EDAC 635 Ball State University Prof. Bo Chang

1. EMOTIONS &
THE ADULT LEARNER
Created by Chenille Barrett

2. INTRODUCTION
The objective of this project is to have a
greater understanding of the impact of
emotions related to learning.
This project demonstration will bring
together each individual task of the
project including rationale for syllabus
design, major points from literature
review, program evaluation, syllabus
design, and syllabus evaluation.

3. LITERATURE REVIEW FINDINGS
• Strong emotional reactions in the learning context come out namely
around conflict.
• Educators are becoming more aware of the role of emotions in adult
learning and trying to use that awareness to benefit the educational
process.
• The learning experience itself is influenced by the emotional state, first
unconsciously then consciously.
• Negative emotional states within the learning environment can lead to a
resistance in learning.
• The way in which emotion plays a role in transformative learning is the
unconscious emotional responses to the learning process itself , as well
as its role in the process of individuation

4. PROGRAM INVESTIGATION FINDINGS
1. The mode of training of
instructors was not as critical as
the importance of training itself
2. The physical environment plays
a role in transformational
learning when “touchy” topics
3. The emotional climate is
important for learners to share.
Learners are more likely to
share when they knew they
would not be judged.
4. Depending on the nature of the
class a written plan may or may
not be helpful as it relates to
personal enrichment classes

5. Syllabus Design Rationale
• Based on the literature review and
program investigation I knew it was
important to address the learning
environment as well as using the
emotional state of the learner to engage
learning and participation.
• My desired syllabus design outcome is to
teach a class whereby emotion is used
positively to influence transformational
learning.
• The desired outcome can be achieved by
understanding the meaning and role of
emotions in adult education, emotional
chaos and transformative learning.
• I attempted this once….but…I got a
little off topic, as you will see in the
following slides.

6. SYLLABUS
S.M.A.R.T. Parenting:101
Supportive Motivated Aware Non-Reactive Training
Spring 2013-Session 1
Instructor Information
Chenille Barrett
Email: cmbarrett@ihfm.net
Phone: 317-529-5213
Class Information
Dates: February 4 to April 15 (10 week class)
Meeting Days: Monday evenings-mingling opportunity before class *please see below
Location: Heartland Church-The Fireplace Room
9665 Hague Rd. Indianapolis, 46256
Class Time: 6:30pm-8:15pm
*Light refreshments served at 5:45pm (Please feel free to bring your own snack if you have
allergies)
Learning Materials
Required Book:
Scream Free Parenting: The Revolutionary Approach to Raising Your Kids by Keeping Your Cool by
Hal Edward Runkel, LMFT
Additional Required Class Materials: Journal

7. SYLLABUS (continued)
• Class Objectives
• Parents (or Caregivers) will gain an understanding about the effects of emotional reactivity
on the parent-child relationship and bonding
• Parents (or Caregivers) will gain experience at becoming an emotionally in control “Cool”
parent
• Parents (or Caregivers) will develop a personal method of maintaining a “Cool” parenting
posture
• Parents (or Caregivers) will develop confidence in practicing non-reactive parenting
•
• Assignments
• Class participants will have two main tasks to prepare for class each week. They will be
expected to read the chapter assigned for the week as well as to look over and become
comfortably acquainted with the feelings and needs lists. Parents will also be asked to
write at least one paragraph summarizing their week and are encouraged to journal as
often as desired. The journals are for participant wellness only and will not be shared.
•
• Class Activities
• Most classes will begin with an activity to provide grounding and getting in tune with inner
feelings. The check-in will follow. Next, there will be a discussion of the chapter assigned
for the week. The short discussion is to learn from each other’s learning experience from
reading the assigned book. The relaxation activity will end the class and will focus on
techniques parents can use at home to remain calm and non-reactive.
•
• Beginning activity
• Exercises will vary from week to week and focus on getting in touch with inner feelings and
thoughts.

8. SYALLBUS (Continued)
Check-In
A printed format will be available at each group. Please read the attach feelings list to become
acquainted with them. The check-in is critical because it is a time for you to explore your feelings,
becoming more aware of yourself which will help you in times of stress when interacting with your
children. It also keeps you aware of your own needs that prevent you from being “Cool” so that you
may attend to these needs. Last but not least, it is also a valuable tool to teach your children to connect
with others in a healthy, helpful way.
*THE FEELINGS LIST AND NEEDS LIST ARE INCLUDED IN THIS SYLLABUS.*
“Hi. I’m (Your Name .)
I had a(n)_________________________________ week.
Right now I am feeling ___________(word (s) from feelings list).
I am working on _______________ this week to keep my “cool”.
Right now I need _________________(word(s) from needs list).”
Discussion
The short discussion is to learn from each other’s learning experience from reading the assigned book.
Sharing in the group discussion is strongly encouraged to get maximum benefit. Each member will be
expected to share something pertinent to the chapter of the week. Each member should keep their
share to 3 minutes or less so that everyone has a chance to speak.
Relaxation Exercises
The relaxation activity will end the class and will focus on techniques to use at home to remain calm and
non-reactive. These techniques are important and can help you achieve your “Cool” during times of
stress, as well as maintaining it.

