Emotional Intelligence Workshop

Learning domains: Assessment & Evaluation and Leadership

Description: As part of my graduate assistantship in Student Life and Leadership, I develop one-off workshops for our campus partners. On Friday, January 19th, I facilitated my Emotional Intelligence workshop for approximately 20 tour guides in Outreach, Recruitment, and Orientation. After this workshop was requested, I built this workshop from start to finish by creating learning outcomes, discussion questions, activities, and an assessment. More specifically, this workshop consisted of relevant YouTube videos and content from scholarly journals that helped students understand the benefits of self-awareness and empathy. Overall, this workshop provided students with the opportunity to learn about emotional intelligence by drawing from their own experiences.

Term: Spring 2018

Learning Outcomes:

1. SWiBAT demonstrate appropriate preparation and planning for the workshop through elements such as a lesson plan, visual aids, discussion questions, and assessment.

2. SWiBAT identify ways to create a more effective workshop through improving facilitation skills and workshop content.

Assessment Rubric: Please click image to view PDF.

Reflection

I would rate myself as Advanced for SLO #1 because I had prepared for this workshop several months in advance and asked for feedback from students and student affairs professionals. I drafted student learning outcomes that related to the student learning outcomes of Student Life and Leadership. I created measurable outcomes using Bloom’s taxonomy. Once I had decided what I wanted students to gain from this one-hour workshop, I looked for sources that clearly explained emotional intelligence and how I could share this information with students. Because I wanted to include various types of learning, I found an emotional intelligence assessment already created that could be taken by both individually and with a friend. I also related the topic to Dr. Corey Seemiller’s (2013) leadership competency of empathy and included a brief clip from Inside Out to illustrate how empathy can be an appropriate way to respond to a situation.

According to Ewell (2009) the purpose of assessment is for accountability and improvement (as cited in Schuh et al., 2016). I am actively looking for ways to improve my workshop so that students can develop greater awareness of emotional intelligence, so that they can effectively engage in the domains. I would rate myself as competent for SLO #2 because from the assessment and my experience facilitating the workshop, I found several ways to create a more effective workshop. For example, I would improve my facilitation skills and workshop content by having a more engaging presence and adding materials to explain the emotional intelligence domains better. I could have also had go-to ways to get the class back together as well as including a specific example that tied to each of the domain and subcategories which may have helped students piece everything together. I could also improved the content by including more concrete examples for each emotional intelligence domain.

Evidence

Please see curriculum materials, facilitator's guide, assessment, and PowerPoint below.

- https://bit.ly/2roakqe

- http://bit.ly/2C9nCOr

References

Schuh, J. H., Biddix, J. P., Dean, L. A., & Kinzie, J. (2016). Assessment in Student Affairs. John Wiley & Sons.

Seemiller, C. (2013). The Student Leadership Competencies Guidebook: Designing Intentional Leadership Learning and Development. Wiley.