UCET Presentations Faculty Development Award Recipients December 9, 2005

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UCET PresentationsFaculty Development Award
RecipientsDecember 9, 2005
Indiana University South Bend University Center
for Excellence in Teaching
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Naomi Jeffery Petersen, Ed.D.Assistant Professor
of Education
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My Trip to Babson College for a WACRA Workshop
October 28, 2004

or
How I spent several hundred dollars of my own and
UCETs money to become a lifelong citizen of
Red Sox Nation and to find enlightenment at
Dunkin Donuts
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The World Association for Case Method Research
Application
Advancing the Use of the Case Method and
Other Interactive Methodologies in Teaching,
Training, and Planning
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The Case Method
This is a teaching method alternative to lecture
methods. Instead of textbooks, the Case Method
uses partial, historical descriptions of specific
situations enabling students to discover and
develop their own unique framework for
problem-solving.

• Commonly used in medical and legal education.
• Aligned with best practice of inquiry-based
  instruction.
• Aligned with School of Education ideology of
  constructivism.
• Aligned with professional standards of
  decision-making in the field.
• Compatible with both quantitative and
  qualitative research methodology.

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The Case Writing Workshop offered me a junior
faculty, new to this institution an
experienced instructor, ready for advanced
methods an Education scholar and practitioner,
needing to stay current in content areas of
pedagogy and inquiry aligned with reforms and
a liberal arts and integrated studies supporter,
interested in linking knowledge and practice from
multiple disciplines to align teacher education
programs with the new IUSB curriculum
best practices in College Teaching (which I do)
and
best practices in Pedagogy (which I teach).
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Case Writing in ActionA collaborative workshop
for educators from all disciplinesFriday,
October 29, 2004   
The Day After

• Introductory Remarks  0859 0915
• The Case Writing Process  0915 0930
• INSPIRATION  
• Stone Soup 0930 0940
• Fred Green Case            0940 1030
• (Break) 
• PERSPIRATION  
• Research      1045 1130
• Introduction to the Writing Exercise  1130
  1200
• (Lunch)
• Writing Exercise 1245 1400
• Instructors Manual  1400 1430
•   (Break) 
• CELEBRATION  
• Releases, Workshops, and Publication 1445
  1530
• Case Critique 1530 1600
• Assessment forms 1600 1610
• Q A 1610 1630 

• I liked their use of this organization
• Inspiration,
• Perspiration,
• Celebration.
• It corresponds to classic elements
• of a lesson plan
• Anticipatory set,
• Active processing,
• Closing with metacognition.

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What I learned at the WACRA Workshop and how it
enhanced my teaching

• The importance of descriptions of context.
• The importance of critical thinking skills.
• The importance of writing skills.

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1. The importance of accurate and complete
descriptions of context for making informed and
professional decisions.

• There are subtle differences between professions
  concerning the autonomy and sophistication of
  practitioner thinking. Other professions assume
  that their graduates must analyze cases and make
  professional judgments.
• The professionalism of educators could be
  enhanced by focusing on the decision-making
  strategies used in special circumstances.
• Therefore, in my teaching of how to construct
  lesson plans (M311) and research proposals (P503
  E/S 591), I will include more rigorous criteria
  for descriptions of populations and contexts.
  (Contact me for examples of rubrics.)

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2. The importance of critical thinking skills.

• The skills of observation, selection, and
  organization required to write case studies are
  also required to function as a reflective
  educator.
• The new assessment requirements could benefit
  from the use of case study exercises to
  demonstrate for of candidate proficiency.
• Therefore, I will include case study elements as
  required components of reflections written
  following microteaching exercises in M311 I will
  require more specific background profiles for
  research proposals in P503 and E/S591 in both
  courses I will expect more specific connections
  of decisions to case contexts. (Contact me for
  examples of rubrics.)

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3. The importance of writing skills.

