1 P A G Egroup Presentation Assignmenteduc 1300directions Every Stu ✓ Solved

1 | P a g e Group Presentation Assignment EDUC 1300 Directions: Every student in this EDUC 1300 class will be assigned to a group. All members of each group must agree on the topic and the ten minute electronic visual presentation that will be presented during class time, the last week of class. Each group member is required to contribute equal amounts of work and, participate during the oral presentation. Trello, or Google Docs may be used to share information within the group during the creation of the presentation. Each group will use current technology for the presentation for example, PowerPoint, Sway, Prezi, or Glogster EDUC, (use only the free educational sites).

Presentations must have these primary components: well organized content from credible sources on slides and effective, powerful visual aids (photos and videos) Slide Tips • Present the information in a clear and logical sequence. • Create at least 10 slides, but no more than 20 (including the title and references slides). • Avoid typing or placing too much text on each slide. “Less is often more.†• Include several visual images to support your points. For each image, cite the source of the image directly on the slide it appears, as well as on the References slide. (Optional: you may include one brief video clip to support your topic. If choosing this option, limit the video to 4 minutes or less. • End with a References slide that includes all of your sources, including image sources.

Determine group rules and roles (My suggestions) Rules • Attend all meetings or text if there is an emergency • Come prepared to meetings with information or material • Respond to e-mail or other communication within 24 hours Roles 2 | P a g e • Group Leader-arranges and facilitates group meetings • Note Taker-takes meeting notes and e-mails notes and tasks assigned to members • Visual Aid Leader-takes work from other group members and puts it together into one cohesive presentation for members review • Finishing Touch Specialist-reviews the presentation and makes sure the product matches the assignment expectations • Questioner-asks group members questions about their contributions • Rehearsal Director/timer-organizes the rehearsals and the timing of the presentation Each member of the group Must Be Respected and should have a productive, positive experience.

Topics 1. Mindset and Grit Go online to. key-to-success-grit/ (Links to an external site.)Links to an external site. and watch the TED Talk about Grit with Angela Duckworth; take notes. Prepare a presentation explaining fixed mindset, growth mindset, motivation and grit. Use examples of personal experiences from each group member to illustrate key points. Emphasize the impact Grit will have on your educational goals.

2. Emotional Intelligence and Emotional Skills and Competencies. Work with your group to creatively explain how Emotional Intelligence and Competencies can impact a college student’s education. Provide research that supports your opinion. Consider what you might do to enhance your EIQ.

Each member will describe one or more personal examples of Emotional Intelligence or use of an Emotional Competency from his/her own life. 3. Learning Style preferences. Work with your group to create an informative presentation explaining ways students can utilize their sensory strengths to enhance learning. What are the eight Multiple Intelligences?

Define them. What is a learning style? What is personality typing? What is the difference between learning style and a multiple intelligence? 3 | P a g e 4.

Multiple Intelligences. Work with your group to create a presentation on Howard Gardner’s Theory of Multiple Intelligences. Divide the types of intelligence between members of the group and have each person describe two types using examples from their own life experiences and others. Explain how to use natural intelligences in one’s educational journey and in choosing a career. 5.

Volunteer Houston. Identify and research three Houston organizations or charities. Work with your group to present information on the benefits of volunteering, service learning and internships. Identify three Houston organizations or charities and indicate the work that they do. Describe the top ten soft skills.

Examples of important soft skills are communication, teamwork and problem solving. Explain the advantages and networking one might experience through volunteering or service learning. Have each member of the group talk about what they have learned or experienced while volunteering in the past or what plans they have for the future. 6. Meyers-Briggs Type Work with your group to create a presentation explaining different personality types.

Paraphrase data from your survey results and make your presentation interesting by including personal examples from your life. Tell how Interests and Values matter when making career choices. 7. Does Technology make us more alone? Technology is supposed to make us more connected.

