Project Summary

Project Summary EDAC 635

My project for this course was to examine the importance of emotional intelligence as a component in the education of adults.  The purpose of this project was to study emotional intelligence and its impact on the academic achievement of students.  The project begins by defining emotional intelligence, examines its development, and then prepares a syllabus to instruct and assist students in the development of emotional intelligence skills.  The project consisted of the elements of a literature review, program investigation, syllabus design, and evaluation of the syllabus design.

The literature review began by understanding Emotional Intelligence as the integration of traditional intelligence with the processing of emotions, and the adaptation of the individual to the environment.    Emotional intelligence is heavily dependent on the work of Sternberg and the concepts of mental self government and thinking styles.  Emotional intelligence and thinking styles are closely linked.  In addition Sternberg’s concept of mental self governance contributes to the coping skills identified in university students dealing with exam related stress.  The presence of emotional intelligence is identified by the presence of optimism (motivation), social skills (contexts), appraisal (recognition), and utilization (use).

A connection was identified between the subscales in the Thinking Styles Inventory and emotional intelligence.  Emotionally Intelligent individuals utilize different thinking styles to demonstrate different qualities generally associated with emotional intelligence.  The presence of emotional intelligence was also identified as a significant contribution to the existence of coping skills when dealing with exam related stress.  These skills include the internal regulation of emotion, managing stress, and seeking support from others.  Higher levels of Emotional Intelligence also were connected to higher levels of bonding in peer to peer relationships in a study of an online graduate program.

Two programs were investigated which participate in the education of adults.  These programs do not specifically address ‘emotional intelligence’ per se, but they do address content which is also identified with emotional intelligence levels.  These programs focus on developing skills which allow students to understand adopted patterns of thinking, cope with emotional stressors, understand self-image, the formation of beliefs, how to adapt to change by making the unfamiliar familiar, and improving academic and social skills.

The first program was developed by The Pacific Institute and was focused on educating adults to deal with the emotional stressors of change and develop skills such as self-talk and envisioning.  This program is presented as a seminar with twelve lessons, and utilizes interactive lessons.  This program is not an academic program, but is one that addresses the needs of adults who need to learn new skills in order to deal with change.  This includes the need to deal with organizational change, and applying coping skills which are similar to the coping skills identified in the traits of those who have been identified as those who possess high levels of emotional intelligence.

The second program is an academic course which has been used to introduce non-traditional students to the challenges of academic life.  This program begins with an assessment of individual students through the use of the DiSC survey.  This survey reveals to students their preferred method of dealing with conflict and resistance using the Dominance, Liveliness, Sensitivity, and Privateness scales.

Both of the programs chosen deal with the emotional anxiety involved in change.  Both courses also deal with the perception of the environment and the impact of internally adopted messages.  Both courses also deal with the perceptions of the participants and how they shape what is assumed to be true.  These programs also deal with building self esteem and identifying which internal messages are acted upon. 

The syllabus design was based on the rationale that the students participating are non-traditional students who deal with a variety of self-image issues.  In addition, most who participate will be those who lack the tools to deal with the academic stressors of academic life.  Additionally, a self evaluation tool is needed in order to deal with ways in which participants perceive and react to the world in which they live.  Other assumptions made include that adults want to learn new strategies for dealing with difficulties and problems,  life-long skills are needed to deal with emotionally stressful events, self-awareness is the first step in the process, understanding the way they view the world is critical, and transformational learning is needed to develop these skills and become more resilient.

The syllabus design includes course format, course description, course objectives, strategies (for teaching and learning), and course schedule.  The primary features of the syllabus design includes a self assessment for emotional intelligence, a DiSC self assessment (for evaluating preferred coping styles) , a time of journaling for self-reflection, reflection papers and discussion groups to debrief from the activities, assessments, and emotions.

Secondary features of the syllabus include the experience of disorientation leading to transformational learning, an increase in student resiliency as students learn about emotional self-governance, and alternative coping strategies are learned to deal with academic stressors.

