Teaching with Case Studies
TLT Faculty Center
Patricia Aceves & Linda Unger

Objectives:

At the end of this workshop, students will:

Briefly describe the benefit of teaching with case studies (one-minute paper);

Have access to reference materials on how to teach with case studies (course management system and a campus web site);

Describe situations in which case studies are appropriate for teaching use-case scenarios and critical thinking (workshop discussion with peers and instructors).

What We'll Discuss

• Why Case Studies?
• Steps to teaching with case studies
• Developing questions for critical thinking
• Additional resources

Why Case Studies?

• real-world problem solving
• varying levels of complexity
• develops critical thinking and reflective thinking
• active learning

Teaching Case Studies: Level 1

• Explore a problem by sorting out relevant facts, developing logical conclusions, and presenting them to fellow students and the instructor.
• Students discuss the problem, their role is that of commentator-observer in a traditional academic sense.

Level 2

• Students can be assigned roles in the case, and take on perspectives that require them to argue for specific actions from a character’s point of view, given their interests and knowledge

Level 3

• Students take the initiative to become fully involved, so that topics are no longer treated as abstract ideas, but become central to the student’s sense of self—of what they would choose to do in a specific real world situation.

Question:
What types of cases do you use for teaching?

Unfolding Case Studies

• Presents data in stages
• Using a building block style of case study mirrors actual nursing practice
• Problems can be made increasingly complex

Developing Questions that Stimulate Critical Thinking

Discussion

Questions?

Untitled Slide