Innovation Abstracts

From the National Institute for Staff and Organizational Development.

NISOD is proud to introduce a new membership benefit—the ability to search and download three years' worth of Innovation Abstracts online! To take advantage of this new membership benefit, go to http://www.nisod.org and click on "Members only." The username is "member" and the password is "dosin."

Vol. XXVII, No. 17

In "Fifteen Minutes Before Class," Jerry Clavner, Professor, Social Sciences, at Cuyahoga Community College (OH), describes a successful strategy for beginning class on time with everyone present, equipment working, and questions being answered in an informal setting.
 

Diane Megert, Professor Emeritus, Computer Information Systems/Mathematics, at New Mexico Junior College, combines structure, information, review, and relevance in the classroom—old ways that work in today's classrooms. In "Old Ways Can Be Good Ways," readers can revisit tried-and-true strategies that continue to promote student success in the classroom.

Vol. XXVII, No. 16

Sarah Nell Summers, Chair, Performing Arts Department at Temple College (TX), addresses a growing problem on college and university campuses alike:  academic dishonesty. As she describes in "Questions of Academic Integrity," Temple College created an Academic Integrity Policy to promote academic honesty that will be explained and enforced institution-wide, in every course, by every instructor, and will be posted on every bulletin board on campus, beginning fall 2005.

Vol. XXVII, No. 15

In "Magical Day," John Bertalan, Professor and Program Manager, Education and Political Science at Hillsborough Community College (FL), describes a special day in a class of students exploring teaching as a future career. Three presentations set the tone for the term and set a fast tempo for innovation and creativity

Vol. XXVII, No. 14

In "Identifying and Assisting Students at Risk: Analyzing the Variables," Alison Blasdell, Professor in the Nursing Program at Lincoln Land Community College (IL), describes a model assessment program that successfully identifies students most at-risk by looking at academic and nonacademic variables that will affect their performance in the nursing program. An analysis of data guides instructors as they prescribe intervention strategies that will help students meet their academic goals.

Vol. XXVII, No. 13

In "Composition in Green: A Good Place to Begin," Richard Marranca, Assistant Professor of English at Passaic County Community College (NJ), describes the environmental theme he uses in his composition classes and the content-specific activities that have helped his students become better writers and more committed to improving the environment in which they live.

Vol. XXVII, No. 12

In "Non-Native Speakers of English: Project Computer Literacy," Susan Trebelhorn, Instructor, Computers/Information Management at Normandale Community College (MN), describes instructional activities and a project by which a cohort-specific beginning computer applications course improved significantly the performance of English speakers of other languages.

Vol. XXVII, No. 11

In "Student Success Initiative: Moving Beyond Rhetoric," Steve Head, Executive Vice Chancellor, North Harris Montgomery Community College District (TX), describes the district's Student Success Initiative (SSI), initiated spring 2004. District-wide efforts to share beset practices and encourage, support new initiatives to increase student success appear to be making critical improvements in student performance, especially in entry-level courses and programs, and in their follow-on courses.

Vol. XXVII, No. 10

In "Ethics—Can't Be Taught, Can Be Learned," Don Foran, Professor of English and Philosophy at Centralia College (WA), describes innovative group projects that help get his philosophy courses focused on "examining life" through students' successful role-playing activities and his ethics course focused on critical issues that become the subjects of a different approach to students' collaborative activities. He remains convinced that ethical living can be learned through purposeful, focused attention on issues about which students should know much more.

Vol. XXVII, No. 9

"Teaching in Community Online: A Faculty Development Project" by Judith Kamber, Director of Faculty and Staff Development, and Melba Acevedo, Instructional Designer at Northern Essex Community College (MA), describes a project that supports 8 to 10 teachers from diverse disciplines (who design and teach online and hybrid courses) in collaborating online about their most successful strategies, others' best practices, and their individual courses.

