Assistant Professor Nakisa Ghanbarian doesn’t offer office hours. She has “student drop in time.” And she encourages students in her Math 126 class to come not just for class-related questions, but to talk about anything on their mind. Another non-conventional approach is her quizzes: students complete weekly quizzes as a group.
“I realized students were afraid of taking quizzes,” Ghanbarian said. “After the semester, I conducted an anonymous survey and students said this group activity was one of the most valuable for their learning.”
Ghanbarian is part of a group of faculty within the Department of Mathematics who are making small changes, from everything like the language they use to how they structure quizzes, to make a big impact. Last May, they shared their findings through a poster session and end-of-semester gathering.
What if something as simple as changing the name of “office hours” to “student drop in hours” could help a student feel like they belong? How could taking quizzes in a group help each student learn individually?
In entry level math classes at the 夜色视频, these questions have led to small classroom changes that are driving big impact. Through a pilot program called Pack Mentality, faculty in the Department of Mathematics are making intentional, small changes to create a supportive experience for students.
And, just as student engagement is increasing because of Pack Mentality, faculty themselves are finding a renewed sense of community and passion for teaching.
A new approach, grounded in research
Pack Mentality is rooted in the national , a research-driven effort focused on improving student outcomes by strengthening belonging, persistence and academic confidence.
At the University, that framework came to life through a pilot in mathematics, a discipline that reaches nearly every first-year student and often carries significant anxiety. The program was implemented and supported by Advancements in Teaching Excellence, a unit within the Office of the Executive Vice President and Provost that is dedicated to coaching and mentoring faculty in their professional development as educators.
As Sarah Cummings, director of Advancements in Teaching Excellence, explained, math was a natural place to begin. It is a required subject for most students, but also one where many arrive feeling uncertain about their abilities or carrying negative past experiences. That combination made it an ideal environment to test small changes that could have an outsized impact.
Vice Provost for Undergraduate Education Hillary Procknow said the University saw an opportunity to take those research-based ideas and apply them in a meaningful way.
“I had been following the Student Experience Project closely, and Pack Mentality felt like a natural way to bring those ideas to life on our campus,” Procknow said. “What we are seeing in math is incredibly promising, and I am excited about the potential to expand this model into other departments where it can have the same kind of impact for students.”
Meeting students where they are
For many faculty, the work began with a shared goal.
“We had faculty who cared deeply about their students and wanted them to succeed,” said Diana Moss, associate professor of Mathematics. “But they did not always have the tools to help students develop a growth mindset or a sense of belonging.”
That challenge is especially visible in introductory math courses, where students are adjusting to college expectations and testing their own confidence.
"This community is trying to change the language around how we communicate growth mentality and persistence." – Professor Diana Moss
“They might get a bad grade on a quiz or test and feel that they cannot do it,” Moss said. “And then they either drop the course or stop showing up.”
Through Pack Mentality, faculty worked together to rethink how they communicate with students during those critical moments.
“This community is trying to change the language around how we communicate growth mentality and persistence,” Moss said. “We are aligning what we say and how our classes are structured so students know they can get help.”
That includes directing students to resources such as the Math Center, tutoring services and Pack Provisions, while reinforcing those messages throughout the semester.
"We want them to understand that struggle is part of the process, and that they can improve.” – Danelle Clark, director of the Math Center
“It is not just that we are advertising resources,” said Danelle Clark, director of the Math Center. “Students hear about them at the beginning, but we continue reinforcing them. That repetition helps normalize getting support.”
One example Clark mentioned was allowing students to bring their test to the Math Center, correct what was needed, and bring back to their professor for an improved grade. Making the Math Center a normal part of everyday studies, Clark said, was intentional. “We want them to understand that struggle is part of the process, and that they can improve.”
Early indicators suggest the approach is working. Faculty saw increased engagement with support services, including a notable rise in student visits to the Math Center during the fall semester among courses participating in the pilot.
Rediscovering their educator community
While the program focuses on students, faculty say one of the most meaningful outcomes has been the sense of community it created among professors.
“We rarely have time to talk about teaching during the semester,” Moss said. “This created that space and strengthened our professional learning community.”
Faculty met three times per semester to review research, test new strategies, and share results from their classrooms. Those conversations became a place to exchange ideas and learn from one another in real time.
“This work encourages us to grow as instructors, to rethink what we are doing and to keep improving.” – Danelle Clark, director of the Math Center
“Being part of a community is huge,” Clark said. “It reminds you that others care about teaching too, and it gives you space to share ideas and get excited about trying new things.”
For many, that collaboration has also helped address a growing sense of burnout in higher education.
“Student needs and how students learn have changed,” Clark said. “This work encourages us to grow as instructors, to rethink what we are doing and to keep improving.”
Learning alongside students
For faculty like Michael Blane, Pack Mentality has meant stepping outside traditional teaching approaches and experimenting with new methods.
“My approach focused on celebrating mistakes and building confidence,” Blane said. “A lot of students come into these courses afraid of getting something wrong, and that creates anxiety.”
Blane has incorporated more collaborative activities, including group quizzes and shared problem-solving exercises, allowing students to work through challenges together before being assessed individually.
“It has been a learning process for me as well,” Blane said. “Not everything works the first time and I am still figuring out what works best.”
That willingness to adapt is central to the program’s philosophy. By embracing the same growth mentality they are teaching, faculty are modeling the behaviors they hope to see in their students.
“Students respond well when they have a reason to engage and when they can work with others,” Blane said. “They start to see that making mistakes is part of how they learn.”
Looking ahead
As the pilot continues, University leaders see Pack Mentality as a model that can extend beyond math into other disciplines, particularly those that serve as critical entry points for first-year students. By focusing on small, intentional changes and building a strong community among faculty, the program demonstrates how meaningful impact can start in simple ways.
