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Innovation Abstracts; Volume XIV, 1992. INSTITUTION Texas Univ., Austin

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Innovation Abstracts; Volume XIV, 1992. INSTITUTION Texas Univ., Austin DOCUMENT RESUME ED 352 098 JC 930 019 AUTHOR Roueche, Suanne D., Ed. TITLE Innovation Abstracts; Volume XIV, 1992. INSTITUTION Texas Univ., Austin. National Inst. for Staff and Organizational Development. SPONS AGENCY Kellogg Foundation, Battle Creek, Mich.; Richardson (Sid W.) Foundation, Fort Worth, Tex. REPORT NO ISSN-0199-106X PUB DATE 92 NOTE 62p. PUB TYPE Collected Works Serials (022) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) Reports Descriptive (141) JOURNAL CIT Innovation Abstracts; v14 n1-30 Jan-Dec 1992 EARS PRICE MF01/PC03 Plus Postage. DESCRIPTORS College Faculty; *College Instruction; Community Colleges; *Faculty Development; Instructional Development; *Instructional Improvement; *Instructional Innovation; Learning Strategies; Self Esteem; Student Attitudes; Study Skills; *Teacher Effectiveness; Teaching Methods; Two Year Colleges; Writing Instruction ABSTRACT This series of 30 one- to two-page abstracts covering 1992 highlights a variety of innovative approaches to teaching and learning in the community college. Topics covered in the abstracts include:(1) faculty recognition and orientation;(2) the Amado M. Pena, Jr., Scholarship Program; (3) innovative teaching techniques, with individual abstracts focusing on instruction in English, mathematics, economics, nursing, computer education, and science; (4) study and test preparation tips for students;(5) alternative evaluation methods;(6) an international visitor program; (7) cultural diversity and multicultural education;(8) the National Institute for Staff and Organizational Development conference results;(9) the role of writing in different disciplines; (10) building student self-esteem in the classroom; (11) the role of student as teacher;(12) the "Course Selection System"; (13) instructor and student goals;(14) poetry writing in English classes; (15) using newspapers in the classroom;(16) measuring student and institutional effectiveness; (17) law enforcement and security simulations; (18) student retention; (19) teacher student relationships; (20) political correctness in science instruction; (21) desk top publishing in education; (22) student problem solving; (23) student psychology;(24) nontraditional literature instruction; (25) implementation of a handicapped awareness day;(26) student test anxiety; and (27) creative writing in programs for older adults. (MAB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** al INNOVATION ABSTRACTS PUBLISHED BY THE NATIONAL INSTITUTETOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD), COLLEGE OF EDUCATION, THE UNIVERSITY OFTEASAT AUSTIN WITH SUPPORT FROM THE W. K. KELLOGG FOUNDATION AND ?HE-SID W RICHARDSON FOUNDATION Innovation Abstracts; Volume XIV, Numbers 1-30, 1992. Suanne D. Roueche Editor "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement S. Roueche EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received Irons the person or organization originating it tMinor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)" Points of new or OP,^lons staled 'n th'S do"' meat do not necessenly represent official OERI position or policy 0 BEST COPY AVAILABLE c) 0- ISSN-0199-106X THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD) \L.))Community College Leadership Program, Department of Educational Administration College of Education, The University of Texas at Austin, EDB 348, Austin, Texas 78712 VOLUME XIV, NUMBER 1 Les* INNOVATIONABSTRACTS PUBLISHED BY THE NATIONAL INSTITUTE FOR STAFFAND ORGANIZATIONAL DEVELOPMENT (NISOD). COLLEGE.OF EDUCATION, THE.UNIVERSITY OF TEXAS AT AUSTIN WITH.SUPPORT FROM THE W. K. KELLOGG FOUNDATION AND THE SID W. RICHARDSON FOUNDATION Quality Teamwork: New Faculty Orientation Last year Elizabethtown Community College experienced during the first two weeks in August and just prior to the the largest influx of new instructors in its history; 20 percent start of fall classes Teamwork was stressed in the delivery as of the full-time faculty for fall 1990 were new employees. A well as in the planning of the program. Orientation "bud- quality circle, created by the academic dean, centered on the eies" acted as initial guides for each new faculty member; to problem of how to effectively orient and assimilate the large Utter mesh personalities and interests, first-year mentors group of incoming new faculty. would be chosen later. The first orientation day provided After two hours, the group of busy bees, buzzing about time in the morning for new faculty to get keys, move into how to orient new faculty, had collectively gathered enough their offices, and meet their hallmates. In the afternoon, the nectar to make a good pot of honey. The quality circle "buzz college president and academic dean welcomed the new groups" followed a six-step problem-solving process mod- faculty; then individuals escorted small groups of them eled on methods used by Japanese workforce teams to around campus, showing them the ropes, and introducing continually improve quality manufacturing processes: them to others at the college. 