Syllabus Design

Freshmen First Year: Emotions and Learning Strategies Workshop

 Tashika Carlton, Denise Hile, Javita Johnson

 Ball State University

Group Members	Roles	Commented On
Tashika Carlton	Reflections for syllabus design	Group 2 - learning styles Group 3 - relationships in learning
Denise Hile	Introduction and rationale; facilitated Zoom meetings;  assisted with editing; completed tables; prepared Blackboard course site; Prepared certificate; Prepared survey; posted on blogsite	Group 2 - learning styles Group 3 - relationships in learning
Javita Johnson	Leader role: review each section for errors, formatting, etc., before posting to the blog; organize the introduction/rationale/syllabus with input from the group; Syllabus organization	Group 2 - learning styles Group 3 - relationships in learning

Introduction

Our group designed a weekend course targeting incoming first year freshman students. The course is named Freshman First Year: Emotional Learning Strategies. Realizing that young adult learners may not have been exposed to the impact and pressure of first year college, our desire is to assist with the transition to promote positive learning outcomes. This course is limited to first year freshman college students to be held three days in conjunction with the campus-wide move-in. The course is aimed to help equip incoming freshman students with tools and knowledge to help explain the linkage between-emotions and learning.  The course will be facilitated with the use of break-out sessions, role playing activities, presentations by campus mental health and supportive services, videos, and reflection activities. Our strategies will follow the guidelines of the ARCS (attention, relevance, confidence, satisfaction) model introduced by J. M. Keller (1983).  As described on his website, ARCS provides a process approach for motivational design.                                                                    

The ARCS motivational design process is a systematic problem-solving approach that requires knowledge of human motivation and progresses from learner analysis to solution design. More specifically, the process includes:

• Knowing and identifying the elements of human motivation,
• Analyzing audience characteristics to determine motivational requirements,
• Identifying characteristics of instructional materials and processes that stimulate motivation,
• Selecting appropriate motivational tactics, and
• Applying and evaluating appropriate tactics. (Keller, n.d.)

As stated by MacKeracher (2004), there are five main components of emotional intelligence: “Knowing one’s own emotions, managing one’s emotions, motivating oneself, recognizing emotion in others, and handling relationships” (p. 137).  It is our intent that the workshop introduces and provides freshmen with knowledge and resources for dealing with emotions and learning in this new environment and phase of their life.

The course is a non-graded required course for all incoming freshman year students. Satisfactory completion of this course will be documented through electronic sign in recorded at the beginning and end of each class session. A completion certificate will be distributed as an award of this accomplishment that will validate emotion and learning strategies knowledge. 

Course Objectives

The objectives of this course are as follows:

1. Introduce small group role playing scenarios to increase participants’ knowledge of current emotional intelligence
2. Introduce stress reduction techniques and campus well-being services to increase awareness of the linkage between emotional stress and its impact on learning
3. Journaling of participants as a reflection tool to encourage exploration of emotions, stress, and potential barriers to maintaining a positive learning environment
4. Attendance at Freshman Passport to Campus Learning and Supportive Services

Rationale

Our group focused on the connection between emotions and learning thus utilizing main concepts of emotions and learning to frame our syllabus design. The Freshman First Year: Emotional Learning course is based upon the research that frames how emotions directly impact an individual’s learning experiences. Christie (2008) described 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 course has specifically identified first year freshman students as participants within this population of students who often face unique stressors inciting arousal states upon initial arrival to campus. For instance, the arrival to campus may mark the first extended stay away from the home and family environment for freshman students. The students are tasked with quickly developing independent living skills while introduced to challenging collegiate studies.  The theoretical rationales connecting emotions and learning are expressed in the following sections.

Managing arousal and motivation (the right formula or level to promote freshmen learning)

The ability for an individual to embody motivation requires one to experience stimulation and arousal towards any particular event or experience.  For instance, if we presume emotions and learning are intertwined, then one may argue that a direct outcome of this assumption is that adults naturally experience motivation to acquire knowledge. What is key, then, is providing the right formula or level of arousal to promote learning.  How is providing the level of arousal accomplished?  As described in MacKeracher (2004), learning is directly connected to the arousal and energy process of the human body and brings the brain to a state of awareness to invoke attentiveness.

