Case Study Method
Scholarship On Teaching - Topic: Case Study Method - 19 results
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Using Cases to Improve College Teaching: A Guide to More Reflective Practice
Additional Info:
This monograph explores practical and theoretical issues in use of case studies for college faculty to reflect on and improve instruction. Six chapters: (1) describe teaching case studies, with an overview of how and why they are used; (2) explore the rationale for their use within the frameworks of scholarship and professional development; (3) present three brief case studies and suggestions for their use in discussion; (4) present reports from faculty groups who have ...
This monograph explores practical and theoretical issues in use of case studies for college faculty to reflect on and improve instruction. Six chapters: (1) describe teaching case studies, with an overview of how and why they are used; (2) explore the rationale for their use within the frameworks of scholarship and professional development; (3) present three brief case studies and suggestions for their use in discussion; (4) present reports from faculty groups who have ...
Additional Info:
This monograph explores practical and theoretical issues in use of case studies for college faculty to reflect on and improve instruction. Six chapters: (1) describe teaching case studies, with an overview of how and why they are used; (2) explore the rationale for their use within the frameworks of scholarship and professional development; (3) present three brief case studies and suggestions for their use in discussion; (4) present reports from faculty groups who have written case studies, with their suggestions on how to proceed; (5) discuss nine issues that have emerged through the use of cases (how they can place the focus on learning as well as teaching, possible alternative formats, getting at the more subtle issues of practice, going beyond problems to the problematic, whether and how cases can represent best practice, including content issues, using cases to build on one another, creating occasions for more productive use of cases, and the impact of case use on teaching improvement); and (6) describe three possible scenarios illustrating how cases might contribute to a campus culture that takes teaching and learning seriously. Four additional cases and teaching suggestions are appended as is a list of 13 resource organizations. (From the Publisher)
Table Of Content:
Preface
ch. 1 Cases about college teaching and learning - a picture of emerging practice
ch. 2 The Case for cases - a deeper rationale
ch. 3 Using cases on your campus - three examples and strategies for making them work
ch. 4 Writing cases on your campus
ch. 5 Achieving the promise of cases - next steps and emerging issues
ch. 6 Cases and campus culture
Appendices - References - Sources Cited, Projects, People, Materials, Additional Cases
This monograph explores practical and theoretical issues in use of case studies for college faculty to reflect on and improve instruction. Six chapters: (1) describe teaching case studies, with an overview of how and why they are used; (2) explore the rationale for their use within the frameworks of scholarship and professional development; (3) present three brief case studies and suggestions for their use in discussion; (4) present reports from faculty groups who have written case studies, with their suggestions on how to proceed; (5) discuss nine issues that have emerged through the use of cases (how they can place the focus on learning as well as teaching, possible alternative formats, getting at the more subtle issues of practice, going beyond problems to the problematic, whether and how cases can represent best practice, including content issues, using cases to build on one another, creating occasions for more productive use of cases, and the impact of case use on teaching improvement); and (6) describe three possible scenarios illustrating how cases might contribute to a campus culture that takes teaching and learning seriously. Four additional cases and teaching suggestions are appended as is a list of 13 resource organizations. (From the Publisher)
Table Of Content:
Preface
ch. 1 Cases about college teaching and learning - a picture of emerging practice
ch. 2 The Case for cases - a deeper rationale
ch. 3 Using cases on your campus - three examples and strategies for making them work
ch. 4 Writing cases on your campus
ch. 5 Achieving the promise of cases - next steps and emerging issues
ch. 6 Cases and campus culture
Appendices - References - Sources Cited, Projects, People, Materials, Additional Cases
Case Study in Theological Education
Additional Info:
Journal Issue.
Journal Issue.
Additional Info:
Journal Issue.
Table Of Content:
Metaphysics of the Mundane (Keith R. Bridston)
A Case Study Method for Moral Education (Frederick S. Carney)
The Case Method in Law Study (Richard Strecker)
Casuistry and Case Method: An Interview (Richard A. Hill and Kevin A. Wall)
Transferring Professional Training Models: The Case Method for Theological Education? (Fred K. Foulkes)
Case Study Methods for Historical Studies (Louis R. Weeks)
Case Study: Lyman Beecher (1775–1863) (Louis R. Weeks)
The Case Method Project At Lancaster Theological Seminary (Arthur M. Sherman and James D. Glasse)
Annotated Bibliography on the Case Study Method
Courses Using Case Study (M. B. Handspicker)
Ruminations of a Novice Case Study Teacher (M. B. Handspicker)
Journal Issue.