• There is a strong criticism of teacher candidates
  whose writing is substandard, i.e.,
  ungrammatical, unfocused, and a poor model for
  their own students. The profiles of the
  particular contexts are important for our student
  teachers to reflect upon their decisions, but
  little attention is paid to teaching them how to
  write after freshman English.
• The connection of course objectives with state
  standards could be more elegantly made with the
  use of multi-faceted writing assignments in real
  contexts, and the university writing requirement
  could be supported with the addition of teaching
  specific writing skills within education courses.
  
• Therefore, I will focus on the six traits for
  analyzing quality writing, using the case method
  model to guide my students progress. (Contact me
  for examples of rubrics.)

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What else I learned at the Workshop and how it
enhanced my teaching

• Losers are everywhere.
• Winners are everywhere.
• Meaningful landmarks are everywhere.

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A tale of hunger, opportunity, and civility.
Quincy Market
We ate at this world-famous food court, where
there are communal benches in a central hall.
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We joined a gentleman who was eating a great
variety of things in many containers. He was
casually dressed and very alert to what was going
on around us, watching everyone closely.
Occasionally he would sit up straight and then
quickly leave, always returning with more food.
He was pleasant enough, and when we commented
that he seemed hungry, he nodded as he continued
his surveillance. We realized later that he was
intercepting people as they approached the trash,
politely asking if they were through with their
obviously unfinished meals. When a large group
of teens sharing many pizzas began to gather
their things, he approached them as well. He did
not scrounge from the garbage, nor pester people,
nor behave in any kind of threatening manner. He
flew under the radar and escaped the detection of
the security people patrolling the premises.
However, he was not there when we returned, and
a uniformed guard was standing at the ready. He
reminded me that many of our students have needs
that they meet by flying under the radar, and
that there is often a logic to quirky behavior
that has more to do with survival than with being
unconventional.
bum (n.) 1. vagrant 2. person who begs, or
bums food or money 2. vagrant 3. person
without initiative for self-sufficient living.
(v.) 1. to ask for food or money without exchange
of goods or services 2. to wander aimlessly and
impulsively 3. to adopt a strategy of
opportunism 4. to avoid structure or regulation.
pan han dle (v.) 1. to approach strangers
and beg for food or money. 2. to obtain by
approaching strangers and begging.
Once I thought about defining his condition and
activity, I thought this also described many
people who are neither vagrant nor indigent.
However, other things happening that day reminded
me there were winners as well as losers
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Winners are everywhere.
Game 7
October 28, 2004

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World Series
Game 7
86 years!
The hysteria only intensified over the day of
our workshop. By Saturday, millions were
planning to march in a victory parade.

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Meaningful landmarks are everywhere.
We drove by Wellesley nearby, setting for Mona
Lisa Smile. This romantic era faded as we Tried
to find gas for the rental car and parade-free
roads.
?
Or course, Babson is on one side of
downtown The airport on the other.
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Meaningful landmarks are everywhere.
?
Old North Church
Hancock Tower
Old South Church
We stopped and asked directions (avoiding the
parade route) many, many times. Everyone was very
helpful, telling us to look for the same landmark
every time
However, we still missed our plane.
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And one more thing I learned
4. Logan takes security pretty seriously.
Well, we thought it was a bright idea to go
through a shorter line, not realizing we had been
tagged for closer scrutiny. The Pollyanna
version Its a good thing they made us go all
the way back from the gate to the security
scanners because I had left my computer on the
conveyer belt anyway. The teachable moment is
there somewhere.
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There is no confirmation that Homeland Security
profiles grandmothers or absent-minded professors
Aron
Jordan
experience to the contrary.
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My Trip to the Case Writing Workshop
or
How I spent several hundred dollars of my own and
UCETs money to become a lifelong citizen of Red
Sox Nation and to find enlightenment at Dunkin
Donuts

• Naomi Jeffery Petersen, Ed.D.
• Assistant Professor of Education
• NJP_at_iusb.edu 574.850.5355
• www.edresearch.us