UIC 2014 New Faculty Orientation Kate Zinsser Dept. of Psychology Teaching the Whole College...
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Transcript of UIC 2014 New Faculty Orientation Kate Zinsser Dept. of Psychology Teaching the Whole College...
UIC 2014 New Faculty Orientation Kate Zinsser
Dept. of Psychology
Teaching the Whole College Student
The Cradle-to-Career Pathway to Success
Like all educators, you are a critical component on this path
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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.
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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.
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Social - Emotional CompetenceAka: Emotional Intelligence, Interpersonal skills, people
skills, etc.
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(CASEL, 2012)
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.
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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)
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).
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).
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
Social-emotional Teaching via E-mail
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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
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.
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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.
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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.
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