Innovation Abstracts, Volume XIX, 1997. INSTITUTION Texas Univ., Austin
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DOCUMENT RESUME ED 415 930 JC 980 092 AUTHOR Roueche, Suanne D., Ed. TITLE Innovation Abstracts, Volume XIX, 1997. INSTITUTION Texas Univ., Austin. National Inst. for Staff and Organizational Development. SPONS AGENCY Kellogg Foundation, Battle Creek, MI.; Richardson (Sid W.) Foundation, Fort Worth, TX. ISSN ISSN-0199-106X PUB DATE 1997-00-00 NOTE 60p.; Numbers 1-5 used "XVIV" for volume designation; numbers 6-29 used "XIX." PUB TYPE Collected Works Serials (022) Reports Descriptive (141) JOURNAL CIT Innovation Abstracts; v19 n1-29 1997; EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Classroom Communication; Classroom Techniques; College Instruction; Community Colleges; *Faculty Development; *Instructional Development; Instructional Improvement; *Instructional Innovation; Learning Activities; *Learning Strategies; *Teacher Effectiveness; Teaching Methods; Two Year Colleges; Writing Instruction ABSTRACT The 52 abstracts in these 29 serial issues describe innovative approaches to teaching and learning in the community college. Sample topics include a checklist for conference presenters, plan to retain students, faculty home page, improvements in writing instruction, cooperative learning, support for high risk students, competitive colleges and the community college student, computerized student orientation, final exams, developmental writing software, community involvement, basic composition, a team approach to orientation, an innovative speech course, encouragement for proofreading, undergraduate student research, computers as scientific instruments, a theatrical approach to English as a Second Language (ESL), women's support services, motivational development, student empowerment, English as a Second Language, literacy development, grading methods, empowering the re-entry student, making tests more user-friendly, math meets, building connections, student telecounselors, e-mail, educational technology, humor's role in preparing future leaders, community interaction, connecting curriculum, leadership, using student-initiated questions in instruction, connection of curriculum, faculty partnership with library staff, and facilitating classroom discussion. (YKH) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** Innovation Abstracts Volume XIX, Numbers 1-29, 1997 Suanne D. Roueche Editor University of Texas at Austin U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION PERMISSION TO REPRODUCE AND CENTER (ERIC) DISSEMINATE THIS MATERIAL HAS his document has been reproduced as BEEN GRANTED BY rreceived from the person or organization originating it. Minor changes have been made to R. Watson improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent TO THE EDUCATIONAL RESOURCES official OERI position or policy. INFORMATION CENTER (ERIC) 1 BEST COPY AVAILABLE VOLUME XVIV, NUMBER 1 ttt INNOVATION ABSTRACTS PUBLISHED BY THE NATIONAL INSTITUTE FOR STAFF AND 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 A Checklist for Conference Presenters After developing an idea, submitting an abstract, acronyms that may be unclear to any members of and waiting for a reply, you finally have your presenta- your audience. tion proposal accepted. Congratulations! Here are some Include as much extra information as you want in tips for making a strong, effective presentation. your handouts. Your presentation has a time limit; your handouts are limited only by your copy Avoid the Pitfalls budget! Avoid nesting in one spot. Find at least three Include a bibliography of references. strategic presentation points and move among Your information was exciting enough that the them. proposal referees decided someone would want Move or gesture only when you want to empha- to hear it; let your own enthusiasm justify that size a particular point. decision. Relax and enjoy your presentation. Use overheads (if applicable) to make main People attend because they want to learn some- points. Additional information belongs in hand- thing from you. Make their experience (and outs. yours) both instructive and pleasant. Avoid "busy" graphics. Keep the focal points clear. If necessary, enlarge pertinent information, The way that an audience receives a conference and give only brief examples of data. Put com- session depends as much upon effective presentation plete data in handouts. techniques as upon the strength of the ideas. Make Do not read from a script. Use notes only for your presentation and your ideas shine! quick reference. Lee Brewer Jones, Associate Professor, Developmental Accentuate the Positives English Provide an organized packet of handouts to support your presentation and distribute it at the Margie Clark, Assistant Professor, Developmental Math beginning. Organize your presentation into an introduction, Janet Hollier,Assistant Professor, Humanities a body, and a conclusion. It is always helpful if the introduction has an attention-getter. For further information, contact the authors at DeKalb Arrive early to make certain that your audiovisu- College Gwinnett Campus, 1301 Atkinson Road, als can be clearly seen and/or heard anywhere in Lawrenceville, GA 30244. the presentation room. Bad audiovisuals are worse than no audiovisuals at all. Type any visuals with a font size no smaller than 24. The Nineteenth Annual Address your audience as colleagues. Maintain NISOD eye contact and a friendly tone of voice. Be International Conference on flexible and facilitative. Teaching and Leadership Excellence Encourage audience involvement. Accept ques- tions during your presentation and allow time for May 25-28, 1997 question or comments at the end. Austin Convention Center Offer positive suggestions as to how participants Austin, Texas may apply your information to their classrooms, For a conference brochure or presentation advisement, counseling, etc. Many suggestions proposal form, call (512) 471-7545 will fit most effectively into your handouts. Speak in concise English. Define any terms or 3 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, SZB 348, Austin, Texas 78712-1293 Plan to Retain Students Student retention is a universal concern, and faculty registering with an advisor is that an on-the-spot need.a personal, proactive plan for retaining students. transcript audit can be conducted to verify/alert The following tips help faculty create and document students of their progress toward achieving their their own retention strategy/plan. college goals. Set a positive tone from the first class session. Set When submitting final grades, write your best high expectations for yourself and for your students a note telling them how you appreciated students. Use students' names from the start. their positive contributions to the success of the Make certain that students know your name, course and that you look forward to seeing them where your office is, what office hours you back on campus. maintain, and your office phone number. Encour- age students to contact you outside of class. (For Michael E. Petty, Division Chair, General Education part-time faculty, how is it best to contact you? The division office? At home?) . For further information, contact the author at Ivy Tech Distribute and collect student data. Ask for the State College, 3501 First Avenue, Evansville, IN 47710. standard name-rank-serial number and course- specific information, but also for potentially more useful information such as "What is it you espe- cially want me to know about you?" Use that student information to best advantage. Continuously encourage students to make good grades. Good gradesand the hard work and commitment that it takes to earn themare accurate predictors of success in attaining col- lege/career/personal goals. Give positive strokes to all students. Invoking and applauding active student involvement can stimulate dramatic effects. Praise is powerful. Telephone students whose absences are likely to negatively affect their grades. Convey your sincere concern. Advise students about any study skills or test- taking seminars that are being offered and en- courage them to attend. (You may be influential in having those seminars scheduled at a time convenient for your students. You may even volunteer to facilitate one of those seminars.) Encourage students to form mutual aid societies/ study groups. Peer pressure of the positive kind can have multiple benefits. Conduct individual midterm conferences in private. These personal touch conferences should provide students with a status report of their progress in the course, elicit concerns/problems students may have in order to take corrective action (if possible), and give students encourage- ment to persevere and succeed. Offer to help students contact their advisors to enroll in their next courses rather than enrolling during open registration. One of the benefits of Suanne D. Roueche, Editor INNOVATION ABSTRACTS (ISSN 0199-106X) is published weekly following the fall and spring terms of the academic January 17, 1997 Vol. XVIV, No. 1 calendar,