This course introduced case analytic skills. These skills involve dividing a case study into three parts:
1.data
2. problem
3. intervention
I began mastering the skills necessary to practice critical thinking in my every day life, and here's how I did it...
I applied the course learning objectives in our weekly discussion/assignments and in my workplace.
The following is a description of each learning objective:
Learning Objective #1: Identify the relevant data contained
in a case study
CLASSROOM APPLICATION
In the Week 1 Discussion Boarding posting, I analyzed the relevant data in the Midwest Zoo case study. Below is that post, highlighting the data I identified as relevant.
The purpose
of this essay is to analyze the Midwest Zoo case study in terms of the three
argument spheres Inch and Tudor (2014) discuss in our text. According to Inch and Tudor (2014), “argument
spheres are social constructs that guide how arguments are produced and
evaluated” (p. 23). The authors suggest
that argument spheres can be broken down into three categories – public,
personal and technical. To clarify which
sphere(s) I believe are present in the Midwest Zoo case study, a summary of
each sphere can be found below.
Arguments that fall under the
personal sphere typically take place with individuals who have a personal relationship. Furthermore, the argument is evaluated by the
individuals involved in that
relationship. These arguments are generally informal in nature and take place in casual settings.
Public sphere arguments take place
amongst the general public and are evaluated by the general public. These
arguments are relatively formal in nature and take place on a broader stage for community engagement.
Arguments that fall into the
technical sphere involve individuals who are considered specialized members of a field and the arguments are evaluated
by standards set in place by the
field. These arguments are quite formal
with rules that the individuals are expected
to adhere to. An argument of this nature
typically takes place among professional
groups like doctors and lawyers.
The Midwest
Zoo case student involves two long time co-workers turned friends who find
themselves arguing over how to handle a subordinate’s tardiness at their place
of employment. Jan and Yolanda are team
leaders in the concessions department and are the two main individuals involved
in the argument.
A member of
the Zoo’s board of trustees had his nephew, Mark, hired as a summer employee. Mark
was frequently late for work and sometimes never showed up at all. Jan and
Yolanda were reluctant to discipline, or recommend discipline, for relatives of
trustees because their supervisor seemed not to support this approach to
dealing with this sensitive political problem.
Jan and Yolanda had discussed this problem
with Mark, but never worked out an explicit plan for dealing with him. They tried various work assignments at
different stands in an effort to find some location which would minimize his
disruptive nature, but nothing had solved the problem. They settled into the practice of moving Mark
from stand to stand without having really agreed that this was a permanent solution
to the problem. Yolanda thought the best
solution was to permanently assign Mark to a concession stand that Jan
supervised because it was remote and she thought Mark might quit if he was
permanently assigned there. Jan was very
unhappy with this arrangement.
Based on
this information, I believe the two main argument spheres that are present and
overlap in this scenario are the personal and technical spheres. Jan and Yolanda are co-workers and friends
who disagree on a plan of action for a subordinate. At first the arguments takes place just
between the two individuals involved.
Once those individuals not come to any kind of compromise or agreement,
they elicit the help of their supervisor.
The supervisor is considered a specialized member of a field. She is neutral to the friendship and
therefore her evaluation of the argument is not personal, it falls under the
technical sphere. This issue was never
taken to broader public for debate and therefore would not fall under the
public sphere. However, the Midwest Zoo
is a county owned entity and if this issue of family hiring continued to cause
problems, it is very likely that a public audience could get involved in the
argument to decide best practices regarding the zoo’s hiring policies.
Learning Objective #2: Develop a plausible problem statement which identifies the root cause of the problem suggested by the data
WORKPLACE APPLICATION
I am the Coordinator of Veteran Services at Iowa Western Community College. When I took the position, it came to my attention that we did not have an official policy regarding active duty military students who get deployed during the school year. I created the following problem statement and presented it to leadership. Below is the official deployment that I created after leadership at Iowa Western agreed with my problem statement.
"As a veteran friendly school, our active duty military students should be afforded the peace of mind to know what our institutional deployment policy is; however, we do not have one."
STUDENTS CALLED
INTO MILITARY SERVICE
1. GENERAL
This Policy shall be implemented in order that Iowa Western Community
College might provide equitable, consistent treatment to its students who are
called into military service and to facilitate their ability to continue their
education once that military service is completed.
