2002-2003 Innovation Abstracts
Issue | Description |
Vol. XXV, No. 15 | In “Listening: Everyone’s Responsibility,” Kimberly Batty-Herbert, Instructor in Communications at Clovis Community College (NM), describes the practices and challenges of good listening, emphasizes the critical need to teach good listening skills, and addresses the importance of college faculty and administrators serving as good-listening role models. |
Vol. XXV, No. 14 | In “Project Success Week,” Patricia Guru, Counseling Chairperson at Houston Community College Central (TX), describes a highly successful college wide event, held every semester and designed to encourage students to take advantage of the college’s diverse support services. Students are celebrated with food and flowers, and workshops on diverse topics–e.g., stress management, career assessment, test-taking skills, and financial aid–are offered daily for day and evening students. In “A Simple Way to Encourage Excellence,” Benito Flores, former Human Resources and Quality Director at the University of Monterrey (Mexico), describes a college wide forum that became a successful venue in which to share information with all college personnel. Initially established to dispel concerns and answer questions about a planned, then ongoing, five-year reengineering project, the conference-style meeting created such a positive environment in which employees shared ideas and planned for improved performance that it became an annual event–a best practice at the university that combines recognition, communication, encouragement, and inspiration. |
Vol. XXV, No. 13 | In “Sensitivity Training in Abuse Issues: How Real Can It Be?” describes a simulation game devised to create a safe, yet realistic, way to study the problems associated with domestic violence. Eric Anderson, team leader with Human Services Program at North central Technical College (WI), created the game after identifying students’ misconceptions about the nature of abuse and the dynamics that contribute to it. The game is intended to help students develop protocols and sensitivities for working more successfully with future clients who are involved in abusive relationships. |
Vol. XXV, No. 12 | Karla Bowman, Title III Basic Skills Curriculum Specialist at San Juan College (NM), describes a unique staff development activity aimed at improving a critical student-preparation program in the college. The model she describes in “A Meeting of the Minds” could be adapted to any institutional effort to improve college programs, courses, and services. A collaborative effort by faculty, administrators, and frontline employees, this overwhelmingly successful annual event continues to be a much-anticipated opportunity to share and evaluate current data, and identify areas for modification or change, in the interests of increasing student success. |
Vol. XXV, No. 11 | “The First Day of School: From Blues to Rock N’ Roll,” Gary Owens, associate professor, Philosophy and Religion, at Harford Community College (MD), describes some unique, successful strategies for piquing students’ interests early on, creating collaborative learning communities, and ultimately improving long-term student motivation. |
Vol. XXV, No. 10 | “Bringing ESOL Words to Life with Dramatic Presentations,” by Ilene Benz, instructor, Communication, and Suzanne El Rayess, associate professor, ESOL and Foreign Languages, describes collaborative activities in which students in speech communication (public speaking) classes and writing classes (English for Speakers of Other Languages) share essays and performances to improve reading, speaking, and writing skills as they weave cultural diversity issues and experiences into the curriculum. |
Vol. XXV, No. 9 | Mark Hara, coordinator, Writing Program, at North Central Michigan College, describes a series of success activities for implementing the portfolio process in writing programs, gathering specific data directly tied to course outcomes, and tracking data semester-to-semester to measure instructional success. In “Using Portfolios to Assess Writing Outcomes, “ Hara maps out a strategy whereby instructors can better monitor and ultimately improve students’ writing skills. |
Vol. XXV, No. 8 | In “Congress-to-Campus: Bringing Vitality to the Classroom,” Dennis King, vice president, Student Services, at Asheville-Buncombe Technical Community College (NC), describes a joint, collaborative venture–shared by high school, community college, and university students–as they weave together classroom and practical experiences, sharpen and broaden their perspectives of government and political events, and are exposed to an array of public service career options. |
Vol. XXV, No. 7 | In “Responding to Tragedy,” Chris Collins, adjunct instructor, Psychology, at Ulster County Community College (NY), describes a useful strategy for addressing issues that require immediate attention–whether they have occurred in or out of the classroom–as did the September 11 tragedy. In “You’re in Charge: Teaching for the Real World,” by Thomas Dryja, adjunct professor, Criminal Justice, at Genesee Community College (NY), describes strategies for moving students, early in their classroom activities, toward the world they are training to enter. They are involved early in decision-making activities, based on real-world standards and expectations, in addition to exploring potential improvements in the workplaces they hope to enter. |