Vol. XXVII, No. 8

"Responding to Student Writing: Transparency, Modeling, and Empathy," by Sue Ann Cairns, Professor of English at Kwantlen University College (BC, Canada), describes a successful approach to modeling the behaviors for our students that we expect from them on personal and academic levels. She proposes that "becoming students again" allows us to engage in deeper listening practices and to view students' forays into writing a rhetorical, psychological, and even spiritual challenge.

Vol. XXVII, No. 7

"Arranging Classroom Seating to Maximize Student Discussion" by Charles E. Cardwell, Assistant Professor of Philosophy at Pellissippi State Technical Community College (TN), is a compelling description of a successful seating arrangement that the author finds far more conducive to student interaction than the more traditional plans in most college classrooms. Student discussion increases palpably and measurably.

Vol. XXVII, No. 6

In "Hook 'Em," Jerry Clavner, Professor Social Sciences at Cuyahoga Community College (OH), shares tips for getting students as anxious to come to class, as interested in your subject, and as serious about completing their assignments as you are. His tips are for faculty and students, and he says they work!

Vol. XXVII, No. 5

Cathy Forsythe, Director of Broadcasting at Alvin Community College (TX), in "A Media Relations Primer," provides commonsense tips about establishing solid relationships with media professionals who can help you help your college achieve its objectives of getting important information about the college, its services, and its successes out to the community.

Vol. XXVII, No. 4

"Write Reasoning" by Lyndel P. Colglazier.

Vol. XXVII, No. 3

In "Quantity Versus Quality: Finding Time for Innovations in the Classroom," Marcus Jorgensen, Dean of Instruction for Business, Computing, Math, and Science, at Spokane Falls Community College (WA), discusses some old questions—e.g., Do we cover all of the material or just the more critical topics? And how do we choose among the more critical?—from the perspective of active student learning.

Vol. XXVII, No. 2

"'I Am Going to Write About'... the Virus that Infects Language Art," Vincent Miholic, Instructor of English at South Louisiana Community College, reviews some strategies for eliminating the undecipherable, boring, needlessly painful obstacles students put in the paths of their readers. He offers some revising strategies to help lead students away from their 'viruses' and toward reconsidered writing.

Vol. XXVII, No. 1

"Establishing a Collaborative Action Research Community," by Harriet Shenkman, Faculty Director, Center for Teaching Excellence, at Bronx Community College (NY), describes a successful strategy for getting faculty from two- and four-year institutions together to talk about their teaching and ways to improve student learning. Their disciplines are diverse, but their goals are shared. They design projects for the coming year. An intensive week of working together is followed by sharing progress and advice throughout the year, punctuated by reunions that, in addition to renewing developing friendships, provide tremendous opportunities to showcase projects.

Vol. XXVI, No. 29

In "Marketing Fundamentals Trade Show Project," Glenda Eckert, Instructor of Arts and Sciences at Oklahoma State University-Okmulgee, describes a unique project that allowed her students to stretch their imaginations and polish their professionalism while they manned their booths for a special day. This project ultimately involved students from a variety of writing classes and outside guests—all of whom gave the effort their stamp of approval and their vote to make it a tradition.
 

"The One-Minute Motivator," by Joyce Robinson, Instructor of Nursing at Shelton State Community College (AL), reminds us that sometimes the simplest strategies are surprising successes. Her "thought for the day" continues to be a hit with students.

Vol. XXVI, No. 28

In "Developing Professional Behaviors in an Allied Health Program," Colleen Whittington and Barbara Branstiter, Professors in the Physical Therapist Assistant Program at Sinclair Community College (OH), describe a self-assessment process that helps students get up to speed in a timely manner with the "art" component of patient care.

Vol. XXVI, No. 27

In "Make Activities Inquiry-Based: Tips for Science Lecturers," Williams Straits, Assistant Professor at Appalachian State University (NC) and Russell Wilke, Assistant Professor, Angelo State University (TX), describe successful strategies for teaching process skills in the science classroom.

Vol. XXVI, No. 26

In "Getting Over Textbook 'I' Strain," Mid Brock, Assistant Professor of Sociology at Darton College (GA), describes a process whereby students become participants in their course textbook selection process. Their careful attention to the task and the results of their efforts made this experiment come alive as a useful, extraordinary success!