Program evaluation was provided by two of my colleagues.  The first is the Dean of the Anderson campus who helped me with the focus of my syllabus.   This included the need to define emotional intelligence, a demonstration of the value of self.  It also represented the definition of self-evaluation, and the business related to these. Another suggestion was that the value of emotional intelligence would be demonstrated for other courses.

Additionally, the director of faculty development reviewed the syllabus from the perspective of curriculum design.  This reviewer also suggested that emotional intelligence be defined in the syllabus and that the language and objectives be tightened up.  It was also suggested that the references list be included as a reading list in the syllabus.  She also recommended that some of the detail in the weekly class schedule be abbreviated in order not to lose sight of the assignment in the explanations.

I found both of these reviewers to be very helpful.  The dean was helpful in her comments from a very practical perspective which was concerned more with implementation.  I also found the director of faculty development to be very helpful in her observations as she helped me to see ways in which the syllabus could be tightened up and improved.  I do, however, believe that there is a slightly different approach from her perspective when designing a syllabus.  This difference was noted in her comments about the detail of the course schedule, along with the narrative explaining the course assignments.

My syllabus design adopted elements from different syllabi that I have examined, including the syllabi used at Ball State University, Lincoln Christian Seminary, Colorado Christian University and Harrison College.  My desire was to take the best elements of these different designs and incorporate them into my design.

In conclusion, I have learned a great deal in the design of this syllabus.  This includes that teaching a course like this is highly dependent on the active involvement of learners.  I have also learned that promoting transformational education should include a period of reflection and self-evaluation by learners involved.  Finally, I also learned that the course objectives are critical and should be clear and to the point.

  

Project Demonstration

November Summary

This month, my efforts were focused on preparing the Syllabus Design, Syllabus Design Reviews, and Project Demonstration.  The syllabus design seemed to come together as I spent most of my effort (and time) researching potential textbooks. I also spent a good deal of time working on Course Objectives which were much more difficult to write than I imagined.  This was indicated by the reviewers of the syllabus that I submitted.

The activities which were included in the Course Schedule were chosen based on my readings in transformational learning and my own experiences in my seminary education, indicate that building in reflection activities is an important element in transformational learning.

The work on the syllabus design was followed by getting the feedback from a Dean at the campus where I work, and the Director of Faculty Development.  Both of these individuals are people whom I highly respect and value their opinions.  I appreciated their honesty and clarity in discussing the strengths they observed and the improvements suggested for my syllabus design.

Finally, I worked on the Project Demonstration which was an effort to bring everything together in a final demonstration ofthe material covered and learned during this semester. It was an interesting and engaging experience.

Emotional Intelligence Syllabus Evaluation

Emotional Intelligence

Course Syllabus Evaluation

Dan Royer

EDAC 635

Strategies for Teaching Adults

Dr. Bo Chang

Ball State University

The reviewers for my Emotional Intelligence Syllabus review were Arlene Haase, Dean of the Anderson Campus at Harrison College and Nancy Lindfors, Director of Faculty Development and Training at Harrison College.  Of the two reviewers Nancy Lindfors was definitely more detail oriented and focused on language and sentence construction errors.  She offered many good comments and suggestions for the Syllabus Design.  She stated that she like the course objectives being right up front.

Among her comments for improvement, the one that is most insightful is the comment that the course objectives when she observed the following: “When writing objectives, it is important to write . . . students will be better prepared to . . .” also she commented that the objectives should have a degree of measurability present and for each objective have a clear idea of how that objective will be measured.  In addition, she observed ways in which wording could be simplified to clarify the objective.  In my objective number 4, I originally wrote, “Identify what is meant by the term Emotional Intelligence.”  Her suggestion was to change this to a more simple statement, “Define Emotional Intelligence.”

She also reviewed the weekly course schedule and offered the advice to list sections for each week and keep the syllabus as high level as possible.  Additionally, she suggested that in the weekly assignments too much narrative was present and that the assignment got lost in the wording. Her final comment referred to my list of references and asked how students would access these readings.

