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 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:
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).
What’s Next?
• Visual component to the case
• More case studies in PFP
Dhanota, A. (2015).
Case Based Writing Using Documentary –
Rewards & Challenges
Linda.hill@humber.ca
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:
•
•
•
•
•
•
Application of theory to practice
Critical thinking, analysis, problem solving
Active engagement
Empathy development
Consideration of dual perspectives
Actions and consequences
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 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 teaching?
7. What are the risks and rewards of case teaching
in PR?
18
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 for speechwriting assignments
Content for news releases/media kits
Content for brochures and newsletters
Content for feature stories
Content for paid publicity (sponsored, letters)
21
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.