Case Studies in the Classroom

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Case Studies in the Classroom

• Lisa House
• University of Florida

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Why Cases?

• Blooms Taxonomy
• Evaluation
• From criteria, make judgments
• Synthesis
• Produce a new combination not clearly evident
  before
• Analysis
• Distinguish fact from fiction
• Application
• Apply methods to solve problems
• Comprehension
• Interpret information
• Knowledge
• State terms, facts, etc.

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Learning Dimensions in Cases
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Case Selection/Course Design

• Case-Concept
• Use case to develop student desire to learn
  concept
• Concept-Case
• Use case to apply concept already learned
• Capstone Case
• Tie concepts together into one large case
  (typically at the end of the semester)
• Case-Case
• Build entire class using case studies
• Focuses on decision making, learning critical
  thinking more than subject matter

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Preparing to Teach with Cases

• Dont go in unprepared and expect to wing it
• Teaching note are very helpful
• Determine learning objectives from case
• Create a Board Plan
• Physical layout of objectives and topics you
  expect covered in case discussion
• Learn to facilitate

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Managing the Case Discussion
Facilitate
Grading Contribution
Getting Started
Use Small Groups
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Getting Started

• Give a easy case walk the students through
• 2 page cases on unrelated topics
• Simple case on review topic
• Give an extremely hard case
• May be appropriate for case-case method
• Used to open students eyes to discovering issues
  in cases

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Facilitating

• Definitely an Art
• Some suggestions
• Dont call on the person whose hand has been up
  the longest
• Move around the room, position your body to
  direct discussion
• Use your body language as part of facilitation
• Dont interrupt or downplay importance of student
  contribution
• Dont give correct answers

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Using Small Groups

• Studies have shown small groups before entire
  class discussion increases student attentiveness
  and level of participation (Levin)
• Other benefits include group responsibility,
  teamwork lessons
• Very helpful to have moveable desks!

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Grading Contribution

• Contribution (Quality) not Participation
  (Quantity)
• Can be difficult may or may not be necessary
• Without this, do students take cases seriously?
• Some suggestions if you choose to do this
• Have students list top 3 contributors of the
  day
• Have a TA who can take notes during discussion to
  jog your memory for grading
• Use nametags on desks (good idea anyway)
• Emphasize what you desire
• Content, Context, Delivery
• Quality of Communication

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Difficulties

• Ambiguity
• Students want a right answer
• Issue of the case is not always clear
• Style of learning
• Not all A students will be A students and not
  all C students will remain C students!
• Instructor has to deal with feeling of loss of
  control
• Case discussions can go bad just like a lecture!

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Sources of Case Studies in Agriculture

• Harvard
• www.hbsp.harvard.edu
• Can download free samples
• Maple Leaf Conference
• Held in conjunction with IAMA
• Develop one case and have access to other
  participant case drafts (many lead to
  publications later)
• Review of Agricultural Economics
• International Food and Agribusiness Management
  Review
• www.decisioncase.edu

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Sources for Training Help

• Pace University Center for Case Education
• Conference at Univ. of British Columbia every
  August
• Richard Ivey School of Business
• Conference at Univ. of Western Ontario every
  August
• Harvard
• Seminars offered at various times throughout the
  year
• Books!