ITI 670 Module One Course Outline

Sanford Inspire in Collaboration with Sanford College of

Education
ITI 670A: Introduction to Social-Emotional Learning (SEL) Module One
Course Prerequisites
None
ITI 670A: Introduction to Social-Emotional Learning (SEL)
This is the first module in a four-module suite which comprises the ITI 670: Introduction to Social-
Emotional Learning course. These modules were developed as a collaborative project between
Sanford Inspire and the Teacher Education Department in Sanford College of Education. The
modules were developed by deconstructing the ITI 670 course into 4 modules. These 4 modules may
be transferred to the Master of Arts in Education. Through these modules you will: Analyze the
components of social-emotional learning (SEL); Compare theoretical orientations regarding the
development of SEL in school-aged children; Reflect on and evaluate own level of social-emotional
functioning to improve their ability to provide comprehensive and effective services to students; and
Evaluate evidence base for social emotional learning interventions.
This graduate course can be completed at no cost and transferred toward the completion of a
Master of Arts in Education with an Emphasis in Social Emotional Learning from National University,
as part of the $7,500 tuition rate program. We’re excited to see what you’ll achieve!
Course Learning Outcomes (CLOs)
Through the four modules you will explore the five Course Learning Outcomes that are listed below.
Each module will concentrate on one or two of the CLO’s. In the fourth module, you will focus on
CLO 5. As you are progressing through the modules, you might want to think about areas you might
want to explore from a research perspective so you will have some ideas when you begin Module 4.
Upon the successful completion of this course, candidates will be able to:
1. Dissect the core competencies of SEL.
2. Compare and contrast social emotional learning assessment tools for school-aged children.
3. Assess personal social emotional learning and development.
4. Distinguish the core components of a comprehensive social emotional learning school-based
program.
5. Select a researchable topic on a problem pertaining to the study of social emotional
learning.
Module 1 Learning Outcomes
These learning outcomes align to CLOs 1 and 4 above. Upon the successful completion of this
module, candidates will be able to:
1. Articulate the construct of SEL in school-age children
2. Evaluate the impact of SEL on academic achievement and behavior
3. Critique the history of SEL in schools
4. Discriminate key theories in social-emotional development
Module One Description
Module One focuses on the construct of social-emotion learning and why it is essential to student
development. We will review the history of social-emotional learning within the context of the
school setting and examine theories related to the development of SEL. The module will conclude
with examining of building relationships in the classroom.
Required Text
Durlak, J., et al. (2015). Handbook of social and emotional learning: Research and practice. New York:
The Guilford Press.
Module Assignment Calendar
The final grade for this course will be determined by points from the assignments listed in below.

MODULE ONE
Assignment Points
Self-Introduction 0
Assignment 1: Building Relationships with Students 10
Assignment 2: What is SEL? Why is it important? 20
Total Points 30

Course Grading
GRADES PERCENTAGE
A 96-100
A- 90-95
B+ 87-89
B 84-86
B- 80-83
C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 64-66
D- 60-63
F 0-59
Course Expectations
Course Schedule
This is a four-week, asynchronous online course; It is self-paced class which allows you to complete
assignments on your schedule. All assignments do need to be completed by Week 4. This course is
graded as a regular graduate course and is worth 1 quarter-unit of credit.

Course Technology Requirements

Please notify your instructor immediately if technology issues prevent your timely participation in
this course.

General Requirements
Students are expected to be competent using current technology appropriate for this discipline. You
must be able to use word processing, spreadsheet, and presentation software. Examples of these
types of programs include Microsoft Word, Excel, and PowerPoint. You must also be able to use an
internet browser and email program.

Instructor’s Right to Change

The instructor reserves the right to change/update the activities, materials, assignments, and due
dates to accommodate the best interests of the students. Students will be notified of any changes.

Written Work
It is an expectation that all written assignments will be word-processed in method that is legible and
appropriate for graduate work. All written work at this academic level should be free of errors. All
written work is to be done in standard English that follows APA guidelines when required.

Citing Sources
Assigned readings and other readings (i.e., from previous courses) should be cited in written work
and in discussion board posts, when possible and appropriate. This demonstrates synthesis of
information. All sources must be cited using appropriate APA formatting. In discussion posts, you
must list your correctly formatted sources within the body of your post. In written work, you must
list your correctly formatted sources within the body of the text and the complete citations on a
separate Reference page. Your instructor will determine if a title page and/or abstract is required for
written work.
Professionalism
Candidates are expected to demonstrate the dispositions expected of teacher candidates to all
discussions and assignments within this course. These dispositions include, but are not limited to:
• Complete all assignments by end of the course.
• Being honest in all coursework
• Willingness to accept the challenge of rigorous, graduate work
• Willingness to thoughtfully discuss, read, and write independently and in small and large
groups
• Willingness to listen to new ideas with an open mind, including the ideas and informed
opinions of others

Blackboard Information & Resources

Getting Started
Phone: 1-888-892-9095
Email: learn@nu.edu
Support Portal: http://nu.edusupportcenter.com
Chat: Chat

Student Concierge Services

Live Phone Support: 24 hours a day, 7 days a week 
Advocates: 7 days a week: 7 a.m. – midnight Pacific
Phone: (866) 628-8988
(866) NU-ACCESS ext. 8900
E-mail: scs@nu.edu