2. ELIGIBILITY
Students who are regularly enrolled in any class or program offered by Iowa
Western Community College are eligible for the benefits described in this
Policy, if they: (a) belong to a military unit that is called into active duty,
or (b) are drafted and not eligible for deferment; such that the date upon
which they are required to report to active duty prohibits them, as a practical
matter, from completing the term in which they are enrolled.
3. COURSE AND GRADE OPTIONS
An eligible student may elect to cancel registration in all classes in
which he or she is enrolled at the time the call for duty is received. In such
case, the student shall receive a full refund for all tuition and student fees
paid on behalf of that student. In the alternative, the student may request his
or her instructors to award a grade or an incomplete for all classes. If an
incomplete is given, then the instructor shall file in the student’s
educational records and provide to the student specific instructions regarding
the study and activities required to complete the course. If a grade and credit
are awarded, then the instructor shall award a grade reflective of the
student’s performance, taking into consideration the quantity and nature of the
curriculum through the time of the student’s departure. Finally, the student
shall have the option of withdrawing from selected courses, receiving a
pro-rated refund of tuition and fees for those courses, while also opting to
receive a grade or incomplete in other courses in which the student is
enrolled.
4. STUDENTS RECEIVING FINANCIAL
AID
Notwithstanding any provision to the contrary in this Policy,
administration of financial aid with respect to any eligible student shall be
consistent with federal and state law. Students otherwise eligible for these
benefits and receiving financial aid should immediately contact the financial
aid office, where each case must be addressed individually based upon the
particular rules applicable to the relevant student. The campus financial aid
office shall address these matters in such a way so as to minimize the
financial hardships to the student, while complying with the applicable law and
regulations.
5. PUBLICATION
This Policy shall appear in all student catalogs and placed on ROC.
6. SYSTEM APPLICATION
This Policy applies to all administrative units of Iowa Western
Community College. Supplemental guidance may be provided, consistent with this
Policy, that is designed to implement the provisions herein, including guidance
relating to fees associated with meals and housing, textbooks, parking, lab and
course fees, as well as other ancillary fees.
Learning Objective #3: Propose an intervention to correct the identified problem
WORKPLACE APPLICATION
One of the very first problems I identified when I took on my current role as the Coordinator of Veteran Services was that military-affiliated student files were not housed in our online student data system like the rest of our students; therefore, I did not have the ability to run automated reports.
I did not have the time to enter hundreds of files myself, so I proposed that we hire a work study to help me enter all military-student data into our online system. I just hired this student last week! We will start entering student data next week and I couldn't be more excited. Having the ability to run automated reporting will significantly increase efficiency and make our school much more veteran-friendly.
Learning Objective #4: Develop a detailed plan to implement the intervention
WORKPLACE APPLICATION
I identified the need to create a part-time position to support the front desk in the Welcome Center. I developed a detailed plan and then created a proposal. Below is the plan and the proposal.
New Position Proposal
To: Tori Christie,
Vice President of Student Services
CC: Keri Zimmer, Dean
of Advising & Academic Success
From: Stephanie
Larsen, Coordinator of Advising & Veteran Services
Date: 03/02/15
RE: Student Services
Specialist
Proposed: I
propose that we create a new part-time position to support the Welcome Desk. The
schedule for this position would be Monday through Thursday from 1 p.m. to 6
p.m. for a total of 20 hours a week.
Rationale: A new
position is needed to ensure the Welcome Center runs as smoothly and
efficiently as possible. This position is necessary because a single staff
member at the Welcome Desk is not able to serve students to the full extent. From
July 2013 to the end of June 2014 17,695 people were assisted at the Welcome
Center (see breakdown below). In addition to the busy times of year, there are
also peak times for traffic on a daily basis. The afternoons between 12 and 3
are the busiest time of day and wait times can be long during those times. Adding
a second staff member at the desk would enable us to serve students efficiently
and accurately, while also decreasing wait times and improving the overall
experience of visitors to the Welcome Center. Having one part-time position to
assist at the desk would also help guarantee that information being given is
consistent rather than varying as it can be when multiple people are covering
the Welcome Desk. In addition to the
benefit to students, this would also take some strain off of other staff
members since this position would be able to cover breaks and evening for the
College Receptionist.
