Selections from Volume 33
Since 1978, the National Institute for Staff & Organizational Development (NISOD) has been dedicated to the professional development of faculty, administrators, and staff; and to the continued improvement of teaching and learning, with the ultimate goal of student success. More than 700 community colleges around the world are NISOD-members, including almost every large community college district, the majority of urban and technical colleges in the United States and Canada, and more than 200 small, rural colleges around the world. NISOD is the outreach vehicle and service arm to the Community College Leadership Program (CCLP). The CCLP, at The University of Texas at Austin, is a doctoral-level program training community college presidents, vice presidents, and deans for 60 years. More than 15 percent of the nation's presidents, vice presidents, and deans, as well as a healthy proportion of other college administrators, are UT-CCLP graduates.
NISOD Innovation Abstracts Vol. 33, No. 4 In "Using Twitter to Stay Connected," Catherine Howard, Professor of Chemistry and Biology, at Texarkana College (TX), describes her remarkable success sending tweets before each class day in order to stay in better touch with students-e.g., address assignment schedules, provide reminders about upcoming exams, offer study tips, and offer encouragement. Student feedback from the initial pilot study conducted in three of her classes encouraged her to continue using Twitter in all.
NISOD Innovation Abstracts Vol. 33, No. 5 - In "It is Time to Move It, Engage your Students with Active Learning," by Ashley Alfaro, Speech Instructor, Tonya Blivens, Speech Instructor, Pert Durapau, Associate Professor of Speech/Drama, and Courtney Kopecky, Speech Instructor, at Tarrant County College, Southeast (TX), describes four activities that help get students involved in knowing each other better and mastering course content more quickly. These games make class times more fun, and students report that they look forward to being on time and participating in fun learning activities that cannot be duplicated outside of the classroom.
NISOD Innovation Abstracts Vol. 33, No. 6 - In "Trying Something New: Unlecturing Mathematics," Keith A. Nabb, Mathematics Instructor, at Moraine Valley Community College (IL), describes a successful experiment that has changed dramatically the way he teaches his Differential Equations course. He observes that he completely "took everything [he] had assumed about 'good teaching' and slapped it broadside."
NISOD Innovation Abstracts Vol. 33, No. 7 - In "I'll Take Education for $100," John Reich, Humanities Instructor, at Genesee Community College (NY), describes a successful strategy for getting non-major film students involved, discussing, and enjoying group work to determine answers to game-show type questions in "Jeopardy" and "Password"
NISOD Innovation Abstracts Vol. 33, No. 8 - In "A Support Group for Students Who Stutter," Joël Magloire, Communication Arts and Sciences Faculty Member, at CUNY Bronx Community College (NY), describes a special interactive, face-to-face support group of students who stutter, working weekly in collaboration on issues with which they must struggle and identifying ways of improving self-esteem, coping skills, and enthusiasm in social and academic settings.
NISOD Innovation Abstracts Vol. 33, No. 9 - In "The Five ‘E's' of Effective Educating," Mushira Shamsi, Instructor of Education and Early Childhood, at Wharton County Junior College (TX), describes some simple ideas by which instructors can provide springboards from which students can move from apprehension about a course to participation and success-encouragement, energy, empathy, equilibrium, and excellence.
NISOD Innovation Abstracts Vol. 33, No. 10 - In "A Culinary Program for the 21st Century: A Success Story," Wayne Hunter, Curriculum Development Coordinator, the School of Hospitality and Tourism, at SAIT Polytechnic (Canada), describes the successful program redesign of a professional cooking program-including curriculum changes, capital expenditures, timelines, technology needs, introducing instructors to the technology and offering training opportunities, and listening to what students and instructors say about the experience and the results.
NISOD Innovation Abstracts Vol. 33, No. 11 - In "Roll Call for Learning," Gretchen Aggertt Weber, Professor of Speech, at Horry-Georgetown Technical College (SC), describes a successful strategy for getting students more involved in preparing class assignments and reducing stress. Roll call can be an instructional tool that makes the most of class time typically spent on a required administrative chore.
NISOD Innovation Abstracts Vol. 33, No. 12 - In "Building a Community in a Community College Classroom," Christie Okocha, Professor of English, at Cuyahoga Community College (OH), describes some strategic collaborative experiences in which her students discover the importance of connecting with and engaging other students in and out of class to multiply their opportunities to be successful learners.
