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

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 Making a “Case” for Problem-Based Learning from Students’ Educational Experiences Dr. Jeanene Reese

Instructor, Bible, Missions, and Ministry, ACU Director, Center for Youth and Family Ministry Director of Field Education Youth Minister - 20 years Mr. Robert Oglesby

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

Expected Outcomes 1.A model for student writing 2.A design for curriculum development

Overview 1.Examine the BIG PICTURE 2.Explain student preparation 3.Experience a student case 4.Evaluate effectiveness for problem-based learning 5.Exchange ideas for use in other disciplines

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

1.Students placed in learning teams of Self assessment instruments administered 3.Case studies utilized on various topics Introduction to Ministry/Missions 4.Critical thinking and theological reflection utilized 5.Spiritual discipline facilitated

1.Enables students to socialize into the profession 2.Highlights the challenges of real-life situations Field Education/ Internship Introduction to Ministry/Missions 3.Establishes a base foundation of experience 4.Provides a significant mentoring relationship in processing real-life problems

Reflections on Ministry/Missions 1.Identify possible critical incidents 2.Teach case writing method 3.Select case in conference with professor 4.Write the case 5. Revise with professor’s guidance Field Education/ Internship Introduction to Ministry/Missions Reflections on Ministry

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)

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)

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

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

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)

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)

Presenting the Case Study  Commitment  Confidentiality  Respect  Affirmation

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

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)

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)

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

Claim Wisdom of the People of God  Make questions of theology and ethics explicit  Ask the questions: (8-10 minutes) 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?

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

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)

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

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

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

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