How Are We Different?

The concept of emotional intelligence gained prominence in the 90s. This was the decade when the College, as a whole, really started to look beyond content-based learning as its teaching method. As part of this effort, alternative approaches, such as competency-based learning (read more here), were adopted on a college-wide scale. There was increased focus on self-directed learning and self-concept development; the importance of fostering emotional intelligence in students also gained traction as part of this initiative.

The SPSC department was a leading figure in integrating emotional intelligence into its courses. This is no surprise – the nature of the SPSC discipline (teaching, coaching, etc.) requires its students to be fluent in interpersonal communication and maintaining authentic relationships. Initially, the faculty took inspiration from the close-knit nature of the Coaching Diploma program (established in 1994). This program comprised of a small group of students that essentially went lock-step through the years (as opposed to the larger SPSC program, where students met each other in more scattered classes and instances).

Observing the process of relationship building, cooperation, and conflict resolution skills that developed within this cohort, the faculty recognized the benefits of building such a skill set into the larger SPSC program. As a result, they began introducing emotional intelligence into the curriculum at large, with the hope that its incorporation would develop well-rounded students who were technically and emotionally capable when they go into their respective fields.