Vol. XXV, No. 6 | In “‘Transformational’ Learning Using Service-Based Education,” Lee Grinonneau, chairman, Physical Therapist Assistant Program, at Owens State Community College (OH), shares an immersion strategy for training physical therapist assistant students. It accelerates learning, raises proficiency levels, and deepens appreciation for the valuable field service they provide in record time. In “Creating Student Presentation Groups that Work,” Lynda S. Hoggan, professor, Biological Sciences, at Mt. San Antonio College (CA), describes strategies for improving cooperative group work. |
Vol. XXV, No. 5 | “College 101: A Course for College Success,” by Judith Witkov, associate professor, Child Care and Education Career Programs, at Moraine Valley Community College (IL), shares group techniques for socializing students to the unfamiliar college community, taking first steps toward values clarification, and exploring career possibilities. |
Vol. XXV, No. 4 | Theodore Panitz, mathematics professor, Cape Cod Community College (MA), in “Combining Writing and Cooperative Learning Techniques in Mathematics,” describes successful strategies for reducing students’ math anxieties–even before class begins–keeping motivation high throughout the term, staying current with students’ progress, and tying lessons in the classroom to the students’ “real world.” |
Vol. XXV, No. 3 | In “Interact-ion and Collaborat-ion Online,” Jim Paradiso, Professor of Business Management at College of Lake County (IL), challenges the notion that online learning is impersonal and passive, describing successful strategies for designing discussions among and between students and, ultimately, with the instructor. He details steps to improving the potential benefits of online discussions and assessing the value of individual student involvement. |
Vol. XXV, No. 2 | In “Using the Cryptogram: A Teaching Aid for Grammar, Diction, and Usage,” Suzanne Quillian, Instructor in General Studies, Developmental Studies, and College Transfer at South Seattle Community College (WA), describes puzzles to help international students avoid and/or decrease many problems traditionally associated with their learning English. Using cryptograms, students are encouraged by a “gaming” approach to solving language problems, are drawn into group discussions, and report that solving these puzzles significantly improves their language proficiency. |
Vol. XXV, No. 1 | In “‘Transformational’ Learning Using Serviced-Based Education,” Lee Grinonneau, Chairman, Physical Therapist Assistant Program at Owens Community College (OH), describes a project designed to increase students’ community service awareness. In a weeklong camp, each student functions as “counselor” for a Muscular Dystrophy camper, becoming proficient entry-level clinicians as they live and work with their “patients” for six days–a learning experience described by the author as the “most powerful… seen in 20 years of work in the physical therapy field.” In “The Critical Thinking Biology Final,” Cathy Switzer, Chair, Department of Natural Sciences at Tomball College (TX), describes end-of-class projects as a successful new format for final exams–students choosing individual topics, preparing papers according to a controlled rubric, and making a ten-minute PowerPoint presentation to the class. She reports student enthusiasm for the new format, improved individual work and learning, and increased collaborations between presenters as students dove-tail their presentations in an effort to help classmates understand relationships between the different subjects covered in the course. |
Vol. XXIV, No. 29 | In “Working Harder on ‘Soft Skills,'” Craig Follins, in Corporate and Outreach Services at Houston Community College System (TX), describes the college’s return to teaching non-technical–interpersonal and communication–skills, in their technical courses, in the effort to help students improve the relationship between their attitude (behavioral changes) and altitude (promotion and pay) and, ultimately, improve the satisfaction that future employers will have with a well-trained workforce. |
Vol. XXIV, No. 28 | In “Implementing Online Evaluation Forms to Increase Student Feedback,”Anne Southard, Instructor in Social Sciences/Communications at Okaloosa-Walton Community College (FL), describes important steps to improving the feedback loop for student evaluation of online courses, increasing response rates, and encouraging faculty ownership. |
Vol. XXIV, No. 27 | John Rosen, Vice President of Academic Affairs at Manatee Community College (FL), in “Faculty Recognition Through NISOD,” describes MCC’s strategies for using NISOD’s celebration of excellence to involve all of the faculty, as well as the board of trustees, in recognizing the critical student success component of teaching excellence. |
