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2007 EI
Conference Presentations
Where available, hyperlinks jump to presentation slides. The
complete program, including a list of presenters and presenter bios, is
available under the program link on the 2007 conference page.
| Wednesday, February 21, 2007 |
Pre-Conference Certification Workshop
Presenters: Gary Low and Darwin Nelson, Texas A&M University-Kingsville
Abstract: The certification workshop presents the education-based model, a
transformational theory of
emotional intelligence. The model was developed by Gary Low and Darwin
Nelson and has evolved from their
research on personal and emotional skills that began in the mid-1970s. The
research continues today. The
transformational model of emotional intelligence combines positive
assessment, the emotional learning system,
and learner-centered methods to achieve experiential change. The Emotional
Skills Assessment Process (ESAP)
is a research-derived instrument that provides positive individual
assessment and a personal profile of key skills
and competencies. The emotional learning system is a cognitive, systematic
approach for developing emotional
intelligence that includes (a) exploring, (b) identifying, (C)
understanding, (d) learning, and (e) modeling
emotionally intelligent behavior. Learner-centered methods that help guide
the student through the ELS process
include guided mentoring, self-directed coaching, and active imagination.
Key research findings from doctoral
dissertations, institutional research, and other projects will be shared.
The importance of emotional intelligence
to academic, career, leadership, and organizational success will be
emphasized. Needed directions for EI
research and applications will be outlined.
| Thursday, February 22, 2007 |
8:45 a.m. Keynote: How to Change Your Emotional Mind: A Transformative
Theory of Emotional Intelligence
Presenter: Darwin Nelson
Room: Ballroom A
Abstract: The focus of the presentation will be on the integrative and
transformative theory of emotional
intelligence developed by Darwin Nelson and Gary Low. Major theoretical
influences will be presented. The
eight step emotional learning system will be emphasized as a practical model
for developing emotional
intelligence skills The EI Academic Success Planner will be presented as a
beginning model for helping
students apply emotional intelligence skills on a daily basis. The Personal
Excellence Map will be presented as
a model for extending the transformative theory of emotional intelligence to
adult populations as well as the
evolving theme for the 2008 Institute for Emotional Intelligence.
9:45 a.m. Concurrent Session
K-12-1: Incorporating
Emotional Intelligence with K-12 Classrooms
Presenter: Barbara Stottlemyer
Room: 219C
Abstract: This session will provide some activities to use in K-12
classrooms that incorporate the EI Skills. The presentation will also
examine instructional practices and student behaviors that facilitate the
areas of Commitment Ethic and Goal Achievement in secondary school students.
HED-1: Emotional Intelligence as
an Integrative Tool For Student Success at Coastal Bend College
Presenter: Christi Cruz, Dr. Santos Martinez, & Rito Silva
Room: Ballroom A
Abstract: Using the education model of emotional intelligence (Nelson & Low,
2003) as one of three tools in a
two phase intervention process funded through a recently awarded Title V
Grant: Improving Hispanic
Educational Attainment in South Texas, Building Community among the High
School, the Community College
and the University, selected participants from Coastal Bend College will
lead a sample of 100 at-risk first year
college students through a week long orientation process referred to as
Cougar Boot Camp. Cougar Days Camp
is the first component utilized to build success initiatives in the Hispanic
student body. The presenters, Santos
Martinez, Rito Silva, and Christi Cruz, represent various positions from CBC,
and bring expertise from diverse
professional, counseling, and instructional perspectives. Because of the
unique culture in South Texas, much of the associated problems facing South
Texas institutions of higher learning are shared. Two of these problems,
student success and retention will be addressed in reference to the grant
and supporting implementation of E.I. as a tool to aid students in their
communication skills, stress management and time-management. The presenters
will discuss the order and specifics of the various tools of intervention
established as part of the Title V Grant. In addition to reviewing the
scheduled interventions and associated objectives, the details of the
selection of the sample, modes of assessment,
longevity of the intervention, and expectation of results will be reviewed.
Research studies support that student retention can be increased by
developing EI skills in students. Furthermore, creating positive,
constructive approaches to thinking in students may even have a positive
influence on the critical problems associated with student success.
Consequently, the formulation and addition of a mandatory freshman
orientation course is under current development. The orientation course will
be offered as a “Critical Thinking” course as core curriculum requirement.
The beginning development, objectives, and student learner objectives for
the course will be discussed.