Table Of Content:
Metaphysics of the Mundane (Keith R. Bridston)
A Case Study Method for Moral Education (Frederick S. Carney)
The Case Method in Law Study (Richard Strecker)
Casuistry and Case Method: An Interview (Richard A. Hill and Kevin A. Wall)
Transferring Professional Training Models: The Case Method for Theological Education? (Fred K. Foulkes)
Case Study Methods for Historical Studies (Louis R. Weeks)
Case Study: Lyman Beecher (1775–1863) (Louis R. Weeks)
The Case Method Project At Lancaster Theological Seminary (Arthur M. Sherman and James D. Glasse)
Annotated Bibliography on the Case Study Method
Courses Using Case Study (M. B. Handspicker)
Ruminations of a Novice Case Study Teacher (M. B. Handspicker)
Additional Info:
Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
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Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
Active Learning Techniques including Peer Instruction, Class Debate, Role-Playing, Case Studies, and Creative Scenarios and Simulations.
Additional Info:
Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as “It all depends,” or “Whose morality?” or “Who's to say?” as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students ...
Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as “It all depends,” or “Whose morality?” or “Who's to say?” as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students ...
Additional Info:
Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as “It all depends,” or “Whose morality?” or “Who's to say?” as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students to grow in both confidence and ability to make good ethical judgments. The case method, used with a Socratic pedagogy, engages imagination and counters the deficits in empathy found in many contemporary students. It moves students toward understanding morality itself. Against skepticism, it assists students in exercising practical reason, culminating in decision. Five cases invite students to overcome extreme relativism, to look for and evaluate relevant differences, and to enter into ethical discussion with other students on the sexual issues they face in their college years.
Many undergraduates are culturally shaped to avoid making ethical judgments. They spontaneously adopt relativist and skeptical strategies such as “It all depends,” or “Whose morality?” or “Who's to say?” as ways of fending off the challenge of making moral decisions. The current tsunami that is washing away traditional sexual norms is both a result and a cause of this cultural shift. Case studies can mitigate this decline and help students to grow in both confidence and ability to make good ethical judgments. The case method, used with a Socratic pedagogy, engages imagination and counters the deficits in empathy found in many contemporary students. It moves students toward understanding morality itself. Against skepticism, it assists students in exercising practical reason, culminating in decision. Five cases invite students to overcome extreme relativism, to look for and evaluate relevant differences, and to enter into ethical discussion with other students on the sexual issues they face in their college years.
Using Cases in Higher Education: A Guide for Faculty and Administrators
Additional Info:
Using Cases in Higher Education: A Guide for Faculty and Administrators is an essential resource created for faculty and administrators who utilize case studies to analyze, assess, and respond to the complex and difficult issues facing higher education leaders. While this volume will prove useful with any case study, it is specifically designed to complement the series of casebooks and teaching notes, starting with Casebook I: Faculty Employment Policies and ...
Using Cases in Higher Education: A Guide for Faculty and Administrators is an essential resource created for faculty and administrators who utilize case studies to analyze, assess, and respond to the complex and difficult issues facing higher education leaders. While this volume will prove useful with any case study, it is specifically designed to complement the series of casebooks and teaching notes, starting with Casebook I: Faculty Employment Policies and ...
Additional Info:
Using Cases in Higher Education: A Guide for Faculty and Administrators is an essential resource created for faculty and administrators who utilize case studies to analyze, assess, and respond to the complex and difficult issues facing higher education leaders. While this volume will prove useful with any case study, it is specifically designed to complement the series of casebooks and teaching notes, starting with Casebook I: Faculty Employment Policies and Teaching Notes to Casebook I: Faculty Employment Policies. (From the Publisher)
Table Of Content:
Preface
Introduction: Teaching and Learning with Case Studies
ch. 1. Overview: Using Cases in Higher Education
ch. 2. Case Studies as Teaching Tools
ch. 3. Essential Elements of Effective Case Teaching
ch. 4. Post-Discussion Learning
Annotated Bibliography
Appendix Kansas State University Case
Index
Using Cases in Higher Education: A Guide for Faculty and Administrators is an essential resource created for faculty and administrators who utilize case studies to analyze, assess, and respond to the complex and difficult issues facing higher education leaders. While this volume will prove useful with any case study, it is specifically designed to complement the series of casebooks and teaching notes, starting with Casebook I: Faculty Employment Policies and Teaching Notes to Casebook I: Faculty Employment Policies. (From the Publisher)
Table Of Content:
Preface
Introduction: Teaching and Learning with Case Studies
ch. 1. Overview: Using Cases in Higher Education
ch. 2. Case Studies as Teaching Tools
ch. 3. Essential Elements of Effective Case Teaching
ch. 4. Post-Discussion Learning
Annotated Bibliography
Appendix Kansas State University Case
Index
Additional Info:
Journal Issue. Full text is available online.
