INSIDE DOUGLAS COLLEGE / MARCH 20, 1990 however, as it explores the island. Conversations tend to focus on the events of the past day. The walk on the island becomes a means of providing perspective for the experiences shared aboard the boat, and the sense of “group” is strengthened. The group affiliation which develops in the courses has been a dramatic asset. In conjunction with the environmental challenges encountered by cach stu- dent, instructors have been able to take a very active approach to students’ learning. All aspects of the course experience can be maximized, both in the presentation of subject matter and in the facilitation of personal growth and increased self-awareness in each participant. The courses were conceived and designed as total living/learning experiences. Decisions ranging from choosing cabin mates to scheduling formal class meetings were made by the group, with the crew as active participants in most aspects of on-board life, including some class sessions. As such, actual course content was expanded to address much more than the specific subject area. Each participant found himself or herself challenged by an unfamiliar, and sometimes uncomfortable, environment—whcere one’s usual coping and problem-solving skills often did not apply—shared in very close proximity with a group of strangers, with limited privacy and no easy means of escape. This environment makes necessary the coop- eration, understanding, and establishment of shared goals and values. It requires that a group of strangers quickly develop communication skills, trust in one another, and gain knowledge of members’ individual strengths and limitations. We have been fortunate to work with a captain and crew who believe in the value of such an educational -xperience. They have been eager to participate and ire skillful in helping students adapt to the many lifferences in space, time, and motion inherent in daily iving aboard a boat. They have been readily available ‘0 answer questions and introduce students to sailing. Tom Gerecke, Counselor Tom Wisbey, Chair, Human Services For further information, contact the authors at North shore Community College, 3 Essex Street, Beverly, MA 1915. 1. 0%, aM 2% o®, ~~ “~ ~~ ~~ ~ Editor's Note to All Innovation Abstracts Readers: Consider writing an Innovation Abstracts! Descriptions of programs and teaching/learn- ing strategies are welcome at the NISOD office. If you have an idea for an article and wish to discuss it prior to submission, just give me a call. But I encourage all potential authors to submit their practices in either a 3-4 page format (for a one-page Innovation Abstracts) or . 7-8 page format (for a double-sided Innovation Abstracts). Past issues of Innovation Abstracts are your best models. Diversity and practicality are our most important criteria for selecting and pub- lishing articles as Innovation Abstracts. Send articles to me at the address included at the bottom of this page. We are proud of our publication—written by practitioners for prac- titioners. Please seriously consider a submis- sion now! O, 2% o%e o% o% eo me ~e 0 %e juanne D. Roueche, Editor SSD ‘ebruary 16, 1990, Vol. XIl, No. 5 >The University of Texas at Austin, 1990 INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development (NISOD), EDB 348, The University of Texas at Austin, Austin, Texas 78712, (512) 471-7545. Subscriptions are available to nonconsor- urther duplication is permitted by MEMBER —_tium members for $40 per year. Funding in part by the W. K. Kellogg Foundation and the Sid W. Richardson Foundation. istitutions for their own personnel. Issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0499-106X.