William L. Dubnov, Adjunct Instructor of Psychology at Richland College (TX), describes a surprisingly simple instructional strategy proven to improve student in-class participation. In "One Simple Thing: A Technique for Overcoming Fear of Failure," readers will learn about a compulsory handraising technique that works like a charm!

Vol. XXVI, No. 25

In "Building a Virtual Archive," Ron Chapman, Assistant Professor of History at Nunez Community College (LA), describes a rewarding experience for students, college, and community as students gather primary source materials and develop a deeper understanding of the historical process. They help a community preserve its history for future generations via a repository of videotaped interviews and photographs.

Vol. XXVI, No. 24

In "My, What Critical Thinking Skills You Have!": A Party Approach to College Student Engagement," Audrey Herbrich, English instructor, and Roert Parr, mathematics instructor, at Blinn College (TX) describe an unusual strategy for engaging students in solving problems. Problems encourage critical thinking, collaboration, and creativity; they generate interest in upcoming topics, add special extra-credit bonuses to exams, and smooth transitions from classroom to lab settings. Both regular and online classes benefit from this "party" approach to problem solving.

Vol. XXVI, No. 23

Jeff Kluball, director of Music at Darton College (GA), describes a unique, accelerated program for military personnel in "A Flexible Program of Music for the Marines." This program accommodates their daily demands for flexibility within a special semester format, including faculty being available for instruction after Marines' workday. Cohorts with identical military responsibilities remain as a group throughout their program of music study, making it possible to study and complete degrees even when transferred to other bases worldwide.

Vol. XXVI, No. 22

In "Teaching and Learning Online: Only the Strong Survive," James Paradiso, Professor of Business Management at College of Lake County (IL), offers up a few items for students' and teachers' Online Survival Kits. He includes some websites that have provided especially useful information about designing online courses.

Vol. XXVI, No. 21

Stuart Tichenor, Instructor in Arts and Sciences at Oklahoma State University-Okmulgee, describes his instructional approaches to teaching students about keeping their "audience" in mind as they prepare their compositions. In "Good Communication-No Accident Here!" Tichenor explains how communication breakdown can be avoided and  how students can learn to dazzle others with good communication skills.

Vol. XXVI, No. 20

"From Chocolate Chips to Micro Chips to Blue Chips: A Program for Women in Transition," a program designed for women in transition, addresses students' personal interests, values, and skills; provides credit courses and strong support; and includes physical condition activities and shopping privileges for appropriate wardrobe pieces. Nancy K. Swanborg, Director of the Women's Resource Center at Schoolcraft College (MI), describes the program's enormous success as a recruitment and retention portal for the college.

Vol. XXVI, No. 19

In "As The Worm Turns: From Biology Buff to BOT Builder," Sue Phillips, assistant professor of Biological Sciences at Brevard Community College-Palm Bay Campus (FL), describes a personal and professional life-changing experience that she shares with her students. Hands-on learning enriches their experiences, and her insightful poetry provides a lesson in keeping an open mind about future academic interests.

Vol. XXVI, No. 18

M. Vali Siadat, Professor and Chair of Mathematics and Director of the Keystone Mathematics Project at Richard J. Daley College (IL), describes an innovative approach to teaching and learning mathematics, tracing the sources of students' difficulties with math to behavior patterns that can be addressed in the classroom. In "Keystone Method: A Dynamic System for Teaching and Learning," Siadat points to significantly improved student performance outcomes at all levels of algebra instruction.

 

Marianne Pita, Assistant Professor of English at Bronx Community College (NY), describes her mid-semester assessment strategy in "Student-Centered Course Assessment." End-of-semester assessments are made too late to help the students who are headed out her classroom door for the last time; mid-semester assessments make important corrections in assignments/activities/performance at a critical point in the term.

Vol. XXVI, No. 17

In "That, And..." June Karweick, Professor of Social and Behavioral Sciences at Bay de Noc Community College (MI), describes a useful strategy for stimulating student-to-student interactions in her online classes. The strategy can be employed in any discipline, helping students "think out" the details of a subject collectively while talking with each other in a conversational, yet structured, format.