NISOD Innovation Abstracts Vol. 33, No. 13 - In "An Academic Approach to Redesigning Faculty Professional Development," Niki Whiteside, Vice President for Educational Technology, and Sherry Ransdell, Director of Instructional Design Services, San Jacinto College (TX), describe ACAdemic, a required faculty certification program for all faculty choosing to teach online and hybrid courses. The program is multi-layered to offer lessons/activities relative to orientation of student learners, framework for effective instruction, leveraging and creating Internet resources, assessment, communication, learning activities, and course management.
NISOD Innovation Abstracts Vol. 33, No. 20 - In "Collaborative Learning: Reducing Communication Apprehension," Lori Norin, Assistance Professor, Speech Communication, and Coordinator, Instructional Technology, at University of Arkansas Fort Smith, describes a successful learning strategy, complete with concept maps and collaboration, that helped students reduce their anxiety about making assigned speeches and improve their performance.
NISOD Innovation Abstracts Vol. 33, No. 21 - In "Integrating Industry Certification into an Occupational Program," Keith Kelly, Instructor, Business, and John Pahl, Instructor, English, at Northwestern Michigan College, describe a strategy used at their college to create a closer match-up between what they offer and what specialized, high-skill jobs require. Their program review demonstrated how a fresh look at curriculum and gap issues can lead to improved programming and better-prepared students.
NISOD Innovation Abstracts Vol. 33, No. 22 - In "Writing to Serve," Matt Forester, English Instructor, at Phillips Community College of the University of Arkansas, describes a community-based writing assignment that provided students with expanded knowledge of service organizations in their community and a real audience for whom to write a persuasive article.
NISOD Innovation Abstracts Vol. 33, No. 23 - In "Student Awareness: Bringing Chemistry Out of the Ivory Tower," Lynda Nelson, Associate Professor of Chemistry, at University of Arkansas-Fort Smith, describes a successful strategy for helping students link course content to real-world applications on a daily basis.
NISOD Innovation Abstracts Vol. 33, No. 24 - "A Masterful Experience," by Mary Barnes, English Faculty, at Wallace State Community College (AL), describes a professional development conference focused on teaching faculty to become (better) Master Teachers-learning to share ideas and innovations, to enjoy the experience, to laugh, and, ultimately, to generate important conversations between themselves and students.
NISOD Innovation Abstracts Vol. 33, No. 25 - In "Needy Students Need Textbooks: A Campus Library Responds," Richard McKay, Library Director, at San Jacinto College South (TX), describes a strategy by which students unable to purchase their own textbooks get help from the library for long-term access to texts required in their courses. The lending program has gone to the aid of 50+ students to date.
NISOD Innovation Abstracts Vol. 33, No. 26 - In "The 75-Percent Rule," Lance Boyd, Educational Advisor, Mathematics Department, at Wallace State Community College (AL), describes a student support strategy for catching poor academic performance early and assigning action items for implementation toward improving grades and ultimate success.
NISOD Innovation Abstracts Vol. 33, No. 26B - In "Catch Me If You Can: Student Engagement Via Social Media," Larry Johnson, Division Chair, General Studies, and Susan Wright, Accounting Instructor, at DeKalb Technical College (GA), describe the multiple uses of social media in the college and in the classroom-including to post assignments, post test date reminders, initiate peer-to-peer and student-to-instruction interactions, post admissions and registration information. Using Twitter, YouTube, Facebook, and blogs, faculty and administrators are finding that meeting students on their own media turf is a positive strategy for all.
NISOD Innovation Abstracts Vol. 33, No. 27 - In "Leapfrog: Integrating Revision and Research Into College Writing," Marc Schuster, Instructor in Arts & Humanities, at Montgomery County Community College (PA), describes a strategy to teach how to use sources in research papers and how to document them correctly. He discovered that students began to go far beyond the simple corrections for spelling and grammar, and began to make significant changes in their work overall.
NISOD Innovation Abstracts Vol. 33, No. 28 - In "Budget-Friendly Outreaching Strategies for Academic Libraries," Paula Massadas Pereira, Circulation Manager/Librarian at El Centro College (TX), and Co-Founder of the Cerritos College Library Club (CA), describes multiple strategies for enhancing the presence of the college library in the educational agenda and for encouraging widespread student use of library services.
NISOD Innovation Abstracts Vol. 33, No. 29 -In "Giving Shy Speakers the Strength To Get Up and Do What Needs To Be Done," Phillip Venditti, Instructor, Speech Communication, at Clover Park Technical College (WA), describes a successful strategy for helping current students connect with former students for advice and counsel. Former students return by email and in person to share experiences, provide instruction, and generally engage current students, renew attachments to the college, and find that their résumés may be enhanced by this special brand of community service.