Increase knowledge of participants’ current emotional intelligence and build awareness to how emotional stress can influence learning

What are some features of emotions?   The following list compiled by More (1974) provides some insight.

• Emotions are all special states of arousal or motivation
• Emotional levels increase with an increase in arousal
• Behavior motivation and desire for accomplishments increases with an increase in arousal
• Motivation will decrease with an excessive state of arousal

As described in MacKeracher (2004), learning is directly connected to the arousal and energy process of the human body and brings the brain to a state of awareness to invoke attentiveness.   The course will discuss the impact of emotions and states of arousal on learning, while illustrating how excess excitement (either a positive or negative) diminishes the brain’s ability to focus clearly on tasks. In return, the ability of an individual to learn is decreased while internal coping mechanisms may become overwhelmed by stress and anxiety. The key is to have an optimal level of arousal where learning is productive, and the states of arousal include excitement and curiosity. 

Techniques to promote positive learning outcomes

Review of the approaches and techniques Mr. Douglas L. Reed (personal communication, October 13, 2017) 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, Mr. Reed 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 a state of awareness to invoke attentiveness. 

In our syllabus, we will use the following ideas that promote emotions and learning skills to design our activities: 

1. Small group breakout sessions involving role playing
2. Scenarios through exercises and gaming activities
3. Reflections through an introduction to journaling in an LMS environment, such as Blackboard Journals

Activities

Activity 1: This activity reflects the main idea of emotional intelligence in learning styles.

The aim of this activity: Increase knowledge of the freshmen’s current emotional intelligence through active-training techniques.

Methods/tools/strategies that will be used in this activity: role playing scenarios in small groups and perhaps the use of a questionnaire for the role playing.

Activity 2: This activity reflects the main idea of active-learning in learning styles.

The aim of this activity: Create strategies for freshmen in addressing and managing arousal and motivation, the right formula or level to promote their learning and to build awareness as to how emotional stress can influence learning.

Methods/tools/strategies that will be used in this activity: through exercises and gaming activities focusing on managing arousal and motivation and building awareness of how emotional stress can influence learning.

Activity 3: This activity reflects the main idea of reflective learning in learning styles.

The aim of this activity: Introduce incoming freshmen to journaling as a reflection technique to promote positive learning outcomes.

Methods/tools/strategies that will be used in this activity: Create Blackboard journals with sample entries based upon the workshop outcomes and how to use as incoming freshmen to deal with emotions and learning in a college environment.

Syllabus

Course Title

Freshman Year – Emotions and Learning Strategies

Location

Ball State University

2000 W University Avenue

Muncie, Indiana 47306

Course Dates

This course will for three days on August 10, 2018, August 11, 2018, and August 12, 2018.

Time

This course will meet from 8:00 a.m. – 12:00 p.m.

Instructors / Program Administrators
Tashika Carlton

Denise Hile

Javita Johnson

Contact Information

E-mail:  dehile@bsu.edu; ttcarlton@bsu.edu; jajohnson7@bsu.edu 

Course description

This course is designed as a required non-graded course for incoming freshman students aimed at helping freshman students identify the linkage between emotional well-being and learning experiences. Participants will engage in active-learning, active-training, and reflection learning experiences accompanied by reflection exercises to help identify, discuss, and develop coping skills to help freshman learners navigate the first year of college. This course will cover the exploration of emotions related to entering college, the linkage between emotions and learning, and college resources in place to help students develop healthy learning environments. Participants will be able to clearly define the linkage between emotions and learning, identify internal and external resources to help improve emotional wellbeing, and effectively engage in reflective exercises.

Objectives

1. Introduce small group role playing scenarios to increase participants’ knowledge of current emotional intelligence.
2. Introduce stress reduction techniques and campus well-being services to increase awareness of the linkage between emotional stress and its impact on learning.
3. Introduce narrative journaling to participants as a reflection tool to encourage exploration of emotions, stress, and potential barriers to maintaining a positive learning environment.
4. Attendance at Freshman Passport to Campus Learning and Supportive Services at the end of the workshop.

