Musings of an Old Chemist

A Chemist's Perspective on the Habits and Skills STEM Students Need For Success

  • The Power of Mindset: Growth and Fixed Perspectives

    What is a “Mindset”?

    The term “Mindset” refers to the attitudes, beliefs, and thoughts we hold about ourselves and our capabilities. It shapes how we perceive ourselves, face challenges, and interact with the world. This internal outlook significantly influences our approach to learning, work, relationships, and life in general.

    The Origin of Mindset Concepts

    Dr. Carol S. Dweck, a Stanford University psychologist, developed the concepts of fixed and growth mindsets. Her research began in the late 1980s, focusing on how children respond to academic challenges. She observed two distinct mindsets: a fixed mindset, children faced with challenges gave up easily, and a growth mindset where children saw the challenges as opportunities to learn.

    Dr. Dweck’s research demonstrated the powerful influence on our motivation for learning, and how resilient we are across various aspects of our lives. Her book, “Mindset: The New Psychology of Success” (2006), popularized these concepts.Dr. Dweck’s work has significantly affected psychology, education, and business, emphasizing the importance of our beliefs and perceptions in shaping our potential. 

    Comparison and : Growth Mindset vs. Fixed Mindset

    Someone who embraces a growth mindset sees every hurdle, every mistake, and every piece of constructive criticism as invaluable feedback, a chance to sharpen their skills, broaden their understanding, and expand their horizons. They thrive on challenges, relishing the process of overcoming them, understanding that it is in the struggle, in the effort, that true growth resides. They are resilient, persistent, and view setbacks not as failures, but as learning curves, temporary detours on their journey toward mastery. They ask themselves, “What can I learn from this?” and “How can I improve?”

    Someone with a fixed mindset might view identical challenges as intimidating, even overwhelming barriers. They operate under the assumption that their inherited skills and intelligence are unchanging; whatever natural gifts they possess should ensure life success, requiring no additional effort. Consequently, they readily surrender when confronted with difficulties, driven by a fear of failure that could expose their shortcomings, frequently choosing only tasks they are confident of completing easily. They dismiss what they perceive as negative feedback, even when intended as constructive criticism, and they often feel threatened by the accomplishments of others. This need to project an image of competence compels those with a fixed mindset to avoid any risk whatsoever, thereby stifling their creativity and, ultimately, hindering their potential.

    This fundamental difference in perspective profoundly impacts one’s approach to learning, work, relationships, and life in general. 

    In the area of academics: 

    Students with a growth mindset believe their intelligence and abilities can be improved through hard work and dedication. They see mistakes as learning opportunities, and they persist through difficult subjects. They think, “I didn’t do well on this test yet, but I can study harder and improve next time.”

    However, students with a fixed mindset believe their intelligence and abilities are fixed. They avoid challenges for fear of failure and give up easily. They might think, “I’m just not good at math,” after a bad grade. Or, more commonly, they perceive their teacher to be mean, having unfair expectations.

    In extracurricular activities:

    Students with a growth mindset understand the importance of and focus on practice and learning, even if they don’t succeed initially. They see setbacks as opportunities to improve. They believe that effort creates talent.

    However, students with a fixed mindset avoid trying if they don’t feel naturally talented or quit easily if they face difficulties.

    In relationships and social settings:

    Students with growth mindset are open to meeting new people, understanding different perspectives, and working through disagreements.

    Students with a fixed mindset are less likely to step out of their comfort zone or struggle with criticism and conflict.

    Commentary

    When there’s a setback, someone with a fixed mindset will start thinking, ‘Maybe I don’t have what it takes?’ They may get defensive and give up. A hallmark of a successful person is that they persist in the face of obstacles, and often, these obstacles are blessings in disguise.

    Carol S. Dweck

    I encourage you not to give up, and not to get defensive, because you do have what it takes. The key is changing your mindset, your perspective. The question now becomes: “How do we change our perspective from a fixed to a growth mindset?” It is not an easy process, especially if you are older, like me, and have had a fixed mindset for a long time. It begins with the understanding of the fundamental difference between the two. Once we have identified and understand the characteristics, we must take action, invest in the process of changing how we perceive ourselves and the world around us. It is important to prioritize effort, it’s hard work, and understand that your effort leads to expertise.

    A great place to start is changing the way you address challenges, replacing “I can’t” with “I can” or I can’t yet.” This small change reflects a belief in yourself and your potential to improve. I urge you to be patient with yourself and persistent; mindset growth is a journey with ups and downs. True growth takes time. 

    The next step is difficult and requires a significant change in our perspective, recognizing that we are not perfect, admitting that we have our weaknesses, and that we make mistakes. Then put in the effort to analyze your mistakes as lessons, not failures. Value the process of learning from mistakes and setbacks as essential components of progress.

    I believe it is important to focus on “deep”  learning, not quick results. In college, I coined the phrase: “memorization then regurgitation” for those students who would memorize whatever was required for a test but never retain the knowledge past the end of the semester. I’ll admit my brain does not work that way. I needed to truly understand the material, much of which I still remember to this day, 45 years later. So the lesson in this is, instead of fixating on achieving a specific result, a certain test score, direct your energy towards acquiring knowledge, honing your abilities, and refining your strategies along the way. 

    Lastly, embrace personal accountability, take full responsibility for your actions, decisions, and their subsequent consequences. Shift your perspective from viewing yourself as a victim of circumstance to empowering yourself as a creator of your reality. Once again, this is not an easy task, especially if you’ve had this perception of yourself and your circumstances for an extended period of time, in some cases years. But, you can do it.

