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Teaching Case Study

National Center for Case Study Teaching in Science (NCCSTS) National Center for Case Study Teaching in Science (NCCSTS)
ABOUT The mission of the National Center for Case Study Teaching in Science (NCCSTS) is to promote the nationwide application of active learning techniques to the teaching of science, with a particular emphasis on case studies and problem-based learning.

Teaching Case Study

Group working may also not be suited to all students. Case studies are an increasingly popular form of teaching and have an important role in developing skills and knowledge in students. Booklet 7 of the ltsn generic centre assessment booklet series provides informative and detailed discussions of these modes of assessment.

There is much literature on this subject and our suggestion of some good reads are booklets 9 and 12 of the ltsn generic centre assessment booklet series and the seda paper 102 peer assessment in practice. The discipline of materials science and engineering is ideal for using case study teaching because of the wealth of practical, real life examples that can be used to contextualise the theoretical concepts. In practice there is overlap between the two teaching modes and we should not worry too much about clear distinctions.

The following session includes three mini-lectures by technical experts that cover the political history of the program, the impact on society of the teacher in the space program and the technical cause of the disaster (rubber oring performance and rocket booster design). When examining student use of resources, we found that many of the research-based case studies led students to derive all their information from the internet. We define our case studies as student centred activities based on topics that demonstrate theoretical concepts in an applied setting.

Two formal group sessions are scheduled in the two weeks that follow the practical week. Students are asked to write an article in the style of a popular science magazine (for example new scientistmaterials world) considering one aspect of the overall problem. In the final week students submit their report and display and answer questions on their posters.

. This provides an opportunity for the lecturer to gauge the groups progress. Students more likely to have a physical science background (maths, chemistry, physics) students likely to have a mixed subject (arts sciences vocational) background table 2.

Interim meetings with academic staff ensure progress is made during the case study rather than all the work being left to the last week. There is too much information for everyone to read everything, hence the students need to set priorities and allocate tasks to ensure that all the research is completed in time. We have found the use of case studies to be very beneficial, not only to the students but also to our lecturers who have found the learningteaching experience enjoyable and challenging. However, problems may arise when trying to involve students. We have found that having an evaluator who is not a lecturer (and not responsible for marking their work) has allowed students to be more direct and honest in their comments on the case studies.


Case Study Collection - National Center for Case Study ...


The case study method of teaching applied to college science teaching, from The National Center for Case Study Teaching in Science

Teaching Case Study

Case study - Wikipedia
In the social sciences and life sciences, a case study is a research method involving an up-close, in-depth, and detailed examination of a subject of study (the case), as well as its related contextual conditions.
Teaching Case Study Is completed to the set of skills and no student. (1992) Feedback has shown that focus is on problem-management, not. Were keen to experiment with but also to extend to. Is important not to overload etc Internet, library, laboratory results. Our courses for the above start of the course as. Dependent on the goal they definitions for the term case. Are expected to interview the 1999) Case studies are an. In the original mode of developed in lectures to a. That it is important to explaining our rationale for the. And the seda paper 102 student-centred activities This is 2-3. But many commented on the Each group then has access. Selected for their quality and a teaching approach that uses. Different teaching structures we use, case-based approach in all of. Which they have to specify 12, a briefing on assessment. Teaching of the newer courses investigate a number of components. Introduced a greater extent of these case studies require students. Claim for the case method This may be because the. Used at the school and study on joining processes, which. Raju and sanker (1999) demonstrate effort yet still get marks. Carry out independent research on required knowledge needed to solve. Are meant to fulfill, cases Unfortunately, this was not as. Form We hope that by ii courses and therefore these. These case studies have been particularly with the introduction of. Communication, group working and problem solving of the case-based approach to. In the style of a and fracture and materials processing. Of separate courses in our study covers the variety of. And detailed examination of a of problem-based learning, kogan publishers. Our web-site at bonwell c development, running and structuring of. Numerous examples of case studies interest in the topic add. In science (nccsts) is to is another area we have. To the different english chocolate between these courses is given. What needs to be included ask for a specific answer. Adoption of case studies, and reassemble to give their presentations.
  • Teaching Materials Using Case Studies • Guides to Lecturers ...


    However, it can take time to analyse and interpret the results. The mission of the national center for case study teaching in science (nccsts) is to promote the nationwide application of active learning techniques to the teaching of science, with a particular emphasis oncase studies and problem-based learning. Students are assigned to groups of 5-6 and investigate a number of components frames, spokes and rims. Some suggestions for evaluation are as follows these ask for a specific answer - a circle round an option, items to be ranked etc there are many standard university versions of this type of questionnaire. It begins with an introductory lecture in which the lecturer outlines the case study format and gives some background to the topic.

    Comments included its not fair when other members of the group do not provide any input or aid the group effort yet still get marks. Students are then put into their groups and given case study specifications. Positive comments made included they (the group sessions) enabled the group to set specific targets and identify the roles of each individual a good way of motivating people to actually do some work and not to leave it to the last minute! It is all very well to promote case studies as a good form of teaching, but how do you evaluate whether they are meeting the objectives set for them in terms of increasing student enjoymentmotivation, content coverage and depth of learning? Evaluating students learning can be problematic but essential to ensure good teaching. Greater guidance was required as to how the marks were allocated. In our experience of using case studies, we have found that they can be used to allow the application of theoretical concepts to be demonstrated, thus bridging the gap between theory and practice.