BUS/GOV-1: Utilizing
Equipped for the Future (EFF) as a conduit for Emotional Intelligence
Education with Adult Learners
Presenter: Rebecca Davis
Room: 221A-221B
Equipped for the Future (EFF) is a content standards framework that focuses
on the adult as a holistic being.
This approach where students begin to think of themselves as members of the
community, valued workers, and
members of families fosters a deeper sense of responsibility for their
lives. Because adults have begun to think
with more awareness of themselves and others they are more potentially open
to the introduction of the
concepts of Emotional Intelligence. This session will have a more in-depth
exploration of the EFF model with
a comparison of the Emotional Learning System.
11:00 a.m. Concurrent Session
K-12-2:
Emotional Intelligence: The
Implications for Deaf and hard of Hearing Students
Presenter: Asiah Mason
Room: 219C
Abstract: Social and emotional learning provides schools with a framework
for preventing problems and
promoting students’ well-being and success (Goleman, 1994). Understanding
ourselves, our culture, rules for
how people and families communicate, and so forth, are strongly influenced
by incidental learning. Because the
constant use of sign language by hearing people is rare and deaf children
cannot overhear spoken conversations,
there are many types of messages that are not readily available to deaf
children. Deafness, itself may limit some
avenues of incidental learning which promote parent-child and teacher-child
communication and social and
emotional competence. Laurent Clerc National Deaf Education Center at
Gallaudet University is taking the
lead in conducting research and developing programs which will promote and
support the learning of emotional
intelligence for deaf and hard of hearing students.
HED-2: Doctoral Research Panel
Presenters include:
Judith Cox, Alisa Fernandez, Richard Hammett, Yao-Hui Liang;
Mu-Shang Yin & Hui-Wen Tang (Grey
Relational Analysis of EI: A Cross-Cultural Comparison)
Fei-Fei Hwang, & Yahn-Jung Wang; Melissa Martinez
Room: Ballroom A
Abstract: Current topics dealing with Emotional Intelligence in doctoral
research include: Emotional
Intelligence and Personal Excellence; Achievement, Retention, Program
Development, and Evaluation Models
for At-Risk Populations; International Research and Applied Studies;
Interpersonal Relationships and
Communication Skills; Personal Well Being; and more. Doctoral students
present short descriptions of their
current research and invite conference participants to examine their
research more closely during the poster
session this evening from 7:00-8:30 p.m.
BUS/GOV-2: Mesuring and Using Workplace Emotional Intelligence to
Influence Leadership
Presenter: Richard Nida and Barry Spiker
Room: 221A-221B
Abstract: After an initial flurry of unsustained interest in the 1920s,
emotional intelligence (EI) burst into the
1990s as the “. . . sine qua non of executive leadership.” Daniel Goleman’s
influential books (Emotional
Intelligence: Why It can Matter More than IQ, 1997 and Working with
Emotional Intelligence, 1998; and a
cover story in Time magazine (Oct. 2, 1995) gave EI popularity well beyond
what its original developer
(Thorndike, 1920) could have envisioned. Originally an extension of social
intelligence (SI), the concept
recently has been promoted by some in the corporate consulting arena as
being exceptionally powerful in
explaining leadership behavior in the workplace (Egon Zehnder International,
2005). Unfortunately, as
currently measured, EI often is contaminated by undifferentiated elements of
SI (Bar-0n, 2005 and
Goleman,1995); employs unreliable self-report methodology (Bar-On, 2005); or
the testing elements appear
entirely unrelated to the workplace (Bar-On, 2005; Goleman, 1995; and Mayer,
et. al., 2002). Though several
organizational theorists have postulated the importance of EI and SI in
executive leadership (Riggio, et. al.,
2001), a comprehensive model of psychological, intellectual, social and
emotional intelligences in the
workplace P.I.E.S. (Peterson and Spiker, 2005) remains to be tested. Using
an extant IQ measure, the authors recently developed and are in process of
validating PI, EI and SI instruments with specific
application in the workplace for older workers, board members and corporate
executives.
1:00 p.m. Concurrent Session
K-12-3: Emotional Intelligence – Implications for an Intervention Program
for Upper Level Secondary
Students
Presenter: George Potter
Room: 219C
Abstract: The presentation will focus on implications and adaptations of an
Emotional Intelligence intervention
program for upper level secondary students. High school graduating students
in Texas entering college as
freshmen are more academically prepared for college than students in the
past. However, the failure rates in
Texas have remained constant. The mandated testing required of students in
Texas has placed emphasis on State
driven curriculum and has left little or no time for other Emotional
Intelligence skills needed for success. The
presentation will report the results of a recent study of college freshmen
involved in a campus wide Emotional
Intelligence program. Next, the presentation will suggest adaptation of this
intervention for upper level
secondary students. Finally, specific areas of Emotional Intelligence like
Time Management, Assertion,
Commitment Ethic, and other areas of Emotional Intelligence related to
skills of success will be discussed.