Course Materials

Students will be provided with access to a Blackboard course site and link to journal entries. All course material will be provided by course facilitators. The use of worksheets, videos, and reflection assignments will take the place of traditional textbooks and will be incorporated on a Blackboard course site.

Assignments and Due Dates

All assigned exercises are expected to be completed in class with two overnight reflection activities to be completed prior to the next class meeting.

Learning Tools and Methods

Videos

Role playing activities

Small group breakout sessions

Worksheets

Special presenters associated with the Passport to Campus Learning and Supportive Services

Grading Criteria and Standards

Students will not receive a grade for this course, but the students will receive a completion certificate that will validate emotion and learning strategies knowledge.

Attendance Policy

       Attendance is mandatory for the entirety of all sessions. Students will be required to sign in at the beginning and end of each session. Students are expected to be present at class and on time. Students must report any absences to course facilitators and make arrangements to complete the course. 

Daily Schedule

Date	Topic	Assignments
August 10, 2018	Introduction Ice breaker; Introduction of emotions and learning experiences survey; Introduction of narrative journaling	Day one journaling activity due: August 11, 2018
August 11, 2018	Small group journaling discussion – based upon stress buster activities and apps; Role playing activities; Video viewing/special presenters	Day two journaling activity due: August 12, 2018
August 12, 2018	Small group discussions of journaling activities; Special presenters: Passport to Campus Learning and Supportive Services	Distribution of Certificate of Completion; Survey at completion of the course

Course Schedule

Day 1: August 10, 2018 – All About Emotions

8:00am – 8:15am:  Electronic Check in

8:15 am – 8:45am:  Welcome and Introduction of the Course Facilitators

8:45am – 9:15am – Ice Breaker Activity

9:15am – 10:00am – Various Video Introductions on Emotional Intelligence (videos will be used to facilitate breakout group discussion 1.  Emotional Intelligence Explanation: https://www.youtube.com/watch?v=weuLejJdUu0            https://www.youtube.com/watch?v=kdhjztWMnVw&feature=youtu.be 2.     Emotional Intelligence in Action:  https://www.youtube.com/watch?v=kdhjztWMnVw&feature=youtu.be 3.    New Setting and Emotions: https://www.youtube.com/watch?v=eQVR-LSja68 (Daffy Duck – group will discuss of how similar situations may occur within the dorm setting impacting emotional well-being prior to class interaction (example:  roommate waking another roommate with loud noises in the morning 4.    Emotional Intelligence and Decision Making:  https://www.youtube.com/watch?v=u3k7lykTWTk

10:00am – 10:45am:  Group breakout sessions and Creation of skit, role playing, PowerPoint/computer presentation, or oral defense of selected topic from videos

10:45am – 11:45am:  Student presentation of content

11:45 – 12:00pm:  Emotional Intelligence Video Link to College:  Introduction of first Reflection Assignment (How has your emotions impacted your learning within the classroom? - https://www.youtube.com/watch?v=Rp0-4Xb1EEA) and Dismissal

Day 2:  August 11, 2018 – Creating Self Awareness & Learning Preparedness

8:00am – 8:15am:  Electronic Check in

8:15am – 8:30am:  Meditation Exercise and Discussion https://www.youtube.com/watch?v=qywQJSboliw

8:30am – 9:00am:  Welcome and Small Group Discussion of Reflection Activity

9:00am – 10:00am:  Introduction of Learning Environment and Common Stressors

10:00am – 10:45am:  Small Session Breakout Groups:  Select an activity from Stress Busters for College Students and create interactive presentation

10:45am – 11:45am:  Group Presentations

11:45am – 12:00pm:  Introduction of Day 2: Reflection Activity (How will you utilize emotional intelligence to navigate unexpected challenges presenting within a new academic setting)

Day 3:  August 12, 2018 – Freshman Passport to Campus Learning and Supportive Services Fair

