case teaching in public affairs

Case Teaching

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What is a teaching “case”?

A written or multi-media description of a particular situation and/or decision.

Requires student to analyze information about context and make a decision, draw a conclusion, or plan strategic actions

Learning ObjectivesOverview of case teaching & learning benefits in profession education

Understand Resources to Support Your Use: • Describe range of case learning materials

Develop new Practices:• Consider how cases might enrich whole course• Explore how to use cases in class session• Get comfortable with improvisation as competence needed

in case-based professional learning

What is case teaching pedagogy?

• Faculty-led but student discussion driven• Engaged, active learning

• Can use the Socratic method to compel students to collectively think through analytical problems

• Facilitates group analysis of key elements• Connect to assignments or other

assessment mechanisms

“Signature Pedagogy” in Public Affairs

Professional education is not education for understanding alone; it is preparation for accomplished and responsible practice in the service of others. Professionals must…come to understand in order to act, and they must act in order to serve.”

(Shulman 2005: 53)

Range of Formats• Written Case

• E-Case

Learning Object

Learning Styles

Active Experimentation Concrete

Experience

Reflective observation

Abstract Conceptualization

Teaching Case Studies

Adapted from Kolb, 1984. Experiential Learning: Experience as the Source of Learning & Development

Action Learning Projects

Project-Based “Capstone” Workshops

Simulations

Personal Learning Networks

BREADTH OF TEACHING CASE RESOURCES

MRPP Teaching Cases

1. Mini-cases – illustrations of theory2. Major cases– illustrates bundled issues

relevant to professional education3. Leadership cases – illustrates complex

situations that requires problem solving & decision making

Teaching Notes

• Direction on how faculty can facilitate discussion of the case in class

• Advice on key analytical points that can be garnered from the case• Suggesting timing of various parts• Questions for students• Board diagrams

• For major cases, direction about unique application in different topical courses

• Faculty should encourage students to go and apply the ideas of another country’s situation to their own context

• Scaffolding content• Balancing Cognitive load• Visualizing learning objectives

• Social learning• Practice-based problem solving• Meta-cognition – Learning about Learning Style ”

Implemented in Interactive Classroom

Built in Multimedia Environment

Science of Teaching & Learning

Trade-offsStrengths

• Appealing to students• Contextual analysis• Focus on problem solving

through creative and critical thinking

• Low-cost failure • “Reusable” learning materials • Interactive classroom

discussion about common data

• Instructors learn new content outside of expertise area

Limitations

• Few empirical studies about impact on learning outcomes

• Causal mechanisms are unclear

DEVELOP NEW TEACHING PRACTICES

Planning Courses using Cases

• Select case materials– Consistent with learning

objectives– High quality in terms of

expression and demands– Fits time available– Of interest to students

(they can project themselves into the situation)

• “Scaffolding” complexity• Consider integrating with

assignments

• How might cases be used in your course this fall?

• How might topics of student assessment/grading relate to case content?

Planning Class Sessions Using Cases

• Master facts, issues and other material;

• Anticipate questions that might be raised, types of arguments that might take place;

• Visualize how you want the discussion to take place

• Consider pre-session preparation questions for students.


• Design & use questions (or use those suggested in teaching note):– Obtain descriptive

information; – Clarify a point– Draw attention to

related issues– Foster or resolve debate– Change direction of

discussion– Create a plan


• Techniques for Promoting Student Engagement:– Use visual images – Role plays– Poll of the class– Ask for different perspectives

on a point of view– Small group discussions with

large group feedback– Use virtual discussion boards– Include participation as factor

in assessing for course grade


• Techniques for Closing Discussion:– You summarize points in

writing or verbally– Ask one or two students at

beginning of class to summarize at end

– Ask for volunteers – Relate analysis to something

in current eventsDon’t always do the same way

• What might you do to prepare yourself?

• How might you start the course meeting?

• What are alternatives to large group discussion?

• What is your reaction to the situation described in Professor Graham case?

Practice!

Source: Harvard University, Business School, Resources on Case Teaching

Running Class Sessions Using Cases: Improvisation

• Speech Tag5 volunteers to the front of the room

• Active Listening

Indicators of Success

• Students do most of the talking

• High # of students voluntarily participating in discussion

• Low # of questions asked by instructor; # number of challenging questions asked between students of each other

• High ‘energy’ in the room• Number of high points

where everyone engaged and focused on issues

• Coherence to discussion; in the end, it ‘made sense’

Learning ObjectivesOverview of case teaching & learning benefits in profession education

Understand Resources: • Describe range of case learning materials

Develop new Practices:• Consider how cases might enrich whole course• Explore how to use cases in class session• Get comfortable with improvisation as competence

needed in case-based professional learning

case teaching in public affairs

Government & Nonprofit