The social psychology theory of fixed and growth mindsets offers one reason for observed underachievement in science, technology, engineering and mathematics (STEM), particularly for students who have previously excelled in these disciplines. Fixed mindset beliefs are linked to behaviours that can lead to avoiding challenges and reduced learning, such as concealing a lack of understanding to retain an image of being 'smart'. The potential impact of a growth mindset on STEM achievement, particularly for minority and lowhousehold-income students, resulted in calls to develop interventions that encourage growth mindsets and discourage fixed mindsets. However, education interventions are influenced by the educator's understanding of how learning occurs. A framework to show how activities based on different learning theories may encourage growth mindsets or (unintentionally) encourage fixed mindsets can guide the developers of growth mindset interventions. We present such a framework in six tables relating to key areas associated with growth and fixed mindsets: dealing with challenges, persistence, effort, praise, the success of others and learning goals. Each table gives examples of learning activities that may encourage growth or fixed mindsets, fitting with each of four key learning theories: behaviourism, constructivism, communities of practice and connectivism.

Dropout from engineering studies has been linked to 'fixed mindset' beliefs of intelligence as fixed-at-birth that make students more likely to disengage when facing new challenges. In contrast, 'growth mindset' beliefs that intelligence can be improved with effort make students more likely to persist when confronting difficulties. This systematic literature review of engineering, education and psychology databases explores the effectiveness of different interventions in developing growth mindset in engineering students, what measures have been used in assessing the effectiveness of these interventions and who has benefited from these interventions, in terms of gender and year of study. We compare interventions by geographical location, intervention type, methodology for assessing mindsets, other topics studied, and effectiveness. The results show a variation in effectiveness among the fifteen included studies. The findings will be useful for educators who want to encourage growth mindset and thereby support the academic success of their students.

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We are four academics teaching mathematics at three different higher education institutions over two continents. Through fortnightly meetings to research how our practices changed as a result of the Covid-19 lockdowns, we formed a community of practice. The process of articulating our experiences and ideas, and reflecting on the recorded meetings and the written homework we set ourselves, was reassuring and motivational. We identified five assessment propositions to guide our mathematics teaching, which we summarize in this paper. A major proposition of assessment we embraced was the use of open book (or open-internet) assessment as a way to test for mathematical understanding. Our community of practice interactions influenced our teaching and assessment practices. We learnt more deeply about assessment by interrogating each other's work, observing and identifying misconceptions or errors (made by ourselves and others), and learning different ways of solving problems through discussion. We noted that sustaining the community of practice required comfort in being confronted and criticized. The unexpected consequence of our community of practice was the push it gave us to think about why we teach what we teach, assess how we assess, and how we can make both more relevant to a changing world.