1. UIC 2014 New Faculty Orientation Kate Zinsser Dept. of Psychology Teaching the Whole College Student

2. The Cradle-to-Career Pathway to Success Like all educators, you are a critical component on this path setl.psch.uic.edu

3. Cradle-to-Career Student Success UIC Undergraduate Student Success Initiative Who Gets To Graduate? – NY Times Mayor Emanuel’s City-Wide Cradle-to-Career Pipeline There is more to career readiness than earning a degree. setl.psch.uic.edu

4. Thinking beyond the course description Tell the person next to you: Three “non-cognitive” or “soft” skills that successful people in your field need to be considered competent. setl.psch.uic.edu

5. Social - Emotional Competence Aka: Emotional Intelligence, Interpersonal skills, people skills, etc. setl.psch.uic.edu ( CASEL, 2012)

6. Thinking beyond the course description Tell the person next to you: Three ways that you support your students’ development of those competencies you identified previously. setl.psch.uic.edu

7. Your Role as a Social-Emotional Teacher Social-Emotional Teaching: Create a positive classroom climate Directly teach social-emotional skills Model social-emotional competence React to emotional expressions in a supportive way. Avoid minimizing or dismissing their feelings Validate expression Help problem-solve setl.psch.uic.edu (Zinsser et al., 2014)

8. Social-Emotional Teaching in Higher Education: Promotes positive academic outcomes Greater intent to persist (Barnett, 2011; Lillis, 2011). Improved confidence and motivation (Komarraju, Musulkin, & Bhattacharya, 2010). Higher Grades (Micari & Plazos, 2012; Wilson, 2006). Is something students want and appreciate (Gruber, Lowrie, Brodowsky, Reppel, Voss, & Chowdhury, 2012; Helterbaran, 2008; Hong & Shull, 2010). Improves teacher-student interactions (Cotten & Wilson, 2006; Nadler & Nadler, 2001).

9. Your Behavior Can… Make students feel respected or disrespected (Buttner, 2004). Make students think you have given up on them (Bandura & Lyons, 2012). Teach students how professionals in your field handle their emotions and treat others (Gates, 2000).

10. Supportive Professor Qualities Professor qualities (Komarraju, Musulkin, & Bhattacharya, 2010) Approachable Respectful Available for out-of-class interactions E-mail characteristics (Sheer & Fung, 2007) Prompt* Helpful Social

11. Social-emotional Teaching via E-mail setl.psch.uic.edu

12. Impatient Student E-mail Your class takes an exam on Wednesday. You announce that grades will be posted on Friday. You receive the following series of e-mails from one student on the evening of the day of the test. E-mail 1: What did I get on my exam? I really need to know. E-mail 2: When will exam grades be posted? E-mail 3: Where is my exam grade? I’m still waiting… With your table mates, discuss how you would respond to this student. setl.psch.uic.edu

13. Personal Crisis E-mail Hey Professor, I didn’t turn in my assignment because I’ve just been really really depressed lately. I can’t focus, I can’t do anything, I can’t even get out of bed. This semester has just been really hard for me, I’ve had a lot of personal stuff going on. I can’t keep up and I just don’t know what to do anymore. With your table mates, discuss how you would respond to this student. setl.psch.uic.edu

14. Indignant student E-mail I just saw my grade on the exam and I just don’t understand why I got that grade. I studied so hard and to give me that grade is like saying I did nothing! It’s like you think I didn’t even try but I did try. I think you just want your students to fail. Your tests are so unfair and your TA is so harsh that no one ever gets an A! I deserve higher than a B on this test! With your table mates, discuss how you would respond to this student. setl.psch.uic.edu

15. Tips for Responding to Emotional E-mail Respond promptly, but think before you type. Identify and label the emotion they’re expressing and the likely cause. Suggest more appropriate ways (timing, tone, etc.) to communicate needs in the future. Re-communicate your expectations, course requirements, and the degree to which you can be flexible. Provide resources or suggestions for next steps. Remind them of your availability during office hours. setl.psch.uic.edu

16. Questions? Kate Zinsser kzinsser@uic.edu setl.psch.uic.edu