Case Studies of Classrooms and Communication

Facing the Truth: Northern Ireland Confronts its Violent History

by William M. Timpson

In this article, author and professor William Timpson investigates truths and perceptions, and their implications, in the deeply divided society of Northern Ireland.

Timpson uses an example from during his service as Fulbright Senior Specialist at the University of Ulster’s UNESCO Centre in Northern Ireland to illustrate the inherent complexities in truth and perceptions that are weighted by a history of divisions and violence. He argues that memories of traumatic events, like the “Bloody Sunday” civil rights demonstrations in 1972, are malleable, and need to be revisited in order to confront facts and move forward toward peaceful resolutions. Timpson then models how various instructional options and communication strategies could be applied to this case.

Belief and the Environment: Considerations on Human Values and an Ethic for Living

By Debra K. Holman

In this case study, Debra Holman begins by investigating the controversy created by the claims of Michael Shellenberger and Ted Nordhaus in The Death of Environmentalism, and their idea that environmentalists should draw upon the resources of religion and even myth-making in their forwarding of environmental ethics. From there she expands her gaze to a wider discussion of the interplay of science and belief in the process of finding sustainable answers to troubling environmental problems. Finally, she urges sharing of information and building bridges amongst the many diverse groups involved in an issue with a scope that is no less than global.

Fostering Respect, Understanding, Acceptance, and Appreciation: A Challenge for Educators from Arun Gandhi

By Debra K. Holman

In this article, Debra Holman looks into how universities can work to develop new models for teaching and engaging their students that “meet the challenges of the ever more complex and globally interconnected world.” In this case study, Debra K. Holman begins by examining “Lessons Learned from My Grandfather,” a lecture delivered in a 2006 satellite broadcast for Phi Theta Kappa and the National Collegiate Honors Council by Arun Gandhi, the grandson of Mahatma Gandhi. From there she progresses to show how several institutions and groups, the Association of American Colleges and Universities (AAC&U), the University of Minnesota, the Bonner Foundation, and Mestiza Leadership International, have responded to Arun Gandhi's challenge to help students engage in a diverse and globalizing world.

Public Speaking: Preparing Future Citizens

Mallorie A. Bruns

In this case study, Mallorie Bruns discusses the restructuring of a foundational class on public speaking at Colorado State University in the spring of 2009. After giving important contextual information regarding the Communication Studies Department and the statistics of the class, she examines the central concern of the selection and ordering of the speeches to be given in the class, which have dramatic influences on the dynamics of communication in the classroom. She also considers issues of impact on student confidence, classroom community, and engagement, as well as the class’s role as crucial preparation for a business world that places high priority on communication skills.

Conflict in the Media: Refocusing the Nation and Globe

Mallorie A. Bruns

In this case study, Mallorie Bruns considers the media’s portrayal of conflict, both national and international, and uncovers a continual dearth of reporting on peacemaking efforts in the mainstream US media today. She discusses the slippery nature of the idea of journalistic responsibilities and the strange sensationalistic attraction of violent conflict in the news. Explaining how peacemaking efforts suffer while violence and negativity monopolize the headlines, she proposes a systemic change of media coverage that could return nonviolent conflict-solving to a central place in the media spotlight and the public eye.

Peace Circle: Restoring Peace, Equality, and Safety

Mallorie A. Bruns

In this case study, Mallorie Bruns begins by presenting background information on Mountain View High School in Loveland, Colorado, where in 2001 the dialogue-enabling practice of the Peace Circle was used—a case in which Mallorie was directly involved. She then thoroughly explains how the Peace Circle was utilized by school faculty to promote sharing and reconciliation among the students. She also examines potential barriers to participation and engagement, and includes a list of example Peace Circle participants, a section on evaluation of the process, and detailed references and quotes from varied experts in approaches to peace.

Finding a Balance between Core & Elective Classes at the Middle School Level

Kari Lind-Tufte

In this case study, Kari Lind-Tufte examines the debate over the best balance between core classes and elective classes for middle school. She begins with the conflict over the transition from the junior high model to the middle school model in local Colorado schools, and discusses other impacting factors such as national achievement models, state legislation on standardized testing, strategic scheduling, and school accountability.

