Cultivating resilient learners: helping students embrace failure in the classroom
Dr. Krystal Nunes
Assistant Professor, Department of Chemistry and Biology
Much like achievement, failure is an equally important aspect of the learning process. However, many students are increasingly afraid to attempt challenging tasks because they are afraid of failing.
Dr. Krystal Nunes, Assistant Professor in TMU’s Department of Chemistry and Biology is seeking to redefine the role of failure in student learning.
A Learning and Teaching Grant recipient, Dr. Nunes is using her funding to develop evidence-informed classroom interventions to help students embrace failure and grow into resilient learners.
“This project will create space for conversations on the role of failure in learning through guided classroom discussions, which will be complemented by surveys and case studies to help students engage in meaningful reflection.”
Materials that come out of this study will be administered in several different classes to determine their effectiveness and will be made available as open education resources (OERs) at the end of the project.
Dr. Nunes’ career began at TMU in January 2022 when she was hired as a discipline-based education researcher with expertise in STEM pedagogy. Being new to the university, she immediately dove into the countless resources available within the university. It was through this exploration that she discovered the Learning and Teaching Grant Program, an internal grant program funded by the Office of the Provost and Vice-President, Academic and administered through the Centre for Excellence in Learning and Teaching (CELT).
Since receiving her funding, Dr. Nunes has worked closely with the team at CELT, relying on staff expertise to help her through the research process.
“I was very new to the university when I first applied for the LTG. The CELT staff has been extremely flexible and supportive in guiding me through the process, and as unexpected circumstances arise, they are quick to accommodate my needs to ensure the ease and success of the project.”
In addition to fostering student growth and resilience, Dr. Nunes’ project highlights the university’s values of equity, diversity, inclusion, and access outlined in TMU’s 2020-25 Academic Plan. She goes on to note that “there is evidence to suggest that women and BIPOC students are more likely to internalize failure as a reflection of self-worth (see Zeldin et al. 20081), and there exist inequities in academia of who is most likely to reach out to their professors for support following failure (see Kim and Sax 20092).”
She hopes that her project will identify and minimize barriers to help-seeking, particularly in regards to marginalized students who may be hesitant to reach out.
“We want to help instructors be more purposeful in their communication, foster community, and create environments that encourage and welcome students from a variety of experiences and backgrounds.”
Dr. Nunes encourages faculty to apply for a Learning and Teaching grant and immerse themselves in the rapidly growing field of pedagogy research, and reach out to CELT staff for guidance when developing their proposals.
To learn more about the Learning and Teaching Grant program, visit the LTG webpage.
1 Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036-1058. https://doi.org/10.1002/tea.20195 (external link)
2 Kim, Y. K., & Sax, L. J. (2009). Student–Faculty Interaction in Research Universities: Differences by Student Gender, Race, Social Class, and First-Generation Status. Research in Higher Education, 50(5), 437-459. https://doi.org/10.1007/s11162-009-9127-x (external link)
https://link.springer.com/article/10.1007/s11162-009-9127-x (external link)