In response to Nancy Lindfors review, I agree that there is room for improvement in the use of language to construct the syllabus and opportunities for simplification.  It is also appreciated that she offered a great deal of insight into writing course objectives and simplifying the wording for students.  I also appreciated her comments about the way in which the weekly course schedule was constructed.  I certainly appreciated having someone working at her level give me these pointers.

However, while a great deal of the formatting I adapted in the construction of this syllabus design was based on my experience with  the syllabus where I currently work, I chose to depart from that format and use a more detailed approach to the Course Schedule.  While I believe that much of what I have written could be stated in a more concise and abbreviated fashion, I also believe that the syllabus should offer explanation, particularly when introducing a tool, such as the journal which is designed to be used to produce moments of reflection as a method to develop effective emotional intelligence tools. 

Her observations about better ideas for simplifying language and wording things more directly and were appreciated.  Her observation about the references list was a good one and I thought that these references should be included as a reading list.  Overall, I very much appreciated her comments and feedback.

The second reviewer was Arlene Haase, who offered some additional comments about the construction of the course objectives.  Both Arlene and Nancy agreed that the course objective #4 should state “Define Emotional Intelligence.”  Arlene stated that the think she liked most about the syllabus design was it level of detail, particularly in the weekly activities.  She suggested that students would have a guide on the way the course was to be carried out and how they would measure their progress.  She also observed that the activities were not text dependent and that a change in textbook would allow for the retention of these activities.  She also suggested that the course objectives mirrored the course description closely.

In her suggestions for improvement she offered that the objectives could be a little more specific in the details, particularly when it comes to defining specific concepts or phrases.  She also suggested that connecting the objectives more tightly to the class schedule would e helpful for the students.  Finally she suggested that an objective which would demonstrate the value of Emotional Intelligence in other courses would be helpful.

I found Arlene’s review to be very helpful from a practical perspective.  As I read through her comments, I could understand that her perspective was from someone who had to implement the syllabus and objectives.  I could appreciate this perspective, since in many cases syllabus design is already complete, and our task is to take the approved syllabus and add in our specific course assignments.  I also appreciated her perspective of seeking to give the adult students in this course something of practical value.  We do need to inform the students how this course would be applicable to other college courses which they take.

I do appreciate the review by these educators and agree in the majority of what they had to offer.  I do understand that objectives are very important to the development of a workable syllabus, and that these can provide a great deal of guidance to the students in the course.  Since syllabus design is an area where I have very little practice, I appreciated their comments.

These reviewers are people with whom I work, and I value their opinions.  However, I also understand that there are different approaches to syllabus design.  My exposure to other syllabus designs in other schools (including Ball State) gives me a perspective that may be different from that of my reviewers.  Regardless of this difference, I appreciated their comments and suggestions for improvement.

October Bibliography Summary

October Bibliography

Darwin B. Nelson, Gary R. Low. (2011). Emotional Intelligence: achieving academic and career excellence in college and life. Boston: Prentice Hall.

E. Paulette Isaac, Lisa R. Merriweather, and Elice E. Rogers. (2010). Chasing the American Dream: Race and Adult and ContinuingEducation. In A. D.-G. Carol E Kasworm, HAndbook of Adult and Continuing Education (pp. 359-368). Los Angeles: Sage.

Gerald Matthews, PhD, Moshe Zeidner, PhD, Richard D. Roberts, PhD. (2012). Emotional Intelligence 101. New York: Springer Publishing Company.

H.C. Janeke, A. Murphy. (2009). The Relationship Between Thinking Styles and Emotional Intelligence: an Exploratory Study. South African Journal of Psychology, 39(3), 357-375.

Harrison College. (2012, October 12). Share/Harrison College/Academics/Program and Course Resources/PSY 1050 Course Outline. Retrieved from Share/Harrison College: http://share.harrison.edu/operations/academics/Program%20Development/default.aspx

Inscape Publishing, Inc. (2006). Evertyhing DiSC Facilitation System. Minneapolis, MN: Inscape Publishing, Inc.

John D. Mayer, Peter Salovey, David Caruso. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15(3), 197-215.

Kathryn Jane Gardner, Pamela Qualter,and HelenWhiteley. (2011). Developmental correlatesof emotional intelligence: Temperament, family environment, and childhood trauma. Australian Journal of Psychology, 63, 75-82.

