The concepts of growth mindset, habits of mind, and grit have gained traction as tools to help students navigate the challenges of higher education. These ideas emphasize teachable skills such as time management, perseverance, and self-regulation, which are important student learning outcomes.However, at many institutions, the focus remains disproportionately on metrics like student attendance, course completion, and diploma attainment, often neglecting the fundamental question: What are students actually learning?While these frameworks are useful for helping students manage resources and persist through obstacles, they must serve a larger purpose—skill and competency attainment. The ultimate goal of higher education should be to cultivate observable Student Learning Outcomes (SLOs) that demonstrate a student’s ability to apply knowledge, perform tasks, and exhibit behaviors indicative of mastery in their field of study.Without tying these attributes to measurable learning outcomes, higher education risks prioritizing survival over substantive learning. Growth mindset and grit are valuable when integrated with rigorous academic instruction that leads to genuine skill and competency attainment. But these qualities should never become ends in themselves. Instead, they must act as supports for the development of competencies that align with academic and professional standards.By focusing on learning as observable behavior—skills mastered, competencies achieved, and knowledge applied—we redirect the conversation to what truly matters: ensuring students leave higher education equipped with the capabilities and expertise to excel in their fields and contribute meaningfully to society.

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