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Writing an Innovation Abstracts |
NISOD’s flagship teaching and learning publication, Innovation Abstracts, is written by practitioners, for practitioners, in community colleges, colleges and universities around the world. Issues are distributed electronically each week during the academic year to NISOD-member colleges.
In any year, a full academic year’s collection of Abstracts features a wide array of topics. Fortunately, we have discovered that each issue of Innovation Abstracts has something for everyone. Although individual issues are written from the perspective of a specific discipline or program, authors often include some flavor of the versatility of the strategies they describe.
Past issues of Innovation Abstracts are a potential author’s best examples of format, language (avoiding jargon), and specifics of style and tone. However, some additional information may be helpful and is included here.
Innovation Abstracts are:
- Basic introductions to an innovation (a definition or description with practical suggestions for use);
- Descriptions of an innovative model program or project (a description of the program, identification of key elements in the model, and suggestions of variations on the model);
- Practical suggestions for managing use of an innovation (intended as a vehicle by which long-term users share techniques for transition from old practice to innovation with new users);
- Innovative variations on existing programs or concepts (a description of the variation; an explanation of how others can implement this improvement);
- Research-based analyses of innovations and their effectiveness in improving instruction (a discussion of the problem researched, the methodology and results);
- Issue-focus papers (usually speculative; factors affecting the teaching/learning process which are not innovations, per se: e.g., strategies for encouraging use of an innovation).
Each abstract should include a description of the innovation and a discussion of practical applications and/or implications. Additional guidelines include:
- Citations—Abstracts are original thought pieces and should not include citations in the text nor a reference/bibliographic section at its conclusion.
- Audience—Abstracts are written for staff developers, faculty, counselors, administrators, and special groups. This Abstracts, for example, is intended for any faculty member, staff developer, researcher, or administrator who might wish to submit a manuscript.
- Length—Drafts should be no more 1,800 words (one to three single-spaced pages). We request that articles be submitted as e-mail attachment.
- Style—Ideas should be expressed in a clear, jargon-free manner. Include definitions of special terms.
- Applicability—Innovations should have potential for application in a number of areas and, preferably, be implemented easily and inexpensively.
- Publication—Authors are identified by name, academic title/position, and discipline/program area. A “for further information” byline invites readers to contact the author. Provide college name, physical address, city, state, and zip code. The author’s e-mail address, if available, should be included for easy access.
Editor reserves the right to make final editing decisions.
Submit articles and/or ideas for Innovation Abstracts to abstracts@nisod.org
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National Institute for Staff & Organizational Development (NISOD)
College of Education |
The University of Texas at Austin
1912 Speedway, Stop D5600 |
Austin, TX 78712-1607
Ph: (512) 471-7545 | Fax: (512) 471-9426 | Email
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Her words, and this act of kindness, gave me reassurance that things were going to be okay-I was going to survive, and I could be successful in my education.
-Female Student, Butler Community College (KS)
She had such a unique way of teaching, keeping all her students on their toes, and eager to learn, therefore, making a rewarding experience for everyone, but most importantly to me.
-Female Student, Hillsborough Community College (FL)
Mrs. Effie Scott-Jackson has become a friend and mentor to me. I visit her in her office often to talk to her and ask her questions multiple times a week. She illustrates with her actions what being selfless means. Mrs. Scott-Jackson does much more for the students than what's required in her job description; she does this daily with grace, enthusiasm, and a smile that is unmatched.
-Male Student, Palm Beach Community College (FL)
In a class somewhere, there is a teacher and some students. One of the students is overcome by pain. He has a callousness and temperament of being untouched by love. He fights in the streets and is abused at home. He's been badly hurt and is unable to trust. They say he will become a killer, if he hasn't already. They say he's destined to sell drugs and to be unproductive in society. He doesn't believe them yet; how long until he eventually will? He is boundlessly talented and gifted. I am that student. I needed a lighthouse. Ms. Farmer rescued me; she became the lighthouse I needed in order to save me.
