#15: Implementing Social and Emotional Learning Strategies in the Social Science Classroom — Presentation Detail — Celebration of Scholars

Instructions

Student presentations must have a faculty sponsor.

Abstracts must include a title and a description of the research, scholarship, or creative work. The description should be 150-225 words in length and constructed in a format or style appropriate for the presenter’s discipline.

The following points should be addressed within the selected format or style for the abstract:

A clear statement of the problem or question you pursued, or the scholarly goal or creative theme achieved in your work.
A brief comment about the significance or uniqueness of the work.
A clear description of the methods used to achieve the purpose or goals for the work.
A statement of the conclusions, results, outcomes, or recommendations, or if the work is still in progress, the results you expect to report at the event.

Presenter photographs should be head and shoulder shots comparable to passport photos.

Additional Information

More information is available at carthage.edu/celebration-scholars/. The following are members of the Research, Scholarship, and Creativity Committee who are eager to listen to ideas and answer questions:

Jun Wang
Kim Instenes
John Kirk
Nora Nickels
Andrew Pustina
James Ripley

#15: Implementing Social and Emotional Learning Strategies in the Social Science Classroom

Name: Anna Mueller
Major: Broadfield social science- Psychology
Hometown: Oshkosh, WI
Faculty Sponsor:
Other Sponsors:
Type of research: Senior thesis

Abstract

The Collaborative for Academic, Social and Emotional Learning (CASEL) recognises 5 core competencies within SEL; self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The state of Wisconsin has a partnership with CASEL to get SEL into every classroom across the state to help build these social and emotional competencies (SEC) through a systemic approach (Dunsenbury et al. 2015). While this is strides ahead of some states, every student should be receiving access to researched based SEL in their classrooms. It is common for districts to set aside some time in the day or week for someone in some classroom to teach SEL, but this takes away from instructional time where educators are already struggling to keep up with demands from state testing and district administrators. SEL can easily be implemented into core subjects with little change to the current curriculum and allow these skills to be built up without disrupting learning in the classroom. In this paper, the use of SEL in a psychology unit on stress will be discussed in its effectiveness and ease of use. The goal should be to promote small changes to a curriculum that encourage SEL at any and all levels, especially when discussing topics that may be sensitive to some students. Not only has SEL been proven to improve test scores, but it is also shown to help promote community and respect within the classroom, school, and overall community.

Poster file