applying a growth mindset in their courses.
Faculty also tend to serve as student advisors, which is valuable to gather information about what kind of help their advisees tend to seek from them and what kind of advice and supports they're given, which will provide insight into behaviors pertaining to fixed or growth mindsets.
Example Questions:
How would you describe the overall mindset of your graduate students towards learning and growth?
What strategies do you use to encourage a growth mindset in your students?
What challenges do you observe your students facing in developing a growth mindset?
The SME (an instructor, a trainer, or a curriculum designer) will be an expert in growth mindset and offer guidance and insights regarding growth mindset key concepts and curricula.
Joy Nolan would serve as an informative SME due to her professional expertise and experience contributing to NYU's Mastery Collaborative Approach project.
Information Sources:
To determine where relevant information can be found, I will conduct a literature review on growth mindset theory and existing trainings and frameworks on growth mindset and its applications.
I will also inquire about institutional data on student performance and retention rates from Emily Schalm, head of Student Success, and gather feedback from stakeholders through surveys and/or interviews.
Constraints:
I will need to recognize any constraints or limitations to accessing information, such as data privacy regulations, NYU institutional policies, or logistical challenges in reaching certain stakeholders.
Step 3: Selecting Tools
Interviews:
Interviews with stakeholders (e.g., graduate students, faculty, SME) to gather qualitative insights into their perceptions, experiences, and needs related to growth mindset development will be beneficial since they will allow me to gather more in-depth information from participants around their own mindsets, experiences, and needs as it pertains to graduate student success and preparedness related to a fixed vs. growth mindset.
Example questions:
For graduate students
Can you describe a time when you had a fixed mindset and how it impacted your learning experience?
What resources or support would help you develop a stronger growth mindset?
For faculty
How do you assess whether your students have a fixed or growth mindset?
What do you think are the biggest barriers to cultivating a growth mindset among graduate students?
Questionnaires/Surveys:
By administering surveys or questionnaires to a broader audience of each stakeholder group to gather quantitative data on their current beliefs, attitudes, and preferences regarding growth mindset and training needs, this will allow me to gather a larger amount of data, especially if I'm having a hard time finding participants who will have the time to participate in an interview. This will also be an efficient and effective way to gather data on participant characteristics and demographics.
Example questions:
For graduate students
Rate your agreement with statements like "I can always substantially improve my intelligence" or "Failure is an opportunity to grow"
What format would you prefer for growth mindset training (e.g., online modules, in-person workshops, coaching)?
For faculty
How important do you think it is for graduate students to develop a growth mindset? (Scale of 1-5)
What topics or skills related to growth mindset do you think should be covered in a training program?
Document Analysis:
Since NYU is a large accredited academic institution responsible for a large amount of sensitive data, the following tool is most likely not feasible for this project, but by examining institutional records, such as academic performance data, student feedback surveys, and curriculum documents, to identify patterns or trends relevant to growth mindset development, I would be able to gather a less biased perspective on student performance and how a fixed mindset vs. a growth mindset might play into this.
Collaborating with the NYU Institutional Research Office will be essential in gathering this information.
Step 4: Conducting the Needs Assessment in Stages
Initial Data Collection:
I will begin by conducting interviews and surveys with stakeholders and graduate students to gather preliminary insights into the potential need for growth mindset training.
I will then analyze the collected data using a spreadsheet (for quantitative data) and the affinity mapping method (for qualitative data) to identify common themes, patterns, and areas of concern.
Evaluation and Feedback:
I will evaluate the adequacy of the initial data collection and analysis process to make sure the information is aligned with the research question.
With this data, I will then determine if additional information or perspectives are needed from stakeholders or other sources.
I can also adjust data collection methods or tools if necessary based on feedback and emerging insights, which will be dependent on the project timeline.
Step 5: Using Findings for Decision-Making
Utilizing the findings from the needs assessment to inform the design of the growth mindset training program, I will be able to:
Identify specific learning objectives, content areas, and instructional strategies based on the identified needs and challenges.
Tailor the format, delivery methods, and assessment approaches of the training program to address the unique preferences and learning styles of graduate students.
Collaborate with stakeholders and subject matter experts to ensure that the training program aligns with academic goals and institutional priorities.
How the Needs Analysis will Inform Design
Target Audience Understanding:
The needs analysis will provide insights into the specific learning needs, preferences, and challenges of graduate students, enabling me to tailor the training program to their needs and requirements effectively.
Content and Delivery Design:
By understanding the initiating situation and stakeholder perspectives, I can determine the content focus, delivery methods, and instructional strategies that will best address the identified needs and purposes of the training program.
Evaluation Criteria:
The data collected during the needs analysis will inform the development of evaluation criteria and performance metrics to assess the effectiveness of the training program in meeting the objectives.
References
Brown, Abbie, and Timothy D. Green. “Chapter 3: Needs Analysis.” The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice, Third Edition, 3rd ed., Taylor and Francis, Florence, 2015, pp. 43–58.
“Inclusive Teaching Seminar.” NYU, www.nyu.edu/life/global-inclusion-and-diversity/learning-and-development/inclusive-teaching-seminar.html. Accessed 13 Mar. 2024.
Nolan, Joy. “The Mastery Collaborative Approach.” NYU Steinhardt, 2019, steinhardt.nyu.edu/metrocenter/perspectives/mastery-collaborative-approach-student-centered-culturally-responsive-and.
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