Supporting Persistence and Identity Development during Applied Learning Experiences

Abstract

Supportive programming is frequently designed to increase reflection and amplify the effects of applied learning experiences. We have developed a supportive curriculum that integrates ePortfolio practice, brief psychological interventions, advising, mentoring, family engagement, and professional development into a highly successful summer research experience for undergraduates. We describe our program and discuss evidence-based methods of supporting the development of a growth mindset, academic identity, scholarly community, and future planning as a means of increasing academic self-efficacy and persistence in students. Throughout this discussion we report on early indications that the modifications have met our goals. We conclude by considering principles that might guide design of supportive programming for other applied learning experiences.