McCuin, Deborah

• Ph.D., Educational Leadership - Renewal and Change, Colorado State University 

• M.Ed., Counseling, Arizona State University

• B.A., Liberal Arts and Elementary Education, Westmont College

In the current age of attention on Social Justice in American work and social spaces,  it becomes important for a university campus to ensure that it has provided adequate and equitable space for students of  diverse  backgrounds to feel  that they are a vibrant and included part of the fabric of the campus environment. To do so, one may look for the  presence of the elements of Social Emotional Learning, an educational adaptation of the elements of Emotional Intelligence. When staff and faculty  are engaged in working with the core competencies of self-awareness and self-management, when they  are socially aware (empathetic), and can manage relationships well, and  when they make responsible decisions about social situations, they are  showing the core  components of emotional intelligence. In the educational workplace, these core components are called Social Emotional Learning (SEL) and can be taught and learned by teachers and students alike. SEL has become a common practice in public and private K-12 education in the past 10 years or so, with many research studies showing not only social and behavioral improvements for students, but also a significant improvement in academic achievement, (11% on national test scores when compared to those not receiving SEL training).

During the first summer's work of this research project (2024), selected sophomore and junior student and the faculty mentor reviewed published literature researching best practices for a wide demographic of students that represent the population of Mount Marty University. Additional topics included best inclusion practices for diverse student populations, benefits of instruction imparted with emotional intelligence, and developing an educational environment that includes the core components of social and emotional learning.

These first-year research students worked alongside Dr. Debbi McCuin, Professor of Teacher Education, to develop the IRB proposal, including the research description, consent documents, and data collection tools. Together, based on the findings of the literature review, they crafted an intervention plan that seeks to enhance the emotional intelligence and feeling of justice and belonging on campus.

This intervention plan is currently being implemented, in the Fall of 2024, and two BRIN research fellows have helped design and deliver the interventions that teach best practice and benefits of enhanced emotional intelligence on the social, emotional, and academic learning of students from all demographics. This includes student book clubs, movie nights, and activities designed to highlight diversity and inclusion topics and practices. Books such as The Hate U Give, and Homegoing will be used as teaching tools. Additionally, a monthly series of Noon Forums has been planned for faculty and staff, around topics of culturally responsive teaching practices, building belonging, responsive teaching, and using authentic and real-world teaching as tools. Guest  speakers have been found for topics such as diversity and belonging and Catholic social Tyaching. This will benefit the MMU campus as well as in the future teaching career of the student researchers.

This research study seeks to determine whether the experience of students from special populations, especially those identified as DEI, feel the same sense of justice and belonging, equitable and authentic learning experiences, staff and faculty responsiveness, and connection to their institution as those of the majority population. In our work at Mount Marty University, we believe that the Benedictine mission and values that we claim should cover our students with an equitable and inclusive experience, regardless of their diverse identification. The summer of 2025 survey and final evaluations will provide evidence of whether this did actually occur, and if it did not, consider what could be done to improve the future experience for students.

Specific Aim 1: Are the elements of SEL evident on campus in the perception of special-population students? Justice and belonging, authentic learning experiences, responsiveness of faculty/staff/student body, connection of home - school - community, reflective leadership
Specific Aim 2: Where are the specific places that SEL are missing on campus?
Specific Aim 3: What specifics of SEL can be taught and to whom in order to improve the experience for all students, but especially for those identified as DEI special populations?