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Speed Case: an Introduction to Creating Case Analyses Like a Lawyer and Presenting Them Like an Actor

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Speed Case: an Introduction to Creating Case Analyses Like a Lawyer and Presenting Them Like an Actor SPEED CASE: AN INTRODUCTION TO CREATING CASE ANALYSES LIKE A LAWYER AND PRESENTING THEM LIKE AN ACTOR Abstract Submission for Redesigning the MBA: A Curriculum Conference May 8–10, 2016 Indianapolis, Indiana, USA Submission deadline: November 6, 2015 Response deadline: December 1, 2015 Name: Richard Thomas Title and Rank: Clinical Assistant Professor, University of Illinois at Chicago (UIC); Master Teaching Scholar of The Learning Center of the Office of the UIC Vice Provost for Faculty Affairs Departments and College: Managerial Studies and iLead Student Professional Development Program, UIC College of Business Administration (UICBusiness) Email: [email protected] Cell: 312-285-5415 I have strong experience as a trial lawyer, main stage improviser at Second City and, of course, as a teacher. I am interested in teaching critical thinking, analysis, logic and self-discipline skills AND creativity, connectivity and internal and external awareness skills in a balanced and synergistic way in his ethics, management, professional presence and communications classes. I am excited to teach and therefore explore how this approach can be applied to disciplines and courses that offer students knowledge and/or skills in the field of business. SPEED CASE: AN INTRODUCTION TO CREATING CASE ANALYSES LIKE A LAWYER AND PRESENTING THEM LIKE AN ACTOR Below is a breakdown of time and the lesson plan for the rest of the 60 minutes if you are interested----a something wonderful right away (improvisational acting concept) approach: 6 minutes with white board to lay out basic presentational approaches to case analysis---basic definitions of introduction, issues, facts, analysis, recommendations and conclusions (a slightly modified law school---and law practice method of briefing a case). 1 4 minutes showing a video as source material for the lesson’s activities: for example--- http://www.marketwatch.com/video/nfl-makes-twitter-first-social-media-draft-pick/4F690D8E- D98C-4748-BA09-BCE014FFA2B3.html This should leave 50 minutes. 6 minutes on presentation of facts (of circumstance presented in video) ---Participant volunteer speaks for a minute----entire group debriefs what she did 6 minutes on presentation of issues---Participant volunteer speaks for a minute---entire group debriefs what she did 6 minutes on analysis----Participant volunteer speaks for a minute----entire group debriefs what she did 6 minutes on recommendations----Participant volunteer speaks for a minute----entire group debriefs what she did 10 minutes on introduction and conclusions----2 Participant volunteers---one presents intro, one presents conclusion----entire group debriefs what they did This should leave 31 minutes. By this point the group should have a general consensus on how they want to present the case: introduction says what they are going to do and how they are going to do it and what they will recommend in headlines so decision makers know where they are going (a trial advocacy approach); issues lay out problems or other considerations (and recommendations offer action plans in response to the listed issues) facts are concrete details of the case presented with completeness and specificity (answering the need for complete investigation of details analysis looks at the facts in light of relevant conceptual information (research of highest thought available normally; or the highest knowledge and intelligence in real time of the participants in the improvisational Speed Case) and viewed with critical thinking and logic recommendations offer action plans in response to the listed issues conclusion mirrors the introduction saying what team did, how they did it and what they recommended the decision makers do. The volunteers will deliver the presentation in approximately16 minutes. 15 minutes is left for general discussion. The main focus of the conversation will be how preoccupation with a complex substantive task freed the communication and other professional presence skills of the presenters and how the “crisis” atmosphere of improvising helped the 2 presenters improve their understanding of the elements of a well-argued case analysis and the attendant skills of critical thinking, logic, teamwork and decision-making. RECENT CLASSES TAUGHT AND CV Course numbers and titles that I have taught in the last 3 years. • BA 200, Managerial Communication • BA 100, CBA Freshman Orientation • BA 290, Business Ethics • BA 420, Professional Presence • ACCT 470, Ethical Environment of Business • MGMT 594, Corporate Responsibility and Sustainability • MGMT 494, Corporate Responsibility and Sustainability Curriculum Vitae Richard S. Thomas 5320 