-Male Student, Solano Community College (CA)
Professor Cohen taught us how important it is to get out of one's comfort zone and to experiment with different settings and genres. For our first independent assignment, she required that our main character be of the opposite sex, and that he or she be living in a time period other than the present. This frustrated me at first, for I felt that it limited my creativity! How can one write with guidelines like that? But once I got an idea and wrote it out, I realized that it was one of my strongest short story pieces. I often put it in portfolio submissions now, because it adds diversity to my work and proves to readers and to myself that I am capable of writing beyond my own expectations and preconceived limitations.
-Female Student, Anne Arundel Community College (MD)
The teaching techniques used by Mr. Liebershal not only helped me to pass my algebra course with an "A," but, more importantly, it opened my mind to math in general. I no longer fear taking math classes. I view Mr. Liebershal as the most rewarding teacher I've had in college so far because of his ability to teach me, motivate me, and do the unthinkable-make me not hate math so much anymore.
-Female Student, Hillsborough Community College (FL)
Dr. Haines had a way of relating this foreign subject of microbiology to everyday life that made complete sense of the material. His mild manner made for a comfortable learning environment in which I felt free to make mistakes, ask questions, and expand my knowledge of the subject from a personal interest rather than simply an academic one.
-Female Student, Ventura Community College (CA)
The support she has offered me through the donation of clothing, continuous exposure to group participation, and the connection I have made to her through her book, will stay with me and encourage me throughout my college career.
-Female Student, Butler Community College (KS)
Today, the gray clouds have been replaced with sapphire skies and dazzling sunshine. Here I am a 58-year-old man and a student at Craven Community College. I have a bright future ahead of me. I have enough faith to know that I am truly blessed to be here. I have been given an opportunity to follow a path that will lead me to a fulfilling and meaningful career. The miracle that changed my path came in the form of a very energetic, Katharine-Hepburn-looking English 111 instructor, who answers to the name of Carolyn J. Sinclair.
-Male Student, Craven Community College (NC)
Stelio taught me to be a prudent technologist, not a button-pusher. He taught me that anything worth doing was worth doing right. He instilled in me the importance of not cutting corners and maintaining the standardization of my tests. Stelio Marchionno is a proud man who taught me to have pride in my field and my work.
-Female Student, Santa Fe College (FL)
The idea of learning new concepts or reviewing material with complete strangers made me nervous. Mrs. Barrier was not only able to gain my interest in group discussions, but I looked forward to the smaller groups as well.
-Male Student, Butler Community College (KS)
Primarily, Mrs. Carlye Weber does a phenomenal job of educating her students in the classroom, but, more importantly, she provides the students with the personal development and skills needed to be successful in the real world.
-Female Student, Temple College (TX)
But Jan got the last laugh; by the end of the semester I knew her grammar, I knew her argument format, I knew the various essay styles, and I knew how to analyze texts at a university level; and lastly, I knew what a gift her determination made within me.
-Female Student, Sacramento City College (CA)
Now, the fall semester is nearly over and through my participation on the livestock evaluation team, I have learned so much in school and about myself. This can be credited to my instructor and coach, Chris Mullinix. Chris is very dedicated to the agriculture industry and brings his knowledge into the classroom with hands-on learning and real-world experience. He takes us to livestock operations where we have the opportunity not only to meet leaders in the industry, but also to learn how to evaluate livestock, based on physical characteristics that influence production. Chris is a great instructor, who also cares a great deal about each of his students and makes sure they reach their full potential. The atmosphere Chris creates has certainly made Butler my new Kansas home. I have made lifelong friends and count Chris among them.
-Female Student, Butler Community College (KS)
I have learned so many things from Dr. Cabrera and continue to do so. I have learned to listen actively; I have learned that learning is a continuous process that can change a life in a single moment. I have learned that with Dr. Cabrera every moment is a teaching moment. I have learned how to apply her universal teaching strategies to my own life. I have learned how to talk to faculty and staff more effectively. Out of respect for Dr. Cabrera, I refer to her as my teacher.