9. Syllabus Evaluations Suggestions
1. Trim down the following within the syllabus:
-the description of the assignments
-class objectives
-class activities
-discussion description.
-feelings list
1. Consider:
-making the class outline less formal in a personal enrichment class
-consider making the connection with those in the class a greater
priority than who actually attends the class or not
-

10. A New Class, A New Syllabus
I decided to try to create
another syllabus with more of an
emphasis on emotions and the
adult learners in the class.
Here we go….

11. EDPSY B290: Emotions and the Adult Learner Experience
Online Course
Spring 2013
Instructor Information
Chenille Barrett
Email: cmbarrett@bsu.edu
Phone: 317-529-5213
Virtual Office Hours: As needed
I am pleased to be here to support your learning experience! Please do not hesitate to
contact me via email if you need to speak with me as soon as possible. Please type “URGENT:
EDSY B646” in the subject line and I will respond within 24 hours. Please use this function
carefully and wisely. You may call or email me for general questions or concerns that can be
responded to within 48 hours or less. Please do not wait to the last minute to contact me for
a
Class Information
Dates: February 4th - March 25th (8week class)
Location: Online

12. Learning Materials
• Required Text: Understanding Emotions and the Learning Process for Adults (2012) by
Chenille Barrett
• Articles found on Blackboard under “Resources”
• Feelings list found on Blackboard under “Resources”
Blackboard use is required for this course. If you have any concerns about your ability to
navigate within the Blackboard community please contact the Blackboard technology
support team.
Class Objectives
1. Learners will develop a greater understanding of the impact of emotions on the
learning process in adults
2. Learners will understand major theories about the emotional experience and adult
learners
3. Learners will become aware of their emotional responses to the learning
experience and how to use this understanding to maximize learning
4. Learners will develop understanding about the importance of emotions in
transformational learning in their personal lives
5. Learners will learn how to use emotions as a benefit and tool for
transformational learning, as well as everyday learning

13. Class Activities
1. Assigned weekly readings from the class text and/ or articles found under the “Resources”
tab on Blackboard
2. Discussion- There are two components to the weekly discussion
Discussion Groups- Discussion groups will be assigned by the beginning of week 2.
Each group member is expected to post ideas and concepts they learned from the
week’s reading assignments starting the beginning of the second week. In your
posting you should also state your emotional reaction to the reading and any
explanation of that. Please feel free to use the feelings list to describe your feelings.
You can locate the feelings list under the “Resources” tab in Blackboard.
Each group member is expected to contribute to the weekly group discussion. This is
intended to be a conversation and each person is expected to comment on at least one
of their group member’s posts. There is to be no comment, neither positive nor
negative about the emotional response or the explanation. This is of the utmost
importance so that all group members feel safe to express themselves freely without
the fear of being shamed or told they are “wrong” for feeling a certain way.
Class discussion board- Each group should post a weekly group summary on the class
discussion board by Thursday. Each person in class is expected to comment on at least
one group summary from the class discussion board. In the summary please list the
emotional aspects of the group members as well.
3. Weekly Journal- You will be expected to make a weekly entry in your online journal found on
Blackboard. This exercise is mainly for you to be aware of what is going on with you
emotionally either academically or in your life in general, and how that might impact your
learning. . Hopefully this awareness will encourage you to use some of the techniques to use
you emotions in a manner that will encourage learning. These are techniques you can use in
almost any learning situation. Only I will be able to access the journal although I will not
necessarily read every entry.

14. 4. Writing Assignments are to be completed individually in APA format and are all expected
to be between 3-5 pages. The instructions for each assignment can be found under the
“Assignments” tab on Blackboard. The assignments are always due by Saturday unless
otherwise stated.
Grading Scale
100-90% - A
89-80% -B
79-70%- C
69-60%- D
59% and below F
Grading Rubric
Introduction post 2pts
Weekly group postings 15pts
Weekly comments 15pts
Course Reflection Post 4pts
Group Experience Post 4pts
Writing Assignment 1 15pts
Writing Assignment 2 15pts
Writing Assignment 3 15pts
Writing Assignment 4 15pts
Total Possible 100pts

15. Assignments
Week 1
02/05/2012- Read text Ch.1 &2, personal introductions on class discussion board
Week 2
02/12/2012- Read text Ch.3 & “Real Living and the Daily Hustle” article, group discussion,
group summary
Week 3
02/19/2012- Read text Ch. 4&5, group discussion and group summary, Writing Assignment 1
Week 4
02/26/2012- Read text Ch. 6&7, group discussion and group summary
Week 5
03/05/2012- Read text Ch. 8 & “Make it or Break It” article, group discussion, group summary,
Writing Assignment 2
Week 6
03/12/2012- Read text Ch. 9&10, group discussion, group summary
Week 7
3/19/2012- Read text Ch. 11, group discussion, group summary, Writing Assignment 3
Week 8
03/25/2012- Course reflection class discussion board, Reflection about group experience on class
discussion board, Writing Assignment 4 **
**The last two class discussion board posts are to be completed individually and posted on the class discussion board.**

16. THE END