What Are the Implications of PSD’s Decision to Eliminate Choice Busing?

Kari Lind-Tufte

In this case study, Kari Lind-Tufte critically examines the decision of the Poudre School District in Fort Collins, Colorado to cancel their choice busing program. This decision, implemented by a recent vote of the school district board, she reveals, deprives students of their previous option of being bused to their neighborhood school or any other local school with a program that interested them. Lind-Tufte discusses implications of the program’s fee-based replacement for families, socioeconomic status, community, and the school district’s budget concerns.

Should Students Be Divided by Gender in Certain Learning Situations?

Kari Lind-Tufte

In this case study, Kari Lind-Tufte addresses the sensitive issue of student division by gender in the classroom at the middle school level. She lays out the historical background and precedent for such division, and then outlines and examines critical evaluations for and against the practice, as well as real life examples. Her discussion includes a look at theories of gender differences in learning and issues of attention inequality, giving a balanced view of the various perspectives. Lind-Tufte approaches the many-faceted issues involved in the debate with poise and understanding, backed by essential resources.

An Ethical Dilemma:The Gardasil Vaccine

Lindsey L. Smith

In this case study, Lindsey Smith looks into the many-faceted controversy that surrounds Gardasil, a vaccine that guards against the Human Papillomavirus (HPV), a sexually transmitted disease. She discusses the fierce debate over a law passed in 2008 making Gardasil mandatory for women immigrating to the United States, and also the complications brought into play by the expensiveness of the vaccine. Smith applies Bloom’s hierarchy and the various models of communication, plus other case study strategies, to this complex issue involving culture, diversity, and sexual health.

Do We Need Foreign Correspondents?

Lindsey L. Smith

In this case study, Lindsey Smith explores the recent trend in journalism toward more exclusive coverage of national or local news, as many media publications recall their foreign correspondents. She addresses journalism’s traditional role in the United States, as well as the rise of easily accessible internet news and the recent economic downturn, and considers how these factors have contributed to the trend of news publications recalling their international correspondents, and even closing their foreign bureaus. Smith raises key questions about the nature of journalism and calls for multiple perspectives in a critical issue.

Completion Grades:Are We Helping or Hindering?

Kim Z. Watchorn

In this case study, Kim Watchorn approaches the somewhat controversial subject of completion grades from multiple angles, discussing teacher motivation, academic climate, online protocols, and most importantly, impact on students. She explores the potential advantages and disadvantages involved with using completion or pass/fail grading, and uses expert references to further investigate the mechanics and psychology of grades.

Gifted Students:The Forgotten Exceptionality

Kim Z. Watchorn

In this case study, Kim Watchorn examines the debate over special education for gifted students. The idea of special education for the gifted ushers in a slew of complex and at times competing ideas and voices. Acknowledging the debate over the nature and definition of giftedness, Watchorn confronts several potential problems, including the intersection with minority concerns, while incorporating multiple perspectives and drawing on respected experts in the field of education. Finally, she proposes a system-wide approach to the multi-faceted issue of gifted education.

Collaboration:A Method of Management for Test Anxiety

Kim Z. Watchorn

In this case study, Kim Watchorn examines both sides of the debate in higher education over collaborative testing, a controversial issue with implications for assessment and test anxiety. Addressing perceptions about testing, and the anxiety it produces, from various perspectives in society, and highlighting the viewpoints of educators and institutions, Watchorn applies these diverse outlooks to the heart of the issue. She also gives context and depth with reflective inquiry into the nature of test anxiety and how it can be best addressed.

The Prevention of Bullying and the Role of Diversity Education

Angela Conly

In this case study, Angela Conly discusses the link between a strong program of diversity education and the prevention of bullying in public schools. Conly begins by defining bullying, and proceeds to explore the potential impacts of the power imbalance that accompanies bullying. At risk and minority students are often targets, indicating that the same sense of the other is at work as in adult hate crimes. She proposes that by incorporating diversity education into the structure of our schools, we can address bullying on a fundamental level.