Making a “Case” for Problem-Based Learning from Students’ Educational Experiences

1. Making a “Case” for Problem-Based Learning from Students’ Educational Experiences Dr. Jeanene Reese Mr. Robert Oglesby Dr. Sonny Guild

2. Making a “Case” for Problem-Based Learning from Students’ Educational Experiences Dr. Jeanene Reese Assist. Professor, Bible, Missions, & Ministry, ACU Director, Center for Women in Christian Service Service-Learning Colleague Support Team Faculty, Case Teaching Institute Congregational ministry, 25 years

3. Making a “Case” for Problem-Based Learning from Students’ Educational Experiences Mr. Robert Oglesby Instructor, Bible, Missions, and Ministry, ACU Director, Center for Youth and Family Ministry Director of Field EducationYouth Minister - 20 years

4. Making a “Case” for Problem-Based Learning from Students’ Educational Experiences Dr. Sonny Guild Associate Professor of Bible and Missions, ACU Director, Institute for Missions and EvangelismCoordinator, mission students and teamsMissionary and Congregational Minister - 24 years

5. Expected Outcomes • A model for student writing • A design for curriculum development

6. Overview • Examine the BIG PICTURE • Explain student preparation • Experience a student case • Evaluate effectiveness for problem-based learning • Exchange ideas for use in other disciplines

7. Reflections on Ministry Field Education/ Internship Introduction to Ministry/Missions Fall Senior Year Model of Curriculum Summer Spring Junior Year

8. Introduction to Ministry/Missions Introduction to Ministry/Missions • Students placed in learning teams of 4-5 • Self assessment instruments administered • Case studies utilized on various topics • Critical thinking and theological reflection utilized • Spiritual discipline facilitated

9. Field Education/ Internship Introduction to Ministry/Missions Field Education/Internship • Enables students to socialize into the profession • Highlights the challenges of real-life situations • Establishes a base foundation of experience • Provides a significant mentoring relationship in processing real-life problems

10. Reflections on Ministry Field Education/ Internship Introduction to Ministry/Missions Reflections on Ministry/Missions • Identify possible critical incidents • Teach case writing method • Select case in conference with professor • Write the case • Revise with professor’s guidance

11. Writing a Case Study Guidelines for case writing adapted from: Shared Wisdom: A Guide to Case Study Reflection in Ministry Jeffrey Mahan, Barbara Troxell, and Carol Allen (Nashville: Abingdon Press, 1993)

12. Background • Set the event in context… • History of events or relationships • Challenges experienced in the event • When/where/how student became involved • Pressures that precipitated and shaped the event (20-25 lines maximum)

13. Description • Present what happened and what course of action was taken • Report the events briefly (25-30 lines maximum)

14. Analysis • Identify issues and relationships • Answer the question: “What is going on here?” (15-20 lines maximum)

15. Evaluation • Ask: “Was the intern’s action in accordance with his/her intention?” • Measure your effectiveness in the event. • Determine student’s strengths and weaknesses. • Examine the unanticipated factors that emerged. • Discuss implications for future profession. (10-15 lines maximum)

16. Theological Reflection • Determine what ethical and moral themes are involved in this case. • Reflect on lessons learned about ministry/missions in this context. • Explore God’s activity in this situation. • Examine God’s use of your ministry/mission in this experience. (15-20 lines maximum)

17. Presenting the Case Study Commitment Confidentiality • Respect • Affirmation

18. Present the Case • Read the whole case aloud • Follow along with a written copy • Write down questions or insights (5 minutes)

19. Clarify the Information • Ask meaningful questions • What remains unclear? • What were the feelings of the presenter? • What variables should the group consider? • What are the presenter’s issues? • Is there an issue the presenter is avoiding? (5 minutes)

20. Share Personal Wisdom • Presenter becomes a silent observer • Participants determine the primary issue(s) for discussion • Presenter listens and takes notes for final reflection phase • Participants connect their lived experience with the case (15-20 minutes)

21. Pool Professional and Educational Wisdom • Share personal histories, wisdom, and experience • Make applications from other disciplines (8-10 minutes)

22. Claim Wisdom of the People of God • Make questions of theology and ethics explicit • Ask the questions: • How have moral people responded to similar situations in other times and places? • What biblical story, image, or principle comes to mind about this case? (8-10 minutes)

23. Reflect on Presenter’s Ministry • Reflect on the performance of the presenter • Draw implications for future professional life (5-8 minutes)

24. Evaluate the Process • Presenter returns to the group: • Shares what what has been helpful • Describes feelings experienced • Clarifies misunderstandings • Collects all case studies from students (5-8 minutes)

25. “The Picture I Saw From the Negative” A student case study Role play

26. Process Outline • Present the Case • Clarify the Information • Share Personal Wisdom • Pool Professional and Educational Wisdom • Claim Ethical, Character, and Leadership Principles • Reflect on Presenter’s Professional Behavior • Evaluate the Process

27. Educational Benefits • Communication improves • Coaching and mentoring opportunities happen • Problem solving abilities unfold • Transfer learning occurs

28. Benefits (continued) • Sense of community develops • Lifelong learning begins • Meta-cognition evolves • Student interest peaks • Value for collaborative processes increases