-Female Student, Solano College (CA)
His mentoring attitude and challenging personality, both in and out of class, have taught me immeasurable skills that I plan to employ in the near future.
-Female Student, Lenoir Community College (NC)
It is because of instructors such as Ms. Claudia Garcia, who continue to cultivate the minds of students through her enthusiasm to teach and the commitment to the students learning needs, that I am exceptionally delighted to share with everyone about my rewarding learning experience.
-Female Student, Laredo Community College (TX)
The major difference in having Mr. William Dams in my academic life is that the way I think has been challenged and changed for the better.
-Female Student, Lenoir Community College (NC)
I went to Mr. Phillips and told him that I didn't deserve it because I did not make the highest grade in the class and he said, "It's not about the grade you made, it's about the effort you put in." I am going to be an English teacher when I finish college, and I want to be just like him.
-Female Student, Lone Star College-North Harris (TX)
No matter what I need help in, I know that Mrs. Salazar is always there and willing to help. I can come to her with anything from problems with grades in one of my college classes, to an issue with checking out a book, or even just to talk about something that's going on in my life. She makes it a point to listen to whatever I have to say and helps me in whatever way she can. To be perfectly honest, if it wasn't for Mrs. Salazar I would most certainly not be a part of this fantastic program.
-Male Student, College of the Mainland (TX)
Ms. Chovnick effectively reconstructed my attitude toward environmental issues and helped me realize how my prior bias was blinding my ability to comprehend the environment's importance. She helped me, an unrelenting skeptic, understand why the environment has become such a highly debated topic on both a local and global scale. Her approach to learning has been unparalleled in my academic career, and I hope other teachers will look to her as a paradigm of excellence in the field of education.
-Male Student, Las Positas College (CA)
In college, the most important thing I learned was not Mathematics, English, or Biology; it was the art of sharing. Mr. Svatek showed me that sharing does not have to be with tangible objects, but with words themselves.
-Female Student, Wharton County Junior College (TX)
Professor Gonzales wrote comments on that writing assignment that made all the difference. The comments were positive and encouraging. She told me that attending English class made me one step closer to being a good writer and that she believed in me. Professor Gonzales changed my mind set, which allowed me to believe in myself.
-Female Student, Prairie State College (IL)
Mr. McQuarters had a way of making the intricate details of Biology feel quite “ordinary” by using household items in demonstrations and assisting us with hands-on learning activities. He wanted his class to be a safe place to ask questions, and he welcomed discussion. He asked such provoking questions that I would find myself contemplating issues for days after lecture.
-Female Student, Malcolm X College (IL)
I am in the process of breaking the cycle of recidivism that has many men and women returning to prison again and again. I have become a knowledge sponge, soaking up every bit of wisdom I can find. Because of Professor Johnson, I have been motivated to learn.
-Male Student, Bunker Hill Community College (MA)
Mr. Wissmann tells me its okay to dream because dreams can come true. He lets me know that if you can dream it, you can achieve it. I sat in his class twice a week, and I had never missed a day or even been late. I never knew that this man would change the way I think about myself or others. I even signed up to volunteer at the hospital because I want to give back. When I think about the mess I made in my life, I think about his lectures and how he says that is the past. You can be what you want to be, do what you want to do, and dare to dream.
-Female Student, Malcolm X College (IL)
Today, I am less than one year away from my goal of graduating from the Respiratory Therapy program. I know that if it had not been for the encouragement and compassion of professor Tanya Bird that day, I would have given up on that goal.
-Female Student, Polk State College (VA)
Mr. Lepley woke this desire in my heart and gave me new direction.
-Female Student, Roane State Community College (TN)
Mike Blizzard not only taught me how to be a pretty good machinist, but he also helped me get my self-esteem and self- confidence back that I had lost during an abusive 27-year marriage. I will never be able to repay him for the encouragement and compassion shown to me during my first two years at Calhoun.
