1. What is Emotional Intelligence Why Does it Matter, Can it be Developed and How Do You Assess it?

2. Emotional Intelligence Defined MHS 2005 “an array of non-cognitive capabilities, competencies and skills that influence one’s ability to succeed in coping with environmental demands and pressures” — Reuven BarOn “the ability to perceive emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional meanings, and to reflectively regulate emotions in ways that promote emotional and intellectual growth” — Salovey & Mayer “the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships” — Daniel Goleman

3. Why Emotional Intelligence? “There is a growing body of research findings that scientifically demonstrates that emotional intelligence predicts how well we perform at home, school and in the workplace.” Reuven Bar-On, Ph.D. December 16, 2004

4. © Copyright 2005 Multi-Health Systems, Inc. All Rights Reserved. 4 Why Focus on Emotional Intelligence in Higher Education? “It is clear that academic success goes hand in hand with emotional and physical well-being. College is a fresh start for many students, but dysfunctional coping styles can cripple their efforts. Even students who “get by” or succeed academically can be at risk if unhealthy behavioral patterns follow them after college. Promoting emotional health in students is an investment in the future. It should be part of the mission of all colleges and universities.” Dr. Richard Kadison, Chief of Mental Health, Harvard University

5. Specific Issues to Address Emotional Intelligence in Higher Education Address issues that connect with student success Experiencing Stress Feeling overwhelmed Not getting along with others Giving up Engaging in destructive behaviors Address General Education Outcomes Writing Presenting Problem Solving Ethical Behavior Working in Teams Having Global Perspectives Lifelong Learning Appreciation for Diversity and Diverse Perspectives

6. From Greater Expectations: A New Vision for Learning as a National Goes to College (AAC&U 2002) The Empowered Learner  Communicates effectively  Has the ability to manage change  Works within diverse groups The Informed Learner  Understands the human imagination, expression, and the products of many cultures The Responsible Learner  Has deep understanding of one’s self and respect for the complex identities of others, their histories and their cultures.

7. Identifying skills successful students have or need to develop Emotional self-awareness Self-regard Assertiveness Independence Self-actualization Reality testing Flexibility Problem solving Stress tolerance Impulse control Empathy Social responsibility Interpersonal relationship

8. What is the BarOn Model?

9. Emotional Competencies (BarOn EQ-i®) MHS 2005 INTRAPERSONAL SCALES INTRAPERSONAL SCALES  Self-regard  Emotional self-awareness  Assertiveness  Independence  Self-actualization INTERPERSONAL SCALES INTERPERSONAL SCALES  Empathy  Social responsibility  Interpersonal relationship ADAPTABILITY ADAPTABILITY  Reality testing  Flexibility  Problem solving STRESS MANAGEMENT STRESS MANAGEMENT  Stress tolerance  Impulse control GENERAL MOOD GENERAL MOOD  Optimism  Happiness

10. Adapted from: The Cannon Emotional Competence Model Kate Cannon, Author Self Awareness Emotional Self-Awareness Self-Regard Reality Testing Coping Skills Impulse Control Stress Tolerance Problem Solving Flexibility Optimism Effective Relationships Interpersonal Relationships Independence Interpersonal Skills Empathy Social Responsibility Assertiveness Personal & Interpersonal Effectiveness Self-Actualization Happiness plus is related to which predicts and results in The Foundation Frances Clendenen – beBetter Networks, Inc.

11. Some recent Findings Examining the Impact of EQ on Student Success Higher achieving students demonstrated higher Total EQ, Intrapersonal Skills, Stress Tolerance and Adaptability Students who are anxious or depressed get lower grades/lower achievement scores Students who can delay gratification earn better grades and have an average of 210 more points on their SAT tests Students who respond to setbacks with hope and resilience vs. anger and hopelessness achieve higher academic and social success Low levels of empathy are associated with poor achievement Resiliency training can improve the resiliency of students EQ skills can be enhanced in a college transition course

12. How Does EQ Differ From IQ? MHS 2005 EQIQ Focus: developing an understanding of and an ability to manage emotions Focus: developing one’s cognitive abilities; more academically oriented Can be enhanced throughout one’s life Generally thought to be largely established at birth and cannot be enhanced Recently understood to be an important predictor of one’s potential for success Has been traditionally used to predict potential for one’s success Fosters understanding and management of own emotions Allows development of needed knowledge base Promotes positive relationships Enables development of technical skills and abilities Increases self-motivation and drive Enables conceptual thinking

13. Skills First-Year (and beyond) that Lead to Student Success? What are the skills they need to develop? Can we identify the skills and teach them? Can we asses the skills?