Journal Issue. Full text is available online.
Additional Info:
Journal Issue. Full text is available online.
Table Of Content:
ch. 1 Teaching the Moral Traditions of Others: Editor's Introduction (Fred Glennon)
ch. 2 Educating Students as Immanent Critics of Religious-Moral Traditions (Rosemary B. Kellison)
ch. 3 Marriage and Moral Traditions of Others: Teaching Religious Ethics and World Religions (Irene Oh)
ch. 4 Using Group Work and Case Study to Teach about Islamic Law (Nahed Artoul Zehr)
ch. 5 Critical Thinking and Teaching the Religious Traditions of Others (Steven Benko)
ch. 6 Wider Moral Communities: A Framework for Teaching Comparative Religious Ethics (Mark Larrimore)
ch. 7 The Personal is Pedagogical: Embracing Moral Debate in the Religious Studies Classroom (Elizabeth Barre)
Resources
Journal Issue. Full text is available online.
Table Of Content:
ch. 1 Teaching the Moral Traditions of Others: Editor's Introduction (Fred Glennon)
ch. 2 Educating Students as Immanent Critics of Religious-Moral Traditions (Rosemary B. Kellison)
ch. 3 Marriage and Moral Traditions of Others: Teaching Religious Ethics and World Religions (Irene Oh)
ch. 4 Using Group Work and Case Study to Teach about Islamic Law (Nahed Artoul Zehr)
ch. 5 Critical Thinking and Teaching the Religious Traditions of Others (Steven Benko)
ch. 6 Wider Moral Communities: A Framework for Teaching Comparative Religious Ethics (Mark Larrimore)
ch. 7 The Personal is Pedagogical: Embracing Moral Debate in the Religious Studies Classroom (Elizabeth Barre)
Resources
Additional Info:
This Times Higher Education piece introduces the "case study" as a learning activity. A bit choppy in its prose, the piece nonetheless offers a solid introduction to case studies. Includes reasons why they are valuable, a framework for the activity (motivation, exploration, analysis toward deeper understanding), instructions for preparation, and the attention to the use of case studies in examinations.
This Times Higher Education piece introduces the "case study" as a learning activity. A bit choppy in its prose, the piece nonetheless offers a solid introduction to case studies. Includes reasons why they are valuable, a framework for the activity (motivation, exploration, analysis toward deeper understanding), instructions for preparation, and the attention to the use of case studies in examinations.
Additional Info:
This Times Higher Education piece introduces the "case study" as a learning activity. A bit choppy in its prose, the piece nonetheless offers a solid introduction to case studies. Includes reasons why they are valuable, a framework for the activity (motivation, exploration, analysis toward deeper understanding), instructions for preparation, and the attention to the use of case studies in examinations.
This Times Higher Education piece introduces the "case study" as a learning activity. A bit choppy in its prose, the piece nonetheless offers a solid introduction to case studies. Includes reasons why they are valuable, a framework for the activity (motivation, exploration, analysis toward deeper understanding), instructions for preparation, and the attention to the use of case studies in examinations.
Additional Info:
This Boston University Center for Excellence & Innovation in Teaching article describes the elements of a proper case study, its advantages for learning, guidelines for using case studies in class, and select additional online resources.
This Boston University Center for Excellence & Innovation in Teaching article describes the elements of a proper case study, its advantages for learning, guidelines for using case studies in class, and select additional online resources.
Additional Info:
This Boston University Center for Excellence & Innovation in Teaching article describes the elements of a proper case study, its advantages for learning, guidelines for using case studies in class, and select additional online resources.
This Boston University Center for Excellence & Innovation in Teaching article describes the elements of a proper case study, its advantages for learning, guidelines for using case studies in class, and select additional online resources.
Additional Info:
From the Vanderbilt University Center for Teaching comes this deceptively brief help on case studies. The features of a good case study are described, then a series of bullets serve as an exceedingly practical "check list" for the instructor generating her first case studies for class use.