N. Sheridan Road, # 1703 • Chicago, IL 60640-7345 • (312) 285-5415 [email protected] [email protected] http://www.linkedin.com/pub/richard-thomas/2b/78a/342 SUMMARY I am a Clinical Assistant Professor at the University of Illinois at Chicago (UIC) Business School (UICBusiness) who has recently been named a Master Teaching Scholar of The Learning Center of the Office of the Vice Provost for Faculty Affairs (see below). I am a lawyer. I practiced primarily in the field of ethics and professional responsibility, but I no longer do so. I teach improvisation at UIC (I am an alumnus of the resident company of Chicago’s Second City Theater) ---as a method of professional presence and development training. My background as a lawyer, teacher, writer and theatrical improviser are the credentials needed for the job. I also--- and equally---act, improvise, teach actors, direct, write for the theater and remain open to good opportunities to do all of same. Joseph Campbell said the artist should teach his form as his job and create art as his work. I love my job and my work. In addition to my professional development and communications work at UIC, I equally teach in and provide service for the Managerial Studies Department, and accreditation assessment and ethics’ initiatives at UICBusiness. 3 My teaching method involves experiential learning and exploration---a hybrid of arts, ethics and professionalism training with a focus on the tasks and issues professionals actually perform and encounter. I have developed and worked with these methods for many years. I also independently provide teaching, writing, consulting, training and coaching services for legal, business, academic, arts and other professionals. I have a B.A. in Communication Arts from Notre Dame, a J.D. from Loyola Law (Chicago) and, as mentioned above, I’m a Second City veteran. I draw on all of my diverse education and experience in my work. EDUCATION Loyola University School of Law, Chicago, Illinois Juris Doctor, 1981 • Taught “Street Law” at Wells High School in Chicago University of Notre Dame, Notre Dame, Indiana Bachelor of Arts, 1977, American Studies and Communication Arts • Dean’s List • Resident Assistant, Keenan Hall • Co-founder and emcee of the original Keenan Hall Revue, which has become a campus tradition and is produced every year http://issuu.com/the- observer/docs/finished_template_20_pages__2-25-13_/1 (Notre Dame Observer issue with article re: visit to 2013 Revue) ACADEMIC AND TEACHING EXPERIENCE Master Teacher Scholar, University of Illinois at Chicago, The Learning Center of the Office of Vice Provost for Faculty Affairs September 2015 – Present I have been selected as a Master Teaching Scholar (MTS) for the 2015-2016 academic year by the Center for the Advancement of Teaching Learning Communities (TLC) of the Office of the Vice Provost for Faculty Affairs. I will be working with 11 other MTSs in this campus wide initiative to support UIC faculty’s growth as teachers of our talented and diverse student body and strengthen the culture of action and reflection related to the improvement of teaching at UIC. MTSs are peer leaders, anchoring the Center’s programming and supporting faculty who seek to strengthen any number of aspects of their teaching practice by becoming Center members on a semester-basis as Teaching Scholars (TSs).MTSs provide mentoring, consultation, and support to TSs individually and/or in a group setting (ratio of about three TSs to one MTS) and contribute to the design and implementation of seminars/workshops on teaching and learning in 4 college classrooms. MTSs also take turns leading Teaching Conversations among all MTSs and TSs, which are also open to all UIC faculty. In the Fall 2015 semester, all MTSs will contribute to the development and implementation of seminars/workshops focused on topics of their choice that are consistent with the Center’s mission. Clinical Assistant Professor, University of Illinois at Chicago College of Business Administration, Chicago, Illinois, August 2014-present. I call on my background as an improvisational theater artist, lawyer, teacher and writer in this position. Courses: • Managerial Communications (primarily managerial writing) • Professional Presence I, II, III (Improvisation used as pedagogy to teach communication and interpersonal skills) • Business Ethics • Corporate Sustainability and Social Responsibility • Other courses by assignment of the College including Managerial Studies Department, Ethics and Professional Development initiatives Service: • Assessment of College-wide Student Writing and Oral Presentation Skills • Creating and Presenting Improvisational Workshops re: networking, team-building and presentation skills at Liautaud Graduate School of Business Orientation, and Transfer and Honors Students Boot Camps and Intensives • Coaching Intra- and Inter-Collegiate Case Presentation Teams
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