Texas A&M University-Kingsville
Department of Educational Leadership & Counseling
Emotional Intelligence: An Adult Learning Model for Managing Life Transitions and Change
EDLD 6323 Advanced Topics in Curriculum & Instruction: Emotional Intelligence
Fall 2006
Professor: Gary R. Low
Email: gary.low@tamuk.edu
Office phone: 361.593.2901 Dept: 361.593-2980
Course Description
This course is guided by the question: How is adult learning best informed and facilitated by emotional intelligence theory and neuroscience of adult learning research? Adult learning and emotional intelligence provide the backdrop for a critical examination of the theory of human development. Emotional intelligence and human development theories will be explored to formulate an adult learning model based on the research and investigation of the behaviors, skills, beliefs, and attributes of adults.
Course Rationale
Research suggests that career exploration, as well as personal change and growth continue over the life span. Education models for adult learning must accommodate this dynamic to promote a strong self-concept and the maintenance of healthy aspirations. This course provides the opportunity to examine the coping resources available to adults and evaluates their utility for facilitating healthy human growth.
Required Texts
Johnson, Sandra and Taylor, Kathleen, editors (Summer 2006, Number 110.
The Neuroscience of Adult Learning:
New Directions for Adult and Continuing Education.
Nelson, D., Low, G. and Davis, R. (2007). The
Emotionally Intelligent Adult: Planning Career/Life Transitions, and Personal Change.
Course Requirements
Students will complete multiple
assessments and projects that become the basis for a personal and professional
theory of adult learning and emotional intelligence.
Goals
The goals of the course are embedded in the following assumptions:
1] There exists within post-secondary education organizations the need to expand the strategies for increasing the success of adult learners.
2] There exists a need for present and future educators to develop and enhance a greater understanding of the nature of human intelligence and motivation in adulthood.
3] There exists a need for educators to establish a conceptual basis that facilitates rather than confounds the process of adult learning and development. Therefore, the student will be able:
4] There exists a need for emotionally intelligent adult educators to distinguish between the differences and similarities of the needs for adult and pre-adult learners. In addition, adult educators and transformational leaders need to:
v investigate the historical perspectives of human development and intelligence.
v examine the role of change, planning, dreaming, vision, risk taking, and empowerment in the process of human development.
v develop criteria for the establishment and development of educator relationships that promote healthy development in adulthood.
v analyze, evaluate and discuss the theoretical and practical basis for effective education and training for adults.
v integrate and synthesize the construct of emotional intelligence for adult learning.
v analyze recent research in neuroscience of adult learners and create a product of “evidence-based, best practices” for the development and implementation of education and training programs for adult learners.
Student and Course Objectives
The student will:
v read the required texts and other assigned materials.
v analyze, synthesize, and evaluate the readings, discussions, seminars, presentations and other aspects of the course.
v utilize available research applications and findings in the investigation of assignments
v critique articles on emotional intelligence and adult learning/development
v provide a class presentation on one of the chapters from one of the texts (in learning teams)
v attend and actively participate in each class session.
v construct reflective activities from Nelson, Low, and Davis manuscript
v complete personal reflections from each class presentation after each class (Stem Questions: The most compelling concept(s)…; I was intrigued by the concept(s) because…; I will use the concept(s) in my personal life to…; I will use the concept(s) in my professional life to…
v construct an adult learning model or theory that includes emotional intelligence as a central component.
v complete the final examination. project
v complete any additional requirements as determined by the professor.
v provide the professor a class cumulative portfolio and personal narrative of all information and assignments at the conclusion of the course.
Student Learner Outcomes
Upon completion of the course, each student will be able to:
v demonstrate a knowledge of adult learning theories and models.
v demonstrate a knowledge of human development theories and models.
v demonstrate a knowledge of emotional intelligence skills related to healthy and productive adult learning
v demonstrate knowledge of the emotional learning system.
v demonstrate a knowledge of the principles of the adult learning model of emotional intelligence.
v understand methods for integrating emotional intelligence training in adult education.
v understand the use of emotional intelligence skill areas for establishing and guiding mentor relationships.
Assignments (Check
WebCt often for logistical updates)
Article and Book
Critiques
The critiques will be presented orally to the class. In addition, a written assessment not to exceed one typed page will be provided. The critiques will serve as a basis for discussion and interchange of ideas. The critiques must describe the content of the article or book and include practical applications of the information.
Chapter Presentations
Construct and present a presentation to the class over one of the text chapters. The presentation should include 15 – 25 slides with references where appropriate. The chapter will be the student’s individual choice. The student should furnish note copies to students, as well as a full copy to the professor at the time of the presentation.
Course Portfolio
Construct, as a collaborative class project, a high-quality course portfolio including all materials collected and produced during the course. The portfolio will become a product of class learning and turned in to the professor during the last class meeting. In addition individual students will have access to the class portfolio and product for future reference and use.
Final Examination
Project
At the conclusion of the semester, each student will be required to demonstrate his/her level of competence in the accomplishment of the goals, objectives, and student-learner outcomes of the course. The exam will be introspective/reflective for the student and interactive with the other members of the class. Specific information on the particular requirements for the final examination will be provided by the professor during class.
Assessment
Student learner outcomes are evaluated by combining class attendance and participation with performance on the final examination and the course portfolio containing (1) a personal theory or model that demonstrates the role of emotional intelligence in adult learning, (2) research of journal article reviews, (3) book chapter summary and presentation, (4) class notes and other course projects.
Grading
The only grade acceptable in this course is an "A". Work submitted will receive either an "A", "B", “”I” or "F". Work submitted and returned with no grade will be resubmitted for further evaluation by the instructor. 100% attendance is expected and student grades will be adjusted lower for non-attendance.
Disability statement (See pages 2 & 11 of Student Handbook):
Students with disabilities, including learning disabilities, who wish to request accommodations in class should register with the Services for Students with Disabilities (SSD) early in the semester so that appropriate arrangements may be made. In accordance with federal laws, a student requesting special accommodations must provide documentation of their disability to the SSD coordinator.
Academic misconduct (See page 23, section 100 of Student Handbook):
You are expected to practice academic honesty in every aspect of this course and all other courses. Make sure you are familiar with your Student Handbook, especially the section on academic misconduct. Students who engage in academic misconduct are subject to university disciplinary procedures.
Forms of academic
dishonesty:
1. Cheating: deception in which a student misrepresents that he/she has mastered information on an academic exercise that he/she has not mastered; giving or receiving aid unauthorized by the instructor on assignments or examinations.
2. Academic misconduct: tampering with grades or taking part in obtaining or distributing any part of a scheduled test.
3. Fabrication: use of invented information or falsified research.
4. Plagiarism: unacknowledged quotation and/or paraphrase of someone else’s words, ideas, or data as one’s own in work submitted for credit. Failure to identify information or essays from the Internet and submitting them as one’s own work also constitutes plagiarism.
Nonacademic misconduct (See page 23, section 100 of the Student Handbook):
The university respects the rights of instructors to teach and students to learn. Maintenance of these rights requires campus conditions that do not impede their exercise. Campus behavior that interferes with either (1) the instructor’s ability to conduct the class, (2) the inability of other students to profit from the instructional program, or (3) campus behavior that interferes with the rights of others will not be tolerated. An individual engaging in such disruptive behavior may be subject to disciplinary action. Such incidents will be adjudicated by the Dean of Students under nonacademic procedures.
Sexual misconduct (See page 23, section 200 of Student Handbook):
Sexual harassment of students and employers at Texas A&M University-Kingsville is unacceptable and will not be tolerated. Any member of the university community violating this policy will be subject to disciplinary action.