Vol. XXVI, No. 16

In "Some Rules of the Road for New Teachers" Bruce Gans, Professor of English at Wright Community College (IL), provides a list of "certain hard truths," or information that can reduce frustration in new teachers as they enter their college classrooms. Especially written for rookies, these "truths" are also useful suggestions and reminders for the more experienced—all in the interest of searching for and rewarding "evidence of (student) engagement."

Vol. XXVI. No. 15

"Getting Them Excited the First Day," by Alice Reinke, Karen Kemp, Rod Somppi, and Paul Johnson, members of the Curriculum and Technology Planning Team, at Confederation College (CN), describes the results of a college-wide strategy for getting all students off to a great start-first-day activities that keep them coming back for more. Classes focus on answering the usual first-day questions, faculty and staff team up to get students connected with the college and with each other—sound engagement with individuals and programs that continues to promote improved academic success and retention.

Vol. XXVI, No. 14

In "Making the Research Paper Relevant," James Mayo, Assistant Professor of English and Foreign Languages at Jackson State Community College (TN), challenges the value of the traditional academic paper and offers another approach—students conducting research on topics and about questions that they want to answer for themselves. They play a proactive role in developing the research question and then going about answering it, driven by their own curiosity or "need to know."

Vol. XXVI, No. 13

In "'Playing in the Mud': Teaching Goofy (or Otherwise) Personal Research," Wade Tarzia, Assistant Professor of English at Naugatuck Valley Community College (CT), describes an extraordinarily successful approach to getting students involved and excited about active research.

Vol. XXVI, No. 12

"College 101: Helping Dislocated Workers Transition to College," by Angela Oriano-Darnall, doctoral student in the Community College Leadership Program at The University of Texas at Austin, and Joan Williams, Vice President for Student Services and Athletic Director at Southeastern Community College (IA), reports on a highly successful college initiative to inform and welcome new students to college. Retention and academic success data challenge traditional notions about what orientation sessions should do and demonstrate what orientations must do, especially for today's first-time college students.

Vol. XXVI, No. 11

Vol. XXVI, No. 11-In "Make Connections! Bonding Freshmen, Student to Student," Kay Dean Bethea, Writing Instructor at Mississippi Gulf Coast Community College-Jefferson Davis Campus, describes Connections, a mentoring program that combines sponsors, mentors, and students for improved student retention.

Vol. XXVI, No. 10

In "Making Biology Lab Lovable," Wei Zhou, doctoral student in the CCLP, and Dee Silverthorn, Senior Lecturer in the School of Biological Sciences in the College of Natural Sciences at The University of Texas at Austin, describe a successful strategy for developing students' multidimensional skills required in future professional positions-strategies that break from tradition, requiring critical work before the lab begins and building on critical student portfolios.

Vol. XXVI, No. 9

In "Abolishing Late Registration," Hank Dunn, Vice-President for Student Services, and Anna Mays, Director of Student Success Services at Sinclair Community College (OH), describe the development, implementation, and outcomes of a revolutionary plan to eliminate the student casualties caused by traditional registration policies. Improved registration policies improve retention and student success.

Vol. XXVI, No. 8

In "Building Student Accountability in Group Work Through Student-Generated Criteria," Lauren Servais, English instructor at Cascadia Community College (WA), describes a process for helping students take ownership of their own assessment via collaborative efforts and built-in accountability strategies.
 

In "Effective Collaborative Writing Assignments," Bob Hurt, Professor and Department Assessment Coordinator at California State Polytechnic University-Pomona, describes a collaborative process in which students best learn from each other to improve their individual compositions

Vol. XXVI, No. 7 

Alicia Ellison, Librarian, at Hillsborough Community College (FL), shares tips for ensuring that students' library assignments are successful for everyone involved––including what to avoid and what to include in planning, collaborating, and "friend-making"––in "Positive Relationships for Productive Library Assignments."

