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University of St. Francis logo · College of Education · Regional Educational Academy for Leadership

Social-Emotional Learning: Principles and Practices
EEND and MSED-728

  • Template 2020
  • Section TEMP
  • 3 Credits
  • 06/01/2020 to 07/29/2100
  • Modified 01/03/2022

Mission Statement

As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 


Addresses the foundations, principles, and standards of Social-Emotional Learning (SEL); the theoretical and practical approaches to integrating SEL into curriculum and classroom instruction through a review of current literature and research; the improvement of instruction based on the research and effective SEL practices that support increased student learning; the design, development and application of effective SEL classroom methods and teaching practices that result in improved SEL for all P-12 students; reflection and enhancement of instructional practices in order to better serve their students’ SEL needs; and collaboration with teachers in integrating SEL into curriculum, including participation in professional learning communities.


College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Students

Candidates will learn how to embed Social-Emotional Learning into their classroom instruction - regardless of the age group or the content area of their teaching. 

Serving the Community

By connected Social-Emotional Learning and the five components of SEL into instruction, candidates will assist students to become more confident, tolerant, gracious, and understanding members of society - and more self-disciplined citizens.

Finding Our Professional Selves

Candidates will become more open, accepting, and positive to the social emotional needs of students, colleagues, and themselves. 


Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

  1. Define, paraphrase, and differentiate between each of the five Social Emotional Learning (SEL) components: self-management, self-awareness, social awareness, relationship skills, and responsible decision-making. (NBPTS 1, 3; InTASC 4, 5; ISBE-SEL 1, 2, 3)
  2. Discover, discuss and demonstrate knowledge of the unique life experiences and the social-emotional challenges of the current (Generation Z) and four generations of workers and students who preceded them. (NBPTS 1, 4; InTASC 1, 2, 9, 10; ISBE- SEL 1, 2, 3)
  3. Synthesize knowledge of learner development to design and implement developmentally appropriate and challenging learning experiences with an embedded focus on the cognitive, linguistic, social, emotional, and physical areas. (NBPTS 1, 2, 3; InTASC 1, 2; ISBE-SEL 1, 2, 3)
  4. Develop instructional tools and strategies and access resources to discover individual student interests, needs, learning styles, and strengths in order to differentiate instruction and to meet specific SEL needs of students. (NBPTS 1, 3; InTASC 1, 2, 3, 7, 8; ISBE-SEL 1, 2, 3)
  5. Examine and summarize key elements of the current research on SEL in the P-12 classroom.
    (NBPTS 4, 5; InTASC 7, 9, 10; ISBE-SEL 1, 2, 3)
  6. Design, implement, and monitor activities and lessons that embed the five SEL components within the curriculum: self-management, self-awareness, social awareness, relationship skills, and responsible decision-making. (NBPTS 1, 2, 3; InTASC 4, 5, 6; ISBE-SEL 1, 2, 3)
  7. Research and examine the best practices in developing cooperative learning, group norms, and creating a positive classroom environment, and design an inclusion classroom strategy.
    (NBPTS 1, 4; InTASC 1, 2, 3, 8, 9; ISBE-SEL 1, 2, 3)
  8. Examine, modify, and write student learning assessments that are free from bias, fair, and equitable to all students, and accurate in reporting mastery of curriculum content and skills
    (NBPTS 3, 4; InTASC 6, 7, 9; ISBE-SEL 3)
  9. Examine the research on Social Emotional soft skills, including Grit, Growth Mindset, and Resilience, and design specific lessons and activities to embed SEL soft skills into curriculum.
    (NBTS 1, 4; InTASC 1, 2, 3, 7, 8, 9; ISBE-SEL 1, 2, 3)
  10. Create and implement a personal plan for educator self-care, stress reduction, and resilience. (NBTS 4, 5; InTASC 9, 10)


Discussions and Reflections
Candidates will respond to weekly discussion and reflection prompts related to course content.

  • Course outcomes: 1, 2, 3, 4, 5, 9, 10
  • Course standards: SEL 1, 2, 3 InTASC 1, 2, 3, 4, 5, 6, 7, 8, 9 NBPTS 1, 2, 3, 4, 5

Social Emotional Learning Perspective in the Classroom and E-Learning
Candidates will write a reflective essay that summarizes the need for Social-Emotional Learning and provides at least two specific strategies or classroom practices that focus specifically on student SEL development.

  • Course outcomes: 1, 2, 3, 4, 6, 7
  • Course standards: SEL 1, 2, 3 InTASC 1e, 2j, 2m, 2n, 8p, 10j NBPTS 1, 2, 4

Self-Management and Self-Awareness: Applications for student learning
Candidates will write an application essay providing a strong rationale for both Self-Management and Self-Awareness in our students, including specific strategies or classroom practices that focus specifically on student self-development.

  • Course outcomes: 1, 3, 4, 6, 9
  • Course standards: SEL 1, 2, 3 InTASC 7e, 7i, 7j, 7n, 8p NBPTS 1, 3, 4

Social Awareness and Relationship Building: Research and Best Practice
Candidates will research websites and resources that will lead to a deeper understanding of social awareness and relationship skills and write a research-based essay identify best practices to teach the SEL skills of Social Awareness and Relationship-Building.

  • Course outcomes: 1, 3, 4, 5, 6, 7
  • Course standards: SEL 1, 2, 3 InTASC 2e, 3j, 3k, 3o, 5g, 8p NBPTS 1, 2, 3, 4

Practices for Social-Emotional Health for Educators
Candidates will create a personal plan to reduce stress and to build resilience.

  • Course outcomes: 2, 3, 10
  • Course standards: SEL 3 InTASC 9b, 9d, 10c NBPTS 4, 5

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the “For Students” section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

  1. The Department of Academic Technology (DAT) administers the learning management system Canvas. If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support, including:
  1. 24x7 Live Canvas Support. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day 7 days a week through the Canvas help menu. From the help menu, select Chat with Canvas Support for a “live” text-based click-to-chat session,
  2. select Report a Problem to send an email support request, or speak to someone directly by using the toll-free number listed under the Canvas Support Hotline.

NOTE: Responses to Canvas’ email-based Report a Problem request system will go to your USF email account, NOT your personal email.

2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at LearnItNow

3. Telephone Support from DAT. You can also phone the Department of Academic Technology for personal help at (815) 740-5080 or (866) 337-1497 (toll-free) between 8 a.m. and 4 p.m. Central Standard Time, Monday through Friday.

For any technical support issues that are not related to Canvas, please contact the USF Technology Support Center (TSC). You can reach them via: