Cultivating the Habits of Mind for Student Success and Achievement

In the fall, millions of students arrive at colleges and universities to begin their first-year transition. Although some will find this transition to be seamless, the majority will encounter some academic, social, emotional, or intellectual challenges that will need to be resolved by the end of the academic year. Many will be unprepared, and will experience a variety of stumbling blocks as they adapt to the academic demands of or to the challenges and temptations of campus life. For instance, one stumbling block may be in the area of academic skills.While it goes without saying that students need strong academic skills to succeed in postsecondary education, it is no longer enough to only support students in tackling the traditional range of skills required for successful academic performance such as: reading and writing effectively, finding and organizing information, and allocating sufficient time to studying. Indeed, recent research indicates that college readiness must be more broadly conceived (Karp & Bork, 2012). Institutions must go beyond traditional approaches and address student mindsets and attitudes that function to create roadblocks to what is central to learning effectively. For instance, in order for students to attain their academic goals, they must be realistic about the dedication necessary for success. What is particularly challenging is that today's students have unrealistic perceptions about the behaviors that must be present to achieve success in college. For example, only 1 in 9 students believe will be difficult (IQS Research Special Report, 2012).Unrealistic student perceptions adversely affect our ability as educators to move students toward academic success and achievement. Before we can even begin to focus on assisting them with the traditional range of skills needed for successful academic performance, we must engage in candid conversations with students about what habits, behaviors, and attitudes contribute to success and how to cultivate them. Where should the conversations take place on campus, and what are these habits, exactly?The answer to the first question is, everywhere beginning with admissions' tours. Tour guides should be able to articulate to prospective students where to get academic assistance on campus, such as a learning center, and these conversations should extend into orientation, and some type of first-year experience program. Conversations about what it takes to be successful in should take place in advising, counseling, faculty development, in the classroom, in the residence halls, in the dining halls, and the list goes on.Initially, students may not fully appreciate the purpose of these conversations, and faculty and administrators might be met with resistance. Institutions can respond by encouraging students to fully engage in their experience and be prepared to operate with a growth-mindset; that is, an understanding that is a place where they will mature intellectually and socially, if they are prepared to embrace particular behaviors and attitudes.What are the most important messages for institutions to pass along to new students as they start classes? The following are the habits of mind that research and practice have shown to contribute to success and achievement beyond the traditional skill sets: Possess Humility: Students must be modest and respectful. We, as faculty, administrators, and staff must help students recognize that they don't know it all. We have wisdom to share with them, and we are passionate and excited about doing so.Ask For Help: College and university personnel understand that firstyears are in the process of a huge transition. We expect students to ask for help, so we must give students the message not be shy about it. Any successful person can tell students that they ask colleagues, mentors, and friends for help on a daily basis. …