From the Vanderbilt University Center for Teaching comes this deceptively brief help on case studies. The features of a good case study are described, then a series of bullets serve as an exceedingly practical "check list" for the instructor generating her first case studies for class use.
Additional Info:
From the Vanderbilt University Center for Teaching comes this deceptively brief help on case studies. The features of a good case study are described, then a series of bullets serve as an exceedingly practical "check list" for the instructor generating her first case studies for class use.
From the Vanderbilt University Center for Teaching comes this deceptively brief help on case studies. The features of a good case study are described, then a series of bullets serve as an exceedingly practical "check list" for the instructor generating her first case studies for class use.
Additional Info:
This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
Additional Info:
This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
This teaching piece first invites the instructor to consider four criteria when planning a small-group discussion (class size, type of class, instructor preparedness, size of groups). Then, it briefly describes a great many variations on the small-group discussion, such as the jigsaw, the KWL, the fishbowl, the buzz group, the snowball, and several others. This lesson gives the instructor a solid start on a great many kinds of discussion activities.
Additional Info:
One page Teaching Tactic: using a series of case studies through the semester in a Christian Education classroom.
One page Teaching Tactic: using a series of case studies through the semester in a Christian Education classroom.
Additional Info:
One page Teaching Tactic: using a series of case studies through the semester in a Christian Education classroom.
One page Teaching Tactic: using a series of case studies through the semester in a Christian Education classroom.
Additional Info:
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
Additional Info:
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
Online learning tools that teach ethical awareness, critical thinking and ethical decision making. Several “products” are available through contract, including the Ethical Lens Inventory providing students with an awareness of their ethical orientation, Hot Topics Simulations, Ethics Exercises, and the Core Values Simulations
Promoting Active Learning: Strategies for the College Classroom
Additional Info:
Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. (From the Publisher)
Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. (From the Publisher)
Additional Info:
Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. (From the Publisher)
Table Of Content:
Understanding Active Learning
ch. 1 The Case for Active Learning
ch. 2 What Active-Learning Is and How It Works
ch. 3 Creating an Active Learning Environment
Strategies and Techniques
ch. 4 Informal Small Groups
ch. 5 Cooperative Student Projects
ch. 6 Simulations
ch. 7 Case Studies
Resources That Encourage Active Learning
ch. 8 Integrating Reading Materials and Guest Speakers
ch. 9 Using Technology Effectively
ch. 10 Developing and Assessing Instructional Expertise
Gives an abundance of practical advice on how active learning techniques can be used by teachers across the disciplines. Using real-life examples, the authors discuss how various small-group exercises, simulations, and case studies can be blAnded with the technological and human resources available outside the classroom. The book is engagingly written for all classroom teachers. (From the Publisher)
Table Of Content:
Understanding Active Learning
ch. 1 The Case for Active Learning
ch. 2 What Active-Learning Is and How It Works
ch. 3 Creating an Active Learning Environment
Strategies and Techniques
ch. 4 Informal Small Groups
ch. 5 Cooperative Student Projects
ch. 6 Simulations
ch. 7 Case Studies
Resources That Encourage Active Learning
ch. 8 Integrating Reading Materials and Guest Speakers
ch. 9 Using Technology Effectively
ch. 10 Developing and Assessing Instructional Expertise
Case Studies
Additional Info:
Journal Issue.
Journal Issue.
Additional Info:
Journal Issue.
Journal Issue.
Teaching with Cases: A Practical Guide
Additional Info:
Click Here for Book Review
Abstract: Case method teaching immerses students in realistic business situations--which include incomplete information, time constraints, and conflicting goals. The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. "Teaching with ...
Click Here for Book Review
Abstract: Case method teaching immerses students in realistic business situations--which include incomplete information, time constraints, and conflicting goals. The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. "Teaching with ...
