FY 2008 Annual Report of Achievements - Gallaudet University

Teaching Emotional Intelligence: A Curriculum for High School Social Studies
Classes
National mission priority area: Transition
Principal Investigator(s):
Jacoby, Susan
Other Investigator(s):
McCarty, Linda
Sandle, Jessica
Project description
Teaching Emotional Intelligence: A Curriculum for High School Social Studies Classes is a
Web-based product designed to share a curriculum for teaching the theoretical and practical
constructs of emotional intelligence (EQ) to high school students.
EQ refers to how individuals handle their feelings and how well they empathize and get
along with others. According to Daniel Goleman, author of the book Emotional Intelligence, EQ is the
ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the
information to guide one’s thinking and actions. According to Goleman, students who are better
able to manage their emotions are more able to pay attention, process information, and remember
than peers who cannot manage their emotions. There are five primary aspects of EQ: (a) awareness
of self and others; (b) management of emotions; (c) motivation, perseverance, and responsibility;
(d) empathy; and (e) social skills. It is believed that EQ can be developed and cultivated throughout
a person’s life.
Recognizing the importance of self-awareness and management for students, KDES and
MSSD identified EQ as one of five student outcomes in 1998. Learning and applying the concepts
of EQ can affect a student’s effectiveness in school and in future employment settings. Attention to
EQ also helps students understand themselves and their actions—an essential step for selfmanagement
and self-determination. EQ instruction helps students identify strategies for
understanding and improving their behavior and attitudes, for setting individual goals, and for
interacting effectively with others. EQ instruction also helps students see the relationship between
behavior/attitudes and success and effectiveness. The instruction of EQ has been included in
academic and social programming at KDES and MSSD and, additionally, in residence education
programming at MSSD.
Students enrolled in Social Issues, an upper-level sociology-focused social studies course at
MSSD, studied the theoretical constructs of EQ. The EQ unit included the study of EQ, its
components, and its influence on individuals and organizations. Students completed selfassessments,
reflections, and class activities to identify their strengths and needs within the five
dimensions of EQ. Through an essay project, students established goals and created plans to address
their needs. Students reviewed their progress throughout the school year as they assumed everincreasing
responsibility for themselves, their learning, and their planning for the future. Based on
the positive impact of EQ instruction for students and external requests for additional information
on the topic, the Clerc Center is developing a Web site to share these and other classroom materials
to teach high school students the constructs of EQ.
Development
Prior years. Planning to make the EQ curriculum available to educators via the Clerc Center
transition Web site began in summer 2004. Curricular materials were developed and/or identified,
and content experts were hired for curricular development. An initial internal review and revision of
materials was completed during summer 2006. Based on this review and feedback, content experts
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