Regent Park & YCAPP - Humber College

Regent Park & YCAPP Arun Dhanota Police Foundations Program PFP 152 Community & Social Services Summary of Case: 14 year old youth from Regent Park, Toronto (c. 2005) - arrested for Mischief Under $5000.00. First-time offender with no prior police contact. Youth held in custody overnight and brought to criminal court next day for First Appearance and Bail Hearing. Purpose of case have students analyse the various facets involved with youth in conflict with the law, the community and the Canadian youth criminal justice system and their roles in providing community safety.

Case and Teaching Note Humber Press Dhanota, A. (2015). Use of Case: Police Foundations Program, PFP 152 Community & Social Services Course: community, key players, relationships and partnerships identify and address community concerns to maintain safety, security and welfare Rationale: exposure to real situations in law enforcement/criminal justice; bring awareness to role community players have in individuals behaviour, well-being and progression (to/away from crime); assess potential partnerships between police and community services to address underlying factors contributing to criminal behaviour

Three (3) assignments used individual, community, final decision Dhanota, A. (2015). Challenges & Rewards Challenges: Rewards: Writing process (case and teaching note: law, theory, systems philosophy) Comprehensive analysis

fatigue Silent on outcome until last assignment submitted (student/instructor) Research, analyze and assess various community components (system, community, individual) Increased student engagement (better than exams!) Bridge between theory, practice and application Understand their role of responsibility and

accountability in individual and community welfare Lightbulb moment at the end Dhanota, A. (2015). Whats Next? Visual component to the case More case studies in PFP Dhanota, A. (2015). Women

Organizing in Nepal Case Based Writing Using Documentary Rewards & Challenges [email protected] A Twist on the Ivey Model: Situating the Student in the Case You have just graduated from the SSW program and have decided after taking Lindas class to apply for a position as a community worker with an International Development NGO. You are successful! Your first assignment is in a small, rural community on the India/Nepal border. When you arrive in the village for the first

time you are shocked by the level of poverty and sense of hopelessness. You learn the following about the community: Rewards Application of theory to practice Critical thinking, analysis, problem solving Active engagement

Empathy development Consideration of dual perspectives Actions and consequences Challenges & How to Overcome Them Challenges Fixes The unprepared student

Teach theory within the context of that class. Allow time for students to review the case and materials during class time. Lack of familiarity Conduct an introductory session in class on case based learning why & how

Triggers Real life can be upsetting Set safety rules up-front. Support students during class and follow-up after class, as required. In pursuit of the right answer

Time our greatest enemy Consider in advance whether you want students to know the real path taken by the decision maker. If yes, show the documentary in class OR assign it as homework Students are often highly motivated to learn more. Use a timed agenda so students have clear expectations. Anne Lyden, Ph.D. Professor, English Department,

School of Liberal Arts and Sciences Humber Institute of Technology & Advanced Learning Dmytro Kopach A Case Study Maria Pelliccia RD Professor School of Hospitality, Recreation & Tourism Course: Nutritional Screening To introduce the nutrition care process 2nd year, 4th semester

Prepares students for their off-campus internship Purpose: To write a chart note for Dymtro Kopach, a resident of Prismerk Long Term Care Home What Worked Well: The case brought the resident to the students The real life experience of gathering information from the exhibits and understanding how to apply that

information in a nutritional assessment and a chart note Summarized all the learning from the course in preparation for their internship What Should be Changed: Add a value to the case study, ~5% of final grade Give the students time to work on the case study at home Student Feedback A few students mentioned the case study as an aspect of the course they

enjoyed the most Case Teaching in Media Studies Public Relations (PR) DR. LYDIA BOYKO MAY 22, 2015 Topics on Tap 1. Why use case studies to teach PR writing? 2. How do I use case studies to teach PR writing? 3. What teaching and learning challenges are

being met with the case method in PR writing? 4. What hurdles are faced incorporating the case method? 5. What is the student response to the case method in PR writing? 6. What are my plans for case method 18 teaching? 1. Why use case studies to teach PR writing?

Demonstrate real-life situations and organizations Bridge to macro knowledge of PR principles and concepts Goals, objectives, strategies, tactics Audience analysis Influence of messages Symmetrical communication 19 1. Why use case studies to teach PR writing?

Bridge to other courses and respective curricula Media relations Integrated marketing communication Internal communication Issues/crisis management 20 2. How do I use case studies to teach PR writing?

Content Content Content Content Content letters) 21 for for

for for for speechwriting assignments news releases/media kits brochures and newsletters feature stories paid publicity (sponsored, 3. What teaching and learning challenges are being met with the case method in PR

writing? 22 Reading and comprehension Reading and writing Research skills Diversified learning styles 4. What hurdles are faced incorporating the case

method? 23 Client resistance to bad PR Client control of content Client privilege of withdrawal (REB) Time (research, writing, approvals) Case life

5. What is the student response to the case method in PR writing? 24 Need to know the real outcome Danger of the black-and-white solution Danger of only the client is right

Craving for the TEMPLATE! 6. What are my plans for case method teaching? 25 To continue! To write a sequel to the Malley Industries story (PR writing, integrated marketing communication, investor relations)

To research other business sectors for potential content (hospitality, travel, financial services) 7. What are the risks and rewards of case teaching in PR? RISKS Time: research, shelf life REB requirements: client turnoff, change of heart

REWARDS Applied knowledge: real life Client involvement and support: evaluation, networking 26 THANK YOU.

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