8:00am – 8:15am:  Electronic Check in

8:15am – 8:30am:  Meditation Exercise and Discussion -

https://www.youtube.com/watch?v=AtF0T2fPvbI

8:30am – 9:00am:  Welcome and Small Group Discussion of Reflection Activity

9:00am – 9:45am:  Introduction of College Academic, Supportive, and Well-being Services

9:45am – 10:30am:  Small Session Breakout Groups:  Create a 5 - minute mindfulness guided meditation to enhance emotional intelligence

10:30am – 11:20am - Group Presentations & Closing

11:20 am – 12:00pm – Obtain signature on Passport Book from each table at the Freshman Passport to Campus Learning and Supportive Services and obtain Completion Certificate prior to completion of the course

Course Activities

Ice Breaker

The course will open with an ice-breaker activity geared towards linking an emotional response to prior experiences.  Participants will be asked to complete an activity called “where are you? This is part of a list of icebreaker activities located at the website, (https://www.lc.iastate.edu/pdfs-docs/Icebreakers%20and%20Teambuilders.pdf.  Upon initial sign in, all participants will be given a date with a brief statement asking them to prepare to share what they were doing at that time. The date selected will specifically coincide with the date of entry of into the participants’ first year of Kindergarten. This date is selected to help facilitate discussion of emotions experienced that day and how those emotions impacted their first learning experience at the beginning of their academic career. This activity will help draw a parallel into discussion of the course design and material covered within the course.

Group Break Out Sessions

            This course will provide participants with access to a variety of instructional tools including electronic media, media recorders, and traditional writing and drawing materials to encourage creative presentation of topics covered.  Students will also use small group sessions to discuss course learning objectives. All group breakout sessions will consist of participants joining a different group each day to help encourage collaboration of student involvement amongst all participants.

Group Presentations

Group presentations are student driven with minimum input from course facilitators. Groups have the autonomy to present relevant course information utilizing a variety of learning tools while being introduced to public speaking in a large setting.

Meditation Activities:

            This course will introduce the concept of meditation and provide a brief overview of how meditation can be used to help increase awareness, emotional well-being, and decrease stress within the academic environment.

Reflection/Journaling

Journaling assignments will be assigned each course session to encourage exploration of experiences through the lenses of reflective practices.

Media Additions

This course will utilize videos, worksheets, mobile ready apps, and internet resources to help enhance course delivery. All media resources will be listed in as an addendum.

Freshman Passport to Campus Learning and Supportive Services

       Students will be provided a map of table locations for all campus services participating in Day 3 of the course. Students will have the opportunity to ask questions, obtain brochures, and interact with campus representatives while visiting each table. Students will be required to stop by each table to obtain signature on Passport Book to verify participation with the campus representatives as part of the completion requirements of the course. 

Reflection

This course is a uniquely designed three-day course for first year freshman offered in conjunction with the campus wide move-in date. The activities are tailored to help students address the emotional needs and diverse learning styles by discussing motivation, arousal and behaviors that may have a positive or negative affect on their learning. The uniqueness of this syllabus design is the activities the students participate in.  Each activity incorporates emotional intelligence in student learning, reflection, methods to be used to focus to stimulate learning to make students aware of the emotions that influence learning. The most significant part of this assignment is reflection technique for students by journaling to promote positive learning results.

This group project required the group to complete the theory review, practical analysis that included research and interviews from professionals with experience and knowledge on incoming freshman experiencing emotions in a new learning environment. Group work can be challenging with each member having to be flexible with our different employment schedules and family life. Text messages and posting in our blackboard group seems to be the most efficient instead of the zoom phone conference due to scheduling of meetings. The new technology used for this group has been Zoom it has been easy to access and very user friendly.

References

Christie, H. (2008). 'A real rollercoaster of confidence and emotions’:  learning to be a university student. Studies in Higher Education, 33(5), 567 – 581.

Francom, G. R., Reeves, Thomas C. (2010, May-June). John M. Keller: A significant contributor to the field of Educational Technology.  Educational Technology, 55 https://docs.wixstatic.com/ugd/8596b6_52421b72d50c08350906269932a6f36c.pdf.

