Abstract
This chapter provides an overview of social emotional learning in STEM higher education. The authors discuss SEL competencies within this context and examine underlying issues, such as professional demands and emotional challenges within the learning environment that motivate SEL in higher education STEM contexts. Existing gaps and promising models relevant to bringing SEL into the university curriculum are also highlighted. Current approaches highlight teaching strategies and extracurricular activities that support the development of emotional intelligence, social skills, and empathy. The chapter also presents key recommendations for improving SEL-based practices in STEM higher education.
TopIntroduction
The domain of Social Emotional Learning (SEL) has existed since the 1990s, when its initial development was motivated by concerns about youth and children’s vulnerability to social and psychological problems as well as recognition of the potential role of schools to address such risks and support youth in becoming socially and emotionally competent (Hoffman, 2009). SEL programs support enhancement of Emotional Intelligence (EI), thereby contributing to the development of individual social and emotional skills (Hoffman, 2009; Zins et al., 2004). Some SEL practices are embedded within curricula while others take the form of extracurricular activities. These practices promote key competencies including self-awareness, social awareness, self-management, relationship skills and an overall sense of community (Cherniss et al., 2006). Compared to the abundance of existing research on SEL programs in P-12 settings, there is a scarcity of studies relevant to the implementation of SEL in higher education contexts (Hoffman, 2009). Non-profit organizations like CASEL and The Wallace Foundation that are leading SEL innovation in K-12 education have not yet meaningfully engaged SEL in higher education contexts. This chapter, therefore, contributes to the literature on SEL programs in higher education. Importantly, this chapter argues that SEL is highly valuable to science, technology, engineering, and mathematics (STEM) higher education and shed light on the dearth of existing work in this area. This chapter also makes recommendations for how practice and research around SEL in STEM higher education can be improved. These recommendations are based on promising pockets of implementation of SEL in STEM reported in the literature as well as indirectly related, but useful, bodies of work including professional media.
The following guiding questions serve as the basis for the chapter:
- 1.
How are SEL competencies currently being addressed in undergraduate STEM programs?
- 2.
What are the existing gaps and strategies for improvement related to integrating SEL in STEM higher education?
- 3.
What professional perspectives could inform these future areas of improvement?
Key Terms in this Chapter
Stakeholder: This is anybody who has a vested interest in a specific issue or project. Examples of stakeholders for SEL programs include students, teachers, administrators, and the larger community.
Sustainability: A concept of maintaining the wellbeing of humanity, society and the environment, long term, and into future generations.
Social Awareness: An ability to empathize and welcome other perspectives despite differences in culture and background.
STEM: Acronym for Science, Technology, Engineering, and Mathematics fields.
Emotional Intelligence: This is the ability to discern and regulate one’s emotions and make an impact on others.
Social Competency: This can be one of several positive skills that enable interactions with others.
Empathy: This is the ability to understand and share the feelings of others.