Others may choose to guide discussion with questions that move students from problem identification to solutions. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis. However, some of the best case discussions start by forcing the students to take a stand. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. Leading the Case Discussion and Evaluating Performanceĭecision cases are more interesting than descriptive ones. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. Accompanying ReadingsĬase studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze. What alternatives are available to the decision-maker?Īn innovative approach to case analysis might be to have students role-play the part of the people involved in the case.Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.ĭepending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.
College students social questions how to#
It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations.
In the most straightforward application, the presentation of the case study establishes a framework for analysis. Guidelines for using case studies in class
Professor Dixon also provided some written comments that the discussion incorporates. The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.Ĭase assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.A description of the problem’s context (a law, an industry, a family).A decision-maker who is grappling with some question or problem that needs to be solved.Most “full-blown” cases have these common elements: Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision. Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. The use of case studies can therefore be a very effective classroom technique.Ĭase studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles.
0 kommentar(er)
