How Do We Use Case Studies and Promote Team Learning to Engage …

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How Do We Use Case Studies and Promote Team Learning to Engage Students Highlights from the Case Studies Science Workshop, May 2010 National Center for Case Study Teaching in Science University of Buffalo Ji-Eun Choi March 28, 2011

Outline of presentation  What is a case study?  Effectiveness of case study Different types of case study Sample case study  What is team-learning?  Sample team-learning activity  Summary of case study and team-learning  Overal discussion

What is a case study?  Replication of a real experience with problems to generate discussion  General structure of teaching a case study:  Instructor provides background information and data relevant to the case study (e.g., lecture notes, reading material or other resources)  Provide a series of questions Students utilize resources to answer questions and prepare for in-class discussion.  During discussion, students explain their answers and instructors can reemphasize subject material. Johnson, Atwood Publishing, 1995

Student learning from a case study  Learning by doing  Development of analytical and decision-making skil s  Promotes learning beyond rote memorization  Internalization of learning  Development of oral communication skil s  “Spices up” the semester Herreid, JCST, 1994a; Cliff and Curtain, JCST, 2000

Dreaded student expressions

Disadvantages of the case method  Limits information coverage  Instructors need to develop techniques to manage discussion  Requires more preparation time from the instructors  Time to adjust to case study learning by students Herreid, JCST, 1994a

Case study as an effective teaching method  Cliff and Wright (1996) reported that students in an anatomy and physiology course said the use of cases made it easier to learn the subject (74%) and deepened their understanding (70%).  Attendance in a general biology course based on team learning and case study was 95-100% compared to 67- 85% in a biology course based on lectures (Herreid, unpublished).

Case study as an effective teaching method  Smal groups demonstrated greater academic achievement and more favorable attitudes toward learning in SMET courses (Springer et al, 1999).  Dinan and Frydrychowski (1995) reported that using team learning in an organic chemistry class covered more material and their students received higher scores in a national exam compared to the lecture method.

Types of Case Study  Directed cases  Review of course content in a setting of a story Questions have closed-ended answers.  Analysis (issues) cases  Students wil analyze the situation or the proposed scenario. What are the facts? What happened? What were the events? How might the events have unfolded differently?  Dilemma (decision) cases  A decision has to be made by the student regarding the proposed scenario.  Students wil decide on an action with knowledge of the consequences and the risks/benefits.

Directed case method  The direct case study enhances student’s understanding of essential concepts of a course and encourages critical thinking.  Structure of the directed case method:  Set predetermined learning objectives Create a scenario of a real circumstance using various resources (e.g., newspaper articles, textbooks, actual or fictional events) that requires application of course knowledge  Provide a list of questions Can be distributed at the beginning of a lecture series or at the end Students complete the analysis outside of class independently or in groups  Submit case study answers prior to in-class review of the case Cliff and Curtin, JCST, 2000

Analysis case study  The analysis case study focuses on the development of analytical skil s and understanding of a particular problem.  One structure of analysis case study:  Use journal articles as the basis of a case Provide the introduction and table/figure sections (and series of questions if more guidance is needed) to the students  Students analyze the tables and figures Group or class discussion of student analysis Herreid, JCST, 1994b

 Provide the introduction section (not abstract) to students.  Supplemental information or references can be provided.

 Provide tables and figures of the journal article.  Possible Guided Questions:  What information does each figure convey?  How do you think the data were obtained?  Write an abstract for this paper. Diabetes Prevention Program Research Group, NEJM, 2002

Dilemma case study  The dilemma case study promotes the development of higher- order reasoning skil s, understanding of a particular problem and sense of urgency or importance of the problem.  Structure of a dilemma case study:  Good for controversial subjects Provide a story that introduces a problem and a central character who has to grapple with the problem.  Lay the foundation for a possible solution to the problem. Students decide an action with consideration of the consequences.  Instructor or students summarize the lessons learned. Herreid, JCST, 1994a

Key points in teaching a case  Establish a clear set of learning objectives for the case study.  Provide leadership during discussions: raise key questions to help students refocus, if students are off track.  Encourage and guide, but refrain from actively participating. Johnson, Atwood Publishing, 1995

Sample case study  The fol owing case study was implemented in CRS 101 for incoming students interested in science.  Learning objectives:  Demonstrate the scientific method in action. Understand the process of experimental design. Understand a relationship between music and exercise.  First, background information was provided regarding scientific inquiry and then the case study was handed out to the students.

Scientific Inquiry  “the diverse ways in which scientists study the natural world and propose explanation based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as wel as an understanding of how scientists study the natural world.” National Science Education Standards

Scientific Method  Make an observation  Ask a question  Research background information  Formulate a hypothesis  Design and conduct an experiment  Analyze your results  Draw conclusions  Confirm or reject hypothesis

“Phys Ed: Does Music Make You Exercise Harder?”

Sample class discussion format  Each group should share their answers to the whole class.  As different answers are discussed, write the group answers on the whiteboard/smartboard/flipchart.  Writing on the board is a way to confirm that students’ views have value.  A point written on the board can be used to promote further research on the topic for an assignment or future in-class discussion.  An “answer” can be revealed or not.