Mavroveli Stella, Sanchez-Ruiz Maria Jose. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British Journal of Educational Psychology, 81, 112-134.

Share/Harrison College/Academics/Program and Course Resources/PSY 1050 Course Syllabus. (2012, October 12). Retrieved from Share.Harrison.edu: http://share.harrison.edu/operations/academics/Program%20Development/Course%20Materials/1/Approved%20Course%20Materials/PSY1050%20-%20Strategies%20for%20Success/PSY1050%20-%20Strategies%20for%20Success.pdf

Tice, L. (2007). PX2 Facilitator Manual. Seattle, Washington, USA: The Pacific Institute,Inc.

Tice, L. (2012, October 12). The Pacific Institute: Education. Retrieved from The Pacific Institute: http://www.thepacificinstitute.us/v2/index.php?name=education

My primary focus this month has been in the program comparison and in the development of a syllabus.  My program comparison used a program of the Pacific Institute, which provides some of the material used in the first course.  Generally, this program is a twelve session course which is designed to help the participants begin to understand the differences between perspectives.  It also explores the problems participants experience when they begin to think in new ways.  It also deals with choosing which messages we believe and act on.  It also deals with positive mental attitude and intrapersonal communication.  Additionally, it deals with the formation of beliefs and focuses participants onpersonal visualization of alternative future events.

My secondary comparison was to examine a program at a campus where I currently teach.  The program is designed to introduce students to the challenges of college.  The material focuses on developing a positive mental attitude, and becoming aware of the influences which challenge learners in their attempt to complete a college education.  This course introduces the students to a self evaluation tool called the DiSC program which provides a personality trait analysis.  Students are engaged in the evaluation and then in the process of evaluating their results.  This program also deals with many of the same issues the first program does, but expands the emphasis into areas of college academic and career success.

The second major project was to prepare a syllabus to be used in a course designed to deal with teaching emotional intelligence to adults.  The course development used many of the sources I referenced in the past, but also required that I refer to sources to locate texts to use as a basis for this syllabus.

I chose the texts that I did through using a tool available from a variety of different publishers.  This tool includes being able to view the texts online as I am preparing for the course.  The first text is the text by Nelson and Low which allows for a practical application of emotional intelligence to college and career life.   The second text includes an understanding of what emotional intelligence is.

Syllabus Design

Emotional Intelligence

A Course Syllabus

Dan Royer

EDAC 635

Strategies for Teaching Adults

Dr. Bo Chang

Ball State University

                I will begin by describing the rationale behind this syllabus design, elements of the programs I have investigated which I wish to incorporate and then include my syllabus design.  I will be making some general assumptions about the students to be addressed in this syllabus.  First the students will be nontraditional adult students facing a unique set of challenges.  These challenges typically include dealing with a variety of self-image issues including difficulty with interrelationships.  Many of these students lack the tools needed to cope with many of the stressors they experience.  It is the purpose of this syllabus and course is to provide the students with the tools they require in order to successfully complete the course.  Furthermore, it will provide life-long skills that will be needed when encountering emotionally stressful events.

My syllabus design rationale begins with the belief that we should begin with a self assessment in order to determine our tendencies and how we perceive the way we interact with others.  Additionally, this self assessment will allow students to comprehend the way they have perceived and interpreted the way the world works.  This self awareness includes students taking the DiSC evaluation tool and will result in the students being more aware of their preferred styles.

The syllabus also assumes that adult learners want to learn new strategies for coping with difficulties and problems, and it also assumes that new methods and skills can be developed by adult learners.  This design also believes that many students experience transformational learning by experiencing a period of learning, then recognizing the disorientation that occurs during self reflection, and finally ends with a new orientation and focus on developing new coping skills.  The transformational learning desired is to enable students to become more emotionally intelligent and develop skills which will allow them to become more resilient.

The syllabus will incorporate tools like the discussion cycle, group exercises, self evaluation, as well as periodic times of self-reflection.