We can stay in touch with our family and friends all of the time through Facebook, Twitter and of course, by texting but, are our smartphones actually getting in the way of real socializing? Create a presentation on the positive and negative use of technology for college students. Provide examples and support for your arguments 4 | P a g e 8. Best Practices for Job seekers: Create a presentation that provides information about the best practices for students seeking employment. List and discuss at least five things that employers are seeking in employees.

Discuss and display the three common types of resumes. Discuss the four steps for writing a Cover Letter. Discuss at least ten things that you must, should, or not include on a resume. Discuss how to solicit a letter of reference. How to prepare for the interview.

List and answer at least five question you can anticipate on an interview and Why are thank you notes so important Grading • Student Grade (50%) Each student must present their individual work The grade is given to each student and does not affect other student grades • Project Grade (40%) The project itself is graded The grade affects all students in the group • Participation Grade (10%) Each student grades other students on how well they participated in the project. This grade affects the student receiving the participation grade Presentation Dates: April 30, 2019 and May 2, 2019 All presentations must be uploaded by April 28, 2019 LIT 240: PAPER EVALUATION RUBRIC (100 points) NAME: _______________________________________________________________ COURSE #: ___________________________________________________________ PAPER TITLE: ________________________________________________________ ______The intro determines the scope of the paper, is long enough, and takes the reader gradually to the thesis. (15 points) ______ Thesis is debatable (persuasive, expresses an opinion about the piece of literature), precise, related to the topic, and clearly stated as the last sentence of the intro; no more than two sentences.

It’s not an announcement: “In this paper I’m going to…†or “This paper is about...â€; it’s not a question either. (15 points). ______There is coherence and unity (topic sentence refers to thesis) within each individual body paragraph (see thesis) and between paragraphs. Paragraphs develop and support thesis with evidence, examples from the text (not from real life), show analytical ability. (20 points) ______Direct quotes and paraphrasing are introduced, explained, and enough, relevant to support thesis and coherently integrated in the paper. (15 points) ______Paper is formatted and presented with accurate MLA documentation (in-text citations for run-in and long quotations). (15 points) ______Grammar, mechanics, transitions, spelling (10 points) ______Length (3 to 5 pages) and title of paper (5 points) ______The topic is a reflection/analysis of an aspect of a piece of literature covered in Class. (5 points) /100 Note: Please print out and submit with paper.

Paper for above instructions

Introduction

Emotional Intelligence (EI) is increasingly recognized as a crucial factor in personal and professional success. Comprising emotional skills and competencies, EI is a key element in how individuals manage their emotions and relate to others. For college students, understanding and enhancing EI can significantly impact their educational experiences, relationships, and career trajectories. This presentation will define Emotional Intelligence, explore its components, and highlight personal experiences from group members, demonstrating its extensive influence on academic and personal success.
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Slide 1: What is Emotional Intelligence?

Emotional Intelligence refers to the capacity to recognize, understand, and manage emotions in oneself and others. According to Daniel Goleman, a pioneer in the field of EI, it includes abilities such as emotional awareness, self-regulation, motivation, empathy, and social skills (Goleman, 1995).

Key Components of Emotional Intelligence:

1. Self-Awareness: Recognizing one's emotions and their effects.
2. Self-Regulation: Managing one's emotions healthily and positively.
3. Motivation: Utilizing emotions to achieve goals.
4. Empathy: Understanding others' emotions and responding appropriately.
5. Social Skills: Building strong relationships and managing social networks.
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Slide 2: The Importance of Emotional Intelligence for College Students

Emotional Intelligence is particularly vital for college students in various ways:
- Academic Success: EI enhances stress management, critical for meeting academic demands (Schutte et al., 2002).
- Effective Communication: Higher EI enables better interaction with peers and faculty, fostering a collaborative learning environment.
- Conflict Resolution: Students with high EI are more adept at navigating interpersonal conflicts, leading to healthier relationships (Brackett et al., 2011).
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Slide 3: Enhancing Emotional Intelligence

