In this chapter, the authors will define and present an emotional intelligence learning system, rooted in research related to transformative emotional intelligence and explore how an online university can leverage this system within an inclusive teaching and learning model to teach emotional intelligence, personal skills, and leadership development. Implications for teaching, course development, and professional development are discussed so that faculty, course developers, administrators, and staff can use the tools to engender flow and positive change within their spheres of influence.
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In Chapter 1 (“Developing a Learning Model for Caring, Inclusion and Social Change in an Online Environment”), the Figure 1 was presented to illustrate how Walden’s learning model supports our inclusive teaching and learning (ITL) strategy.
Figure 1. How Walden’s Learning Model Supports its Inclusive Teaching and Learning Strategy
As you review Figure 1, note how four of the five threads are highly process- and relationship-focused, and address the how of Walden’s learning model. As such, each element is highly dependent on, and assumes, that the human beings at the heart of these relationships have the capabilities to be inclusive, respectful, curious, reflective, and caring of others. But alas, this is likely not the best of assumptions, particularly in an online setting where technology mediates these relationships and many of the engagements occur in asynchronous time and without visual communication queues.
Learning within an online, multi-contextual, inclusive teaching and learning environment places a premium on the need for both learners and faculty to build reflexive, self-awareness skills (such as those discussed in this chapter) that can help them develop and maintain an even larger set of emotional intelligence skills and predispositions.
Learning relationships that tie together to support transformational learning are an important part of Walden’s learning model. This model takes an intentional approach to learning in that both facilitator/mentor and learner engage in a relationship to increase inclusion, empathy, and self-awareness. This occurs individually and, as shown in Figure 2, within the larger online community of interest.
Figure 2. The Focus of Person-Centered Engagements to Support Learning