HED-3: Putting
Emotional Intelligence Skills in the College Environment
Presenters: Beverly Gammill, Melanie Johnson, and Kenda Josselet
Room: Ballroom A
Abstract: This presentation will focus on innovative ways to help students
realize the emotional skills that can
enhance their college learning experience. Galveston College has implemented
self-awareness measures to
focus on the impact that interpersonal and intrapersonal skills can make on
student success. Emotional
intelligence in the classroom becomes a learning and teaching in the
learning community. The recognition of EI
skills enhances the subject matter and results in a truly active and
energized learning experience. The presenters
will address the actual application of EI in the classroom.
BUS/GOV-3: Emotional Choices
Presenter: Ashis Sen Sanjay Khandagle, Deepak Hota, and A Surya Rao
Room: 221A-221B
Abstract: In an increasingly interdependent world the idea of a cast-iron
leader-follower relationship appears
paradoxical. People need to find meaning in their work to give their best.
These would be possible only when
they are emotionally engaged towards working for their personal aspirations.
A team of Internal Coaches at
Hindustan Petroleum Corporation Limited (with a turnover of 17 Billion
dollars) have in the last three years
facilitated articulation of individual aspirations of more than 3000 people,
cutting across levels and functions.
These individual aspirations were then woven into the organizational vision
which connected each employee
emotionally to the organizational vision and objectives. At the end of each
of these visioning workshops huge
surge in emotional engagement was felt and articulated. This was sustained
by repeated and periodic dialogues
on the vision at hundreds of our work places. Higher sales, superior
customer satisfaction, and increased
collaboration has resulted from this program. Emotional Intelligence inputs
in the Leadership Workshops
conducted by us have also helped teams to focus on superior customer service
and higher market share in India.
This is borne out by surveys, performance statistics and awards received by
us.
2:15 p.m. Concurrent Session
K-12-4:
The Personal Responsibility Map and its Implications for Education
Presenter: Terry Schmitz
Room: 219C
Abstract: Nothing is more important to personal success than the ability to
set, manage, and achieve personal
goals. This new assessment and skill enhancement system focuses on core
skills related to personal
responsibility. Personal Responsibility puts the emphasis where it belongs,
on the individual. Personal
Responsibility puts the focus on the ability to set clear, attainable goals
and then to manage oneself to the
successful completion of these goals.
HED-4:
Emotional
Intelligence and Communicating Classroom/Workshop Civility: Leadership by
Example
Three Scenarios for Practice
Presenters: Rodolfo “Rudy” Garcia, Gary Low, and Michael Elkins
Room: Ballroom A
Abstract: Texas Speech Communication Association conducted an October 2006
annual conference in
Amarillo focusing on incivility in the classroom. Classrooms are not the
only space where civility is needed,
valued, and too frequently challenged. With civility as an intended outcome,
professional workshop facilitator
trainers need to integrate communication skills with emotional intelligence.
The panel will utilize cooperative
learning groups, conversational analysis, and case study analysis as tools
for blending emotional intelligence
with valuing diversity. Participants will discover some workshop trainer
qualities needed to facilitate a
successful EI-based professional workshop.
BUS/GOV-4:
A Transformational
Model of Emotional Intelligence: Achieving Meaningful Change with Business
Clients
Presenter: Ross Ellis and Rick Hammett
Room: 221A-221B
Abstract: Nelson and Low most frequently refer to their model of Emotional
Intelligence as an education
model. And rightfully so! Their theory of EI grew from their work and
research in education and counseling.
Most of the research on their model has been conducted in educational
settings. Their long-standing status as
certified psychologists and educators provides credibility to their
assessment instruments as they strive to
maintain standards for educational and psychological testing all while
emphasizing the person-centered, self report
qualities that make their instruments so useful. Now, after nearly 30 years
of research into motivation,
achievement, and health, practitioners from disciplines outside of education
adopt Nelson and Low’s education
model of emotional intelligence for its transformational qualities in the
workplace. The current presentation
connects the educational model of emotional intelligence, the emotional
learning system, and an emotionally
based coaching process for achieving transformational learning in business
environments. Qualitative evidence
is offered for the audience to consider.