Enhancing one's Emotional Intelligence requires intentional practice. Here are some strategies:
1. Reflection Journals: Recording emotions can aid in self-awareness.
2. Mindfulness Practices: Mindfulness enhances self-regulation by promoting awareness of thoughts and feelings (Keng et al., 2011).
3. Empathetic Listening: Engaging fully in conversations to understand the perspectives and feelings of others.
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Slide 4: Personal Experience: Self-Awareness

Group Member A: Reflecting on a challenging academic semester, I learned the importance of self-awareness. By recognizing when I was overwhelmed, I could seek help from a counselor, improving my emotional health and academic performance.
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Slide 5: Personal Experience: Self-Regulation

Group Member B: I used to struggle with procrastination, which often heightened my anxiety. By implementing self-regulation techniques such as time management and setting smaller goals, I found myself more productive and emotionally stable during stressful periods.
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Slide 6: Personal Experience: Motivation

Group Member C: During a particularly challenging project, I used motivation as a tool to persist. By connecting my academic goals to my long-term career aspirations, I was able to overcome obstacles and remain focused.
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Slide 7: Personal Experience: Empathy

Group Member D: Volunteering at a local shelter helped me develop my empathy. Understanding the struggles of others allowed me to connect better with my classmates, fostering a supportive academic community.
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Slide 8: Personal Experience: Social Skills

Group Member E: Joining campus organizations greatly improved my social skills. Engaging with diverse groups helped me learn effective communication methods, which has been beneficial for group projects and networking.
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Slide 9: Research Support for Emotional Intelligence

Multiple studies have linked higher Emotional Intelligence with better academic performance and social relations (Parker et al., 2004). In a workplace context, EI has been shown to predict team performance and leadership success (Lopes et al., 2006). Enhancing EI should, therefore, be a priority for students seeking success in their academic and professional lives.
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Slide 10: Conclusion

In conclusion, Emotional Intelligence plays an essential role in shaping the academic and personal experiences of college students. By understanding its components and actively working to enhance them, students can transform challenges into opportunities for growth. As we've shared through our personal experiences, focusing on EI can lead to success both in college and beyond. We encourage all students to engage with their emotional competencies and become more resilient and empathetic individuals.
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References

1. Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional Intelligence as a Standard of Emotional Health. Emotion, 11(3), 600-609.
2. Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.
3. Keng, S. L., Smoski, M. J., & Robins, C. J. (2011). Effects of mindfulness on psychological health: A review of empirical studies. Clinical Psychology Review, 31(6), 1041-1056.
4. Lopes, P. N., Salovey, P., & Carr, P. A. (2006). Emotional Intelligence as a Key to Effective Leadership. Emotional Intelligence: A Review of the Literature.
5. Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. A. (2004). Emotional Intelligence and Academic Success: Examining the Transition from High School to University. Personality and Individual Differences, 36(1), 163–172.
6. Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., & Cooper, J. T. (2002). Development and validation of a scale measuring emotional intelligence. Personality and Individual Differences, 25(2), 167–177.

Additional References

7. Friedlander, M. L. (1980). The Use of Emotion in Therapy. The American Psychologist, 35(3), 271-279.
8. Ashkanasy, N. M., & Daus, C. (2002). Emotion in the Workplace: The New Challenge for Managers. Academy of Management Executive, 16(1), 76-91.
9. Cherniss, C. (2000). Emotional Intelligence: What It Is and Why It Matters. Emotional Intelligence: Key to a Successful Career.
10. Barlow, D. H. (2014). Clinical Handbook of Psychological Disorders: A Step-by-Step Treatment Manual. Guilford Publications.
This presentation strives to meet the assignment requirements effectively while providing informative content on Emotional Intelligence and its importance for college students. Each group member’s personal experience was incorporated to demonstrate practical applications of EI in academic life.