Regent Park & YCAPP

Arun DhanotaPolice 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 individual’s 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:• Writing process (case and

teaching note: law, theory, systems’ philosophy)

• Comprehensive analysis fatigue

• Silent on outcome until last assignment submitted (student/instructor)– Lightbulb moment at the end

Rewards:• 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

Dhanota, A. (2015).

What’s Next?

• Visual component to the case

• More case studies in PFP

Dhanota, A. (2015).

Women Organizing in NepalCase Based Writing Using Documentary – Rewards & ChallengesLinda.hill@humber.ca

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 Linda’s 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 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.

• Time our greatest enemy Use a timed agenda so students have clear expectations.

Anne Lyden, Ph.D.

Professor, English Department,School of Liberal Arts and SciencesHumber Institute of Technology & Advanced Learning

Dmytro KopachA Case Study

Maria Pelliccia RDProfessorSchool 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

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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 teaching?

7. What are the risks and rewards of case teaching in PR?

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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

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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

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2. How do I use case studies to teach PR writing?

• Content for speechwriting assignments• Content for news releases/media kits• Content for brochures and newsletters• Content for feature stories • Content for paid publicity (sponsored,

letters)

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3. What teaching and learning challenges are being met with the case method in PR writing?

• Reading and comprehension • Reading and writing• Research skills • Diversified learning styles

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4. What hurdles are faced incorporating the case method?

• Client resistance to “bad PR”• Client control of content• Client privilege of withdrawal (REB)• Time (research, writing, approvals)• Case “life”

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5. What is the student response to the case method in PR writing?

• Need to know the “real outcome”• Danger of the “black-and-white” solution • Danger of “only the client is right”• Craving for the “TEMPLATE”!

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6. What are my plans for case method teaching?

• 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)

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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

THANK YOU.