Vol. XXIV, No. 26 | In “When Academic Dishonesty Happens on Your Campus,” Karen Clos, Dean of Learning & Instruction at Barton County Community College (KS) describes critical steps taken to create a viable academic integrity policy for the college and to respond more appropriately to the particulars of the problems created by websites geared to supporting academic dishonesty in the academic community. |
Vol. XXIV, No. 25 | In “Learner Control: The Upside and the Downside of Online Learning,” Claire Weinstein, Professor in the Department of Educational Psychology at The University of Texas at Austin, and three of her graduate students describe critical instructor strategies for improving the performance of students taking online courses, including navigating the system and mastering the technology, improving motivation, managing anxiety, and creating a plan for successful completion of the course. |
Vol. XXIV, No. 24 | In “History as Composition: Springboards for Rhetorical Strategies,” Jim Hayes (Instructor of English, Orangeburg-Calhoun Technical College, SC) describes a strategy for using historical issues to generate student interest in the multi-dimensional nature of conflict development and resolution, and to improve their composing and analysis skills. In “Speech 101: Life Survival Skills,” Elynne Chaplik-Aleskow (Assistant Professor of Speech, Wright College, IL) describes strategies for improving students’ communication skills via abbreviated, practical exercises in verbal and non-verbal communication that lead to more formal public speaking activities. |
Vol. XXIV, No. 23 | In “Oral Presentations in Math Classes,” Gregory Nichols (Instructor of Mathematics, Cowley County Community College, KS) describes a strategy whereby students develop their communication skills and, simultaneously, strengthen their grasp of concepts and course content. The author’s rubric for classroom presentations is included. |
Vol. XXIV, No. 22 | In “Pathways to Employment: A Response to Business Needs,” Cynthia Johnston (Dean, Northeast Campus, Central Piedmont Community College, NC) and Lindsey Embrey (Coordinator, Pathways to Employment, CPCC) describe successful partnerships and model programs that combine short-term training, integrated curriculum, on-site social workers, and critical partnerships with area businesses in need of skilled employees. |
Vol. XXIV, No. 21 | In “Centers Solve After-the-Text Dilemma,” Betsy Miguez (General Reference Librarian/Adjunct Professor, University of Louisiana at Lafayette) describes strategies for getting maximum use of class time during which tests and instruction must be combined. Students begin working on their exams when class begins, take the time they need to finish them, and then move on to complete required work on individual instructional projects at multiple learning centers stationed in or adjacent to the classroom. |
Vol. XXIV, No. 20 | In “A Resource for Our Greatest Resource: Adjunct Faculty,” Bonnie MacDougall (Professor, American Language Program, Bergen Community College, NJ) describes the Resource Envelope–an online collection of worksheets and class activities available for immediate use by adjuncts in their classes–that support teaching excellence and help standardize/maintain program goals and objectives in every ALP classroom. |
Vol. XXIV, No. 19 | In “Writing About Technology,” Stuart Tichenor (Instructor of Communications, Oklahoma State University-Okmulgee) describes a successful assignment that improves students’ writing skills as they think critically about instruction and preparation, current technology, changing technologies, and future possibilities. |
Vol. XXIV, No. 18 | In “Senior Ambassadors: Community Outreach Volunteers,” Patricia Green-Powell, (Vice President of Student Affairs, Bainbridge College, GA) reviews contributions that retired professionals make to the college and community as roving ambassadors-at-large. Promoting college activities on and off campus, they encourage support of college programs and strengthen town/gown relationships. In “Humanizing the Technology in a Lecture Class,” Dan Dydek (Associate Professor of Psychology, Austin Community College, TX) describes strategies for improving teacher and individual student interactions via computer time—expanding office hours and personalizing discussions about projects, exercises, and quizzes. |
Vol. XXIV, No. 17 | In “A Cross-Cultural Workshop Abroad,” Fay Beauchamp (Professor of English and Coordinator of Humanities, Community College of Philadelphia, PA) describes a successful strategy by which students–whose time away from families and jobs is severely limited–can take advantage of a study abroad program. These collaborative ventures by small faculty/student groups promote interdisciplinary perspectives and provide service-learning experiences. |
Vol. XXIV, No. 16 | Robert Exley, at Iowa Western Community College, describes a successful institutional approach to promoting responsible student conduct in “Academic Rigor in the Open-Door College.” Embracing a shared definition of an ideal academic culture, faculty designed a checklist of questions to determine what the college does well and what it should add to its services and responsibilities. An honor code statement, to be signed by students, along with procedures for drafting policy statements designed to reflect the college’s stand on academic honesty, are included in this article. |