INSIDE DOUGLAS COLLEGE / MARCH 13, 1990 Evaluation: Faculty Working With Writing Fellows The faculty were pleased with the work of their writing fellows. Over 80 percent felt the papers they received were better than those submitted in compa- rable classes without a writing fellow. One faculty member summed it up: “Students are learning to focus on the complexities of the writing process. They are learning not to be content with one draft. More real learning is taking place.” Perhaps most noteworthy of all were the numerous comments by faculty who said they had initiated or expanded their use of writing solely because of the availability of the writing fellows. For example, one faculty member said: “Rarely have | required writing in this course. The two assignments this term were central to the goals of the course. I plan to make these assignments standard from now on. Regular daily writing will increase in all my classes.” Evaluation: Writing Fellows’ Experiences The writing fellows benefit the most—and they know it. Each writing fellow spends two hours a week in the writing center and is also assigned to work with up to 20 students in one course. At the end of the semester, each writing fellow receives a $200 fellow- ship grant. Frankly, if calculated on an hourly basis, the money is a small incentive. Other major incentives come in the form of academic credentials, campus recognition, and their own eagerness to learn and to help others learn. These students also enjoy working closely with faculty members. In conclusion, if a faculty member or student on our campus wants to know “What's in it for me?” the answer is this: “We offer something for everyone.” Faculty members are pleased that their students get feedback at an important time in the writing process, when it really matters—before a grade ends the proc- ess. Faculty are also delighted to know they will not be reading last-minute efforts. And, of course, students are wise enough to know that, even though this does not guarantee success, it does help them write the best paper they are capable of writing. John Holladay, Instructor, Humanities & Social Sciences For further information, contact the author at Monroe County Community College, 1555 South Raisinville Road, Monroe, MI 48161. Celebrate! Make your plans now to attend NISOD’s twelfth annual International Conference on Teaching Excellence and Conference of Ad- ministrators, May 20-23, 1990, in Austin, Texas. This NISOD conference will feature five pre- conference sessions and over 100 Master Teacher workshops, highlighted by keynote presentations. Sessions will focus on innova- tions in staff and faculty development, instruc- tional strategies, new technologies, and reten- tion. Administrators’ sessions on Monday and Tuesday will focus on contemporary leadership issues, Such as managing change, partner- ships, institutional culture and climate, profes- sional development rewards and incentives, and institutional effectiveness measures. General sessions will be held at the Hyatt Regency and Four Seasons hotels; the Confer- ence of Administrators will be held at the Four Seasons. For further information, contact Dr. Suanne D. Roueche, Director, NISOD, at the address at the bottom of this page. Suanne D. Roueche, Editor January 26, 1990, Vol. Xl, No. 2 INNOVATION ABSTRACTS is a publication of the Natonal Institute for Staff and Organizational Development (NISOD), ©The University of Texas at Austin, 1990 EDB 348, The University of Texas at Austin, Austin, Texas 78712, (512) 4 71-7545. Subscriptions are available to nonconsor- Further 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. institutions for their own personnel. Issued weekly when classes are in session during fall and spring terms and once during the summer. ISSN 0199-106X. 12