A Self-Study of Early Childhood Faculty Social and Emotional Learning and the Impact on Delivery

• In Event: AERA Roundtable Session Wednesday 4:20 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Self-Studies Within Higher Education: Faculty Development, Online Teaching, and Instructional Delivery (Table 3)

Abstract

Building on previous self-study in social emotional learning domains (SEL) our focus continued to explore how to impact preservice teacher’s SEL understanding. The twist in this study was that these three junior faculty members considered how to explore their social emotional competencies to understand how that impacted the learning of their students. While teaching through different modalities, online, blended, and face-to-face, we all shared the common goal of deliberately assessing our own SEL competencies impacted our students' perceived learning. We were exasperated by a growing reality of less professional development for higher education faculty, increased demands on faculty time, and an ever-changing Gen Z student body.

Authors

• Allison Jane Barness, University of Northern Iowa

• Allison Pattee, University of Northern Iowa

• Brandy A. Smith, Wartburg College