A case study is an instructional approach wherein the instructor uses a story or scenario to introduce relevant content. Students use the case to carry out a defined task (e.g., solve a problem, test a theory, identify a pattern, resolve a conflict, etc.). Case studies can be conducted by individuals, groups or the entire class. To be effectives, the case(s) must be of interest to students and relevant to the discipline or field of study. Otherwise, they may fail to make a connection with the material. Furthermore, it is imperative that students learn to apply what they experience ...
Read More +A case study is an instructional approach wherein the instructor uses a story or scenario to introduce relevant content. Students use the case to carry out a defined task (e.g., solve a problem, test a theory, identify a pattern, resolve a conflict, etc.). Case studies can be conducted by individuals, groups or the entire class. To be effectives, the case(s) must be of interest to students and relevant to the discipline or field of study. Otherwise, they may fail to make a connection with the material. Furthermore, it is imperative that students learn to apply what they experience in completing the case study to future problems and cases (e.g., they must recognize what can be generalized and applied to other scenarios/cases).
Purpose: Case studies enable instructors to provide their students with realistic and stimulating situations that involve them in real-world analyses and procedures.
Read Less -SALTISE community members who use this strategy and are willing to share advice and/or resources.
Level | University |
Institution | McGill University |
Discipline | Engineering |
Instructor | Lawrence R. Chen |
Class size | 200 |
Classroom setting | Lecture room |
Resources used | View More |
Level | College |
Institution | Dawson College |
Discipline | Interior Design |
Instructor | Leigh Barnett Shapiro |
Class size | 15-20 |
Classroom setting | Active Learning Classroom |
Resources used | View More |
Level | College |
Institution | Dawson College |
Discipline | Applied Arts – National Building Code |
Instructor | Leigh Barnett Shapiro |
Class size | 30-40 |
Classroom setting | Active Learning Classroom |
Resources used | View More |
Level | College |
Institution | Dawson College |
Discipline | Chemistry |
Instructor | Yann Brouillette |
Class size | 30-40 |
Classroom setting | Lecture room/Active Learning Classroom |
Resources used | View More |
Level | College |
Institution | Dawson College |
Discipline | Chemistry |
Instructor | Adamo R. Petosa |
Class size | 25-40 |
Classroom setting | Lecture room/Active Learning Classroom |
Resources used | View More |
An interesting case study truly gets the students speaking/discussing. Throughout the process, students can be seen working together enthousiastically. If the underlying story interests them, they will solve the problem! Furthermore, if peer-review and peer-feedback is built into the case study, students are always interested to see how their group's findings compare with their peers. Overall, case studies allow the instructor to make things "real" for the students. He/she has an opportunity to be creative and to think up interesting ways to get their students attention. I personally enjoy providing my students with a mystery or rescue scenario to work in.
(Adamo Petosa, Dawson College)
The real challenge is ensuring students will be able to apply what they learn in completing the case study to future problems and cases. They must recognize what can be generalized and applied to other scenarios/cases. To facilitate this, the teacher can follow up the case study with strategies that result in the generation of flow charts, heuristics or other tools that help students to solve future problems.
(Adamo Petosa, Dawson College)
A case study generally requires four distinct steps.
STEP 1: The instructor selects and distributes a case study to the students.
STEP 2: Students read the case and identify key components.
STEP 3: In groups, students discuss the case’s key components and lessons learned.
STEP 4: The instructor distributes a new case.
STEP 5: In groups, students try to solve the new case using general principles and lessons learned from the previous problem.
STEP 6 / Additional step(s):
As a class, students discuss their solution(s) to the new problem and similarities/differences from the original case.
Alone, students reflect on their learning and apply lessons learned to a new problem.
SMART amp: online collaborative platform
Herreid, C. F. and Schiller, N. A. (2013). Case studies and the flipped classroom. Journal of College Science Teaching.
Herreid, C. F. (2005). Using case studies to teach Science education: Classroom methodology. American Institute of Biological Sciences, ERIC.
Weinberg, S. L. and Abramowitz, S. K. (2000). Making general principles come alive in the classroom using an active case studies approach. Journal of Statistics Education.
Anderson, E., Schiano, B. and (2014). Teaching with cases: A practical guide.. Harvard Business Review Press.
George A. L. and Bennett, A. (2005). Case studies and theory development in the Social Sciences. MIT Press: Cambridge, Massachusetts.
Teaching by the Case Method -Center for Teaching and Learning, Stanford University
The Case Study Method for Advanced Teacher Education – NAATE Teachers
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