Keller, J. (n.d.). ARCS Design Process. Retrieved November 2, 2017 from ARCSMODEL.COM: https://www.arcsmodel.com/arcs-design-process.  

Keller, J. M. (1983). Motivational design of instruction. In C. M. Reigeluth (Ed.), Instructional design-theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum, Publisher.

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.

Table 1. Summary of Syllabus Design

	Aims to achieve in syllabus design	Main theoretical ideas	Main activities in syllabus	Main methods/ tools/ strategies in syllabus
1	Accommodating Reflective Learning:Introduce incoming freshmen to journaling as a reflection technique to promote positive learning outcomes	Reflective learning promotes learning by students reflecting on past experiences, this is promoting a level of arousal that promotes learning	Demonstrating the course materials with reflection techniques		Introduction to journaling in an LMS environment, such as Blackboard Journals.  This will reflect on the connections of the main ideas in the course.
2	Accommodating Active Learners: This activity creates strategies for freshmen in addressing and managing arousal and motivation, the right formula or level to promote their learning and to build awareness as to how emotional stress can influence learning	Reflects the main idea of active-learning in learning styles. Active learning helps to promote managing arousal and motivation and building awareness of how emotional stress can influence learning	Demonstrating the course materials with active-learning scenarios through exercises and gaming activities		Through exercises and gaming activities focusing on managing arousal and motivation and building awareness of how emotional stress can influence learning.
3	Accommodating Active Training: Increase knowledge of the freshmen’s current emotional intelligence through active-training techniques	Active training helps to reflect on the main idea of emotional intelligence in learning styles	Demonstrating the course materials through active-training techniques that focus on small group breakout sessions involving role playing		Role playing scenarios in small groups and perhaps the use of a questionnaire for the role playing.

Appendix A

Handouts and Activities Links

Ice breaker activities from the website located at https://www.lc.iastate.edu/pdfs-docs/Icebreakers%20and%20Teambuilders.pdf

Survey – last day activity - prepared by Denise Hile through Qualtrics and located at the following link: https://bsu.qualtrics.com/jfe/form/SV_88JmsJDG63WESlD 

Stress Busters for College Students – Role play activities during day 1 and/ or day 2 from the website located at   https://biofeedback.byu.edu/sites/default/files/pdfs/stress_management/stress_busters_for_college_students.pdf

Test anxiety Worksheet handout/reference from the website located at 

https://biofeedback.byu.edu/sites/default/files/pdfs/stress_management/test_anxiety_worksheet.pdf

15-second refresher exercise from the website located at https://biofeedback.byu.edu/sites/default/files/pdfs/stress_management/15_second_refresher.pdf

Stress and the Mind/body connection activity sheet from the website locate at https://biofeedback.byu.edu/sites/default/files/pdfs/stress_management/stress_and_mind.pdf

Stress Management & Biofeedback Apps – breathing techniques, relaxation sounds, sleep from the website located at https://biofeedback.byu.edu/?q=apps

Emotional Intelligence video located at

https://www.youtube.com/watch?v=weuLejJdUu0

Inside out – Emotional Intelligence video located at https://www.youtube.com/watch?v=kdhjztWMnVw&feature=youtu.be

Seinfeld:  Emotional Intelligence video located at

https://www.youtube.com/watch?v=u3k7lykTWTk

Gateway to Learning Emotional Intelligence video located at

https://www.youtube.com/watch?v=Rp0-4Xb1EEA

Inside Out: Emotional Theory Comes Alive video located at https://www.youtube.com/watch?v=xXYhua4IwoE&feature=youtu.be

Donald Duck – Self Control video located at

https://www.youtube.com/watch?v=eQVR-LSja68

Exam Success Mediation – Stay Calm video located at

https://www.youtube.com/watch?v=AtF0T2fPvbI

Appendix B

Certificate of Completion of the Freshmen First Year: Emotions and Learning Strategies Workshop

Appendix C

Sample Email for Survey Completion on the Freshmen First Year: Emotions and Learning Strategies Workshop

Appendix D

Sample Survey on the Freshmen First Year: Emotions and Learning Strategies Workshop