3:30 p.m. Concurrent Session
K-12-5: Infusing EI with Innovative Education
Practices
Presenter: Jaime Huerta and Darwin Nelson
Room: 219C
Abstract: The new Road Trip Program will be shared with the session
participants. The program is based on
the education model (Nelson & Low, 2003) and was designed to help at-risk
students identify and deal more
constructively with individual needs that interfere with their academic and
life success. As currently
implemented, the Road Trip Program focuses on the main components of the
Emotional Learning System™ and
specifically targets at-risk students enrolled in a disciplinary alternative
education program. The program was
recently initiated and progress is currently being tracked.
HED-5: Emotional Intelligence: A Learning Community Concept to Enhance
Student Success
Presenters: Stacey Henderson & Beth Hammett
Room: Ballroom A
Abstract: A review of College of the Mainland’s Student Wellness Learning
Community, an EI learning
community, which combines three classes: Psychology for Success, Writing
Improvement, and an Introduction
to Physical Education. Presentation will include an introduction to the
stages of emotional intelligence through
EI active learning strategies to enhance classroom learning. Learner
outcomes focus on academic and personal
student successes. Question and answer session included.
BUS/GOV-5: Coaching with Emotional Intelligence
Presenter: Scott Livingston
Room: 221A-221B
Abstract: Emotional Intelligence (EI) is the capacity for effectively
recognizing and managing our own
emotions and the emotions of others. Emotions have the potential to get in
the way of our most important
business relationships, negatively impacting performance. A critical level
of EI is the number one reason
successful leaders, managers and sales people outperform the average! By
learning and using the EI
competencies coaches can assist individuals and teams to improve
performance.
4:45 p.m. Featured Keynote: Mentoring with
EI: A Strategy for Positive Societal Change
Presenter: Margo Murray
Room: Ballroom A
Abstract: Glance at any publication or tune an ear to the media for a few
sound bites and you will hear the
words mentor or mentoring. The types of skills, experiences, and
intellectual capital being transferred are
diverse. Think about these - Flying Pizza delivery people, Red Cross blood
donation volunteers, and
reproductive health leaders. Still the myths and misconceptions about what
mentoring is, and what it isn’t,
abound. In this presentation Margo will share how caring organizations and
individuals use mentoring as a
strategy for positive societal impact. Margo will describe how to think
globally and to act locally to apply EI
with this strategy for community and societal benefit.
| Friday, February 23, 2007 |
8:45 a.m. Keynote:
Emotional
Intelligence and Leadership: A Vision of Excellence
Presenter: Gary Low
Room: Ballroom A
Abstract: This session presents an EI-centric framework for developing
excellence on a personal level.
Beliefs about self are key factors in high achievement. Beliefs about self
and others are key factors in the
development of personal excellence and leadership. A core belief is that we
each have value and worth as a
person and that our contributions make a positive difference in our life,
work, and the world in which we live.
In our education model of emotional intelligence, excellence is self-defined
and self-directed. Understanding
and applying the Emotional Learning System is a beginning point for thinking
about and developing effective
and successful attitudes, beliefs, and behaviors. Personal excellence is the
by-product of a confluence of
interactive systems, principles, and skills reflected by healthy, wise, and
emotionally intelligent behavior.
Parameters of current research and key components for personal excellence
are presented and illustrated.
9:45 a.m. Concurrent Session
K-12-6: Successful School Leaders Finding Priority in Emotional
Intelligence
Presenter: Michelle Beavers
Room: 219C
Abstract: Research investigating the emotional intelligence of school
leaders is limited. The research
presented contributes to the emotional intelligence and school leadership
literature by identifying behaviors of
leaders of high performing high poverty middle schools in Virginia. Through
identification of these behaviors,
educators can begin to explore the effect of emotionally intelligent leaders
on a school’s success.
A qualitative mode of inquiry was used for the research. Five schools were
selected using a purposeful random
sample. School leaders were representative of rural, urban and suburban
communities. Both male and female
leaders were studied, and leaders represented a wide range of age. Two
interviews were conducted at each
school. Focus group sessions were held at each school and included faulty
and parents. Finally, each
administrative team was shadowed to add to the richness of the data. Results
indicated leaders in these high performing; high poverty middle schools
demonstrated emotionally intelligent characteristics. As evidenced by the
data, the human relations element plays an import role in the overall
effectives of the school. Although the link between leaders’ emotional
intelligence and attribution to the school’s accreditation rating is
uncertain, the framework has been established for future research.
