The 2005 EI Institute

General Session: Transformative Learning and the Development of Emotionally Intelligent Behavior

Abstract: This session will explore the theory and practice of Emotional Intelligence in educational and organizational settings. The role of EI in transformative learning will be discussed as well as how individuals develop wisdom characterized by emotionally intelligent behavior. The EI Academic Success Planner is provided as a handout for participants. The Planner is a model for person centered assessment and transformative learning-self-directed coaching and facilitated mentoring. Research and program evaluation uses of the planner and a brief guide for appropriate quantitative and qualitative research designs will be discussed.

Abstract: The presentation will focus on recent research related to emotional intelligence and its relationship to student achievement. The focus is on successfully transitioning community college students to universities. Areas of discussion will include transition programs, emotional intelligence, personal skills, and student success.

Abstract: This presentation will provide hands-on learning activities with students in the classroom. The presenter will share her research and educational applications with K-12 students. Key EI skills related to academic achievement and leadership development will be emphasized and discussed in this interactive session.

Abstract: Mezirow (1991) introduced the term “perspective transformation” stating that individuals go through a process whereby they become reflective of a world view, understand the constraints of the perspective, integrate other perspectives and reformulate how they make meaning of their experiences. The purpose of this study was to compare the emotional intelligence skills of students who enter the secondary teacher education program and students who have completed all required courses and student teaching (theoretically ready to enter the public school classroom). This preliminary study would indicate whether the teacher preparation program through traditional preparation courses (instructional strategies and classroom management) was preparing the students emotionally for the public school classroom as determined by the Emotional Intelligence Skills test.

Abstract: Amid the myriad locations where atrocious inhumanities have occurred, the Nazi death camp, known in German as "Auschwitz" and in Polish as "Oswiecim", has, over the past sixty years, come to symbolize, to Europeans and Americans, the worst horror story of the 20th Century. It impacted most heavily members of the professions dedicated to understanding and changing human perceptions and behavior, that is, psychiatrists and psychologists.

In the 1950's, Psychiatrist Dr. Wilhelm Menninger, of the Menninger Clinic founding family, started a process of "reconciliation" by defining and printing seven "Criteria for Emotional Maturity (CEM)". The Clinic printed thousands of CEM wallet cards and distributed them to mental health professionals throughout the

United States

. Did "Dr. Will" start the EI Evolution?

In the 1950's and 60's, Psychologist Dr. Abraham Maslow turned 180 degrees away from his research into mental disorders and found a novel challenge: researching people distinguished for their mental and behavioral wellness. Creating a "Hierarchy of Needs", he divided them into two sequential levels: "Basic" and "Meta". Adapting the dynamic personal development theory of the Sephardic Philosopher Suarez, Maslow selected the Latin past participle, "actus" or "done", as the final stage of human development. He termed the human developmental process as the "actualization of the self". Studying more than fifty adolescents and adults assessed to be closest to "done" or "actualized", Maslow found high levels of honesty, awareness, freedom, and trust. Specifically, he identified "Lincolnesque humor", "Gemeinschaftsgefuehl", sharper "awareness", frequent and intense "natural highs", "Inner Supreme Courts", "detachment", creativity, spontaneity, "problem-centering", autonomy, and acceptance.

Are the "Criteria for Emotional Maturity" and the "Characteristics of Self-Actualizing Behavior" perceptual grandparents and parents of "Emotional Intelligence"? Is there conceptual evolution?

In the 1970's, at what is now Texas A&M University in Kingsville, Drs. Darwin Nelson and Gary Low began the studies which have created the Emotional Intelligence Research Initiative (EIRI). Their "Emotional Skills Assessment Process" identify and measure thirteen "Key Emotional Skills (KES)". Contents can be compared and related:

Menninger CEM	Nelson-Low KES
Adaptation to change	Positive change
Letting go of needless tension-producing distressors	Anxiety, stress, time, and anger management
Balanced giving and receiving	Self-esteem and empathy
Mutually satisfying 7 helpful relationships	Social awareness (Comfort)
Channeling hostility & energy constructively	Anxiety and anger management, assertion, drive strength, and commitment ethic
Love	Empathy, social awareness (Comfort)

Maslow SA	Nelson-Low KES
“Gemeinschaftsgefuehl”	Empathy, social awareness
Detachment	Self-esteem, anxiety, stress and anger management
Problem-centering	Drive strength, commitment ethic
Autonomy	Assertion, positive influence, decision-making, positive change
Acceptance	Self-esteem, anxiety, anger, and stress management

There are related contents and events, thanks to other professionals, which have contributed to the creation and development of emotional intelligence. Our species, other species, and our Mother Earth urge us to continue to perfect our response to Auschwitz and other desecrations.

An Emerging EI Profile of Teacher Prep Students in Bilingual Education: Implications for the University Classroom

Abstract: This presentation will discuss current research findings that attempt to develop an Emotional Intelligence profile of a good bilingual teacher. Currently, in education when we talk about the quality of someone's teaching, we address issues of technique, content, and presentation. But as a university supervisors and teacher preparation professors we all know student-teachers who have tremendous knowledge but fail to communicate it: students who have, on paper, a great lesson, but whose students are bored, frustrated or not learning.

