The NAFTA Countries' Perspectives on Social and Emotional Learning in Tertiary Education

• In Event: 15.054 - Current International Practices and Challenges on Socio-Emotional Learning

Abstract

There is growing recognition that being college-ready requires more than just academic preparation. Social and emotional skills (SES) are increasingly viewed as essential for success in school and beyond (Denham & Brown, 2010; Heckman & Kautz, 2013), and in some cases are seen as equally or even more important than academic skills (Gutman & Schoon, 2013). Also known as “noncognitive skills,” “21st century skills,” and “soft skills” (Duckworth & Yeager, 2015), SES such as persistence, motivation, engagement, time management, and collaboration are seen as vital for success in colleges and in 21st century workplaces (Shechtman, DeBarger, Dornsife, Rosier, & Yarnall, 2013).

Researchers and scholars in the United States, Canada and Mexico are advancing SEL research and practices in pre-K to 12 and post-secondary education and assessment practices. This paper examines how advancements in SEL research and assessment can be leveraged toward contributing to expanding opportunity, expanding knowledge of student needs for support, and improving student outcomes. I will share conclusions from a June 2018 seminar where colleagues from Mexico, Canada and the United States considered the following topics: (a) What are the key student SEL experiences that could be observed as students make their way to college, through college and beyond college; (b) How should SEL be packaged and promoted to colleges and universities for use in admissions, for persistence through college and beyond; (c) How do faculty, administrators and staff incorporate and make use of SEL in their efforts to increase student progress into college, through college and beyond; (d) What are the current SEL metrics to employ as students make their way to, through and beyond college; (e) What are the SEL measurement issues that need to be considered; and (f) Can technology help students to acquire - and maintain – the SEL skills they need.

Denham, S. A., & Brown, C. (2010). “Plays nice with others”: Social–emotional learning and academic success. Early Education and Development, 21(5), 652-680.
Duckworth, A. L., & Yeager, D. S. (2015). Measurement matters: Assessing personal qualities other than cognitive ability for educational purposes. Educational Researcher, 44(4), 237-251.
Gutman, L. M., & Schoon, I. (2013). The impact of non-cognitive skills on outcomes for young people. Retrieved from https://v1.educationendowmentfoundation.org.uk/uploads/pdf/Non-cognitive_skills_literature_review_1.pdf
Heckman, J. J., & Kautz, T. (2013). Fostering and measuring skills: Interventions that improve character and cognition. Retrieved from https://www.econstor.eu/bitstream/10419/90084/1/dp7750.pdf
Shechtman, N., DeBarger, A. H., Dornsife, C., Rosier, S., & Yarnall, L. (2013). Promoting grit, tenacity, and perseverance: Critical factors for success in the 21st century. Washington, DC: US Department of Education, Department of Educational Technology, 1-107.

Author

• Catherine M. Millett, ETS