Course Syllabus

Course Name:                   Emotional Intelligence (EI) Facilitating Learning Experience

Course Format:

This course is designed to be conducted in class.  A part of the time will be spent in lecture, group activities, and discussion time together.  The remainder of the time will be spent in understanding and evaluating individual learning styles and preferences and writing reflections about these assessments.  There is also an online segment, which will involve discussion posts about the relevant topic.

Course Description:

This twelve week course will engage learners in the exploration and understanding their adopted set of beliefs, evaluating and examining ways they impact the adopted self-image.

Additionally, students will learn how this world view connects with emotional intelligence.  The class is structured to provide students with opportunities to practice and apply principles and skills learned.

Course Objectives:         Upon completion of the course the students will be able to:

                                               

1.       Complete the DiSC assessment and identify individual personality traits.

2.       Understand their personality traits and how they impact learning.

3.       Understand the differences between different personality traits in different individuals.

4.       Identify what is meant by the term Emotional Intelligence

5.       Utilize tools to assist in the evaluation and development of critical relational skills.

6.       Complete an EI self-evaluation to identify strengths and weaknesses.

7.       Utilizing tools in the course, assess, identify and evaluate EI and emotional management.

Required Reading and Other Materials:

Textbooks:        

Darwin B. Nelson, Gary R. Low. (2011). Emotional Intelligence: achieving academic and career excellence in college and life. Boston: Prentice Hall.

Gerald Matthews, PhD, Moshe Zeidner, PhD, Richard D. Roberts, PhD. (2012). Emotional Intelligence 101. New York: Springer Publishing Company.

               

Teaching Strategies

This class will be a combination of lecture, reading, interaction and reading and reflection.  The course will include the use of internet exercises, group activities, self-assessments and self-reflection.

Student Strategies

Students are expected to be active learners by participating in class activities, reading the course material, and completing assignments.  Students will be required to come to class prepared to discuss and participate actively in class discussion.

All papers written are to be in APA format, and should be double spaced.

Evaluation Methods:

                Homework                                                        25%

                Discussion/Journal                                           25%

                Reflection Papers                                             20%

                Final Project                                                      30%

Grading Scale

95-100                   A

90-94                     A-

85-89                     B

80-84                     B-

75-79                     C

70-74                     C-

65-69                     D

Below 65              F

Course Schedule

Week 1

Introduction to Emotional Intelligence

1.       Introduce yourself to the class in the online discussion forum.

2.       Take the self assessment for emotional intelligence at:  http://www.ihhp.com/?page=freeEQquiz

3.       Read Nelson Introduction & Chapter 1

4.       Keep a journal for the entire course.  This journal should be a place where you document your reflections and learning you experience during the course.   This journal is a tool to assist you in identifying different elements of emotional intelligence you identify in your daily activities.  It is also a place to record times when you are experiencing emotions which are either extremely distressing or extremely elevating.  This week identify a time when an event impacted your emotional energy.  Identify in your journal the events that led up to this impact and describe how these emotions made you feel.

5.       From the self assessment and journal, prepare a 3-4 page reflection paper that describes the results of your self assessment and how you perceive this to be accurate or inaccurate.  Then compare the self assessment with your emotional journal to evaluate the results of the self evaluation.  Based on this comparison, do you believe the self assessment is accurate?

Week 2

 Understanding the Emotional Brain

1.       Read Chapter 1 in Matthews and Chapter 2 in Nelson

2.       Take the DiSC assessment this week.

3.       In your journal this week attempt to identify times when you were particularly successful in managing your emotions.  Identify one time when you experienced a particularly stressful situation which you handled without experiencing the extreme emotions you were looking for in week 1.  How did you manage these emotional highs and lows?

4.       Submit the week 1 reflection paper.

Week 3

 What are my Personality Traits?

1.       Read Chapter 2 in Matthews

2.       Review the DiSC assessment report and its interpretation of the results for your test.

3.       In your discussion groups, spend some time debriefing the DiSC assessment.  Do your colleagues see some of the traits described in the analysis in your personality and learning style?  Are there inconsistencies between what you believed and the feedback received from others?