-Female Student, Calhoun Community College (AL)
Dr. Elbert made me feel confident in a daunting situation. I felt that he was sincere and actually wanted to help. If I was asked what my definition of a commendable counselor would be, I would say Dr. Elbert. He was direct, to the point, and genuine. Interacting with someone who is passionate about his job was encouraging for me. It was an outstanding way to start my college experience, and I cannot thank him enough.
-Female Student, Houston Community College–Southwest (TX)
It was certainly a privilege to be a part of a force that was standing together in hopes of making a change for higher education. I have been highly supported by Mary-Catherine, Patricia Murbarger and Mark Saint McDowell of Trio to continue to put my best foot forward and to let nothing stand in the way of my education.
-Female Student, Parkland College (IL)
Joe Antinarella, my college composition professor, quickly put me at ease. While I would learn to "write with power," I would do so by writing about my own personal journeys. Having plenty of life experiences from which to draw, I worked diligently writing and rewriting. Constructive feedback and positive reinforcement fueled my fire. Encouraged to utilize sensory details and employ an engaging voice, my audience would visualize and become part of those chronicles. Far beyond the mechanics of writing, I learned to captivate my audience by identifying and conveying my own trials and tribulations.
-Female Student, Tidewater Community College (VA)
I was very privileged to be able to attend this English class, one which I feared in the beginning, but grew to love and look forward to each week. I was very fortunate to learn more about great literature that I once took for granted, through the gentle guidance and prompting of Mark Youngblood. I only hope that through my example and experiences that I make a difference in someone else's life as Mark Youngblood has made in mine. To Mark Youngblood, I truly say thank you.
-Female Student, Jefferson State Community College (AL)
Whether detailing the squalor of life in the Middle Ages, the brutality of Roman emperors, or the ambiguous sexuality of Classical Greeks, Dederer made me realize that early peoples were, after all, only people. He would frequently spin off into discussions on how ancient struggles resonate in today's society. Through his descriptions I became fascinated with history, whereas before it had been just another prerequisite.
-Male Student, Housatonic Community College (CT)
My thoughts were interrupted as the teacher began sharing a story from her own life. The whole class was immersed as she articulated the experience with great detail. I did not lose focus once, and found myself so interested that I held on to each word she said. When she was finished, a point had been made, but it was not defined by her, it was whispered in a story.
-Male Student, Hudson Valley Community College (NY)
Luckily for us, our class was taught by Ms. Angela Grzemkowski (who is kind enough to respond to Ms. G.). From day one her bubbly personality and enthusiasm was infectious. She recognized that each of us suffered from a fear of voicing but at the same time she made us believe that we had the ability to do it. Her sense of humor diminished my dread of voicing.
-Female Student, Lansing Community College (MI)
As I gave my paper, I was filled with anxiety. What made me think I should do this? That I was good enough to be here? And then I saw her, sitting in the audience. I could feel her force from the podium, and I saw her gentle and wise smile from the crowd and felt a surge of confidence. Dr. Kumamoto believed in my ability as a writer, and right then that was all that mattered.
-Female Student, College of DuPage (IL)
By showing us that there are real life prospects for English majors, Professor Riek continues to encourage me and all other English majors to choose careers based on our passions and talents, despite the worrisome underlying thoughts saying it will be too difficult to do so.
-Female Student, Arizona Western College (AZ)
Because of Professor Johnson, I have been motivated to learn. I understand what it is I need to do to free myself of the restrictions I have allowed to be placed on my options and choices. Education will set me free!
-Male Student, Bunker Hill Community College (MA)
The person who truly put me on the way to achieve my goal is Professor Matthew Smith. Several reasons contribute to the benefits I received from my experience with him. Mr. Smith is my sociology instructor. In his class, he widely opens a special door for me to participate, for I am the only foreign student in the class. He usually questions me and looks for my social and cultural views. Thus, I intervene in different cases to share with the whole class and give my position. That allows me to learn more, have more confidence as I go further in my studies, and draw the friendship of others. Mr. Smith's greatest contribution to facilitate my studies is not limited only to being in class.
-Male Student, KCTCS: Big Sandy Community and Technical College (KY)
