EMOTIONAL INTELLIGENCE and Academic Leadership

1. EI Training & Research Institute EMOTIONAL INTELLIGENCE and Academic Leadership July 30, 2007 © 2007 by Darwin B. Nelson. Gary R. Low. All rights reserved.

2. Inspiration from Cesar ChavezA Focus on Building Community “WE CANNOT SEEK ACHIEVEMENT FOR OURSELVES AND FORGET ABOUT PROGRESS AND PROSPERITY FOR OUR COMMUNITY…OUR AMBITIONS MUST BE BROAD ENOUGH TO INCLUDE THE ASPIRATION AND NEEDS OF OTHERS, FOR THEIR SAKES AND FOR OUR OWN.”

3. Inspiration from John GardnerA Focus on Building Self “WHAT WE MUST REACH FOR IS A CONCEPTION OF PERPETUAL SELF-DISCOVERY, PERPETUAL RESHAPING TO REALIZE ONE’S BEST SELF, TO BE THE PERSON ONE COULD BE”

4. Institutional Ways Forward • Quality Enhancement Plans (QEP) • Campus Plans • Grass Roots Initiatives

5. The Education Model of EI • Emerging Model of Darwin Nelson and Gary Low • Professors, Educational Leadership and Counseling, Texas A&M University-Kingsville • Research derived (1977 – Present) • Emotional Skills • Achievement and Retention • Personal Excellence • Person/Student Centered • Develops Effective Students & Leaders • Addresses Accountability

6. Personal Outcomes We Hope Students Exhibit As A Result Of Education? • Personal Responsibility • Work Ethic • Compassion • Reflective/Constructive Reasoning • Meaningful Self-Direction • Life-Long Learning • Intelligent Self Direction

7. Academic LeadershipOutcomes Hoped for Myself • Shared Vision of Student Success • Cooperative Relationships • Professional Development • Collaborative Style • Continuous Learning Organization • Culture of Success

8. EI ≠ IQ Emotional Experiential Cognitive Academic Reactive Rational

9. Emotional Intelligence is … • A Learned Ability To Think Constructively and Act Wisely • A Model for Healthy Change • A Reflective Process for Life-Long Transformational Learning • Intelligent Self Direction

10. What is Emotional Intelligence? Emotional intelligence is a confluence of developed skills and abilities that facilitate (a) the accurate knowledge and value of self, as well as responsible actions based on personal worth and dignity; (b) a variety of strong, healthy relationships; (c) the ability to work well with others; and (d) productive reactions to the demands and pressures of daily life and work.

11. EI Beliefs - We believe that … • … people seek healthful and happy outcomes and avoid painful ones. • … people seek relationships with others and their environments. • … interdependence is more important than independence.

12. EI Beliefs - We believe that … • … effective people develop an ability to overcome problems & deficits (life-long learners). • … change occurs best in an engaging learning environment that is trusting, positive, honest, caring, and genuine. • … students and adults organize their worlds from their unique frames of reference.

13. EI Beliefs - We believe that … • … students need help in learning how to learn • … students need help in developing readiness for college expectations and academic rigor • … students need to be a full and active partner in the college environment

14. EI Beliefs - We believe that … • … students need to learn how to engage themselves in classes and programs • … people need to learn and understand the contributions of the emotional mind

15. Why Is EI Important? • Key to institutional success • Key to academic, career, life, and leadership success • Students who learn & develop EI skills achieve at higher levels & become more engaged • EI centric programs improve achievement and retention

16. Emotional intelligence is integrative! Cognitive Mind Emotional Mind EI Appropriate Behavior Emotional intelligence is the ability to think constructively and act wisely!

17. Do you think emotional intelligence can and should be taught? How do you teach and learn EI skills and competencies?

18. Apply Explore Learn Identify Understand The Emotional Learning System

19. Emotional Information Emotionally Reactive EXPERIENTIAL MIND (FEELING) Emotionally Reflective UNCONSCIOUS Rational & Wise Actions Step D Self-Development: Learn Step A Self-Assessment: Explore Step E Self-Improvement: Apply & Model Emotionally Intelligent Behavior Wisdom Harmony Step C Self-Knowledge: Understand Step B Self-Awareness: Identify Constructive & Critical Thinking CONSCIOUS Integrating & Synthesizing COGNITIVE MIND (THINKING) THE EMOTIONAL LEARNING SYSTEM ©

20. Integrative Approachto Quality Enhancement • ESAP (Emotional Skills Assessment Process) • ESAP-CV (College Version) • Intelligent Self-Direction • Personal Excellence Map

21. The Emotional Intelligence Assessment Process (ESAP) • Four competence areas • Interpersonal Communication • Personal Leadership • Self-Management • Intrapersonal Skills • Three potential problem areas • Aggression • Deference • Change Orientation

22. The ESAP Skills Interpersonal • Assertion • Anger Management • Anxiety Management Personal Leadership • Comfort • Empathy • Decision Making • Leadership Self Management • Drive Strength • Time Management • Commitment Ethic • Change Orientation Intrapersonal • Self Esteem • Stress Management

23. TAMUK First-Year Student Profile High Achieving Profile Emotional Intelligence Profile Academic At-Risk Profile

24. Why Is EI Important? EI skills contribute to academic and professional achievement. EI skills promote specific ways of thinking and behaving that help people develop leadership, learn more effectively, use constructive thinking, and make successful school to college to career transitions.

