Andrei Bazhanov (Vladivostok) and Anna Nabirrukhina (St. Petersburg) discuss case teaching notes.
	Work group prepare for role playing exercise to evaluate the Swatch case.
	Elena Lvina (Samara) and Tatiana Permyakova analyze opening questions.
	Zoya Kayira presents the work groups analysis of the Division of Water Resources case.
	Andrei Bazhanov leads participants in discussion.
	JFDP alumni demonstrate their technology savvy.
	The group enjoys a little time away from the classroom - Petrogof Palace.
	IATP Director David Koenig
	Students gather for morning classes
	Professor Jon Brock
	Students applaud their instructor, Jon Brock
	Marina Moiseeva presenting the Community Development Project
	Larissa Zolaterova and Tatiana Permyakova work on the laptop computers
	Leonid Kluyev of Project Harmony at work
	Students confer regarding projects
	Alexander Sidorenko presenting the Community Development Project
	Tatiana Bogdanova presents

Project Harmony and the Innovation and Development Center opened the Internet Access and Training Program's 2002 Electronic Hallway Summer School: Teaching with Case Studies in Saint Petersburg, Russia on June 30, 2002. Twenty Junior Faculty Development Program alumni gathered at a manor just outside of Petrogof Palace for an intensive six day course devoted to case study teaching and Internet integration. The unique setting, where we are experiencing the legendary White Nights, has made working late into the night somehow less noticeable!

Day 1
Each of the two instructors presented a case to introduce the method, establish basic expectations and a baseline for evaluation. Jonathan Brock, University of Washington (Seattle) and Pavlo Sheremeto, Kyiv Mohyla Business Academy (Kyiv, Ukraine) immediately placed the JFDP alumni into the role of learners by beginning the summer school with two case studies that would later be used to identify the purpose, features and possibilities of the Case Teaching method.

Sheremeto taught an intriguing case study highlighting the Swiss watch firm "Swatch" and challenged the JFDP alumni "students" to analyze the firm's marketing plan by using intense group work and role-playing exercises. After teaching the case, Sheremeto spent one hour facilitating a comparative analysis on how the case was taught and the specific opening questions and skills used. An Internet presentation of "Swatch" products permeated the case and emphasized to the students the benefits of using IT to enhance the educational process in Russia.

The afternoon sessions developed the JFDP alumni abilities to create and deliver "opening questions" during the Case Teaching process. While this session lasted for a mere one and a half hours, the students spent the following two hours practicing and analyzing the first sentence used to introduce students to a case study. Work continued until nearly midnight with students meeting with work groups to prepare case teaching notes for assigned readings.

Day Two
Summer school participants met in their workgroups during breakfast to formulate teaching action plans for their assigned case presentations. During the course of the 60-hour school the participants engaged each other as students and as instructors.
The assigned cases are based on NIS materials, therefore, the invited faculty began the morning session with an evaluation of cultural barriers educators must keep in mind when introducing the case method into their institutions as well as how to modify cases written for western audiences. After each workgroup related interpretations of cultural barriers, they met with their colleagues to scan the Internet and write Power Point presentations for the upcoming practicum. Beginning with the afternoon session on day two, a total of four cases will be taught by the participants. During each case presentation, participants are required to use Internet resources and ensure each team member performs an active role.

Jon Brock provided immediate feedback with all participants after the first case, Ethical Dilemma in the Cumbrian Cultural Endowment thereby reinforcing effective practical teaching skills. Case study teaching requires materials prepared to engender discussion among students and to develop their judgment, rather than to expand their store of facts and theory. Brock underscored to the participants during the initial practicum review session that while some of the materials in the case collections in the United States may have value in developing Eastern European public and private management, the issues faced by local government leaders and officials in the countries which emerged from the former Soviet Union require case materials that deal with the issues that are typical to these systems and to this time period. Hence, he encouraged the participants to provide direct feedback to one another as to presentation skills and delivery manners they find effective in Russia. After this one-hour review session, Brock isolated the first teaching group and began a two-hour review of the presented case. Project Harmony digitally recorded each presentation and subsequent hour-long group feedback session in order to provide each participant with a compact disc of the experience. With such a resource, all JFDP faculty will be able to share the summer school experience with their colleagues at home. However, the main goal of digitally recording is to develop interactive content for the website participants will support in the upcoming months. www.casemethod.ru

Day Three and Four
JFDP alumni worked until after midnight during day three and four of the summer school in order to enhance their case practicum presentations. Each day Brock and Sheremeta provided extensive feedback, and the remaining workgroups were challenged to re-evaluate their work and incorporate feedback immediately. In addition to workgroup presentations and review of the Church-State Controversy in Budapest and Local Education Authority cases, day four sessions addressed the process of writing cases incorporating IT: how to choose the right topic, how to conduct interviews, how to create case outlines, how to design a course which includes cases, means of presenting cases online and when IT can be used to enhance to process. As participants became physically exhausted during the first four days of the summer school, each group was given the afternoon to relax in the gardens of Petrogof Palace. Interestingly, amidst the multitudes of tourists, each group continued to converse as to how they will be able to maintain contact and develop online community support groups after the summer school ends. (These ideas will be presented on the sixth and final day of the summer school and each participant will volunteer to moderate web forums, listservs and website content.)

Day Five
By the end of day five each participant identified an area of interest for which they will write case studies. Participant projects include cases that will evaluate effective distance learning platforms, means to attract professors and students to distance learning, and cases to promote effective communication skills. During the upcoming months participants will present their cases online in order to share constructive commentaries. In addition, they will discuss outlines for their courses and draft case sequences with the goal of sharing individual resources and promoting the JFDP initiated online educational community.

During day five, the summer school facilitators completed an assessment and exchanged feedback on how the school was progressing.
They felt it was a significantly positive factor that instruction took place in English. The English language requirement provided an additional challenge to participants and it meant, by and large, that the JFDP alumni who did take part had impressive credentials and a clearly demonstrated commitment to the program. Additionally, each participant took an active part in the classroom discussion - pushing them to go outside the comfort zone of their native language. Participants spent the remaining evening hours on day five sending off summer school updates to their sponsoring institutions across Russia and, of course, demonstrated how they are truly "wired" by catching up on email.

Day 6
The final day of the summer school brought all of the JFDP participants online with their new knowledge of the Case Method of Teaching. Nearing mental exhaustion from the highly demanding schedule, each alumnus/alumna worked with Project Harmony representatives to direct the future of Case Method expansion in Russia and the NIS. Initially, Oleksander Sydorenko spoke about the current resources available worldwide via the Internet and where the NIS stands with developing its own resources. He assisted the alumni to interpret which resources which will be effective to their home institutions and elaborated on the challenges presented by purely western resources. JFDP alumni Marina Mouisseva and Tatiana Gusakova conducted a session later in the day dedicated to online community building. Both divided the participants into groups that brainstormed the various sections of www.casemethod.ru and how this core group of ECA alumni will provide the basis for a case method online community. The discussions led to most participants volunteering to maintain various sections of the website and facilitating project expansion. Jon Brock closed the summer school with the international aspects of overcoming barriers to case teaching via the worldwide web.