HED-6: A Comparison of Emotional Intelligence Levels of
Hospitality Undergraduate Students to
Hospitability Industry Professionals
Presenters: Sheila Scott-Halsell
Room: Ballroom A
Abstract: With the popularity of the Emotional Intelligence (EI) construct
in current research and leadership
publications today, a study to determine the essentiality of including it
into academic curricula for hospitality
undergraduate students to better prepare them for their career choice was
needed. The current study tested
hospitality industry professionals and compared their scores to hospitality
undergraduate students to determine
if differences exist. Significant differences were found giving credence to
the view that curricula inclusion
would be a beneficial concept for preparing students for a more seamless
entrance into leadership positions
within the industry.
BUS/GOV-6: First Skills: Building an Emotionally Intelligent Presence
Presenter: Steve Whiteford
Room: 221A-221B
Abstract: Leadership demeanor is a tremendously powerful aspect of Emotional
Intelligence. Not only is it the
center point for personal and organizational "resonance," the core skills of
body and emotional awareness and
self-management to enhance presence are the same skills that allow one to
initiate positive change that resounds
through an organization as resonance or positive contagion.
11:00 a.m. Concurrent Session
K-12-7: Correlations between
EI (MSCEIT) and the Academic Performance of At-Risk High School
Students
Presenter: Leslie D. Kvapil
Room: 219C
Abstract: Is there a significant relationship between emotional intelligence
and academic achievement? Three
hundred students and 30 teachers were tested for Emotional Intelligence
using the Mayer Salovey Caruso Test
of Emotional Intelligence Youth Version (MSCEIT-YV) and the Mayer Salovey
Caruso Test of Emotional
Intelligence (MSCEIT) respectively. Academic factors were measured by grades
in Math, English, cumulative
GPA, and scores on the English and Math TAKS. Teacher effectiveness was
measured as the number of
discipline referrals, percentage of students passing their course, and the
percentage of students passing TAKS.
Demographic factors for students included age, gender, special education
status, gifted and talented status, at risk
status, and at-risk indicators. Demographic factors for teachers included
age, gender, degree of education,
and number of years teaching. Results suggested that there is a significant
relationship between Emotional
Intelligence and Academics. They also support previous research on emotional
intelligence.
HED-7:
A New Measure of
Emotional Intelligence: The Performance of the Personal Excellence Inventory
in Professional Populations
Presenters: Richard Hammett and William Bailey
Room: Ballroom A
Abstract: The Personal Excellence Inventory© (PEI) is a 150-item True/False
survey presented in the closing
chapter of Emotional Intelligence: Achieving Academic and Career Excellence
(Nelson & Low, 2003). The
purpose of the inventory is to extend the emotional skills development
process presented in the earlier chapters
of the book. The construct of personal excellence encourages life-long and
self-directed learning about
emotional intelligence. The PEI builds very practically upon the theory of
the Emotional Learning System™
and the research and item base of the Emotional Skills Assessment Process©
(ESAP). Both the ESAP and the
PEI use behaviorally anchored items. The PEI, however, is a different
instrument than the ESAP with a
different make up of competencies (scales) and skills (subscales). Where the
psychometric properties of the ESAP have been studied and developed
primarily with college students, those of the PEI have not yet been
explored with any population. The PEI; therefore, has great potential for
extending the education model of
emotional intelligence to professional adult populations. During this
session, the psychometric properties of a
Likert-based derivation of the PEI will be presented and discussed.
BUS/GOV-7: Ethics and Self-Efficacy as a Business Model
Presenter: Margo Murray
Room: 221A-221B
Abstract: Ethical and moral behavior stems from EI and self-efficacy.
Instant global communication demands
sensitivity to working with all cultures. The media reveals the worst
examples of ethics in business with
examples like Enron and HP. To change these models boards and management
teams must collaborate in
decision making and be transparent in communication. Best practices and
lessons learned from more than a
dozen countries will illustrate the cost-effectiveness of mentoring as a
performance improvement strategy.
1:00 p.m. Concurrent Session
K-12-8: Coaching with
Emotional Intelligence in Educational Environments
Presenter: Scott Livingston
Room: 219C
Abstract: Top organizations are beginning to understand that sustaining peak
performance requires a
commitment to devloping leaders who can inclucate vision-based objectives
throughout the organization. How
is this leadership to cascade throughout an organization? One increasingly
popular tool for developing leaders is
executive coaching. The world of education is changing at a rapid pace.
