2008-2009 Innovation Abstracts
Issue | Description |
Vol. XXXI, No. 15 | In “Global Perspectives: Enhancing Research,” Stephen Holland, English and Education Faculty, at Muscatine Community College (IA), describes a strategy for helping students move from simple presentations of information to critical levels of thinking. Helping students gain perspective about global relationships engages them in meaningful work that creates connections between world countries and people who make decisions about the future. |
Vol. XXXI, No. 14 | In “Signs Along the Way,” Jerry Clavner, Professor of Social Sciences, at Cuyahoga Community College (OH), describes an alternative approach to self-evaluation that keeps the professor focused on premises, assumptions, and progress. |
Vol. XXXI, No. 13 | In “Lurking in Small-Group Assignments: Making Students Accountable to Each Other,” Jo Ann Buck, Professor of English, at Guilford Technical Community College (NC), describes an effective strategy for engaging “today’s technology-minded students” in keeping up with assignments and participating actively in class and group discussions. |
Vol. XXXI, No. 12 | In “Implementing a First-Year Program,” Beth Bownes-Johnson, Chair, English Department, and Cheril Grimmett, Instructor in Computer Science, at Wallace State Community College (AL), describe a successful program to retain students and keep them engaged in coursework and involved in extracurricular activities, utilizing team teaching and structured learning assistance classes. |
Vol. XXXI, No. 11 | In “From Preclinic to Professional—Mentoring Dental Hygiene Students,” Barbara Adams, Program Director, Dental Hygiene and Dental Assisting, at Wallace State Community College (AL), describes a mentoring process that has improved instruction and student learning at every program level. First-year and second-year students are “big” and “little” sisters who collaborate for success. |
Vol. XXXI, No. 10 | In “Adventures in Learning: Beyond the Classroom,” Richard Marranca, Assistant Professor of English, at Passaic County Community College (NJ), offers suggestions to students for ways to become more well-rounded, work toward a more liberal education, and become more connected to society and the planet, further expanding students’ views of their situations and their world. |
Vol. XXXI, No. 9 | “It’s in the Wind…From Rural Canada to the World Stage,” by Tracy Edwards, President and CEO, Lethbridge College, Canada, describes cutting-edge programming to meet growing industry needs. Training wind turbine technicians has become a phenomenal program, making Lethbridge the lead college in North America for training instructor and students in this high-demand technology. |
Vol. XXXI, No. 8 | In “The Virtual Frontier: Engaging Students in a Three-Dimensional Online Learning Environment,” Chris Gibson, Associate Vice President Student Learning; Mary Burrows Associate Professor, English; and Troy Williamson, Master Instructor, Philosophy and Mathematics, at Texas State Technical College—West Texas, describe a fascinating strategy for engaging students in online courses, specifically in its Digital Media program. Second Life®, an Internet-based online user-developed community, complements traditional online management systems, but also provides its own unique approach to learning. |
Vol. XXXI, No. 7 | In “Afraid to Grade: A Faculty Development Course,” Peg Ehlen, Professor of English, at Ivy Tech Community College (IN), describes faculty development activities that have teachers across the curriculum sharing ideas about encouraging higher standards in their students’ written and spoken work, including what to emphasize and what issues are of shared importance. |
Vol. XXXI, No. 6 | In “12 Ways to Make Sure You Flunk This Class,” by Jerry Clavner, Professor of Social Sciences, at Cuyahoga Community College (OH), shares a list of behaviors about which he warns his students. “Eliminate the negative” offers students ways to avoid negatively affecting their potential for success. In “A Student-Centered College,” by Erika Glaser, Research Associate, Community College Survey of Student Engagement; and Student, Community College Leadership Program, at The University of Texas at Austin, describes some experiences while visiting student-centered colleges. And she asks the question: “How would an outsider view your college?” |
Vol. XXXI, No. 5 | In “Increasing Student Success and Engagement,” Beth Bownes Johnson, Instructor/Department Chair, English, at Wallace State Community College (AL), describes development plans for both faculty and students. Learning communities require and promote collaboration; everyone benefits. |
Vol. XXXI, No. 4 | In “Sabbatical Leave: An Opportunity to Bring Something Back,” John J. Dolhun, Chemistry Professor, Norwalk Community College (CT), describes how his sabbatical proposal was inspired by the idea of expanding the college’s community service through outreach programs in science education focused on middle schools. |
Vol. XXXI, No. 3 | In “Integrative Learning for Under-Prepared Students,” Kimberly Post Rowe, English Instructor, at Southern Maine Community College, describes strategies for applying integrative learning activities and service-learning to developmental instruction, linking basic skill development with meaningful experiences, within the course and across disciplines. |
Vol. XXXI, No. 2 | In “Transformation Via the (Re)Written Word,” Danny Smith, English Instructor, South Louisiana Community College, describes a strategy for avoiding “doing the students’ work for them,” by assigning students major responsibilities for rewrites, seeking tutoring support, and submitting new work for a changed grade. |
Vol. XXXI, No. 1 | In “Engaging Students: Strategies for Connecting High School Graduates to Their First Year in College,” Barbara R. Jones-Kavalier, Vice President for Student Services, and Joi L. Blake, Dean of Student Development and Matriculation, San Diego Mesa College, (CA), describe the Freshmen Year Experience (FYE), including some promising and effective strategies for increasing the success and retention of first-year students. |