4.       In your journal reflect on the discussion group experience, and identify ways in which you believe you can use this feedback to adjust your approach to learning and ways you can adapt to deal with your particular personality traits.

Week 4

 How do I manage my Emotions?

1.       Read Chapter 4 in Matthews

2.       In your journal this week identify an experience during which you felt uncomfortable.  Describe the event in detail and identify the emotions you were feeling in response to the event.  Identify your reaction to this event.  If you were not able to respond in a way you desired, can you identify alternatives to the response you acted upon?  If you did react in the way you desired, please identify the steps you believe were correct and how you can reinforce them in the future.

3.       Prepare and submit a 4-5 page reflection paper on the DiSC survey results, and compare them to the journal entries you have been keeping.  Do your journal entries support or contradict the DiSC results?  Reflect on the test and your personality and learning style.  Identify ways you believe this to be an asset and a weakness.

Week 5

How can I develop the skills needed to cope with emotional distress?

1.       Read Chapter 3 in Nelson

2.       Complete self assessments and follow up activities in Chapter 3.  Complete exercises 3.3, 3.4, and 3.5.

3.       In your journal elaborate on the ways practicing these skills have impacted your emotional responses in the recorded situations.  Describe ways in which the initial discomfort may have changed since you began practicing the exercises.

4.       Submit the week 4 reflection paper.

Week 6

How do I develop Leadership Skills?

1.       Read Chapter 4 in Nelson

2.       Complete the Leadership Skills self-assessments included in Chapter 4 and the related exercises dealing with Comfort, Empathy, Decision Making, Leadership, and Positive Influence.

3.       In your journal reflect on the leadership skills you have put into practice in this segment of the course.  Describe in complete detail ways in which your interactions with others have been impacted, and identify at least one individual whom you perceive to possess a positively influential EI leadership style.

Week 7

How do I develop Leadership Skills?

1.       Read Chapter 5 in Nelson

2.       Complete the Self Management skills self-assessments included in Chapter 5 and the related exercises dealing with Drive Strength, Commitment Ethic, Time Management, and Change Orientation.

3.       In your journal reflect on the elements of self-management skills and how developing these skills impact your relationship with others.  Describe the way your approach to self management changes the relationships you have with others.  Do you see self management skills in others whom you work with or with whom you have close contact?  If so, describe them in detail.

Week 8

How do I develop EI skills in the Real World?

1.       Read Chapter 5 in Matthews

2.       Using either your workplace or an educational setting you are familiar with, prepare an evaluation of the degree to which your chosen setting served or serves to promote Social Emotional Learning (SEL).  This evaluation paper should be 5-6 pages in length.

a.       In your evaluation use examples of individuals in which you witnessed a high degree of emotional intelligence. 

b.      Identify in your evaluation ways in which Emotional Intelligence is supported in your chosen environment. 

c.       Identify and describe ways in which EI could be more fully supported in your chosen environment.  Using examples of emotionally difficult situations identify ways in which the situation you describe could be handled in a more supported and emotionally intelligent way.

3.       In your journal, identify ways in which you have personally experienced positive EI in your past or current situation in an educational or work setting.

Week 9

How do I develop Intrapersonal EI skills?

1.       Read Chapter 6 in Nelson

2.       Complete the Skills Self Assessment and Exercises in Chapter 6 related to Self-Esteem and Stress Management including the Cognitive Restructuring and Positive Imagery Relaxation.

3.       In your journal reflect on the way these exercises have impacted the way you deal with self-esteem and personal stressors.  Be sure to identify stressors and the way they impact your emotional responses before and after applying these exercises.  How has your emotional response changed by implementing these methods?

Week 10

How do I identify problems with EI?

1.       Read Chapter 6 in Matthews

2.       In your journal reflect on your past experiences dealing with your own responses or the responses of another when difficult emotionally charged situations took place.  Based on the tools developed in this course, how would you adjust the responses that you initially experienced?

3.       Begin work on final project.  The final project in this course will be a comprehensive plan to incorporate the lessons learned in the course in a multi-faceted implementation in a setting of your choice.

a.       The plan should describe a comprehensive system of support and development to encourage positive EI interactions.