|
13-14
|
July
|
Aug
|
Sept
|
Oct
|
Nov
|
Dec
|
Jan
|
Feb
|
Mar
|
April
|
May
|
June
|
|
Week 1
|
171
|
482
|
313
|
311
|
555
|
437
|
146
|
196
|
257
|
274
|
287
|
237
|
|
Week 2
|
307
|
494
|
344
|
367
|
589
|
542
|
495
|
234
|
283
|
381
|
339
|
164
|
|
Week 3
|
311
|
1064
|
334
|
260
|
468
|
193
|
719
|
175
|
82
|
325
|
381
|
160
|
|
Week 4
|
368
|
546
|
368
|
338
|
236
|
|
395
|
265
|
336
|
315
|
260
|
200
|
|
Week 5
|
505
|
|
122
|
267
|
|
|
286
|
|
|
133
|
208
|
56
|
|
Total
|
1499
|
2749
|
1481
|
1543
|
1848
|
1172
|
2041
|
870
|
958
|
1430
|
1287
|
817
|
Job Responsibilities:
The full job description is attached. However, below is an explanation of
how the position’s responsibilities would vary based on the time of year.
During the busy times of year when traffic is heavy (July, August,
September, October, November, and January) this staff member would assist with:
Ø
Covering the Welcome Desk during the College
Receptionists breaks and from 4 p.m. to 6 p.m. in the evening
Ø
Signing students in at the Welcome Desk and
directing them where they need to go. During the busy times one person signing
students in is not enough.
Ø
Scheduling appointments for students with
advisors
Ø
Helping students in the lobby with tasks such as:
o
Requesting loans through ROC
o
Completing Master Promissory Notes and Loan
Entrance Counseling
o
Printing tax transcripts
o
Making schedule changes
o
Receiving financial aid paperwork and reviewing
to make sure it is complete
o
Signing up for New Student Orientation and
Registration (NSRO)
During the slower months when lobby traffic is reduced
(June, December, February, March, April, and May), this staff member would work
on other important initiatives and projects in addition to their other duties such
as:
Ø
Covering the Welcome Desk during the College
Receptionists breaks and from 4 p.m. to 6 p.m. the evenings
Ø
Manage the advisor assignment process to ensure
that students are assigned an advisor quickly and accurately
Ø
Communicating with students who (All phone calls
would be made from one of the cubicles in the back. No calls will be made from
the Welcome Desk):
o
Have not registered for classes and scheduling appointments with advisors
o
Have not completed payment arrangements
o
Need to complete a FAFSA and scheduling appointments
with ICAN
o
Are eligible to graduate but haven’t applied to
graduate
Ø
Reviewing Advising Information Site content for
accuracy and clarity and identify resources that may be missing
Ø
Collects data for the Welcome Center including
but not limited to student surveys and lobby traffic information from the
sign-in
Ø
Ensures that students who left without being
helped are followed up with and receive the help they need
Budgetary Allocation:
The proposed hourly wage for this position is $11-12 an hour.
Learning Objective #5: Assess the logic of their analysis from data selection to implementation
CLASSROOM APPLICATION
In the Week 10 Discussion Board posting, I read and assessed the logic and contents of a peer-reviewed journal article. Below is that article analysis.
Sidelinger,
R.J., & Booth-Butterfield, M. (2010).
Co-constructing student involvement: An examination of teacher
confirmation and student-to-student connectedness in the college
classroom. Communication Education, 59 (2), 165-184. http://dx.doi.org/10.1080/03634520903390867
In the article Co-constructing
Student Involvement: An Examination of Teacher Confirmation and Student-to-Student
Connectedness in the College Classroom by Sidelinger and Booth-Butterfield, start
by giving an illustration of how college instructors are viewing the
involvement from the students in their classrooms. Many college professors feel that in spite of
numerous attempts to engage students in their college classrooms, students are
becoming more and more non-responsive. Many instructors reported that they have given
up asking questions and encouraging discussion and have resorted to traditional
lecture format due to the lack of involvement from the students (NSTA ,
2007). Several significant relationships
between connected learning environments and student involvement have been found
(Smith, Kopfman, & Ahyun, 1996; Chatman, 1997; Gibbs & Lucas, 1996;
Coffield, 1981; Fyrenius, Bergdahl, & Silen, 2005; Myers, Edwards, Wahl,
& Martin, 2007; Fassinger, 2000).
