of further work were asked if they would add more to their papers, edit, rewrite, and also turn in their tinished
drafts by the same date. ;

The first edition went to press with four fine papers representing the work of students who were first,
second, or third semester students at NHCC. Not all of these students had had the required courses in English.
Some students simply had a vital interest in writing and an interest in history. One of the students had never
written anything but business reports, and it was that student's paper that won first prize; in this case the
historical subject captured the total involvement of the student's interest. The other student was taking a
political science course simultaneously with history and found the correlation between particular lectures
aroused him to further investigation. The free lance student-writer had for some time had a major desire to
write and publish and a passionate interest in Texas history; therefore, the journal provided an opportunity to
practice the craft of writing along with the pursuit of the student's historical interest.

Instructor Support

The project is subversive in many ways. The answer to motivating students to write is to require first that
they write and through their own action "hook" them on their own involvement. Students will complain, but
since the time of Bacon—and even earlier—students have grumbled at the pain of education. And what of the
pain of instructors who might have to counsel, follow-up, and supervise their own students interested in the
journal project? There is only one answer to that: instructors must deal with that issue and make a decision, in
the privacy of conscience, whether they want to support such an effort. It is not for every instructor, though
there are many instructors who provide options where papers would be appropriate. Nevertheless, it would
seem that if the project is a division or departmental one, then it should involve some degree of group support
entailing some reasonable action.

Instructors may opt only to make announcements in their classes, but they must accept that such
announcements may find takers. In that instance, the instructor will have to decide whether to supervise closely
or leave the matter solely in the hands of the exclusively self-motivated student. Success with a journal depends
initially on a few committed persons who see the value in a student publication. For others, it may simply be a
nice idea but one they can support only philosophically. Ultimately, continuous publication requires more
support than many institutions’ personnel desire to give, but for others the journal concept may be a
constructive approach to writing across disciplines.

Response to the Journal

The response from other institutions receiving the first edition was very positive. Community colleges and
other institutions of higher education received copies of the journal, and their responses indicated that many felt
the project met a need. Institutions interested in developing a similar project would of necessity have to adapt
the idea to the unique wisdom of their own schools, but it would seem to offer a number of possibilities for
encouraging interdisciplinary writing.

There are now several papers awaiting the editorial board’s selection for the second edition, They represent
several disciplines other than history: political science, psychology, and sociology. It is hoped that the future
selections will increasingly reflect writing-acress-the-curriculum and especially promote the idea of students
writing close to their own interests.

One final note: the idea of writing for publication is founded on the principles that the craft of writing can be
learned, historical writing is worthwhile, research skills serve a useful purpose, and that only through writing
and the practice of the craft can there be any improvement in the quality of written communication. Teaching
and learning are painful endeavors, but perhaps the most painful activity 1s overcoming the fear of putting
words on paper and submitting them for public exposure. The rewards, in_ personal _satisfaction—surely go
beyond the grade itself. GLAS COLLEGE

Martha J. Pierce | ARCHIVES
North Harris County College

 

 

For further information, contact the author at NHCC, 2700 W.W. Thorne Drive (Suite 264H, Academic Bldg.),
Houston, Texas 77073.

 

Suanne D. Roueche, Editor
October 18, 1985, Vol VIL No 25 /
INNOVATION ABSTRACTS is a publication of the National Institute for Staff and Organizational Development. EDB 348, The University of Texas at Austin,

Austin, Texas 78712, (512) 471-7545. Subscriptions are available to nonconsortium members for $35 per year. Funding in part by the WK. Kellogg
Foundation and Sid W. Richardson Foundation. Issued weekly when classes are in session during fall and spring terms and monthly during the summer.

«) The University of Texas at Austin, 1985
Further duplication is permitted only by MEMBER institutions for their own personnel. ISSN O199-106X