Social and Emotional Learning: Educating the Whole Person in the University Classroom
About the Presenter(s)
Colleen E. Gallagher, assistant professor, Department of Teacher Education Rachel M. B. Collopy, associate professor, Department of Teacher Education Rochonda Nenonene, assistant professor, Department of Teacher Education Mary Kay Kelly, associate professor, Department of Teacher Education
Location
Universal Learning and Learners
Start Date
7-1-2020 11:30 AM
Abstract/Description
Kennedy Union 222
Social-emotional competencies are associated with increases in college students’ engagement in learning, ability to handle stress, capacity for problem solving, retention, and academic achievement. Our department is in the third year of embedding the development of students’ social-emotional competencies throughout our degrees programs using the Social Emotional Dimensions of Teaching and Learning and Culturally Responsive Teaching framework. Unlike other models for social-emotional competence, this one is nested specifically within teaching and learning, takes culture into account, and is practical and actionable. The SEDTL/CRT framework was formulated with teacher preparation and K-12 learning in mind. Beyond teacher education, however, the framework can be broadly applied to enhance teaching and learning across various university disciplines. Participants will leave the session with an understanding of the social-emotional dimensions of teaching and learning and several strategies they can infuse into their own university teaching.
Goals for Attendees
The 2020 Learning and Teaching Forum explores educating the whole person. This session is rooted in the understanding that the brain and the heart are interdependent, students’ capacity for academic learning is profoundly entwined with their social and emotional competencies. The goals for attendees are to (1) become familiar with the SEDTL/CRT framework and seven “anchor competencies”, (2) explain their importance in teaching and learning, (3) identify several strategies for fostering the anchor competencies in their own college classes.
Social and Emotional Learning: Educating the Whole Person in the University Classroom
Universal Learning and Learners
Kennedy Union 222
Social-emotional competencies are associated with increases in college students’ engagement in learning, ability to handle stress, capacity for problem solving, retention, and academic achievement. Our department is in the third year of embedding the development of students’ social-emotional competencies throughout our degrees programs using the Social Emotional Dimensions of Teaching and Learning and Culturally Responsive Teaching framework. Unlike other models for social-emotional competence, this one is nested specifically within teaching and learning, takes culture into account, and is practical and actionable. The SEDTL/CRT framework was formulated with teacher preparation and K-12 learning in mind. Beyond teacher education, however, the framework can be broadly applied to enhance teaching and learning across various university disciplines. Participants will leave the session with an understanding of the social-emotional dimensions of teaching and learning and several strategies they can infuse into their own university teaching.