Additional Info:
Click Here for Book Review
Abstract: Case method teaching immerses students in realistic business situations--which include incomplete information, time constraints, and conflicting goals. The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. "Teaching with Cases" focuses on practical advice for instructors that can be easily implemented. It covers how to plan a course, how to teach it, and how to evaluate it. The book is organized by the three elements required for a great case-based course: 1) advance planning by the instructor, including implementation of a student contract; 2) how to make leading a vibrant case discussion easier and more systematic; and 3) planning for student evaluation after the course is complete. Teaching with Cases is ideal for anyone interested in case teaching, whether basing an entire course on cases, using cases as a supplement, or simply using discussion facilitation techniques. To learn more about the book, and to see resources available, visit teachingwithcases.hbsp.harvard.edu. (From the Publisher)
Table Of Content:
Preface
Acknowledgments
ch. 1 Introduction: Why you should read this book
ch. 2 Foundations: Preparing for the course
ch. 3 Flow During the Class Session
ch. 4 Feedback: Assignments, Grading and Guidance
ch. 5 Managing Classroom Issues
ch. 6 Quantitative and technical material
ch. 7 Adjusting for language and culture
ch. 8 Preparing for the next time
ch. 9 Fostering Case Teaching at the School Level
ch. 10 Technologies for Case Teaching
Index
About the Authors
Click Here for Book Review
Abstract: Case method teaching immerses students in realistic business situations--which include incomplete information, time constraints, and conflicting goals. The class discussion inherent in case teaching is well known for stimulating the development of students' critical thinking skills, yet instructors often need guidance on managing that class discussion to maximize learning. "Teaching with Cases" focuses on practical advice for instructors that can be easily implemented. It covers how to plan a course, how to teach it, and how to evaluate it. The book is organized by the three elements required for a great case-based course: 1) advance planning by the instructor, including implementation of a student contract; 2) how to make leading a vibrant case discussion easier and more systematic; and 3) planning for student evaluation after the course is complete. Teaching with Cases is ideal for anyone interested in case teaching, whether basing an entire course on cases, using cases as a supplement, or simply using discussion facilitation techniques. To learn more about the book, and to see resources available, visit teachingwithcases.hbsp.harvard.edu. (From the Publisher)
Table Of Content:
Preface
Acknowledgments
ch. 1 Introduction: Why you should read this book
ch. 2 Foundations: Preparing for the course
ch. 3 Flow During the Class Session
ch. 4 Feedback: Assignments, Grading and Guidance
ch. 5 Managing Classroom Issues
ch. 6 Quantitative and technical material
ch. 7 Adjusting for language and culture
ch. 8 Preparing for the next time
ch. 9 Fostering Case Teaching at the School Level
ch. 10 Technologies for Case Teaching
Index
About the Authors
Teaching and the Case Method: Text, Cases and Readings, 3rd Edition
Additional Info:
This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It ...
This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It ...
Additional Info:
This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It is based on the belief that teaching is not purely a matter of inborn talent. On the contrary, the knowledge, skills, and attitudes that make for excellence in teaching can be analyzed, abstracted, and learned. One key premise of Teaching and the Case Method is that all teaching and learning involve a core of universally applicable principles that can be discerned and absorbed through the study and discussion of cases. (From the Publisher)
Table Of Content:
Acknowledgments
Introduction
ch. 1 Teaching and the Case Method: Premises and Practices
Readings
Thinking in Education
Teachers Also Must Learn
Premises and Practices of Discussion Teaching
Teaching with Cases at the Harvard Business School
ch. 2 The Seminar Program
Section 1. Teaching and the Case Method of Discussion: Opportunities, Dilemmas, and Risks
Cases
The French Lession
The Day the Heat Went On
The Introduction
Readings
Why Teach?
The Dreaded Discussion: Ten ways to Start
The Gifted Can't Weigh That Giraffe
Seven Questions for Testing My Teaching
Section 2. The Roles, Responsibilities, and Skills of the Case Discussion Leader
Cases
``Look at the Fish!'': Karen Prentiss and Professor Lockwood
``How Do You Expect Us to Get This If It Isn't in Your Notes?''
``Trouble in Stat. 1B''
The Case of the Dethroned Section Leader The Professor-Student Barrier to Growth
Bike Riding and the Art of Learning
Louis Agassiz as a Teacher
Personal Thoughts on Teaching and Learning
Section 3. Establishing, Monitoring, and Modifying a Teaching/Learning Contract
Cases
A Question of Cookies
George Perkins
Ernie Building
The Offended Colonel
Reading
Sandboxes and Honeybees
Section 4. Questioning, Listening, and Responding: The Key Skill Requirements
Cases
Assistant Professor Graham and Ms. Macomber
Bill Jones
Bound Feet
Class on World Hunger
Reading
A Little Coffee to the Rescue
Section 5. The Critical Instructional Choice: Guidance vs. Control
Cases
That Discussion Just Fell Apart
We're Just Wasting Our Time
The Section Just Took Over: A Student's Reflections
Barn Raising: Collaborative Group Process in Seminars
Six Common Non-Facilitating Teaching Behaviors
Section 6. The Case Discussion Leader in Action: Operational Challenges and Opportunities
The Teacher-Student Relationship
Cases
The Puzzling Student
An Earthquake Had Started
Evaluation and Discipline
Cases
Bob Lunt
``The Blank Page''
Herr Faber's New Course
Readings
Angels on a Pin
Should I Fail Her?
