Emotional intelligence is an intelligence dimension that has a significant impact on various life outcomes, such as life satisfaction and job performance. Emotional intelligence refers to a set of hierarchically organized core competencies and skills for identifying, expressing, processing, and regulating emotions-both in oneself and others. These authors argue for the need to recognize teaching in higher education as cognitive, emotional, and embodied work.Įducation is one of the largest application areas for the construct of emotional intelligence (EI). described good teachers as people who care about their discipline, care about teaching, and care about students, powerfully influencing students’ engagement with the subject matter, enthusiasm for learning, and aspirations for the future. Brain research has provided educators with a better understanding of instructional practices that not only are essential for students with special needs but also benefit their peers. Inclusive teaching orchestrates the learner’s experience so that all aspects of brain operation are addressed (e.g., thoughts, emotions, imagination, and predispositions). Instructors can serve as key players in ensuring accessible education for all students by building supportive courses that foster student engagement. found that among 148,000 students, only 29% indicated that their schools provided a caring, encouraging environment. education policies over more than a decade have focused on labeling schools and students on the basis of standardized test results, creating a focus that has increasingly ignored the affective and social needs of scholars as well as their engagement in empowering forms of learning. Because each student is unique, teachers must use diverse strategies suited to students’ broad array of abilities and multiple intelligences, enabling all students to be true participants in a community of learners. With equal-access requirements and increasing rates of enrollment of students with disabilities and adult students in higher education, universities must find appropriate and efficient ways to create accessible materials that benefit and support all students. Adult students in higher education in the United States (U.S.) are as diverse as the over 4000 colleges and universities that they attend. higher education, particularly in metropolitan universities and colleges that serve urban regions with large populations of place-bound working adults in need of higher education and the certifications that come with that education. Adult students used to be called nontraditional students. With increases in students from diverse backgrounds and students with disabilities, the university classroom is becoming more diverse. Students with diverse abilities comprise a growing population on college and university campuses. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success.
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