Teaching students to embrace, learn and bounce back from failure.
Struggle and failure are important parts of the learning process. Yet, interlocking systems of power and privilege dramatically shape who can afford to take risks, who gets to fail, and who has the resources and support to try again. FLIP works to normalize the experience of failure, promote equitable failure pedagogy, and stimulate positive institutional cultures for students, staff, instructors, and administrators alike.
Students and educators recognize that failure has an impact on education
Our research shows students and educators have a complex relationship with failure.
The education system has a clear message to students; you must get questions right or you are wrong.– Undergraduate student
I’ve always been taught that failure is bad, and nobody wants to help someone who’s failed. Logically, I know that’s wrong, but mentally, I can’t move past it.– Undergraduate student
Courses cost money, and to embrace and learn from failure is essentially like gambling. If you win, great you got the credit, if you lose, you forfeit your money and have to pay for it again. How would someone want to learn from failing by losing money?– Undergraduate student
When you experience failure, it becomes a label of who you are as a person which greatly affects your professional, academic and personal life. The inability to ever shed that label and all of these serious negative effects of failure makes it hard to embrace it or learn from it.– Undergraduate student
I would rather make the decisive choice to give up or let go of something when I know it won’t give me the result I want rather than fail.– Undergraduate student
To me, it feels like some of my instructors don’t even see me as a person, but just a robot that is supposed to work day and night to do well in their courses. I don’t know what to ask of them, they’re just doing their jobs like I’m supposed to do mine.– Undergraduate student
My impression is that the department thinks that some students in every class will always fail and that’s on them…I don’t think they think of it as a learning process.– Faculty member
I don’t want to be perceived as punitive in ways that can make the incorporation of failure into classes feel risker to the wellbeing of my students.– Faculty member
I’ve been explicitly told that my grades can’t be too high.– Faculty member
I think students are afraid to take chances or to explore too much because they’re deeply, deeply afraid of failing.– Faculty member
We’ve developed a number of open educational resources (OERs) to help teach students about failure.