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Higher Education Leading With Social, Emotional, and Academic Development: University Case Study on Explicit SEAD Coursework

Higher Education Leading With Social, Emotional, and Academic Development: University Case Study on Explicit SEAD Coursework

Tara Madden-Dent, Deborah Oliver, Brooke Stratton, Eleanor A. Strand, Kimberly Reed
Copyright: © 2021 |Pages: 22
ISBN13: 9781799867289|ISBN10: 1799867285|ISBN13 Softcover: 9781799867296|EISBN13: 9781799867302
DOI: 10.4018/978-1-7998-6728-9.ch004
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MLA

Madden-Dent, Tara, et al. "Higher Education Leading With Social, Emotional, and Academic Development: University Case Study on Explicit SEAD Coursework." Leading Schools With Social, Emotional, and Academic Development (SEAD), edited by Tara Madden-Dent and Deborah Oliver, IGI Global, 2021, pp. 56-77. https://doi.org/10.4018/978-1-7998-6728-9.ch004

APA

Madden-Dent, T., Oliver, D., Stratton, B., Strand, E. A., & Reed, K. (2021). Higher Education Leading With Social, Emotional, and Academic Development: University Case Study on Explicit SEAD Coursework. In T. Madden-Dent & D. Oliver (Eds.), Leading Schools With Social, Emotional, and Academic Development (SEAD) (pp. 56-77). IGI Global. https://doi.org/10.4018/978-1-7998-6728-9.ch004

Chicago

Madden-Dent, Tara, et al. "Higher Education Leading With Social, Emotional, and Academic Development: University Case Study on Explicit SEAD Coursework." In Leading Schools With Social, Emotional, and Academic Development (SEAD), edited by Tara Madden-Dent and Deborah Oliver, 56-77. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-6728-9.ch004

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Abstract

Institutions of higher learning serve as global catalysts for equitable educational systems as drivers of educator workforce that lead with social, emotional, and academic development (SEAD) practices. Colleges and universities are well-positioned to instruct on explicit social emotional learning (SEL) not only within pre-service programs of study, but have the unique opportunity to provide continuous education for in-service educators. This large-scale capacity to influence those who shape student experiences is more important today than ever before as schools seek safer, more inclusive campuses and digital learning environments with culturally responsive and respectful communication and interactions. The need for SEL skills across workforce sectors conflicts with the lack of SEL education in higher educational programs. To contribute to the body of literature around post-secondary SEL education, this chapter introduces new graduate-level SEAD courses and how they influenced pre-service and in-service teacher candidates.

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