14. Opportunities to teach or assess skills  Orientation groups  Class  Academic Advising  Students on Academic Probation  Department  Team  Institution  Service Unit  Wellness  Housing  Office of Students with Disabilities  Judicial Affairs  Campus Activities

15. Opportunities to develop skills are limitless: Common readings Films Literature Cultural issues  Diversity  Religion  Gender  Identity Case studies-your text Service Learning Campus events Current events Clubs, sports, organizations Code of conduct Student concerns  Drugs and alcohol  Dating  Making friends  Time management

16. Opportunities to assess skills are limitless Student Surveys Focus Groups Internships Grades Service Learning Evaluation Reflective Journals Group Projects Portfolios Student writing Pre and Post Evaluation Course Exams Videotape of Performance

17. Points to consider Multiple measures embedded Ongoing Feedback Build in self, peer and instructor assessment  Rubrics

18. Emotional Intelligence in a college transition course-embed and assess in all that we do Students will understand how emotional intelligence is connected to college success  Readings  Writings  Presentations Students will identify specific emotional intelligence traits of successful individuals  Analyze readings and film for character analysis

19. Students will use their MBTI and BarOn EQ-i results to describe their strengths and weaknesses  Feedback Sessions  Presentation Based on their MBTI and BarOn EQ-I results students will choose one or two goals and describe how they will develop them over the semester  Goal Setting Activity At the end of the semester, students will describe if they achieved their goals, why or why not, and what impact it had, if any, on their success during the first year.  End of Semester Meeting  Final Reflective Assignment

20. Forms of Assessment Quantitative (number based) scores, percentages Qualitative (words, art forms) opinions Direct measure -observing a student, scoring an essay, journal, analysis or discussion of an event, response to a film, portfolios Indirect measure –satisfaction and self perception surveys, focus groups, interviews Qualitative and quantitative measures can be direct or indirect

21. Findings Examining the Impact of EQ enhanced FYS sections of student success at Gallaudet University (Andesen and Moses 2006) All first-year students enrolled in FYS (First-Year Seminar) took the BarOn EQ- i. in Sept. and December 2005. Half of the students were enrolled en EQ enhanced sections. Post test results indicated students in the EQ enhanced sections had significantly higher (p<.05) General Mood. Two additional EQ factors approached significance: Interpersonal Skills and Total EQ-i. While not statistically significant, students in enhanced sections had higher FYS course grades and semester GPAs. Students in enhanced sections were less likely to be on academic probation Student narrative supported the results EBI First Year Initiative number one mean question “The course improved understanding of the impact of establishing personal goals.

22. T-tests BarOn EQ-I Traditional vs. Enhanced FYS Intrapersonal.785 Interpersonal.078 Stress Management.478 Adaptability.702 General Mood.042 * Total EQ-I.070 *p<0.05

23. Student voices: “ I looked back at my midterm and I wrote that I need to look at my impulse control – I do everything at the last minute.” In fact I was doing my midterm at the last minute (sorry). I also had a hard time saying “no” – my stress was up. I really thought about it and made some changes like telling my roommate I didn’t want him to use my car. It was not easy – or not jumping at any chance to go out forgetting about homework. Well I did it – I am not perfect but my post EQ says my stress is down and it is. My General Mood is better too. I feel better.”

24. Student voices: (Teaching Assistant) “In the beginning of the semester interpersonal was one of my lowest scores. It includes empathy, social responsibility and interpersonal relationships. A person with low interpersonal scores can be too blunt without realizing that it hurts someone. When I was first working with students who were failing FYS I was kind of mean. It’s really better to be gentle at first then become firmer later. They just need the chance.”

25. Types of Assessment Quantitative  BarOn EQ-I  EBI First-Year Initiative (FYI)  Course and Semester GPA Qualitative  Student Writings  Student Interviews  Student Activity (analysis)

26. BarOn EQ-i Pre and Post Test

27. “Bull’s Eye” EQ skills: reality testing, problem solving, self-actualization The center of the bull’s eye represents success in achieving a goal. For example, “I will pass all of my classes.” Steps: 1.Ask group members to put their names on or outside the bull’s eye to represent their level of success in achieving the goal. 2.Ask each individual:  to explain her/his choice of placement  to explain her/his satisfaction with the placement  to explain what she/he needs to do to move to a more desirable placement  To reflect in writing about the experience

28. Bull’s Eye Activity and Assessment I will pass all of my courses August Midterm Finals

29. Student Narrative Goal Setting Journals Mid and Final Reflective Writings Workshop Reflections Movie Analysis Activities Presentations Group work

30. How Will Your E-Portfolio Be Graded? Completed all 7 steps of the project requirements25% e-Portfolio *followed project criteria * accurate, complete, informative * reflective (have I met my goals) 50% Presentation skills * smooth, practiced delivery, included everyone * appropriate dress 25%

31. The Majors/Careers Portfolio Project- Assessment Form Completed all 7 steps of the project requirements Comments: 25% e-Portfolio presentation * accurate, complete, informative, project criteria Comments: 50% Presentation skills * smooth, practiced delivery, appropriate dress Comments: 25% Name: / Grade:

32. Rubric to score group participation (Empathy, interpersonal skills, Assertiveness Points3210 ParticipationActively Participates Shows evidence of supporting group goals Helps group achieve goals CommunicationShares ideas, reinforces others Shares ideas Listens to others Shares ideas when encouraged Does not share ideas

33. Ways to Assess Institutional Data Pre- Post Measures  BarOn EQ-i  Goal setting and end of the semester analysis Art Student Narrative (writing, focus groups, interviews) Student Reflection Activities  The Bull’s Eye E-Portfolios  A collection of artifacts with feedback Rubrics  Measure student writing and presentations by self, peers and others I

34. Final thoughts Assessment should be based on curiosity  What do students do based on our efforts  Is it making a difference? There is nothing worth teaching that should not be assessed