When we're being honest, we can admit that good teaching often has less to do with our knowledge and skills than with our attitude towards our students, our subject, and our profession. I have been teaching for the last ten years. During that time, I have worked in public schools and universities. The breadth of my experience has enriched my teaching life. As a result of my ever-changing context, I've spent a lot of time thinking about the craft and practice of teaching, as separate from course content, age of students, size of class, or institutional setting. Throughout the past few semesters, I have met and worked with exemplary student-teachers, and I've been interested in figuring out what makes them so good. What I've discovered is the inherent sameness of good student-teachers, regardless of the substantial differences between them in terms of backgrounds, grades and career goals

Throughout the presentation I will address some of the characteristics that good student-teachers exhibit and the opportunities we have in the university classroom to help them develop those skills. It is not meant to be all encompassing or definitive, many excellent student-teachers may possess only some of these traits. The results of this research include the following as some of the common characteristics possess by good student teachers: 1) have a sense of purpose; 2) have expectations of success for al students; 3) tolerate ambiguity; 4) demonstrate a willingness to adapt and change to meet student needs; 5) are comfortable with not knowing; 6) reflection on their work; and 7) enjoy their work and their students.

Abstract: This session presents a comprehensive and university-wide initiative to improve achievement and college success with first year students. Through a partnership between University College and the College of Education, a student development instructional process was developed and delivered in required foundation courses in all five undergraduate colleges. Interdisciplinary faculty, administrators, staff, and graduate/undergraduate students were involved in this program. The Javelina EI Program received a national award in 2003 from the American College Personnel Association as an exemplary student development program committed to student success.

Abstract: This session presents an education-based model of emotional intelligence organized around key skills and competencies. The Emotional Skills Assessment Process is a research-based assessment of ten EI skills and three potential problematic indicators. A positive and practical approach of human emotional behavior that students and educators can apply to improve achievement, career success, and personal health is described and illustrated. Recent doctoral level research and program outcome data will be presented and shared.

Abstract: Teacher retention across the state is approximately 50% for teachers who have one to five years' classroom experience. This significant attrition rate is impacting student learning at all levels. A recent statewide study of new teachers indicates that there is a correlation between their emotional intelligence and their desire to remain in the profession. This presentation provides a report of the data, analysis, and recommendations to improve the situation.

Abstract: Emotional Intelligence (EI) teaches individuals to strengthen the skills necessary to be successful in our personal and professional lives. Incorporating EL into activities and curriculum of the students is one method that potentially could improve student engagement and retention. This program discusses one method of introducing EI into a curriculum and presents ideas for introducing EI across the student involvement spectrum.

Abstract: From crossroads to discovering long-term satisfying pathways, this participatory session will integrate emotional intelligence skills and intercultural listening skills through practical multicultural-based lesson scenarios/instructional modules designed to improve the quality of life both inside and outside the classroom.

Abstract: This study explored correlations between the scales of Epstein's Constructive Thinking Inventory (CTI) and Nelson and Low's Emotional Skills Assessment Process (ESAP) as well as between the scales of each instrument and age, gender, and ethnicity. These assessment instruments of thinking patterns and emotional intelligence skills were given to university students as well as members of the Kingsville community. Positive constructive thinking pattern scales and positive emotional intelligence skill scales correlated positively with each other. Comparisons of negative with positive scales and negative with negative scales also generally gave logical results. However, the negative scales of the CTI relating to optimism correlated positively although not significantly with the positive scales of the ESAP. Out of 394 correlations, 189 were significant. Sixty-six correlations were moderate and seven were strong.

Utilizing the Emotional Skills Assessment Process (ESAP) in the College Assistant Migrant Program (CAMP) at The University of Texas-Pan American (UTPA).

Presenters: Project Organizer and UTPA CAMP Student Counselor Luis Romero, with UTPA CAMP Director Marilyn Hagerty, and Psychologist Arthur Linskey, as Collaborators.

General Session Panel: Integrating EI into General and Developmental Education Curricula

Abstract: Community College faculty and administrators will present and share programs and plans for integrating EI skills and competencies into academic classes. Galveston College, as a part of its Quality Enhancement Plan, has implemented a major program embedding Emotional Intelligence into English and Speech classes. The College of the Mainland is planning to integrate Emotional Intelligence into the academic curriculum. Coastal Bend College is planning to field test the implementation of Emotional Intelligence into selected academic and student service programs. Panel members will provide a description of their program activities and field questions from the audience.

Abstract: This presentation will describe the impact of a campus wide Emotional Intelligence intervention program on freshmen in higher education. The success of freshmen and completion of their studies is important to most institutions. Most secondary public, private schools, and institutions of higher education focus almost exclusively on academics as the preparation for college success. Little value or attention is given to the importance of emotional intelligence as a factor for success. Additionally, intervention programs such as the Javelina Emotional Intelligence program may have implications for high school preparation programs, community colleges, technical colleges, and other institutions of higher learning. Qualitative and quantitative data for the study was collected and the results and implications for instruction will be presented.

EI and Teacher Retention: A Texas Study of First, Third, and Fifth Year Teachers

Presenters: Brigido Lopez, Lento Maez, Kaye Nelson, Michelle Stallone, and Alan Tipton

Abstract: Experienced interdisciplinary faculty researchers present their views on current and future research directions for education-based models of emotional intelligence. There are many challenges facing education as schools, community colleges, universities, and organizations strive to improve the success rates of students with increasingly diverse populations. Implications of current and future doctoral level studies and applied institutional research are presented and discussed. A panel discussion about how EI assessments have been used to evaluate outcome results in dissertation research.

Abstract: This extended time session will provide a more in-depth understanding of EI research and applications. EI assessments and learning processes will be presented and discussed. Research derived instructional strategies and interventions will be illustrated. Methods of assessment, applied research, and application for institutional effectiveness and student development will be explored. This interactive session will be guided by colleagues experienced in Emotional Intelligence program activities within educational and organizational settings.