Practice Analysis

Emotions and Learning: Strategies for Teaching Freshmen

 Tashika Carlton, Denise Hile, Javita Johnson

 Ball State University

Group Members	Roles	Commented On
Tashika Carlton	Interviewed an educator, wrote introduction, analysis, and implications	Group 2, learning styles Group 3, relationships in learning
Denise Hile	Interviewed an educator, wrote introduction and analysis; wrote reflection highlights and process; facilitated Zoom meetings; completed tables; posted on blogsite	Group 3, relationships in learning Group 4, the learning process
Javita Johnson	Interviewed an educator, wrote introduction, analysis, and reflection	Group 2, learning styles Group 3, relationships in learning

Introduction
  

Are there positive and negative emotions that encourage or discourage learning? How can emotions affect learning?  How can theories affect learning outcomes and what is a good approach to facilitate theories on emotions and learning in the classroom?  

In consideration of how to address what would be a best case for emotions and learning outcomes in the classroom, our group has interviewed a college professor and workshop leaders.  In review of the best cases presented by these individuals, we have sought answers through interviews to provide insight with current practices. In specific, how the clasroom techniques and tools and the worshop activities address the emotional impact that entering college can place on students.  And, we have analyzed the practical applications and addressed theoretical approaches for the practical anaylsis.

Best Case: Appyling a New Skill with Freshmen

  
                Mr. Douglas L. Reed, a contract faculty member with the Department of Information Systems and Operations Management, was interviewed to describe his best teaching experiences with freshman or incoming freshman.  Mr. Reed holds a Bachelor of Science in Computer Science, specializing in Artificial Intelligence, and a Master’s in Business Administration, specializing in International Business.  He has been providing institutional Computer Information Systems educational experiences at Ball State University since 2010 to undergraduate students within the Miller College of Business.  Mr. Reed has co-developed and co-coordinated online and face-to-face courses, including the course outline of records, course objectives, and Blackboard course modules.  Mr. Reed began his educational career teaching basic and introductory computer courses for Adult learners, typically retirees wanting to use basic computer applications.  In a corporate setting, he prepared and presented technical concepts for sales and for user training.  Mr. Reed’s educational background and instruction gives him a perspective that provides insight into emotions and learning among freshman students (Douglas L. Reed, personal communication, October 13, 2017).

            Mr. Reed was asked to describe his best teaching experiences with freshman or incoming freshman and the tools and strategies he utilized and why.  He shared that his best teaching experiences have been providing students with an opportunity to learn and apply a new skill or to watch them explore new concepts that expand their understanding.  (Douglas L. Reed, personal communication, October 13, 2017).  MacKeracher (2004) states that "learning is more productive when there is an optimal level of arousal" (p. 127).  To achieve this optimal level of arousal, Mr. Reed would often appeal the question, “why?”  He draws on the concept that every freshman student in the College of Business has been required to use Microsoft Word application tools to insert an image in a document.  These freshmen students often struggle with the way images interact with the text of the document.  (Douglas L. Reed, personal communication, October 13, 2017).  As Mackeracher (2004) mentions, "for adults to become fully engaged in learning, they must be aroused, feel relatively safe and be willing and able to channel their motive into change processes" (p. 127).  To overcome emotional anxiety and help students feel safe and willing to chanel their motive, Mr. Reed first asks the students if they have used images, and if they have every just given up on making a document with images look better because Word did not respond the way they expected.  Building upon these past experiences of the class participants, he observes that students become engaged and inquisitive about a simple solution to their problem.  (Douglas L. Reed, personal communication, October 13, 2017).  He has "provided a supportive and encouraging learning environment that does not threaten the students" (Mackeracher 2004, p. 127).  This also shows that Mr. Reed is building a relationship of trust with his students, part of what facilitates a positive learning environment, as stated in Mackeracher (2004).

Mr. Reed described the techniques he uses when students struggle with a concept.  Using alternate examples of the subject matter, he attempts to provide understanding through hands-on applications.  (Douglas L. Reed, personal communication, October 13, 2017).  In this way, the continued feedback the students are receiving helps with the motivation of his students to gain understanding of the concept.  Feedback that is spread throughout the learning program can assist in maintaining learner motivation levels (Wlodkowski & Ginsberg, 1995). 

Best Case: Freshman Year and Parenting

Deloise Harmon noted that her career began early on as a preschool educator first as a teacher progressing to sit on committees tasked with the development of core curriculum targets for preschool aged children. Her passion for helping others started to broaden as she completed her graduate studies in social work and learned how to bridge both the education field with therapeutic intervention skills. As such, the notion of a parenting workshop for college freshman parents was birthed through a partnership of several community agencies. The workshop was structured over eight weeks allowing learners to learn and implement workshop skills while providing reflection and gaining feedback from facilitators and other learners. Mrs. Harmon shared that her best experience in facilitating the above course came after receiving feedback from the first set of participants successfully graduating four-year institutions. The participants noted that participating in the workshop allowed them to gain emotional support while entering a new stage in their lives (Deloise Harmon, personal communication, October 10, 2017).  This aligns with what MacKeracher (2004) points out that many adults enter new learning experiences with an emotion already attached to the learning experience generally “under stress and arousal” (p. 126).

