WESTERN WASHINGTON UNIVERSITY
CIIA > SHOWCASE INDEX > 2015-16
Center for Instructional
Innovation and Assessment

INNOVATIVE TEACHING SHOWCASE

2015-16
Andrew Boudreaux Andrew Boudreaux - Navigation sidebar, expand accordion menu button
Science Education Team Smate - Navigation sidebar, expand accordion menu button
Stephanie Treneer Stephanie Treneer - Navigation sidebar, expand accordion menu button

IDEAS

Innovative Teaching Showcase: 2015 Idea Interactive Case Studies

Idea 5: Sequential-Interactive Case Studies

“In this complex world full of daunting challenges, students must learn how to solve problems.” 2

Learning Intention

Case studies challenge students to solve open-ended, high-uncertainty problems by applying course knowledge to analyze the issues and formulate workable solutions. While simpler case studies can be used as the basis for in-class exercises or writing assignments, sequential-interactive case studies are long-term inquiry-based approaches to helping students discover and understand course material throughout the term.

Overview

Students are initially presented with a limited information case and tasked with making decisions about how to explore the case, gather and analyze information to solve a problem or make a decision. Additional information is provided to students as they request it, so the case unfolds over the course of time.

Instructions

  1. Prepare or access a scenario for students to use. The initial case description should provide students limited information about the nature of the problem that will spark their interest and engage them in asking questions to explore the case in further depth.
  2. Divide students into small groups and distribute the scenarios. You might have all groups working on the same scenario or give each group a different scenario to investigate.
  3. Encourage students to develop a course of action to follow in researching, analyzing, and resolving the case. Ask them to consider:

    • What information do they need to further understand the case?
    • How can they find that information?
    • How will they use the information to understand the case or make a decision?
    • What criteria will they use in assessing the quality of a course of action or decision?
    • How will they justify the decision or course of action?

  4. As students request information, provide the additional information or guide them in finding it.
  5. For added interest or complexity, add new perspectives or details to the case as it unfolds. For example, just as students are landing on a diagnosis, introduce a new symptom; when students have nearly decided on a course of action, impose a new restriction on the solution. These can be opportunities to engage students in new concepts or material in the course.
  6. Debrief the case by allowing students to share the information they gathered and the decisions they made. Students could write a paper documenting the case, prepare a presentation to give to classmates, or create a video highlighting the important lessons they learned.

Considerations

  • Look for or develop scenarios that are realistic, relevant, risk-inclusive, and open-ended. Cases that provide character development and context, involve high-stakes outcomes, draw on course material, and offer room for multiple solutions and valid debate tend to be the most engaging for students and lead to more depth of understanding.2
  • Strike a balance between sufficient detail and clean simplicity so that your learners are engaged but not overwhelmed.1
  • Instead of a written case study, use a film clip, news article, or blog post to present the basic information for the case.1

References

  1. Barkley, E. F. (2012). Student Engagement Techniques:
    A Handbook for College Faculty. San Francisco, CA: Jossey-Bass.
  2. Nilson, L. B. (2010). Teaching at its best: A research-based resource for college
    instructors. San Francisco, CA: Jossey-Bass.