Developing Undergraduate Business Students’ Emotional Intelligence in a Block Class
DOI:
https://doi.org/10.15209/jbilt.1306Keywords:
Emotional intelligence, block teaching, self-management, self-awareness, Multiple Approaches to Understanding instructional design modelAbstract
Research suggests that developing undergraduates’ emotional intelligence (EI) may improve current academic and future work performance, as well as health and well-being. Curriculum to help undergraduate business management students improve their EI competencies was designed and implemented in a 4-credit course taught over 18 days. During 3-hour class periods, students participated in activities such as mindful walks, journaling, and guided meditations designed to improve self-awareness and self-management competencies. The steps in the Multiple Approaches to Understanding instructional design model are explained and illustrated with the entry points, analogies, and activities of the EI curriculum.
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