The Navigate Project

Evidence on students’ college acceptance and graduation rates suggest that college access programs support students with the planning, decision-making, and goal-setting that helps them succeed in college. Evidence also suggests that learning mindsets—students’ beliefs about themselves as learners and the learning environment—are crucial for success in high school, college, careers, and overall well-being. Learning mindsets can be developed through supportive practices, many of which college access programs may already be implementing.

Our goal is to highlight practices that improve students’ learning mindsets and outcomes; determine how they can be optimized, adapted, and scaled; and develop systems for sharing learnings widely among college access programs.

Ready to join our first cohort?


 

What is the Navigate Project?

  •  A 3-year effort to understand how to support students’ learning mindsets before, during, and after the transition to college.

  • Our goal is to examine practices that improve outcomes for students, determine how they can be optimized and adapted, and develop a system for sharing these widely among college access programs and leading charter schools.

  • We will recruit two cohorts of programs to join the network, including a smaller pilot cohort in 2019 and a larger cohort in 2020. Programs will learn from each other through in-person convenings, online collection of resources, and ongoing conversations.

  • We will also work with a smaller group of programs to prototype and test evidence-based strategies for addressing students’ most pressing learning mindset challenges.


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What are the benefits?

  • Strengthen your program by documenting practices you’re already implementing and understanding how future practices (from other programs and the research literature) can be incorporated into your program.

  • Collaborate with leading learning mindset researchers with expertise in both K-12 and higher education, who can help you understand how to best support your students.

  • Interact with other innovative college access programs, charter schools, and K-12 systems across the country to share practices and accelerate learning for all students.

  • Access all tools developed during the project, including:

    • Conceptual framework for understanding learning mindsets in college access programs.

    • Assessment rubric for identifying existing practices that support learning mindsets.

    • Online collection of resources with practices, rated to the extent that they are evidence-based and suitable for college access programs.

  • Attend annual in-person convenings to learn about the field’s most promising learning mindset research and how it can be applied to your program (all expenses covered).

  • Receive $5,000 annual stipend to participate in the network.

What is the time commitment?

  • Approximately 2-3 hours per month, including:

    • Information gathering meetings and/or interviews with researchers.

    • Sharing data and program materials.

  • Annual in-person convenings (all expenses paid).

  • School/district approval to access data on student success.

What do I do next?

To apply, please select from the two options below. You can complete the online form or download the form and email the completed version to Stephanie Wormington, Project Director, at svw3f@virginia.edu.

Applications are due by Wednesday, July 31st. After reviewing your materials, we will be in touch to schedule a 45-minute follow-up call to discuss your application materials and give you the chance to ask questions. If you have any questions about the application process, please contact Stephanie Wormington at svw3f@virginia.edu.

 

Funded by the Bill & Melinda Gates Foundation

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Learn more

what are learning mindsets?

Learning mindsets are individuals’ beliefs about learning that shape how they interpret difficulty .

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what is the evidence for learning mindsets?

A growing body of research suggests that learning mindsets are crucial for success in high school and college. Importantly, learning mindset-supportive practices are effective at reducing equity and opportunity gaps for students from traditionally underrepresented groups.


how will we execute this work?

By combining psychological science with design thinking and leveraging strategic researcher-practitioner partnerships, we seek to instigate positive change in organizations, from the individual to the policy level.


Who is the Navigate Project team?

Stephanie Wormington is Director of the Navigate Project, Director of Special Operations at the Motivate Lab and an assistant professor at the Curry School of Education at the University of Virginia. She researches motivation development as well as peer influences on motivation during adolescence and adulthood. She also studies methods for testing and tailoring motivational interventions.

Stephanie Wormington is Director of the Navigate Project, Director of Special Operations at the Motivate Lab and an assistant professor at the Curry School of Education at the University of Virginia. She researches motivation development as well as peer influences on motivation during adolescence and adulthood. She also studies methods for testing and tailoring motivational interventions.