Vol. XXVI, No. 6

In "A Practical Approach to Preventing Plagiarism," Jennifer Dorhauer, Professor of English, and Crystal lee, Library Faculty and Director of Library Services, at River Parishes Community College (LA), describe a collaborative research project that has improved students' abilities to locate and use information, and to respect the intellectual work of others.

Vol. XXVI, No. 5

In "Academic Coaching: A New Approach to Supporting Student Success," Thomas Greene, CCLP doctoral student at The University of Texas, describes an academic coaching program at Lake Tahoe Community College (CA), modeled after the corporate world's "executive coaching" strategies, designed to better serve at-risk students. Coaches, counselors, and students collaborate for improved student success with personalized services.

Vol. XXVI, No. 4

"Some Thoughts on 'Interactivity,'" by Bill Waters, Director of Staff and Program Development at Pensacola Junior College (FL), explores some responses to a student's question: "What am I doing here?" The concept of interactivity, or information exchange, is spilling over into our traditional views of "on-site" and "distance" learning.

In "Community Colleges as National Partners," Solomon Iyobosa Omo-Osagie II, Associate Professor of Politics and History at Baltimore City Community College (MD), seeks to entice students into more critical analysis of government in action with public policy option, studying policies from practical perspectives.

Vol. XXVI, No. 3

Adriana Palacios, a doctoral student in the Community College Leadership Program at The University of Texas at Austin, describes College Jeopardy, a college's highly successful outreach strategy for increasing 10th-grade students' interests in going to college, in "Financial Aid for 30: Engaging High School Freshmen and Sophomores."

In "Student Perspectives on an Educated Person," Alice Williamson, Assistant Professor of Mathematics at Sussex County Community College (NJ), describes an opportunity to answer students' eternal question: "Why do we have to take this course?" Read about how turning the tables on this question paid off.

Vol. XXVI, No. 2

In "A Teacher Training Academy," Toni Holloway, Project Leader for the Teacher Training Academy at Mountain View College (TX) and Allatia Harris, District Director of Faculty Development and Core Curriculum Evaluation in the Dallas County Community College District (TX), describe a model one-stop shop for student services, including support networks and academic tracks, and a strategy for identifying and training potential teachers to fill a critical shortage in area public schools.

Vol. XXVI, No. 1

In "Florida Construction Institute: Putting Students on the Fast Track for Home Building Jobs," Edythe Abdullah, Downtown Campus President, and Donald Green, Executive Vice President for Instruction and Student Services at Florida Community College at Jacksonville, describe an innovative program that combines work and training for students, and offers an effective, financially sound approach to training students for fast-growing, stable occupations.

Vol. XXV, No. 29

In "Learning the Lessons of History," Marjorie Berman, Department chair of Humanities, Social and Behavioral Science, and Cynde Simms, Adjunct Professor of Humanities at Red Rocks Community College (CO), describe student-centered exercises that, among other important lessons, help student focus on important themes in history, use a variety of materials to support concepts, and learn how history influences their own lives.

Vol. XXV, No. 28

In "An Introduction to the Library," Lynda Dodgen, Professor Sociology at North Harris College (TX), describes an important lesson in library skills that incorporates research and computer activities to improve students' abilities to search for and competently use academic and personal-interest information.

Vol. XXV, No. 27

In "Allowing Our Students to Sing Their Blues," Cinder Cooper, English Instructor at Tri-County Technical College (SC), describes several strategies for helping students examine their own and others' life experiences through action journals and "life effects" compositions-encouraging realistic connections with the global community.

Vol. XXV, No. 26

In "Improve Student Learning the Old-Fashioned Way: Have Them Read the Textbook," Daniel Maher, Assistant Professor of Sociology and Cultural Anthropology at the University of Arkansas-Fort Smith, describes a successful strategy for getting students better prepared for classroom discussions-text notes.

In "Writing Is a Key to Learning," Doug Baker, Associate Professor of History at Oklahoma State University-Oklahoma City, describes a research paper assignment that develops students' writing skills and offers them opportunities to discover history's fascinations for themselves.

