Leadership Training

Faculty Training & Presentations
Over the past decade, D. Fotuhi has worked with prominent organizations such as Google, Stanford University, and Spartan X. He also has worked with the World Health Organization and the Danish government to develop and implement proven mindset strategies that optimize performance in competitive domains. As such, he has become an expert trainer in peak performance, providing over 100 training programs and workshops to corporate and educational organizations around the world. His training engages audiences to gain a greater understanding of their own limiting beliefs and offers proven strategies that provide a sustainable advantage in competitive domains. With a deep knowledge of research and best practices for peak performance, along with a relatable and clear communication style, Dr. Fotuhi is a sought-after speaker and consultant with groups seeking to achieve at a higher level of performance.

The Psychology of Student Success

The transition to college introduces many challenges for students, at times creating uncertainty about the meaning of those struggles. Students wonder: “Do I belong?”, “Can I do it?”, “Is all this worth it?” When students come up with negative explanations for these challenges, they eventually tire and disengage from their academic pursuits. Fortunately, decades of research has identified powerful strategies to keep students engaged by targeting both their psychological vulnerabilities and the contextual cues that shape their perceptions. In this workshop, faculty and practitioners will learn about the psychological forces that impact student success, as well as empirically-proven principles and practices to help foster greater student engagement and better performance in college.

Mindset Interventions to Promote Student Success

The focus of education has traditionally been on providing students with the cognitive skills required to allow for mastery of core academic subjects. This approach has shaped the way we have come to view success in school and how we define an effective learner. Increasingly, education research is demonstrating the value of non-cognitive factors in student success. In his presentation, Dr. Omid Fotuhi from Stanford University, will explore the psychological vulnerabilities that some students, or groups of students, may be susceptible to, which lead to underperformance, disengagement, and discouragement. Importantly, Dr. Fotuhi will place these psychological factors in the context of equity and achievement gaps among minority and at-risk groups. Finally, Dr. Fotuhi will introduce a set of proven mindset interventions and strategies to help foster more adaptive mindsets, and explain how to effectively put these strategies into daily practice. Crossing the Finish Line

Barriers to Eective Goal-Setting - Insights from Psychology

People often have high aspirations for their health, wealth, and educational attainment, but fail to start soon enough, persist for long enough, or engage in the most effective strategies to succeed. Goal-setting—a process that has long been considered beneficial— can at times feel de-motivating, especially when one’s current self seems too far from one’s ideal. Drawing on Self-Affirmation Theory, Dr. Fotuhi will demonstrate that an intervention that targets these negative reactions during goal-setting can attenuate these identity threats, and lead to greater accomplishments.

INSTITUTIONAL MESSAGING IMPACT STUDENTS SUCCESS - A PSYCHOLOGICAL VIEW OF ERRORS AND STRATEGIES

We take it for granted that students are meaning-making machines and that they infer their perceptions of safety, inclusion, worth, and belonging based, in part, by the messaging that they are surrounded by. In this presentation, we review and evaluate examples of common of messaging, such as (1) language used that conveys fixed institutional mindsets or during critical feedback; (2) how probationary letters are framed to discourage, rather than encourage, students from course corrections strategies; and (3) how subtle physical cues in the college environment convey something unique to those who are sensitive to stereotype threat. In all of these, we will also explore strategies and interventions to correct messaging strategies, and convey encouragement, high standards, and inclusion. Specifically, how to keep students engaged after receiving critical feedback and in response to a probation letter. Finally, we will allow for an extensive Q&A session to allow for a hands-on discussion about how existing messaging strategies can be improved.
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