Gender
Cases
The Thin Grey Line
A Night School Episode
The Blooper of the Week
Peter Morgan
Diversity
Cases
``Am I Going to Have to Do This by Myself?'': Diversity and the Discussion Teacher
Japanese Students' Participation in U.S. Classrooms: A Sociolinguistic Perspective
Section 7. Ethical Dilemmas and the Case Discussion Process
Cases
Message Intended and Message Received
``When the Cat's Away''
Bob Thompson
I Felt as If My World Had Just Collapsed!
Reading
Teaching and Teachers: Three Views
Section 8. Some Wider Questions
Cases
Who Should Teach?
Winter Oak
ch. 3 Improving Current Practice: Reflection and Reappraisal
Next Steps: Writing Cases for Your Own Teaching Seminars
Reading
The Uses of Videotape Replay
Student Learning Beyond the Classroom: Implications for a Discussion Methods Teacher
Reading
Leading Discussion in a Lecture Course: Some Maxims and an Exhortation
One Teacher's Nightmare: Cases (A) and (B) and Teaching Note
Readings
Memorandum to Michelangelo: Tenure Denied
Good Teaching: A Matter of Living the Mystery
This third edition of Teaching and the Case Method is a further response to increased national and international interest in teaching, teachers, and learning, as well as the pressing need to enhance instructional effectiveness in the widest possible variety of settings. Like its predecessors, this edition celebrates the joys of teaching and learning at their best and emphasizes the reciprocal exchange of wisdom that teachers and students can experience. It is based on the belief that teaching is not purely a matter of inborn talent. On the contrary, the knowledge, skills, and attitudes that make for excellence in teaching can be analyzed, abstracted, and learned. One key premise of Teaching and the Case Method is that all teaching and learning involve a core of universally applicable principles that can be discerned and absorbed through the study and discussion of cases. (From the Publisher)
Table Of Content:
Acknowledgments
Introduction
ch. 1 Teaching and the Case Method: Premises and Practices
Readings
Thinking in Education
Teachers Also Must Learn
Premises and Practices of Discussion Teaching
Teaching with Cases at the Harvard Business School
ch. 2 The Seminar Program
Section 1. Teaching and the Case Method of Discussion: Opportunities, Dilemmas, and Risks
Cases
The French Lession
The Day the Heat Went On
The Introduction
Readings
Why Teach?
The Dreaded Discussion: Ten ways to Start
The Gifted Can't Weigh That Giraffe
Seven Questions for Testing My Teaching
Section 2. The Roles, Responsibilities, and Skills of the Case Discussion Leader
Cases
``Look at the Fish!'': Karen Prentiss and Professor Lockwood
``How Do You Expect Us to Get This If It Isn't in Your Notes?''
``Trouble in Stat. 1B''
The Case of the Dethroned Section Leader The Professor-Student Barrier to Growth
Bike Riding and the Art of Learning
Louis Agassiz as a Teacher
Personal Thoughts on Teaching and Learning
Section 3. Establishing, Monitoring, and Modifying a Teaching/Learning Contract
Cases
A Question of Cookies
George Perkins
Ernie Building
The Offended Colonel
Reading
Sandboxes and Honeybees
Section 4. Questioning, Listening, and Responding: The Key Skill Requirements
Cases
Assistant Professor Graham and Ms. Macomber
Bill Jones
Bound Feet
Class on World Hunger
Reading
A Little Coffee to the Rescue
Section 5. The Critical Instructional Choice: Guidance vs. Control
Cases
That Discussion Just Fell Apart
We're Just Wasting Our Time
The Section Just Took Over: A Student's Reflections
Barn Raising: Collaborative Group Process in Seminars
Six Common Non-Facilitating Teaching Behaviors
Section 6. The Case Discussion Leader in Action: Operational Challenges and Opportunities
The Teacher-Student Relationship
Cases
The Puzzling Student
An Earthquake Had Started
Evaluation and Discipline
Cases
Bob Lunt
``The Blank Page''
Herr Faber's New Course
Readings
Angels on a Pin
Should I Fail Her?
