Mentored Practice

Spring 2004

"A case study is a report, usually written, that presents an event involving a dilemma or problem for consideration. It is a slice of life, a recounting of an actual human situation. ... It is one person’s recollection of what happened told as accurately and honestly as possible, but which cannot therefore be taken as '‘the truth of the matter.'’ Other persons involved may give different accounts. But it is that one person’s recollection, and as such it may be a source of learning, especially for the person involved. … A case study is not an account of an extraordinary event in ministry but rather one that is fairly typical and which involves some responsibility on the part of the student. … Case studies are written in the first person … ." (Coll, Supervision of Ministry Students, 78-79)

During the first half of the Mentored Practice Seminar, the information base for developing new ministerial knowledge and skill will be provided largely by the reading assignments. In the latter half of the seminar, student case studies will provide the data, the information, from which knowledge and skill will be developed. In both parts of the seminar, both students and instructors will be drawing upon their own knowledge and experience as they interact with the "information base."

A case study should be about a specific event in which you were involved in your role as student minister or chaplain. A case study should not be drawn from your "general" life, but from your work in your ministerial role. The event/experience should be one that you have continued to ponder and have specific aspects about which you wish to engage your peers.

The case study will normally be one page (single spaced), and in any event never any longer than two pages. The discipline involved in deciding what information should be included in the presentation is part of the learning process. It will allow you to surface the critical issues buried in the event. Case studies will have the following sections.

Who are the people? What are their relationships to each other, to you? What is the context? What is your role? If you bring any particular skills or concerns to this event, specify them.

Determine when the "event" began and when it ended. Describe what happened as objectively as possible, using little or no emotive or evaluative language. You may include lines of dialogue between you and the other(s), but do not make this a verbatim.

What did you do? What did you hope to accomplish in this event? What did you in fact accomplish? What would you have done differently?

What specific questions or concerns do you want your group to address? Theological? Biblical? Interpersonal? "What should I have done?" "What should I do now?" . . .

On a separate page, and following the process developed by Killen and DeBeer, engage in theological reflection on the event. Include feelings, image(s), the heart of the matter, resources from the tradition, insight, and new action.

All case studies are due on (                  ) in class. You are reminded that they are confidential information and should not be shared with anyone outside your group.

The purpose of group discussion is to gain greater clarity about the event and its pastoral and theological implications, both for the presenter and for the others in the group. It is not to evaluate the adequacy of the presenter’s person, faith, or ministerial skill. The presenter is encouraged to think of the experience as an opportunity for learning, for transforming experience into knowledge and pastoral skill.

The presenter will respond to questions and give additional information. A second person will serve as timekeeper.

5"Additional information from presenter

15" Group discussion of event, seeking to understand more fully what was happening in the presenter, between the presenter and the others in the case (presenter silent).

10" Discussion of Issues for Group Consideration (presenter silent).

20" Response from presenter and theological reflection on issues raised.