Many of the participants noted that the workshop helped them face difficulties related to parenting and time management outside of the traditional non-parent college freshman learner. MacKeracher (2004) noted that if adult learners are exposed to “information overload, competition, exposure of inadequacies, discounting of personal experience” that “the learner may withdraw or become self-defensive and appear to lack motivation” (p. 126).  As an example to prepare these students against withdraw or lack of motivation, the workshop provided effective planning tools, such as, having a dedicated place to process concerns related to navigating the first year of college while maintaining daily involvement in the lives of their children. And, how to deal with the emotional highs and lows experienced while attempting to adjust to a campus environment while caring for children.

 Ms. Harmon also noted that many participants presented with initial hesitation regarding seeking mental health services on campus prior to completing the workshop. Ms. Harmon noted that participants reported that they felt having emotional support throughout their collegiate experience served as an invaluable tool of success within their academic coursework and parenting. The participants reported feeling more equipped and supported in handling parenting and academic challenges after attending the workshop and engaging in mental health services offered on their campuses (Deloise Harmon, personal communication, October 10, 2017).

Shelia Richmond noted that her interaction with young adult learners currently arrives during a state of crisis involving child endangerment and high emotional discord upon presenting to remove children from their biological home. Shelia noted that she is often introduced to the family unit of young parents at a time where intervention services are too late and the removal of children is warranted. Shelia discussed the referral of several young parents to the above group and Shelia discussed the gains made by learners referred to the workshop. She noted co-facilitating this workshop helped her gain an understanding for the need of preventative services. She noted that preventative services could help provide younger parents with tools and community resources needed to encourage healthy parenting environments while encouraging the continuation of academic success among this population. Shelia noted that though this was the final workshop offering due to funding concerns, that she is always delighted when former participants contact her to discuss their achievements, challenges, and future goals as they continue to progress throughout their academic career (Shelia Richmond, personal communication, October 10, 2017). 

Analysis

Best Case: Appyling a New Skill with Freshmen

          Review of the approaches and techniques Mr. Reed used with his best case of instruction involving freshmen shows good insight into creating a desire for knowledge among these students.  By having the students reflect on past experiences, he is promoting a level of arousal that promotes learning.  As described in MacKeracher (2004), learning is directly connected to the arousal and energy process of the human body and brings the brain to and state of awareness to invoke attentiveness.  In creating this desire for knowledge, Mr. Reed has effectively used a feature of behavior motivation.  This follows some theories on the features of emotions, specifically, that “emotional levels increase with an increase in arousal” and that “behavior motivation and a desire for accomplishments increases with an increase in arousal” (More, 1974). 

          Mr. Reed’s use of creating a state of positive emotions and therefore motivation follows along the theory that “educators can use the power of emotion to affect learning” (Wolfe, 2006). By creating this environment of arousal that promotes a positive learning environment, Mr. Reed shows his experience and this case to be a good example of emotions and learning involving freshman.  To expand or improve upon the techniques used by Mr. Reed in this case, he could provide various methods of themes and repetition on this learning module, such as a short team exercise.  Following up with this assignment at the beginning of the next class period with a journal entry reflecting over the assigned topics may be helpful to promote a positive learning outcome.  As described by Hascher (2010) functions of emotions for school learning are based upon processes.  “Positive emotions ease the work on creative tasks and enhance cognitive processes. Negative emotions lead to focus on subjective feelings and direct attention to oneself and takes attention away from learning” (Hascher, 2010). To bring about an emotional learning environment by encouraging and motivating is key to the learning process.  

Best Case: Freshman Year and Parenting

The workshop was offered once a week for the first eight-weeks of the academic semester. The workshop was facilitated within the community allowing participation from first year students from several neighboring colleges and universities offering both two and four-year collegiate degrees. The demographic of participants varied from voluntary participation to community referrals. However, all participants were first time traditional aged freshman college students with children. Many of the participants were housed on campus or housed in newly obtained housing within their community without their parents. Participation in the workshop was geared towards enhancing emotional wellbeing, encouraging successful retention in collegiate studies, and fostering skills for positive parenting relationships. The facilitators utilized a variety of tools including worksheets, roll play, breathing exercises, videos, and homework assignments to provide for different learning styles within an emotional context. MacKeracher (2004) described learning style as “how we prefer to learn” noting that learning styles reach beyond cognitive ability and combines interaction within the areas of “affective, social, and physiological styles” to provide a reaction to learning experiences (p.75).

This workshop served as a great example for emotional learning as the workshop served to address the well-being of learners to help foster an atmosphere that encourages growth and alignment within home and collegiate life. Wei, Russell, and Zakalik (2005) described the entry of freshman year as “generally a stressful life period and most freshman college students experience some degree of acute loneliness and isolation and depression” (602).  The entry into college can present as an exciting yet stressful time paired with the daily expected and unexpected stressors/challenges of parenthood could serve to be overwhelming to young learners. MacKeracher (2004) noted, “adults do not learn when overstimulated or when experiencing extreme distress or anxiety” (p. 129). Considering emotions directly impact the way individuals feel and respond to experiences, it appears that emotions can directly influence how individuals respond to learning environments.
Christie, Tett, Cree, Hounsell, and McCune (2008) describes the relationship between emotions and learning as learning being “a profoundly reflexive and emotional construct” that can engage “emotional dimensions” providing “upsetting experiences, leading to feelings of psychological vulnerability and insecurity” or invoke “feelings of hopeful anticipation, exhilaration, and discovery” (p. 567).  This illustrates the need to provide programming to equip early collegiate learners with resources and support systems to help them process stress as it arises to enable positive learning environments.