Skills and abilities once considered acceptable for a successful career are
in many cases no longer adequate. We are now coming to the realization that
high IQ and well-developed technical skills, while critical for entry into
the field, may provide no advantage for longevity or career achievement. If
coaching is such an important leadership tool then what distinguishes great
coaching? Our experience has shown that certain Emotional Intelligence
competencies are essential for high performance when utilizing coaching
skills.
HED-8: Integrating EI-centric Assessment with Students in Special
Programs: Upward Bound Math
and Science; College Assistance Migrant Program and McNair Scholars Program
Presenters: Mary Gonzalez, Marcos Benavidas, Martha Castillo, and Mayra
Alayon Hough
Upward Bound Math and Science
College Assistance Migrant Program and McNair Scholars Program
Room: Ballroom A
Abstract: Emotional skills are fundamental to personal happiness, healthy
relationships, and personally
meaningful careers. Current research has concluded that emotional
intelligence and related non-traditional
measures of intelligence and human performance are as or more predictive of
academic and career success than
IQ tests and other measures of scholastic aptitude and achievement.
Interdisciplinary research clearly indicates
the importance of emotional intelligence and emotional skills to student
achievement, career success, personal
well-being and leadership. These research findings emphasize the necessity
of including emotional skill
development in programs designed to improve student achievement and academic
success in programs such as:
Upward Bound Math & Science (pre-collegiate 9th – 12th grade); College
Assistance Migrant Program
(freshman year) and McNair Scholars Program (juniors and seniors). By
completing the process of authentic
self-assessment and developing Your Emotional Skills Profile, students have
a new process and way of
understanding their emotional self. Students have a new process of knowing
what emotional learning involves
and what emotional intelligence means.
BUS/GOV-8: Relationship Skills Mapping: Identifying and Developing
Healthy and Productive
Relationships Skills
Presenters: Darwin Nelson, Kaye Nelson, and Judy Cox
Room: 221A-221B
Abstract: This program will present the Relationship Skills Map as a
multi-dimensional assessment model for
counseling and corporate settings. Initial research will be discussed and
future research directions will be
identified. The RSM counseling and corporate versions will be reviewed, and
specific empirical validation
procedures will be emphasized.
2:15 p.m. Concurrent Session
K-12-9: Emotional Intelligence and Beginning Teacher Candidates
Presenter: Madeline Justice and Sue Espinoza
Room: 219C
Abstract: According to the Bureau of Labor Statistics, Texas will need over
82,000 new teachers by 2008.
Many teachers are leaving the profession within 5 years of being employed.
Closing a revolving door, teacher
preparation programs are discussing this phenomenon. One hundred sixty
beginning teacher candidates were
surveyed using the Emotional Skills Assessment Process. According to the
Emotional Intelligence Scale the
candidates needed to strengthen skills in assertion, comfort, empathy,
decision making, drive strength, time
management, commitment ethic, self-esteem, stress management and deference.
The skills leadership,
aggression, and change orientation were current strengths. To face the
challenges of a diverse classroom, these
skills need to be developed, strengthened or enhanced if candidates are
expected to have a longer teaching
career.
HED-9: Incorporating EI in Adult LART Education
Presenters: Dianna Stankiweicz
Room: Ballroom A
Abstract: This course is a tool kit for academic success! The focus will be
on practical knowledge to assist you
in time management, note taking, test taking, study techniques, reading
strategies and comprehension, campus
resources, critical thinking skills, basic computer skills, and emotional
intelligence skills. It is designed to assist
the adult learner in transitioning into a formal learning atmosphere whether
as a first time college student or as a
returning student. The course provides an opportunity for students to learn
and adopt methods to be successful
in undergraduate work. Deals with basic academic, study and life skills, and
attitudes necessary for collegiate
success.
BUS/GOV-9: Living With Emotional Well Being
Presenter: Marcia Hughes
Room: 221A-221B
Abstract: Live for your days on, not your days off! Go beyond the theories
of emotional and social intelligence
and make it real, powerful and meaningful for you. You know your life is
working well when you personally
experience a quality of living best described as emotional well being. This
state reflects a way of engaging with
the world centered on a fully developed sense of yourself, your values,
strengths and goals. Understand the
techniques of moving toward being all you can be rather than running away
from the demons of the world – real
or imagined.
Benefits/Objectives:
• Connect with the theory and application of emotional and social
intelligence
• Learn key strategies for enhancing your reflective self awareness
• Discover how to live so you are moving toward life with emotional well
being
• Develop your personal action plan for living with emotional well being
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