Social-Emotional Learning for Equity and Civic Engagement in Higher Education: The Key Role of Faculty Professional Development

• In Event: Integrating Social-Emotional Learning in Higher Education for Equity, Well-Being, and Civic Engagement

Abstract

Theoretical framework
SEL is an important lever for advancing equity and civic-mindedness on college and university campuses. To effectively address the complex challenges and dilemmas that come with rigorously and constructively fostering inclusive excellence in higher education institutions—in both curricular and extracurricular domains—it is crucial for faculty, administrators, staff, and students to develop social-emotional stamina, with awareness of and the ability to critically reflect on held biases and assumptions. Fostering a college/university climate marked by cultural responsiveness, racial literacy, inclusive excellence, and equity involves emotionally-laden individual and collective inner work that calls for strong SEL skills.

Objectives or purposes
The main aim of this final paper is to build on the preceding papers in this session to further advance the case for bringing social-emotional learning and development to the forefront of higher education. Additionally, this paper highlights the vital importance of fostering Adult SEL in order to support faculty (across disciplines), staff, and institutional leaders to develop 1) awareness of why and how fostering SEL is crucial in higher education, and 2) strengthen their own social-emotional skills towards fostering well-being, equity, racial literacy, and civic engagement.

Methods and Data Sources
This paper draws on a literature review of SEL practice and research in higher education as well as a pilot study of one university’s efforts to develop a year-long equity-focused SEL professional development cohort program for faculty across disciplines. The goal of this program, which includes contemplative dimensions, is to support faculty to develop a deep understanding of the interconnections of SEL, equity, and civic-mindedness as well as the skills needed to efficaciously engage in and promote constructive dialogue with students and colleagues. During the pilot study, faculty attitude shifts regarding equity-focused social-emotional and civic learning are assessed using Q Methodology, a research method uniquely formulated to capture quantitative data on subjective material (Freie, 1997; Cook, Scioli, & Brown,1975).

Findings and Scholarly Significance
We will draw on the literature review and pilot study findings to begin building a set of generalizable understandings, to advance higher education faculty professional development that cultivates SEL skills and fosters equity, well-being, and civic-mindedness. In doing so, we will build on, and adapt for the higher education context, the Collaborative for Academic, Social and Emotional Learning 5 core competencies. Supporting faculty across academic disciplines to develop social-emotional learning awareness, understanding, and skills is a vital first step in effort to also weave SEL into the fabric of higher education.

Author

• Deborah Ann Donahue-Keegan, Tufts University