This year’s theme of the Honors Program is “Lost and Found.” Our yearly themes provide a framework and lens that we use in class to think critically about our curriculum. It invites students and instructors across Honors courses to wrestle with a similar set of ideas, even across disciplines, and create new knowledge together. “Lost and Found” is truly up for interpretation by students to personally connect with the Honors curriculum.
In Honors, losing something could be positive, like letting go of learning mindsets that do not serve us. Fixed mindsets describe the concept that educational abilities, talents, and motivations are unchangeable and set for life. Intelligence is thought to be defined by strict, ridged, and unadaptable measurements, where one size fits all. It pushes students to steer away from positive educational risks, opportunities, and dynamic learning.
Through the theme of “Lost and Found,” we can reflect on Honors Program educational experiences that challenge us to lose this mindset that does not serve your educational growth. Losing a fixed mindset allows us to alter how we think about challenges. This framework, when applied to loss, can address the issue of isolation and toxic individuality that inhibits authentic connection. Fixed mindsets create a learning environment where asking for help or feedback is difficult. The theme of “Lost and Found” presents an interesting perspective in respect to “losing” something. However, the loss of a fixed mindset is accompanied by something that is “found.” We can utilize Honors curriculum through this lens to reflect on new mindsets.
Our theme can present growth mindsets as something that is “found.” The concept of a growth mindset is centered on the fact that intelligence can be developed through learning, effort, and persistence. Students engage with their learning intensely and authentically, embracing challenges. Our Honors curriculum is an excellent vehicle through which to explore “finding” a growth mindset.
As Honors students, we are encouraged to engage with difficult and complex material daily. This can feel challenging, and growth mindsets can reframe this as areas of growth and not failures. This serves our learning experiences as we engage with our critical thinking skills, collaboration with our peers, and exposure to different perspectives. Our Honors Program curriculum shows us that progress is almost never linear. We can use our “found” growth mindsets to remain flexible, and to embrace setbacks as a natural part of our learning.
This reflection provides just one example of how “Lost and Found” manifests in Honors learning. Not only does this theme provide structures to Honors curriculum in classes, the Honors Exchange, and more, it is also meant to be interpreted by students. It guides us to the questions we can ask about our learning and how we can personally relate to “Lost and Found.” There is no right or wrong way to make meaning, and I encourage us to continue investigating and discovering this together.