1. Identify the problem. For the remainder of the first week and much of the 2. Brainstorm solutions. second, new faculty attended seminar-style dasses with 3. Analyze solutions. topics presented by faculty members, counselors, librarians, 4. Choose solutions by consensus. division chairs, deans, support staff, and coordinators. Class 5. Make a plan and implement. sessions ranged from pragmatic instructions on filling out 6. Check back to assess solutions. college forms to loftier discussions of teaching philosophies Because the focus was on implementing changes, whining and testing pedagogies. New faculty were given opportuni- and finger-pointing were replaced by constructive generation ties to learn and ask questions about college mission and of creative ideas accepted through consensus of the whole goals, service area characteristics, college credit and noncredit group. programs, typical student profiles, dassroom policies and Plans were made for a collaborative orientation program, procedures, faculty rights and responsibilities, academic and individuals generously volunteered to work on specific rights of students, syllabus and test construction, textbook parts of the agenda. It was fascinating to observe how much selection, campus teaching/learning resources, counseling cooperation emerged from a process that empowered a services, faculty evaluation methods, employee benefits, etc. group of individuals to function as a team. Members of the Participants soon coined their own name for the training quality drde felt they owned the problem, as well as their program: "ECC 101." proposed solutions, so that nothing was referred to another A number of social activities and icebreakers were committee or department. included to help new faculty feel part of the collage commu- Much of the scheduling and coordinating of activities for nity. A "syllabi and salads" welcoming potluck luncheon the expanded orientation was completed by a faculty gave all college employees a chance to meet and entertain the member who was being replaced (leaving the college because new instructors. A trivia scavenger huntsimilar to the one of her husband's military transfer), but who felt so strongly at San Diego City College as described inInnovation Abstracts about making a contribution that she continued to work on (Volume XII, Number 17)--prompted new faculty to meet the project even after her contract with the college had ended. and discover hobbies and special interests of their colleagues. Many other faculty and staff members donated large Example: What faculty member in the business management amounts of time and energy to the project, all of this activity division collects baseball cards? falling outside any officially assigned college duties. The high point of these social activities was a daylong tour of five counties in the college's service area. We borrowed a city school bus and driver, packed box lunches for a picnic at a local historic site, visited off-campus sites, traveled 200 miles The result of this quality circle teamwork was a compre- of back country roads, and listened to a wealth of local hensive orientation program presented for new faculty anecdotes and tales colorfully narrated by our enthusiastic 0 THE NATIONAL INSTITUTE FOR STAFF AND ORGANIZATIONAL DEVELOPMENT (NISOD) Community College Leadership Program, Department of Educational Administration College of Education, The University of Texas at Austin, EDB 348, Ausfin, Texas 78712 tour guidea faculty member and lifetime resident of the Celebrate Excellence: region. The tour oriented new faculty to the geographical service area, while the long bus ride provided them an Recognition of Faculty extended period of time to talk and get to know one another. By the middle of the second week, new faculty began and Staff Accomplishments attending other college and divisional meetings. Two faculty members, who were new the previous year, hosted a special The Governor if Colorado proclaimed last February to be no-administrators-present session for new faculty called "All Community College Awareness Month, and the Commu- the Things You Still Want to Know But Are Afraid to Ask."
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