Gender
Cases
The Thin Grey Line
A Night School Episode
The Blooper of the Week
Peter Morgan
Diversity
Cases
``Am I Going to Have to Do This by Myself?'': Diversity and the Discussion Teacher
Japanese Students' Participation in U.S. Classrooms: A Sociolinguistic Perspective
Section 7. Ethical Dilemmas and the Case Discussion Process
Cases
Message Intended and Message Received
``When the Cat's Away''
Bob Thompson
I Felt as If My World Had Just Collapsed!
Reading
Teaching and Teachers: Three Views
Section 8. Some Wider Questions
Cases
Who Should Teach?
Winter Oak
ch. 3 Improving Current Practice: Reflection and Reappraisal
Next Steps: Writing Cases for Your Own Teaching Seminars
Reading
The Uses of Videotape Replay
Student Learning Beyond the Classroom: Implications for a Discussion Methods Teacher
Reading
Leading Discussion in a Lecture Course: Some Maxims and an Exhortation
One Teacher's Nightmare: Cases (A) and (B) and Teaching Note
Readings
Memorandum to Michelangelo: Tenure Denied
Good Teaching: A Matter of Living the Mystery
Teaching and Learning with Cases: A Guidebook
Additional Info:
Drawing on experiences from a range of fields, including public administration, policy analysis, law, teacher training, ethics, and undergraduate education, this book is intended to be a practical, process-oriented guide to teaching, writing, and learning with cases. The guide is organized into four parts: (1) "Teaching with Cases: Principles" (concerned with the different meanings of the term "case method" in various domains of teaching, with sources of resistance to case teaching, ...
Drawing on experiences from a range of fields, including public administration, policy analysis, law, teacher training, ethics, and undergraduate education, this book is intended to be a practical, process-oriented guide to teaching, writing, and learning with cases. The guide is organized into four parts: (1) "Teaching with Cases: Principles" (concerned with the different meanings of the term "case method" in various domains of teaching, with sources of resistance to case teaching, ...
Additional Info:
Drawing on experiences from a range of fields, including public administration, policy analysis, law, teacher training, ethics, and undergraduate education, this book is intended to be a practical, process-oriented guide to teaching, writing, and learning with cases. The guide is organized into four parts: (1) "Teaching with Cases: Principles" (concerned with the different meanings of the term "case method" in various domains of teaching, with sources of resistance to case teaching, and with strategic issues teachers face in deciding what and how to teach); (2) "Teaching with Cases: Techniques" (concerned with the practice of case teaching ranging from the basics to the more advanced "tricks of the trade" practiced by experienced instructors; content could be covered in a case teaching workshop of three to five days in length); (3) "Curriculum Planning" (describes the types of cases available and provides guidelines for selecting appropriate cases to use for teaching); (4) "Case Writing" (approaches case writing as the subject might be handled in a case writing workshop designed to produce usable new cases). An appendix contains a teaching case, a teaching note, and a case analysis. References include a selected bibliography of case teaching and case learning guides and literature, case catalogs, and on-line resources. (From the Publisher)
Table Of Content:
Preface - Why This Book?
Part I Teaching with Cases: Principles
ch. 1 What Is the Case Method?
ch. 2 "Case Teaching Is Not for Me!"