 Though this workshop went beyond the focus of entry into the collegiate environment by pairing parenting skills to the workshop, it illustrates the importance of communities and universities providing a space that encourages emotional well-being for college learners.

Implications

Educators can use strategies that support the emotional well-being of freshman students to succeed in college. Educators must have open communication with students to help address negative misconceptions about college. Workshops for freshman and first -time college students can help eliminate negative emotions. Some strategies educators can use to motivate students in a positive learning environment would be to assign student groups of 3-4 to projects. Since the educator serves as the facilitator, implementing the following strategy options could promote positive emotional learning.

• Student groups to designed blog, website or education app.
• Each group design a workshop or seminar.
• Individual research, writing assignment based on journals, world issues and present research questions to the other groups in class.

      These strategies not only work to help freshman adjust but can also be used for working college students and married student with families. These strategies provide opportunity for student to succeed in reaching their educational goal because it offers more than one way of instruction.

Reflections

Highlights

        Through the interviews, our group has gained insight into the impact of emotions and learning on first year college students.  The workshop functioned to address the emotional impact entering college can place on students while seeking to equip learners with skills to improve their overall well-being and parenting skills.  By hearing the stories of the workshop participants, it was encouraging to learn how this experience allowed them to gain emotional support while entering a new stage in their lives.

In the college freshmen course, it is helpful to understand how the use of building upon past experiences of the class participants, allowed students to become engaged and inquisitive about a simple solution to their problem.

These best cases are good examples to draw upon when reflecting upon how emotion and learning can either promote a positive or negative learning experience.  The workshop and teaching environments used in the cases provides insight into tools and techniques that can assist with the freshmen learning experience.

Process

            The practice analysis sections were divided into sections to allow for a collaborative effort within the time constraints of the assignment.  Our group utilized Zoom to hold weekly meetings to exchange our thoughts and progress on the assignment.  Text messaging was also a communication tool that helped keep on task with each part of the assignment.  Posting on our group forum page helped to keep track of our progress and organize the individual assignments into the practice analysis paper.

            It is challenging to work with our individual schedules to coordinate, but we have managed to maintain communication to focus on the due dates we established. 

            Overall, the experience in preparing and collaborating will be helpful for future group assignments on strategies for teaching freshmen.

References

Christie, H., Tett, L., Cree, V. E., Hounsell, J. and McCune, V. (2008). A real rollercoaster of confidence and emotions’: learning to be a university student. Studies in Higher Education, 33(5), 567 – 581, doi:  10.1080/03075070802373040

Hascher, T. (2010). Learning and emotion: perspectives for theory and research.  EERJ European Educational Research Journal. Retrived from http://sb6nw2tx4e.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Learning+and+Emotion%3A+Per.

MacKeracher, D. (2004). Making sense of adult learning (2nd Edition), Toronto; University of Toronto Press

More, W. (1974). Emotions and adult learning. Lexington, MA: Lexington Books.

Wei, M., Russell, D. W., Zakalik, R. A. (2005). Adult attachment, social self-efficacy, self-

           disclosure, and subsequent depression for freshman college students. Journal of Counseling Psychology, 52(4), 602 – 614, doi:  10.1037/0022-0167.52.4.602,

Wlodkowsky, R.J., & Ginsberg, M.B. (1995). Diversity and motivation: Culturally responsive teaching. San Francisco: Jossey-Bass.

Wolfe, P. (2006). The role of meaning and emotion in learning. New directions for adult and continuing education, 110, 35-41.

Table 1. Practice Analysis

	Educator 1	Educator 2
Name of the case	Mr. Douglas L. Reed, learning and applying a new skill with freshmen	Deloise Harmon / Shelia Richmond, Freshman Year and Parenting
Why best/worst	Provides good examples to promote emotion and learning motivation	Feedback from surveys displayed effectiveness of the program Participants successfully completed college Noted improvement in parenting relationships
Main theoretical ideas that we can learn from the cases	learning is directly connected to the arousal and energy process of the human body and brings the brain to and state of awareness to invoke attentiveness; behavior motivation and a desire for accomplishments increases with an increase in arousal; educators can use the power of emotion to affect learning.	Emotional support is beneficial throughout times of stress Learning can benefit when emotional well-being is supported Self-care can positively impact parenting relationships
Main tools/strategies we can lean	Using past experiences to promote arousal to learn;  provide a positive environment for learning	Worksheets Roll plays Reflection/Feedback
How to improve the case	Use more team assignments and reflective tools	offering workshop on campus in addition to the community; expanding the workshop to older first-time college learners