Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process

Abstract

Social and emotional learning (SEL) curriculum included among freshman seminar content for enhanced academic performance and better overall adjustment, can support freshman in the transition from high school to college.  As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in SEL sections, several nonclinical faculty members were invited to teach the seminar which required training in the SEL curriculum.  The purpose of this study was an exploratory assessment of the process of teaching the SEL curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles.  This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.