Vol. XXX, No. 29 | In “Strategies for Hiring a Diverse Faculty,” Jean Hernandez, Executive Vice President for Student Learning, at Cascadia Community College (WA), describes CCC’s local recruitment efforts to diversify its faculty, including attracting graduate students to consider careers in community and technical college teaching. |
Vol. XXX, No. 28 | In “The Critical First 25%,” John Corum, a doctoral student in the Community College Leadership Program, at The University of Texas at Austin, describes strategies to engage students with the course, with each other, and with the instructor, from the first class day forward. |
Vol. XXX, No. 27 | In “Queries Help Increase Graduate Numbers,” Brad Burch, Registrar, at Guilford Technical Community College (NC), describes how any college might increase its graduation rates by asking the right questions and identifying students who may have completed the hours and courses required for graduation and have not applied, or who are in their last course required and not yet preparing to apply. In “Orientation Toward Success,” Jerry Clavner, Professor, Social Sciences, at Cuyahoga Community College (OH), shares some key strategies for success with his students. |
Vol. XXX, No. 26 | In “Thinking About Audience: An Exercise in Rhetoric,” Patricia Murphy, Assistance Professor of English, and Coordinator, Writing Program, at SUNY Institute of Technology (NY), describes strategies for helping students engage various audiences by determining who they are and how best to address them—one of the most important steps toward writing effectively. In “Encouragement and Support: Increasing Persistence and Success,” Michelle Meadows, Outcomes and Assessment Specialist, at College of the Siskiyous (CA), reminds us that everyone at the college deserves and profits by encouragement and support. |
Vol. XXX, No. 25 | Adrian Jackson, Public Relations Officer, at Coastal Bend College (TX), describes strategies for addressing a new breed of “college student”—the Helicopter Parent, in “Helicopter Parents Can Help Students Soar.” Recognizing the problems and addressing them with institutional efforts to do what is best for the student are addressed with some useful approaches to calming the waters. |
Vol. XXX, No. 24 | In “Growing Your Own World-Class Leadership Development Institute,” Walter G. Bumphus, Chair, Department of Educational Administration and A.M. Aikin Regents Chair in Community College Leadership, at The University of Texas at Austin; and Angel M. Royal, Director, Special Programs and Initiatives, Best Associates (TX), describe a number of colleges’ successful initiatives to develop leaders within their own institutions and challenge aspiring leaders to develop their skills. |
Vol. XXX, No. 23 | In “College Classrooms Today: What Is a Professor To Do?” Angela Provitera McGlynn, Professor Emeritus, at Mercer County Community College (NJ), offers some strategies for controlling students’ use and misuse of cell phones and laptops in class. These communication devices can be useful tools when these useful controls are in place and managed. |
Vol. XXX, No. 22 | In “Encouraging Student Accountability in the Classroom with ‘Absence Buddies,’” Mike Bove, English Instructor, at Southern Maine Community College, describes a strategy for keeping students engaged with class activities and assignments, even on the occasions in which they are absent from class. Absence buddies help keep students on track and informed, limits excuses for not having assignments ready, and answers the typical question: “Did I miss anything?” In “Move It Off-Course: Educational Media Reviews that Support Course Content,” Greg Tefft, Professor of Biological Sciences, at Northwest state Community College (OH), describes a useful way of getting students to sample a variety of educational media, all the while having opportunities to watch documentaries and read novels for pleasure and extra credit. |
Vol. XXX, No. 21 | In “Learning to Think Critically,” Joseph Mitchell, Instructor of English, in the Adult Basic Education Program, at Southwestern Indian Polytechnic Institute (NM), describes his own learning difficulties as an elementary student and as a young adult. He has used these experiences to create strategies for helping his own students experience the reality that “there is more than one way to learn.” |
Vol. XXX, No. 20 | Stuart Tichenor, Arts and Sciences Instructor, at Oklahoma State University, argues that students are not always as literate in computers and computer software as we think. He describes some basic steps for bringing students up to speed in computer in “Teaching With Computers.” In “Texas History Class Goes Airborne,” Craig Livingston, Professor of History, at Lone Star College-Montgomery (TX), describes a term project that captured the imaginations and talents of all his students, as they built and flew model airplanes to scale. |
Vol. XXX, No. 19 | In “English Literature: A Royal Experience,” Rhonda Armstrong, Instructor of English, Paris Junior College (TX), describes a strategy for allowing students to take over the class one week each semester, presenting information gathered in research assignments and proving that British literature can be fun! |
Vol. XXX, No. 18 | Daniel Shaw, Professor of Philosophy, at Pikes Peak Community College (CO), describes fun and competitive exercises to play in class, giving students multiple opportunities to share what they have learned for regular and extra points. He says, “Give Them Their Chance to Shine!” |
Vol. XXX, No. 17 | In “Starting and Ending Well: Bookends for a Successful Semester,” Johnnie Rosenauer, Professor and Director, Murguia Learning Institute, and Lisa Black, Counselor/Instructor, Counseling and Student Development, at San Antonio College (TX), describe strategies for getting each new class off to a great start and ending it on a high and informative note. |
Vol. XXX, No. 16 | In “Collaboration Power: A Rising Tide of Excellence,” Allen Goben, President, Hazard Community and Technical College (KY), describes a new, improved professional development program that has generated a remarkable return of investment in increased productivity, improved morale, and innovative progress at the college. |