General Policies
Guidelines
By enrolling in this collaborative module between Sanford Inspire and Sanford College of Education
course, you assume responsibility for meeting all its requirements. All students are expected to
complete all assignments, read all relevant materials, and be prepared for all course
discussions/activities.
Ethics
Ethical behavior in the classroom is required of every student.  Students are also expected to identify
ethical policies and practices relevant to course topics.
Academic Dishonesty & Plagiarism
Academic dishonesty includes cheating, plagiarism, and any attempt to obtain credit for academic
work through fraudulent, deceptive, or dishonest means. Plagiarism is the presentation of someone
else’s ideas or work as one’s own. As such, plagiarism constitutes fraud or theft. Plagiarism or
academic dishonesty in any form, regardless of intent, is a grave offense and will not be tolerated. If
an instructor determines there is sufficient evidence of academic dishonesty on the part of a
student, the instructor may exercise one or more of the following options: Require a timed writing
sample to be written on the assigned topic to determine the veracity of the suspicion. Require that
the work be rewritten. Issue a lowered or failing grade for the assignment. Issue a lowered or failing
grade for the course. For additional information please review the Academic Dishonesty policy in
the Catalog.

Diversity
Learning to work with and value diversity is essential in every degree program. Students are required
to act respectfully toward other students and instructors throughout the course. Students are also
expected to exhibit an appreciation for multinational and gender diversity in the classroom and
develop leadership skills and judgment appropriate to such diversity in the workplace.
National University Library
National University Library supports academic rigor and student academic success by providing
access to scholarly books and journals both electronically and in hard copy. Print materials may be
accessed at the Library in San Diego or through document delivery for online and regional students.
Librarians are available to provide training, reference assistance, and mentoring at the San Diego
Library and virtually for online or regional students. Please take advantage of Library
resources: http://www.nu.edu/library. Contact the Library at:
RefDesk@nu.edu or (858) 541-7900 (direct line) or 1-866-NU ACCESS x7900 (toll free)
Writing Center
Assistance in meeting the written requirements for the course is available from the on-site and on-
line Writing Centers. Students may submit drafts of papers and outlines to the writing assistants and
meet with them to discuss strategies for improving their papers. More information is available from
the NU Writing Center Web
Page: http://www.nu.edu/Academics/StudentServices/WritingCenter.html
Students Accessibility Services
Student Accessibility Services (SAS) offers programs and consultations to empower students
with disabilities to reach their full potential. The registration process is interactive and specific to
each student. If you are a student with a disability yet are unsure of whether or not you will qualify
for accommodations, understand the process of registration is flexible. The best way to get started
is by visiting our website:
https://www.nu.edu/OurPrograms/StudentServices/accessibility.html.
Instructors are required to provide such accommodations if they receive written notification from
the University.
Civility
Civility is an expectation in all modules. Freedom of speech and expression are valued not only
throughout society but also, and particularly, in the academic setting. As a diverse community of
learners, students must strive to work together in a setting of civility, tolerance, and respect for each
other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite
courses) include but are not limited to the following: Conflicting opinions among members of a class
are to be respected and responded to in a professional manner, side conversations or other
distracting behaviors are not to be engaged in during lectures, class discussions or presentations,
and there are to be no offensive comments, language, or gestures.
Title IX Statement and Resources
National University does not permit discrimination or harassment in its educational program or
activities on the basis of race, ethnic or national origin, religion, age, sex, gender, sexual orientation,
color, physical or mental disability, sexual orientation, marital or veteran status, pregnancy
(including childbirth, and related medical conditions) or any other protected characteristic under
applicable local, state, or federal law. Sexual misconduct and harassment are considered a form of
sex/gender-based discrimination. The University also prohibits retaliation against an individual
because that individual participated in any manner in a civil rights grievance proceeding. Complaints
of retaliation will be subject to the process described below. For questions about discrimination or
to file a complaint alleging discrimination please contact the Title IX Coordinator and/or any Deputy
Title IX Coordinators at CivilRightsCompliants@nu.edu.
Important Note
University employees not designated as confidential resources are considered “Responsible
Employees” and are required to report all incidents of sexual misconduct (including sexual
harassment), dating violence, domestic violence, and stalking to the Title IX Coordinator for the
University. Responsible employees include faculty and instructors, Deans, and other university
employees.
For information about a University confidential resource, please visit the University Ombudsman
Office at https://www.nu.edu/OurUniversity/TheUniversity/office-of-the-ombudsman.html.
Writing Across the Curriculum
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and
experiences. Written reports and research papers must follow specific standards regarding citations
of an author's work within the text and references at the end of the paper. Students are encouraged
to use the services of the University's Writing Center when preparing materials. The following
website provides information on APA, MLA, and other writing and citation styles that may be
required for term papers and the like: http://nu.libguides.com/citations
Substantive and Regular Interactions
National University is committed to meet Department of Education requirements for substantive
and regular interactions between faculty and students. National University faculty meet this
requirement through participation in at least one of the following course activities:
• Participating in regularly occurring class meetings;
• Participating in a regularly occurring online discussion about academic course content;
• Faculty-scheduled consultations with a student to discuss academic course content;
• Substantive and personalized feedback on student assignments;
• Regularly occurring posts of instructor guidance to summarize weekly assignments or adding
individual faculty voice to the online course experience;
• Participating in regularly scheduled learning sessions (synchronously); or
• Proactive and scheduled communication initiated by faculty in response to student
progress.