Vol. XXV, No. 25

Stuart Tichenor, Instructor in Communications at Oklahoma State University-Okmulgee, pokes good fun at students' tendency to rely on the spell-check function and describes useful exercises to alert them to its hidden dangers. "Using Spell-Check to Relieve the Monotony" is a fun read about students' experiences and strategies for avoiding some common problems.

Vol. XXV, No. 24

In "Teaching General Ecology Where It Belongs-In the Field," Joel Zachry, senior affiliate Professor of Biology at Pellissippi State Technical Community College (TN), describes a unique course in general ecology that is taught totally in the field––Great Smoky Mountains National Park. Students participate in a variety of park activities and learning opportunities, learn "outside the box," and open doors and imaginations to possible employment futures in state and/or national park professional services or in other park-related careers

Vol. XXV, No. 23

In "Service Learning Opportunities: Linking Past and Present," Michael E. Long, Instructor of History and Political Science at Pasco-Hernando Community College (FL), shares successful service learning programs currently being offered at four community colleges in Pennsylvania, Virginia, California, and Florida. Focusing specifically on some successful and popular historical preservation components currently being added to established programs, Long describes opportunities for students to help preserve and revitalize their communities, while learning about critical links between events of the past and the impact that history has on today's world.

Vol. XXV, No. 22

Ronald Suciu, Instructor of History at El Paso Community College-Northwest Campus (TX), writes in "Beyond the 'Measurable' Objective-Feeling," about the benefits of sharing personal experiences in appropriate and well-timed fashion to capture students' attention and imaginations.

Vol._XXV,_No._21

John Shiber, Professor of Biological Science at Prestonsburg Community College (KY), in "Scared Stiff: The Fear of Algebra," shares the elements he has identified as critical to reducing the anxiety that students experience in approaching and in required math courses (a critical course for students enrolled in his chemistry classes, in particular). His observations and recommended steps for improving student performance are drawn from responses to questionnaires completed by high school and college student cohorts, and college faculty.

Vol. XXV, No. 20

In "Responsibility in the Classroom," David Sack, Professor of Mathematics at Lincoln Land Community College (IL), shares some eye-opening experiences that led him on a path toward becoming a better instructor, including changing some of his approaches to instruction and clarifying the focus on student responsibilities for their own learning. He reports that the results of these relatively few changes have been remarkable.

Vol. XXV, No. 19

In "Teaching a Web-Based History Class," Jamie Karmel, Associate Professor of History at Harford Community College (MD), shares the steps taken and lessons learned in designing and conducting a distance learning course in history-including building the course, uncovering critical information about students, and identifying important elements of keeping online students committed and successful (and thus, as an instructor working more successfully toward reducing the high dropout numbers of students currently enrolled in college online courses).

Vol. XXV, No. 18

In "Introducing Writing Concepts Through Class-Building," Dana Washington, an instructor of English and developmental studies at South Arkansas Community College, introduces her writing classes to a template that serves them well throughout the semester. Her goal is to reduce their anxieties about writing and get them acquainted with classmates simultaneously.

Vol. XXV, No. 17

Jerry Clavner, Professor of Social Sciences at Cuyahoga Community College (OH), shares the 10 tips for becoming a good student that he hands out to students on the first day of every course he teaches, in "How to Favorably Impress the Instructor."

Lawrence Brandyburg, Associate Professor of Sociology at Tomball College (TX), challenges faculty to remember what inspired them as students and put those inspirations to work in their own classrooms. In "Sociology Inspired by History," he describes putting students in charge of some important, potentially eye-opening, learning of their own.

Vol. XXV, No. 16

In "Student-Produced Newsletter: Serving Novice Journalists and the College Community," Denise Barks Richter, Instructor in Communications at Palo Alto College (TX), describes the schedule and assignments shared by three communications classes in which students are engaged in reporting, writing, and editing experiences. Students report that the hands-on team effort prepares them for real-world demands of future employment and internships, specifically in their chosen field of public relations.

 

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