Agenda

Why an Emotion in STEMMB Education SIG? 

What is the role of emotion in university learning and teaching? An introductory stimulus on what is ‘known’ and of current interest.
How does emotion influence teaching and learning in your practice? Small group discussion about experience and approaches.

Shaping our Special Interest Group – What would members like to get out of it? What are initial aspects of interest? Preferred meeting dates and formats?

Summary

We enjoyed an energizing first meeting exploring people's very varied reasons for being interested in emotions in STEMMB education (see Menti). These included wanting to better understand positive and negative emotional experiences of university students and teachers and how these impact on learning, teaching and well-being. Interest in specific experiences emerged, including emotion in HE linked to intercultural interaction and neurodivergence. Looking through the lens of emotion can help us see new ways of designing and facilitating more inclusive approaches. There is appetite to explore how we work with difficult emotions like disappointment and frustration, both to critically consider the role and value of these emotions and our choice of strategies as teachers for helping students to work with these emotions. In small groups, we shared examples that illustrate the importance of recognising the range of emotions experienced in challenging academic contexts. We look forward to exploring specific avenues next time.

Agenda 

How emotionally (il)literate are you and your students and why does it matter? (Festival of Learning and Teaching workshop)
By Kate Ippolito, Dr Catherine Mansfield, Dr Manuela Mura

How emotionally literate...? Presentation

• Critically consider what being emotionally literate in a STEMMB university context means.
• Identify emotional experiences that you’d like to understand/regulate and why.
• Identify opportunities to develop your students’ and your emotional literacy.
• Use tools to initiate reflection and conversation about emotion in learning.

Summary

This session involved participants exploring the meaning and relevancy of emotional literacy in STEMMB Teaching and Learning by considering questions like: What is emotional literacy? Why is it important in STEMMB education contexts? How does emotional (il)literacy help or hinder learning and teaching?

We introduced Prof Marc Brackett’s framework of emotional literacy – RULER. An experiential approach enabled participants to apply the RULER framework to develop their own emotional literacy, better understand their students’ emotional literacy and support embedding this in practice. Together we identified specific approaches to facilitate better understanding of emotion our contexts and promote learning and teaching well.

Examples of Emotional Experiences in Teaching Menti

View the recording of this event (Imperial log in required). 

Agenda

Emotions in group working and learner collaboration

2 x 15 mins of input on examples from lab-based collaboration and team-based learning

Discussion, guided by the following questions:

• What emotions do you anticipate students will experience in group working?
• What are your emotional experiences of group work and how does this influence your teaching?
• How can/does group work design and set up influence emotion?
• How can group work be used as an opportunity to develop emotional literacy?

Summary

The group enjoyed presentations from Dr. Manuela Mura (Emotion emerging in biomedical science lab group work) and Dr Chris John (Clinical & Scientific Integration: Development of student empathy) about how they support students to work with the emotions they experience whilst collaborating in groups. Manuela presented her research that revealed how aware some students are of regulating their emotions as they learn together in lab pods. Chris talked about how the UG medicine module Clinical and Scientific Investigations module is designed to help students develop empathy. We had an interesting discussion including about how students developing emotional competence associated with group working should be reflected in learning outcomes. We also talked about emotions experienced during the interactions in teaching teams.