Yoi Tibbetts is Assistant Director of the Motivate Lab and an assistant professor at the Curry School of Education at the University of Virginia. He researches motivation and achievement with a focus on understanding how to help underrepresented students excel in higher education.

Yoi Tibbetts is Assistant Director of the Motivate Lab and an assistant professor at the Curry School of Education at the University of Virginia. He researches motivation and achievement with a focus on understanding how to help underrepresented students excel in higher education.

Eric Jones serves as the Class Dean for the Class of 2020 at Central College in Iowa. aIn that role, he serves as a resource, mentor, and secondary advisor to students in the cohort. He is also director of the Central College First-Year Experience program and the offensive line coach for the Central College Dutch.

Eric Jones serves as the Class Dean for the Class of 2020 at Central College in Iowa. aIn that role, he serves as a resource, mentor, and secondary advisor to students in the cohort. He is also director of the Central College First-Year Experience program and the offensive line coach for the Central College Dutch.

Eric Jones

Megan Moran is a Lab Manager and Project Coordinator in the Motivate Lab. Previously, she directed skills education programs in Costa Rica, worked in mental health advocacy, and taught English as a Second Language in Santiago, Chile.

Megan Moran is a Lab Manager and Project Coordinator in the Motivate Lab. Previously, she directed skills education programs in Costa Rica, worked in mental health advocacy, and taught English as a Second Language in Santiago, Chile.

Megan Moran

Chris Hulleman is Director of the Motivate Lab and an associate professor at the Curry School of Education at the University of Virginia. He is also a fellow at the Carnegie Foundation for the Advancement of Teaching and codirector of the Motivation Research Institute at James Madison University. His research explores how motivation and mindsets impact human development and growth, particularly in education.

Chris Hulleman is Director of the Motivate Lab and an associate professor at the Curry School of Education at the University of Virginia. He is also a fellow at the Carnegie Foundation for the Advancement of Teaching and codirector of the Motivation Research Institute at James Madison University. His research explores how motivation and mindsets impact human development and growth, particularly in education.

Katherine Sublett is a second year Master’s student in the Counselor Education program at the University of Virginia. She co-leads a research project aimed at improving the social, emotional and academic experiences of students as they transition into high school and supports the Motivate Lab in qualitative data analysis. Katherine is currently a school counseling intern with Charlottesville City Public Schools and enjoys drawing connections between her work as a researcher and practitioner.

Katherine Sublett is a second year Master’s student in the Counselor Education program at the University of Virginia. She co-leads a research project aimed at improving the social, emotional and academic experiences of students as they transition into high school and supports the Motivate Lab in qualitative data analysis. Katherine is currently a school counseling intern with Charlottesville City Public Schools and enjoys drawing connections between her work as a researcher and practitioner.

Katherine Sublett

Donald Kamentz is currently an independent education consultant. Prior to this role, he served as executive director of Character Lab, a non-profit organization dedicated to advancing the science and practice of character development. Before Character Lab, Donald spent over 20yearsin K-12 public education, including serving as managing director of college and career initiativesat YES Prep Public Schools in Houston, Texas.

Donald Kamentz is currently an independent education consultant. Prior to this role, he served as executive director of Character Lab, a non-profit organization dedicated to advancing the science and practice of character development. Before Character Lab, Donald spent over 20yearsin K-12 public education, including serving as managing director of college and career initiativesat YES Prep Public Schools in Houston, Texas.

Donald Kamentz

Teresa Hulleman is a former middle school and high school social studies teacher and coach. She has spent the last seven years as a part-time editor and reviewer of educational research, including translating motivation interventions into teaching materials for Character Lab.

Teresa Hulleman is a former middle school and high school social studies teacher and coach. She has spent the last seven years as a part-time editor and reviewer of educational research, including translating motivation interventions into teaching materials for Character Lab.

Teresa Hulleman