  • Introducing Essential Skills: Hard Skills vs. Soft Skills

    The terms “hard skills” and “soft skills” were first used by the U.S. Army in the early 1970’s to distinguish between technical and interpersonal abilities (Britannica Money, 2025). The term “soft skills” is specifically attributed to researcher Paul G. Whitmore, who used it in a 1972 U.S. Army training conference (MDPI, 2023; PMC, 2023).

    You’re presented with and expected to learn and master a great deal of technical information (hard skills) in your STEM coursework and on-the-job training. These “hard skills” are the specific, teachable abilities related to your particular field of interest. And while that know-how is important, it’s not the only thing that matters. Instructors tend to focus so heavily on teaching the technical aspects (computer programming, data analysis, math, and scientific principles) that they tend to neglect or overlook equally important soft skills such as communication, critical thinking, leadership, perseverance, resilience, problem-solving, and time management. 

    Soft skills, like hard skills, may be developed through practice, self-awareness, training, and experience. These four are essential for your success: practice (you must make an investment in time and effort), self-awareness (recognize your strengths and weaknesses, your goals and aspirations), training (throughout your career there is a need for continuing education), and experience (success does not happen overnight, it accrues over your lifetime.)

    Commentary

    Over the years, I’ve had the opportunity to learn many skills, from operating and maintaining advanced analytical instrumentation to chemical applications development to curriculum design. Yet, I did not develop the foundational “soft skills” I needed to be successful. Yes, I had the communication skills; I could sell ice cubes to an Eskimo, as one of my administrators used to say, I was passionate about solving problems, and I excelled at critical thinking. But no one had discussed with me, so I never truly developed or practiced the skills of perseverance and resilience. Nor did I recognize the dangers of my pride and the importance of humility. The lack of these traits caused me to struggle, to alienate the people I worked for and with, and when things got tough, to give up and switch directions, never accomplishing what I intended to do. Additionally, I was not introduced to the concept of self-awareness until late in life, a skill that would have assisted me greatly throughout my career.


  • A Lifetime of Learning

     

    Definition: Student

    A student is someone who is actively engaged in learning. This learning can take place in a formal educational setting, like a school or university, or in informal settings. In essence, a student is someone who is actively seeking knowledge and understanding.

    (“Gemini 2.0” 2024)

    No matter how old you are, whether you’re in middle school, high school or college, you may even have graduated and started working in your chosen field, the information and techniques discussed in this blog are universally applicable. You are always a student.

    For example:

    Perhaps you embrace lifelong learning – actively seeking knowledge and understanding, driven by curiosity and a desire for growth. You enjoy and thrive on the continuous nature of learning. You seek new experiences, ask questions, and are always looking for opportunities to learn and develop.

    Perhaps you are on a journey of self-discovery – learning is not just about acquiring information; it’s also about self-awareness, understanding yourself and your place in the world. Exploring your interests, values, and potential. Being open to new perspectives and willing to challenge your assumptions.

    Perhaps you embrace challenges and setbacks, actively confronting life’s difficulties and placing value on the lessons learned from making mistakes. You see these challenges as opportunities for growth, requiring you to be resilient, adaptable, and willing to learn from your experiences.

    Perhaps you are a problem-solver – life is full of challenges, and learning is often about finding solutions. You’re someone who approaches challenges with a growth mindset and a willingness to learn. You see problems as opportunities to develop new skills and knowledge, and they persist until you find solutions.

    These are just a few ways to think about “student” beyond the traditional classroom setting. Remember, the most important thing is to have a curious mind and a willingness to learn, no matter where life takes you!

     

  • The Essential Question

    How do we prepare ourselves to address life’s challenges?

    Throughout my posts I will attempt to identify and describe in detail the answers to the following questions:

    What are the attitudes and personality traits crucial for your personal growth and success, regardless of what your definition of success may be? While everyone describes success differently, whether it is how much you make, what your job title is, or how much your name is recognized, it is your attitude and personality traits that provide the foundation for your achievements.

    What are the rewards of being resilient and persevering through all the trials you will face in life?

    And, how do all these pieces fit together?

  • Why Do I Have to Learn This? I’ll Never Use It.

    By our very nature, we are inquisitive – always asking “why?”; usually in response to being asked or told to do something. Have you ever asked the question:“Why do I have to learn this? Or, “Why do I have to do this?” I’ll never use it.” I know I did, more than once. Rarely are you given a reason why it is essential to understand the information presented in your high school or college courses and how it relates to what you want to accomplish in life. Sometimes, the answer is simple: you need to know it for the next test. But other times, there are deeper reasons. For example, learning about history can help us understand the present. Learning about science helps us make informed decisions about the world around us and how systems work together. And learning math teaches us to think logically and solve problems in our everyday lives.

    Speaking from experience, there is a great deal of information taught in your math and science classrooms, the facts, figures, formulas, dates, and names, you will never use again – whether you intend to go to college or not. And don’t think you will stop asking this question once you decide on your career path – there will always be a training session you don’t want to attend, with more information you don’t see as being vital to you doing your job. It’s a never-ending cycle. What if I told you that the challenges and struggles you face in your classes, more than content knowledge, are vital to your overall growth as a student and will positively impact your success in any career you choose? Content knowledge measured by test scores and grades may or may not be your ultimate objective; that depends on your priorities. I believe what’s truly important and what we sometimes fail to realize is that the “process of learning” equips us with the “tools” for our success.