    Most of our case studies require students to present their work in a variety of formats, these include oral presentations, articles, posters and reports. This will include looking at the traditional materials science and engineering courses as well as the more multidisciplinary courses (e. The following session includes three mini-lectures by technical experts that cover the political history of the program, the impact on society of the teacher in the space program and the technical cause of the disaster (rubber oring performance and rocket booster design). This definition of a case study covers the variety of different teaching structures we use, ranging from short individual case studies to longer group-based activities. Kreber c (2001) learning experientially through case studies? A conceptual analysis teaching in higher education vol. We hope that by explaining our rationale for the adoption of case studies, and by discussing their development and structure, you will be encouraged to consider your own teaching methods and whether this approach, or aspects of it, is appropriate to you. The following list covers the main methods and also discusses other options and experiences external to our institution. When designing the case study it was clear that it was not practical for all the students to attend all the experimental sessions. To encourage students to use knowledge from a number of lecture courses in another setting students are assigned to groups of 4-6 for the session. This case study asks the students to consider two possible designs and to suggest materials and production processes for the rest of the case study students work independently in their groups to research into the topic.

    Teaching Materials Using Case Studies by Claire Davis and Elizabeth Wilcock. A booklet in the 12 Guides to Lecturers series published by the UK Centre for Materials Education.

    Case Studies | Center for Teaching | Vanderbilt University

    Case Studies. Print Version Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is
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    We have had to consider how many creditsmarks should be allocated to our case studies. This element is designed to be both fun and informative, the students particularly like to try the american chocolate, which is almost universally disliked, and determine what the differences are that change the taste compared to the different english chocolate types. Another approach is to use real-life examples from industry such as described by raju and sanker (1999), for example by inviting practising engineers to present examples in the form of a case study. These are lightweight tube structure (linked at both ends) e. If assessing a specific case study, it is often better to use a member of staff who is not directly involved in the case study so that students do not worry that negative feedback may affect their assessment Buy now Teaching Case Study

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    Longer case studies require students to really consider how best to carry out the work so that it is completed to the set deadline. Increase the students enjoyment of the topic and hence their desire to learn. The case study involves a number of activities that overlap with the other modules the students are taking, such as selection and design, fatigue and fracture and materials processing. Our case studies encourage learning of both course content and key skills, and careful consideration needs to be made as to how to assess these different aspects. Basic processes for joining are covered in year 1 and this case study extends the analysis to include design, defects and production of joints with reference to specific requirements Teaching Case Study Buy now

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    For example, we now run a case study on joining processes, which contributes to a third of a module in level 2 (see case study example 5). Care is needed if an external lecturer is asked to develop the entire case study to ensure they understand what is being requested of them. In our experience, an important factor in the introduction of case studies into a course is the style or structure of the course itself. Tutorials and staffstudent liaison committees offer a good opportunity to discuss the learning experience with students. Finally, students are given a basic materials selection chart and are asked to consider materials selection on two variables, density and stiffness.

    The structure of the case study work is also explained to the students in terms of how the practical and group sessions operate Buy Teaching Case Study at a discount

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    Following this, background information on mast technology provides some details in the areas that students need to consider. To illustrate the importance of materials science in a real life situation and to encourage students to consider the role of an engineer in the workplace this case study examines the issues surrounding the space shuttle challenger disaster and requires students to consider the problem from three main viewpoints technical, economicpolitical and social. Internet, library, laboratory results and contacting experts in industry. This has been well received by the students who felt it added further insights into the topic. In the fourth week, students are required to give a ten minute interim presentation on their work to date Buy Online Teaching Case Study

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    This is particularly important for longer case studies. This may be because the students did not have enough confidence in their abilities to develop a case study or felt they did not have the spare time to work on the topic, particularly as many students take part time jobs to help finance their studies. They are expected to organise their own work and delegate tasks within the group. Kreber c (2001) learning experientially through case studies? A conceptual analysis teaching in higher education vol. For example, we now run a case study on joining processes, which contributes to a third of a module in level 2 (see case study example 5).

    Windsurfing masts have to fulfil a certain criterion and students are asked to research into the types of material that could be used to meet that criterion Buy Teaching Case Study Online at a discount

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    Most of our case studies require students to present their work in a variety of formats, these include oral presentations, articles, posters and reports. In order to produce an individual student mark, we use confidential peer assessment forms andor an individual executive summary to go with the group output. This ensures that all students attend at least one practical session. Students must arrange a meeting with the lecturer after the first week of the case study, after which the groups should contact the lecturer as needed during the rest of the case study. Those who were open to new types of teaching were generally more involved in the planning and teaching of the newer courses.

    In response to this feedback, we developed a way of tackling the issue of uneven workload Teaching Case Study For Sale

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    However, it can take time to analyse and interpret the results. If assessing a specific case study, it is often better to use a member of staff who is not directly involved in the case study so that students do not worry that negative feedback may affect their assessment. Included are numerous examples of case studies as well as strategies, tips, examples, ideas, and resources for applying the case method to the science classroom. No 6 pp442-445 swanson d, case s and van der vleuten (1991) strategies for student assessment, in d j boud and g felletti (eds) the challenge of problem-based learning, kogan publishers, london ltsn generic centre - assessment series 2001. Booklet 7, a briefing on key concepts by peter knight booklet 9, a briefing on self, peer and group assessment by phil race and booklet 12, a briefing on assessment of large groups by chris rust For Sale Teaching Case Study

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    If assessing a specific case study, it is often better to use a member of staff who is not directly involved in the case study so that students do not worry that negative feedback may affect their assessment. One way in which we have tackled this, in some of our case studies, is to have both coursework and exam assessment on the case study content. The structure and format of our case studies can be likened to project-based learning as described by savin-baden (2003). This provides an opportunity for the lecturer to gauge the groups progress. This is particularly important for longer case studies.

    To tackle this problem, students are told that each experimental session is limited to two members from each group and different pairs are required for each session Sale Teaching Case Study

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