ch. 3 Why Do We Teach? The Strategic Question
ch. 4 How We Should Teach: The Strategic Answer
Part II Teaching with Cases: Techniques
ch. 5 Teaching with Cases: The Basics
ch. 6 Sizing Up Your Learners
ch. 7 Teaching Notes and Class Plans: Creating Them, Using Them
ch. 8 Case Discussion: Preparation
ch. 9 Case Discussion: Tricks of the Trade
ch. 10 Case Discussion: Closure
Part III Curriculum Planning
ch. 11 Choosing Cases: Curriculums and Courses
ch. 12 Choosing Cases: Types, Formats, and Lengths
ch. 13 Choosing Cases: The Star-Quality Case
Part IV Case Writing
ch. 14 Writing a Case: The Basics
ch. 15 Research for a Teaching Case
ch. 16 Writing a Case Draft
A Teaching Case: "Roles of Consultants in Project Formulation"
A Teaching Note
A Case Analysis
References
Index
About the Author
Drawing on experiences from a range of fields, including public administration, policy analysis, law, teacher training, ethics, and undergraduate education, this book is intended to be a practical, process-oriented guide to teaching, writing, and learning with cases. The guide is organized into four parts: (1) "Teaching with Cases: Principles" (concerned with the different meanings of the term "case method" in various domains of teaching, with sources of resistance to case teaching, and with strategic issues teachers face in deciding what and how to teach); (2) "Teaching with Cases: Techniques" (concerned with the practice of case teaching ranging from the basics to the more advanced "tricks of the trade" practiced by experienced instructors; content could be covered in a case teaching workshop of three to five days in length); (3) "Curriculum Planning" (describes the types of cases available and provides guidelines for selecting appropriate cases to use for teaching); (4) "Case Writing" (approaches case writing as the subject might be handled in a case writing workshop designed to produce usable new cases). An appendix contains a teaching case, a teaching note, and a case analysis. References include a selected bibliography of case teaching and case learning guides and literature, case catalogs, and on-line resources. (From the Publisher)
Table Of Content:
Preface - Why This Book?
Part I Teaching with Cases: Principles
ch. 1 What Is the Case Method?
ch. 2 "Case Teaching Is Not for Me!"
ch. 3 Why Do We Teach? The Strategic Question
ch. 4 How We Should Teach: The Strategic Answer
Part II Teaching with Cases: Techniques
ch. 5 Teaching with Cases: The Basics
ch. 6 Sizing Up Your Learners
ch. 7 Teaching Notes and Class Plans: Creating Them, Using Them
ch. 8 Case Discussion: Preparation
ch. 9 Case Discussion: Tricks of the Trade
ch. 10 Case Discussion: Closure
Part III Curriculum Planning
ch. 11 Choosing Cases: Curriculums and Courses
ch. 12 Choosing Cases: Types, Formats, and Lengths
ch. 13 Choosing Cases: The Star-Quality Case
Part IV Case Writing
ch. 14 Writing a Case: The Basics
ch. 15 Research for a Teaching Case
ch. 16 Writing a Case Draft
A Teaching Case: "Roles of Consultants in Project Formulation"
A Teaching Note
A Case Analysis
References
Index
About the Author
Additional Info:
An online version of a conference workshop that analyzes a case of a “Very Dedicated Professor” in order to demonstrate interactive case techniques and provide a basis for examining case design, presentation alternatives, and other important aspects of the process – while raising issues of values and ethics in the classroom.
An online version of a conference workshop that analyzes a case of a “Very Dedicated Professor” in order to demonstrate interactive case techniques and provide a basis for examining case design, presentation alternatives, and other important aspects of the process – while raising issues of values and ethics in the classroom.
Additional Info:
An online version of a conference workshop that analyzes a case of a “Very Dedicated Professor” in order to demonstrate interactive case techniques and provide a basis for examining case design, presentation alternatives, and other important aspects of the process – while raising issues of values and ethics in the classroom.
An online version of a conference workshop that analyzes a case of a “Very Dedicated Professor” in order to demonstrate interactive case techniques and provide a basis for examining case design, presentation alternatives, and other important aspects of the process – while raising issues of values and ethics in the classroom.
A Case Method Approach to Teaching and Learning: Exploring Applications for Teaching in Academic and Community Contexts
Additional Info:
CTI Resource Notebook compiled by Jeanene Reese for the 35th annual Summer Institute at the School of Theology and Ministry, Seattle University, 2006. (From the Publisher)
CTI Resource Notebook compiled by Jeanene Reese for the 35th annual Summer Institute at the School of Theology and Ministry, Seattle University, 2006. (From the Publisher)
Additional Info:
CTI Resource Notebook compiled by Jeanene Reese for the 35th annual Summer Institute at the School of Theology and Ministry, Seattle University, 2006. (From the Publisher)
Table Of Content:
ch. 1 Introduction and orientation
ch. 2 History and perspective
ch. 3 Philosophy and methodology
ch. 4 Bibliography and materials
ch. 5 Notes and miscellaneous
CTI Resource Notebook compiled by Jeanene Reese for the 35th annual Summer Institute at the School of Theology and Ministry, Seattle University, 2006. (From the Publisher)
Table Of Content:
ch. 1 Introduction and orientation
ch. 2 History and perspective
ch. 3 Philosophy and methodology
ch. 4 Bibliography and materials
ch. 5 Notes and miscellaneous