THE EQ FATOR IN STUDENT RETENTION AND SUCCESS …学生保留和成功的情商因素….pptVIP

1st to 2nd semester retention correlated with Higher optimism Better impulse control 1st year to sophomore retention not associated with EI; retention influenced only by financial data such as amount of parental loans (data was for spring 2009 when economy affected private school retention) BUT, our retention for 1st year students was flat while many privates suffered declines – WAS EI instruction related to better than expected results? Need more data to be sure. Need to develop systematic follow-up for 1st years Current follow-up options beyond FYE LEA/PSY 344 – Emotional Intelligence: 1 credit hour course to help students learn more about EI and develop their skills Course specific EI infusion Psychology senior seminar Political science and Leadership courses Student-centered – focus on well being of student Intentional – plan for different types of intervention based on scores Intrusive - reach out to students based on EI results Proactive – early, preventative action in 1st year Diversified – individual development plan for each student Comprehensive – student as a “whole” person Collaborative - partnership between faculty, counseling center, career center, student life staff Developmental – longitudinal sequence of EI opportunities Systemic – built into FYE course; buy-in from Academic Affairs and Student Development Durable – programs built into organizational structure (e.g., FYE course) and budget Empirical – evidence to support EI and retention (ongoing research) Is EI a new concept that only recently emerged in the mid 90’s? Salovey-Mayer – the ability model of EI Goleman – the emotional competency model Bar-On Model – the emotional and social functioning model Can you think of an example when it is important for FY students to “understand and express themselves” or “relate well with others”? We don’t have time to cover one by one but which of the five Composite Scales do you believe most important to FY students? Why? * * Korrel Kanoy, Ph.D. Peac