Date

5-2015

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Jeffrey Ritchey

Keywords

conflict resolution, helping professionals, student-generated case studies

Disciplines

Curriculum and Instruction | Education | Educational Leadership | Educational Methods

Abstract

With recent technological advances, which not only impact the manner in which we deliver higher education but also the essential outcomes pertaining to the disciplines, curriculum design must also advance. Designing pathways to engage students with activities that allow them to deepen their understanding of concepts but more importantly equip them to apply the concept is of high value. The following research outlines a quantitative study of the effect student-generated case studies have on the conflict resolution style development using a quasi-experimental design. This study examined experiential learning theory as it relates to developing conflict resolution styles by comparing conflict resolution styles of graduate counseling and ministry students (helping professionals) whose studies in an online program included a student-generated case study to those whose studies did not include the case study activity. A nonequivalent control group design analysis found only one statistical significant difference in conflict style development of the students who engaged the case study and those who did not engaged with the case study. The results did yield some patterns that will assist those who utilize student-generated case studies as they seek to equip students to meet the necessary outcomes of their chosen studies and ultimately their profession. The most effective pattern surrounds the inclusion of a pretest that enables students to frame the importance of establishing a conflict resolution style in their interactions.

Download

Share

COinS