Instructors often focus on content and pedagogical approaches to improve student engagement and learning in their courses. However, students’ motivational characteristics can also play an important role in their engagement and success in a particular course. For example, students’ sense of belonging, their self-efficacy, and views about whether intelligence is “fixed” or “malleable” can affect engagement and learning. In this workshop, we will discuss prior research studies that show how different types of interventions (e.g., social belonging and growth mindset) have improved the motivation and learning of all students, especially women and underrepresented minorities in STEM fields. We will also describe and have participants reflect upon social belonging and growth mindset interventions that have been incorporated in introductory biology and physics courses and initial findings from the interventions. The participants will also have the opportunity to adapt one of the interventions for use in their own courses in small groups and act out the intervention with the workshop participants in other groups acting as students. Suggestions and feedback on the interventions chosen and acted out during the workshop will be provided from workshop leaders and other participants.