25. Time Management I set specific goals for my career and my life. I willingly undertake challenging projects that involve some risk of failure. I am an achiever. When proceeding with a difficult task,I think of all the resources that are available to me in order to successfully accomplish the task. M S L M S L M S L M S L

26. Commitment Ethic When something needs to be done,people turn to me. I have a strong sense of right and wrong for myself, and I behave accordingly. I am a “hard worker” even when not supervised. I rarely fail at anything that I consider important. M S L M S L M S L M S L

27. Change Orientation I am not satisfied with the way I management my time. One of the things that I need to change most is how I feel about myself as a person. I am not satisfied with my leadership ability. One of the things I need to change most is how I physically take care of my body. M S L M S L M S L M S L

28. Decision Making I make decisions and act rather than worrying about the alternatives and becoming tense. When involved in a group project, I suggest solutions which other group members accept. My friends and co-workers ask my help in making important decisions. I seldom regret the decisions that I have made. M S L M S L M S L M S L

29. Transfer of Learning Activity • 13 Groups. • Each group experience one EI skill assessment together. • Within groups, try to come up with a representative scenario of the role that the skill has had your work setting (either positive or negative). • Report out with your scenario and leadership options.

35. Community College Examples • Galveston College • Javelina EI Program • College Of The Mainland • San Jacinto College • Coastal Bend College • South Texas College

36. A Day withSeymour Epstein • Professor emeritus at the University of Massachusetts. • Constructive Thinking: The Key to Emotional Intelligence. • National Institute of Mental Health Research Scientist and Merit award recipient. • September 14, CC Omni Bayfront

37. EI Institutes & Conferences 2002 – Emotional Intelligence Research Initiative 2004 – Emotional Intelligence: An Education Based Model 2005 – Emotional Intelligence: Person-Centered Assessment and Transformative Learning 2006 – Emotional Intelligence: Catch The Wave 2007 – Emotional Intelligence And Leadership: A Vision Of Excellence 2008 – Personal Excellence: Building Quality From Within

38. For Additional Information … • http://www.tamuk.edu/edu/kwei000 • http://www.EiLearningSys.com • http://www.EITRI.org • Gary@EiLearningSys.com • Gary Low (361) 593-2203 EITRI The EI Training & Research Institute

39. Galveston College • Nelson & Low Education Model Used In Quality Enhancement Plan (QEP) • ESAP Assessment Used For Research, Accountability Data, Evaluation, And Planning • English Classes • Achieving The Dream • Beverly Gammill and Melanie Johnson

40. College Of The Mainland • Psychology Of Success Class • ESAP Used For Assessment And Person-centered Instruction • Emotional Intelligence: Achieving Academic & Career Excellence Book (Nelson & Low, 2003, Prentice Hall) • Learning Community with EI Focus • Cathy Moran

41. San Jacinto College • ESAP and Emotional Intelligence book used in MECA • Nursing Program • Developmental Writing • Selected for use in new Foundations Of Success course (Fall 2007) • Dr. Robert Vela, Jr.

42. Coastal Bend College • COUGAR CAMP • Title V Program • New Critical Thinking Course (Planning Stages) • Drs. Santos Martinez & Rito Silva, Jr

43. South Texas College • Emotional Intelligence and Teaching Excellence • South Texas Leadership Academy • Faculty Professional Development • 2008 Emotional Intelligence Research Institute Host

44. Texas A&M University-Kingsville • Emotional Intelligence And Leadership: A Vision Of Excellence (Keynote At 2007 Conf) • 5 TAMUK Courses Featuring EI • First-year Education Course • Graduate Course For Counselors • 3 Doctoral Courses

45. Recent Doctoral Research • Rito Silva, Jr. (TAMU) • Max Abbassi (TAMU-K) • George Potter (TAMU-K) • Marky Smith (TAMU-CC) • Maggie Williams (TAMU-K) • Robert Vela (TAMU-K) • Barbara Stottlemyer (TAMU-K)

46. Recent Doctoral Research • Rito Silva, Jr. (2007). When asked: “What strategies will be critical for future Hispanic administrators to utilize in order to be successful in higher education” 100% of the panelists responded, “Emotional Intelligence.” • Max Abbassi (2007). The importance of collaboration, communication and cooperative problem-solving between academic chairs and faculty were identified as keys to effective academic leadership and institutional success.

47. Recent Doctoral Research • George Potter (2005) First-year college students who participated in the EI program outperformed those who did not. • Marky Smith (2004) The major conclusion was that the EI intervention program was significantly effective in impacting change, growth, improvement, and development in the majority of factors considered (with an at-risk high school sample).

48. Recent Doctoral Research • Maggie Williams (2004) An examination of the problem of retaining first-year students at TAMUK. Both academic factors (ACT/SAT scores, high school class standing) and the EI Skills of drive strength, time management, and commitment ethic are significantly correlated, predicting both retention and academic achievement. • Robert Vela (2003) EI skills found to be significant factor in the academic achievement of first-year college students.

49. Recent Doctoral Research • Barbara Stottlemyer (2002) The results of the study showed that there is a significant relationship between selected emotional intelligence skills and academic achievement. The resilience of students who succeed despite environmental and economic deficiencies may also be related to emotional intelligence.