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. 34, No. 1 In "Softening Student Stress," Michael Salerno, English Instructor, at Wallace State Community College (AL), describes strategies for helping students relax in the classroom, approach their speaking assignments with less trepidation, and become more focused by aiming to complete one task at a time and avoid being overwhelmed by too many challenges at once.
NISOD Innovation Abstracts Vol. 34, No. 2 - In "Leaving a Legacy," Jim Hammons, Professor Higher Education, at The University of Arkansas, writes a compelling thought piece about the critical need to affect the future, to leave behind something important when we step away from our teaching and leadership roles. His recommendations include taking personal responsibilities for actively stepping up to the challenges that a different and significantly more exciting future in higher education will offer.
NISOD Innovation Abstracts Vol. 34, No. 3 - "Statement of Teaching Philosophy," by Amber Abbas, a Ph.D. candidate in South Asian History, at The University of Texas at Austin, is an intriguing look at a soon-to-be professor's thinking about the educator she wants to be, and she makes a good case for implementing some successful strategies that engage students in shared experiences that help them "live" history.
NISOD Innovation Abstracts Vol. 34, No. 4 - In "University Mentoring Program Responds to Novice Teacher SOS," Darlene Turner-White, Assistant Professor of Early Childhood Education, and Wanda W. Hutchinson, Associate Professor of Education, at Athens State University (AL), describe steps of a teacher warranty program aimed at helping reduce the numbers of new teachers who quickly exit the classroom and their profession for lack of support and help meeting the myriad of challenges that first-time teachers can experience.
NISOD Innovation Abstracts Vol. 34, No. 5 - In "An Ounce of Prevention: Improving College Readiness as a Strategy Toward College Completion," Alison Douglas, Professor of English, and Director of Alliance for College Readiness, and Julie Schaid, Associate Dean, College Readiness and School Partnerships, describe a partnership forged to make students college ready before they enroll in their first courses on campus. The large majority of the Summer Bridge program completers place into higher-level courses than their entry test scores recommended, many avoiding developmental courses altogether and enrolling in college-level courses for which they are now prepared.
NISOD Innovation Abstracts Vol. 34, No. 6 - In "Play? Are You Serious?" Renee Shull, Adjunct Professor, Organizational Behavior, and Charlene Lutes, Director, Bridge Learning Community, at Western Michigan University, describe a methodology for teaching all types of learners in almost all types of situations. LEGO Serious Play® has proven to be a true experiential process that students enjoy and with which they can better learn.
NISOD Innovation Abstracts Vol. 34, No. 7 - In "Student Writing: Developing ‘Journal Quality' Outcomes," Ken Scott, Senior Instructor, Computer Information Systems, and Director, CISCO Networking Academy/SkillsUSA-Trenholm, at Trenholm State Technical College (AL), describes strategies for preparing students to write at appropriately high levels, requiring them to write often and adhere to workplace expectations of professional writing.
NISOD Innovation Abstracts Vol. 34, No. 8 - In "Building Junior Faculty: Peer Mentoring and Learning Communities," a collection of authors describe a strategy for improving junior faculty members' experiences in accommodating requirements and succeeding in their transitions to a new academic life. Eli A. Karam, Sharon Bowland, Noell Rowan, Karla Washington, Armon Perry, Crystal Collins-Camargo, and Adrian Archuleta, Faculty at Kent School of Social Work, are junior faculty collaborating on social and development tasks to create a safe environment for making these transitions.
NISOD Innovation Abstracts Vol. 34, No. 9 - In "The Position Paper," Charles Cardwell, Associate Professor and Program Coordinator, Philosophy, at Pellissippi State Community College (TN), describes a successful strategy for developing students' critical thinking skills, using assignments based on function rather than on form. Cardwell observes that errors in reasoning are less camouflaged using this strategy and, therefore, that it is easier to give students guidance about how to improve their work when individual sections of a five-paragraph paper, for example, are clearly described by function.
NISOD Innovation Abstracts Vol. 34, No. 10 - In "Developing Key Job Interview Skills in a Voice and Diction Course," Joël Magloire, Assistant Professor, Communication Arts and Sciences, at CUNY Bronx Community College (NY), describes a successful strategy to help students develop their interviewing skills. Good communication skills are listed as among the key qualities that potential employers look for in applicants but are too frequently missing in the performance of college graduates looking for employment. In-class mock interviews create situations similar to those future job seekers will be expected to handle with confidence and skill, and offer "safe" practice in a learning environment.
NISOD Innovation Abstracts Vol. 34, No. 11 - In "Let's Party Like Our (Successful) Future Is Now: The 10-Year Class Reunion As A Goal-Setting Experience," Samantha Christian, Instructor of Psychology, and Lauren Hehmeyer, Professor of English and History, at National Park Community College (AR), describe a successful strategy for encouraging students to define and develop educational goals, help improve their self-esteem as they actively plan to pursue their career dreams (or create them), and develop their reflection skills.
NISOD Innovation Abstracts Vol. 34, No. 12 - In "The Benefits of Crossing Disciplines: Writing + Calculus = A Happy Marriage," Keith A. Nabb, Associate Professor of Mathematics, at Moraine Valley Community College (IL), describes a project in which students wrote individual chapters for a book they titled, Cocktail Party Calculus-A Reference for Students by Students, a helpful and humorous document written and designed for assisting others in their journeys of learning calculus. The collaborative effort became an extraordinary blend of mathematics, creative writing, and artistic growth.