- Year 2024
- NSF Noyce Award # 1949915
- First Name Jenna
- Last Name O'Dell
- Registration Faculty/Administrator/Other
- Discipline Mathematics, STEM Education (general)
- Role Co-PI
- Presenters
Jenna O’Dell, Bemidji State University; Todd Frauenholtz, Bemidji State University, Rebecca Hoffman, Bemidji State University, Julia Petrich, Bemidji State University, Kaitlynn Capistrant, Onamia High School
Need
This project leveraged A community non-profit organization to provide monthly trainings for preservice STEM teachers, who learned fundamental principles of social emotion learning and how to integrate these practices into a mathematics classroom. As observing faculty, we noticed students had varying levels of buy-in to the trainings, but the results of this project helped us see the signification impact on preservice teachers. After several years of trainings, we are examining the impact on the students’ academic and personal lives.
Research Questions
How have preservice teachers demonstrated growth and application of their emotional intelligence skills after participating in SEL training for one or two years?
Approach
We conducted interviews with preservice teachers of varying levels of perceived interest – one each of low, medium, and high interest. The interviews were videotaped and transcribed, the researchers analyzed the data using an analytic framework based on CASEL’s work. We used the communities of practice as our theoretical framework.
Outcomes
Preservice teachers demonstrated growth and application of their emotional intelligence skills after participating in an SEL learning community. Our conclusions include (a) demonstrated growth in their emotional intelligence skills in relation to the SEL categories framework; (b) most common competency areas were social awareness and responsible decision making; (c) the learning community participation and SEL worships were beneficial for our students both personally and professionally regardless of perceived student interest.
Broader Impacts
The largest broader impact is the importance of training preservice teachers to teach with SEL. This training and work should be included in their coursework and will not only impact them professionally but also personally. Even students who outwardly demonstrate resistance to the training report substantial impact in their personal and professional lives.