Different formats of case study  Discussion format  Debate format  Public hearing format  Symposium – role playing  Trial format  Problem-based learning format  Team-learning format Herreid, JCST, 1994a

Team-learning  With group goals, if students value the success of group, then they wil encourage and help others to achieve the same goals (Springer et al., 1994).  Provides immediate feedback and one-to-one tutoring (Michaelsen et al., 1984)  Improves communication skil s, problem-solving abilities and teamwork capabilities  Introduces students to real-world experiences (e.g., working with others in a future job)

Creating groups  Students are more likely to have positive experiences in classes where groups are formed by the instructor.  Four to seven member groups do wel .  Smal er groups lack resources Larger groups have difficulty maintaining cohesiveness.  Once formed, do not change the members within groups. Feichtner, JME, 1984

Group assignments  Portion of the individual’s grade is awarded based on group work and peer evaluations.  Provide feedback to individual students throughout the semester to discuss individual roles within the groups.  Implement various assignments:  case studies quizzes presentations projects Feichtner, JME, 1984

Individual/Group quizzes  Group members wil be quizzed on case study preparation, lecture material, reading or other assignments.  First, each student completes the quiz individual y.  Afterwards, the same quiz is completed as a group.  Quizzes are graded during class time and the groups have the opportunity to discuss their answers and submit “appeals.”  Grades are awarded based on the predetermined contribution of the individual and group score (e.g., individual score=70% of quiz grade and group score=30% of quiz grade). Michaelsen et al., JME, 1984

Sample lecture and group quiz  A similar method to the fol owing was used to teach in-class note- taking skil s to incoming freshmen in CRS 101.  The fol owing method can be used to promote learning from lecture or from various assignments.  Learning objectives for the sample lecture:  Describe the functions of the systemic and pulmonary circulations. Identify the internal anatomical structures of the heart. List the structures in the order that blood flows through the heart. Be able to apply normal anatomy and physiology of the heart to heart failure.

Copyright © The McGraw-Hil Companies, Inc. Permission required for reproduction or display. CO2 O2 Systemic and Pulmonary Circulations Pulmonary circuit O -poor, O -rich, 2 2 CO -rich CO -poor 2 2 blood blood Systemic circuit CO2 O2 Saladin, McGraw-Hil

Copyright © The McGraw-Hil Companies, Inc. Permission required for reproduction or display. Aortic arch Ascending Superior vena cava aorta Left pulmonary artery Branches of the right pulmonary Pulmonary trunk artery Right pulmonary Left pulmonary veins veins Left auricle Right auricle Right atrium Right ventricle Inferior vena cava Left ventricle Apex of hear Satladin, (a) Anterior view McGraw-Hil

Internal Anatomy of Heart Copyright © The McGraw-Hil Companies, Inc. Permission required for reproduction or display. Aorta Right pulmonary Left pulmonary artery artery Superior vena cava Pulmonary trunk Right pulmonary Left pulmonary veins veins Left atrium Right atrium Left AV valve Left ventricle Right AV valve Right ventricle Inferior vena cava Saladin, McGraw-Hil

Reflection of group quiz experience for the instructors  Did you pay attention to the lecture more because you knew a quiz would fol ow the lecture?  Did you pay attention more because it would be a group quiz?  Did a group member catch something in the lecture that you did not?  Did you learn from your group members?

In summary  Team-learning or learning from others is associated with the greatest retention rates.  Team-learning assignments include case studies and individual/group quizzes, in addition to the more common group projects and presentations.  There are different types of case study: directed, analysis and dilemma.  Case studies can be created based off of newspaper articles, journal articles, real or fictitious events that relate to course content.  Case studies may be an effective tool to engage students who learn best by application and association.  More importantly, case studies may promote students to be better learners.

References Cliff, W.H. and Curtin, L.N. (2000). The directed case method: Teaching concept and process in a content-rich course. Journal of College Science Teaching, 30(1):64-66.  Cliff, W.H. and Wright, A.W. (1996). Directed case study method for teaching human anatomy and physiology. Advances in Physiology Education, 15:S19-S28.  Dinan, F.J. and Frydrychowski, V.A. (1995). A team learning method for organic chemistry. Journal of Chemical Education, 72(5):429  Feichtner, S.B. and Davis, E.A. (1984). Why some groups fail: A survey of students’ experiences with learning groups. Journal of Management Education, 9(4):58-73.  Herreid, C.F. (1994a). Case studies in science – A novel method of science education. Journal of Col ege Science Teaching, 23(4): 221-229.  Herreid, C.F. (1994b). Journal articles as case studies: The New England Journal of Medicine on breast cancer. Journal of Col ege Science Teaching, 23(6): 349-355.  Johnson, G.R. (1995). First steps to excel ence in col ege teaching. Madison, WI: Atwood Publishing.  Michaelsen, L.K., Watson, W.E., and Schrader, C.B. (1984). Informative testing – A practical approach for tutoring with groups. Journal of Management Education, 9(4): 18-33.  Springer, L., Stanne, M.E and Donovan, S.S. (1999). Effects of smal -group learning on undergraduates in science, mathematics, engineering and technology: A meta-analysis. Review of Educational Research, 69(1): 21-51.