The authors’ purpose in writing this article was to explore how the
students and instructor could make a combined effort to co-construct an
educational environment that supports the involvement of students. More specifically, an environment that focuses
on attitudes and perceptions regarding the classroom experience tied to
learning within the college environment.
Earlier research on
instructional communication has vigorously explored and reported on the effects
of different classroom climates.
Research covered in this area includes: (1) enhanced student involvement
through connected classrooms, (2) student involvement, (3) teacher
confirmation, and (4) classroom connectedness. The instructor-student relationship has
indicated that post-secondary schools are often times not student-centered
(Kerr, 2001), students don’t learn if they don’t have positive attitudes in the
classroom (Marzano, 1992), and student-to-student engagement enables more interaction
and better performance in the classroom because they are more linked to their
colleagues (Kagan, 1997). Furthermore,
the authors used Maranzo’s Dimensions of Learning (DOL) model to explore
teacher confirmation behaviors and student-to-student connectedness as a way to
forecast a student’s willingness to speak up in a college classroom, as well as
come to class prepared. Marzano’s DOL model
has been adapted by many K-12 programs. I find this model to be extremely student-centered
and a lot of research is pointing out that post-secondary schools should be
incorporating at least some dimensions from this model into the way college
classroom environments are constructed and implemented. Due to these findings, it is important to
further research whether the communication variables of teacher confirmation
behaviors and student-to-student connectedness co-construct a student’s
involvement, both in and out of the classroom setting.
The authors had the following hypotheses and
research questions:
H1:
Student-to-student connectedness is a stronger predictor of student in-class involvement than class size.
H2:
Student-to-student connectedness mediates the relationship between teacher confirmation behaviors and student
in-class involvement.
Q1:
Which of the classroom variables, student-to-student connectedness or teacher confirmation behaviors, better predicts
student out-of-class involvement?
The findings of this study
indicated that, overall, student-to-student connectedness is a greater predictor
of student in-class involvement than class size alone. The study also confirmed that
student-to-student connectedness fully mediated the relationship between
teachers’ response to questions and student involvement. A direct link was found between teachers who
demonstrated interest and student-to-student connectedness as well as teachers
who demonstrated interest and student involvement. Further, the authors found that a sense of
peer connectedness with a teaching style that promotes participation also promoted
out-of-class involvement with the students.
This study’s original premise
was that learning environments are co-constructed by the relationship students
have with their instructors and peers.
However, I think it is apparent that a complex balance exists as each
could encourage or discourage general student involvement. I believe the most
consistent finding that aligned with the DOL model was that positive
perceptions of student-to-student connectedness are associated with increased
involvement by students, regardless of the class size. Overall, it was found that teachers
confirming communication, teaching style, and student-to-student connections
increased the probability that students actively prepared for in-class
interactions, outside of class time.
In my role as a college advisor,
staff supervisor, and college instructor I find the DOL model to be a notable
resource for all three areas of my job. Dimension
one of Marzano’s DOL encourages that instructors give students the opportunity
to think positively and constructively about themselves, peer groups, teachers,
and tasks. Key components that are
mentioned include the classroom climate, feeling accepted by teachers and
peers, and experiencing a sense of comfort and order. In summary, I found this article to be
extremely relevant. The authors were
able to accurately depict struggles that many instructors face when trying to
solve issues with student engagement. In
my opinion, this problem is even more prevalent at community colleges. It would have been interesting for the
authors to study this issue and find out if two-year colleges versus four-year
colleges had any discrepancies in findings.
Having attended both types of institutions, I believe student-to-student
connectedness is more of an issue at community colleges. Community colleges have much higher
populations of students who are considered first-generation or lower income,
not to mention a large population of non-traditional students who work and
families outside of class. With that
being said, it can be even more difficult to cultivate these kinds of
environments where students are engaged and feel connected with their
peers. I am actually interested in using
some of the research used in the article to create a survey at the community
college I work at to assess how our students and faculty feel about
connectedness in our classrooms.
