Foundations and History
Emotional Intelligence (EI) refers to abilities that influence how individuals do what with emotions to support thinking and behavior?
Perceive, interpret, regulate, and use emotions.
In educational contexts, EI helps explain why students with similar academic preparation show different patterns of what three outcomes?
Engagement, persistence, and performance.
Daniel Goleman’s applied EI framework is widely used in which two broad settings?
Education and leadership (professional settings).
The course emphasizes that EI is not therapy or temperament. What is EI primarily about for professors?
Function—how emotions influence attention, cognition, behavior, and learning under real academic conditions.
What is the overarching goal of EI integration in the classroom?
Align how learning works with how teaching is designed, making rigor sustainable for students and faculty.
In the early 20th century, which psychologist introduced social intelligence, emphasizing the ability to understand and manage people?
Edward Thorndike.
What key message does the course emphasize about EI and intellectual ability?
EI does not replace intellectual ability; it allows intellectual ability to thrive under pressure.
Name the four domains in Goleman’s Emotional Intelligence model.
Self-awareness, self-management (self-regulation), social awareness, relationship management.
In a psychologically safe classroom, how does an instructor respond to student confusion?
By normalizing confusion, offering brief explanation, and guiding students to resources with curiosity rather than correction.
Name one of the three high-impact integration points for embedding EI into teaching practice.
Course norms and expectations; feedback language and framing; reflection and metacognitive activities.
Howard Gardner’s theory of Multiple Intelligences identified which two intelligences that anticipated modern EI?
Interpersonal and intrapersonal intelligence.
Neuroscience shows that emotion and cognition are inseparable. Name two cognitive processes directly regulated by emotional states.
Attention and memory formation (also executive function).
In higher education, Goleman’s domains are not abstract traits. Name two classroom attributes they strongly influence.
Classroom climate and feedback tone/timing (also student engagement/persistence, faculty stress/decision-making).
Name two “everyday teaching moments” that carry significant emotional weight for students.
Responding to incorrect answers; addressing frustration or disengagement (also managing disagreement/resistance, handling time pressure).
In “Norm of the Day,” what is one example of a norm that promotes diplomatic discussion?
“Respectfully challenge one idea or thought that has been shared; challenge the idea, not the person.”
Mayer and Salovey defined EI in the 1990s as what kind of construct—ability-based or personality trait?
An ability-based construct, not a personality trait.
When students experience heightened stress or threat, cognitive resources shift away from learning toward what?
Emotional survival.
Relationship Management is especially critical in which type of interaction context highlighted in the course?
Virtual interactions (email, Teams chat, online course spaces).
What do students unintentionally learn when faculty respond with calm problem-solving and respectful dialogue?
That learning can be difficult yet safe; curiosity and questions are valued; emotional regulation is modeled.
Give the basic structure of the “consistent feedback formula” used to shift from evaluation to growth coaching.
Identify a strength, specify an area to deepen, and offer a concrete action step.
Name the four abilities in Mayer and Salovey’s EI model (what EI enables individuals to do with emotions).
Accurately perceive emotions; use emotions to facilitate thinking; understand emotional information; regulate emotions to promote growth.
According to the key concept, why do students rarely disengage from a course?
They disengage when emotional load exceeds their capacity to regulate it or they don’t see the value in engaging.
Give one example of how explicit empathy in virtual communication builds trust with students.
Saying something like, “I’m glad you reached out, this is a lot to juggle,” and clarifying norms for communication and response times.
In the contrasting diagram scenario, what key message does the faculty member convey about the student’s critical question?
Curiosity is valued; diagrams simplify for learning; course boundaries matter, but deeper questions are welcome and can be explored further.
What is one key concept about EI integration and faculty workload?
Emotional Intelligence integration improves learning efficiency; it does not increase faculty workload.