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Understanding Cognitive Development and Emotional Literacy to Improve Student Learning

Meeting Date(s):Wednesday, November 29, 2017
Time:3:00pm-4:00pm
Instructor:Alicia Riley-Ash
Audience:Faculty
Prerequisite:none
Contact Hours:1
Credit Type:

Per Adjunct Union Contract 3.G - Adjunct faculty will not be compensated for attending programs, workshops, seminars, courses or meetings to meet federal, state or grant requirements under which an adjunct provides instruction. Check with Division office for guidelines.

Adjunct faculty currently under contract will be compensated $35/contact hour up to a maximum of 11 contact hours for the academic year (fall and spring semesters combined; no summer stipends). Please note that there are some TLETC classes that are not offered for faculty credit.

Description:The spirit of social justice is often woven into college and universities, mission, goals, and objectives. In an effort to educate students to be inclusive global citizens, higher education institutions would benefit from incorporating aspects of transformational learning into their academic and co-curricular endeavors. This session explores the psychology and sociology of issues, such as implicit bias and stereotypes that perpetuate discrimination and negatively impact college students. The presenter will discuss how educators can use elements of student development theory to better assist students understand themselves and their world more complexly.