                                                               i.      Identify and describe supports for intrapersonal and interpersonal interactions

                                                             ii.      Identify and describe supports for coping with emotionally charged situations

                                                            iii.      Identify and describe training and educational activities used to encourage colleagues and employees to adopt emotionally intelligent responses.

b.      The plan should describe ways in which emotionally charged situations may be diffused

                                                               i.      Identify and describe emergency responses

                                                             ii.      Identify and describe ways in which redirection and refocusing tools may be employed

c.       The plan should describe the impact of adopting these strategies on the environment of the setting for which they are designed.

                                                               i.      What will this setting look like after adopting these practices and policies?

Week 11

Where have we been in this course?

1.       Write a 5-6 page reflection paper describing your personal journey in this class.  You can draw from the journal entries you have been making throughout the course.  Describe in detail changes in the way you are dealing with strategic emotionally intelligent concepts, ideas and behaviors.  Keep in mind that no one has arrived, and that this is a journey toward emotional intelligence on which no one has arrived.

2.       In your journal reflect on the way you have witnessed changes in yourself and others in the class.  Identify positive traits that you have witnessed in others and describe these in detail.

  

Week 12

Wrapping Up

1.       Final Project due

2.       Course Reflection Paper Due

3.       Journal due

4.       In a final discussion group arrange the participants in a circle and begin by discussion the journey the class has been on.  Describe ways in which you have witnessed each other adjust and change over the course of this study.  Use positive and encouraging language consider this a time when you want to send your classmates out to success.  Identify at least three different ways you plan to implement the principles of this course in your future.  Use this opportunity to speak a positive influence into each other’s lives.

5.       Completion of course evaluations.

References

Bar-On, R. (2010). Emotional intelligence: an integral part of positive psychology. Psychological Society of South Africa, 40(1), 54-62.

Darwin B. Nelson, Gary R. Low. (2011). Emotional Intelligence: achieving academic and career excellence in college and life. Boston: Prentice Hall.

E. Paulette Isaac, Lisa R. Merriweather, and Elice E. Rogers. (2010). Chasing the American Dream: Race and Adult and ContinuingEducation. In A. D.-G. Carol E Kasworm, HAndbook of Adult and Continuing Education (pp. 359-368). Los Angeles: Sage.

Elizabeth J. Austin, Donald H. Saklofske, & Sarah M. Mastoras. (2010). Emotional intelligence, coping and exam-related stress in Canadian undergraduate students. The Australian Journal of Pyschology, 62(1), 42-50.

Gerald Matthews, PhD, Moshe Zeidner, PhD, Richard D. Roberts, PhD. (2012). Emotional Intelligence 101. New York: Springer Publishing Company.

H.C. Janeke, A. Murphy. (2009). The Relationship Between Thinking Styles and Emotional Intelligence: an Exploratory Study. South African Journal of Psychology, 39(3), 357-375.

Inscape Publishing, Inc. (2006). Evertyhing DiSC Facilitation System. Minneapolis, MN: Inscape Publishing, Inc.

John D. Mayer, Peter Salovey, David Caruso. (2004). Emotional Intelligence: Theory, Findings, and Implications. Psychological Inquiry, 15(3), 197-215.

Johnson Scott D., Heeyoung Han. (2012). Relationship between Students'Emotional Intelligence, Social Bond,and Interactions in Online Learning. Educational Technology & Society, 15(1), 78-89.

Kathryn Jane Gardner, Pamela Qualter,and HelenWhiteley. (2011). Developmental correlatesof emotional intelligence: Temperament, family environment, and childhood trauma. Australian Journal of Psychology, 63, 75-82.

Mavroveli Stella, Sanchez-Ruiz Maria Jose. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British Journal of Educational Psychology, 81, 112-134.

Michele Schroder-Abe and Astrid Schutz. (2011). Walking in Each Other's Shoes: Perspective Taking Mediates Effects of Emotional Intelligenceon Relationship Quality. European Journal of Personality, 25, 155-169.