Case Studies in the Classroom Lisa House University of Florida

Why Cases? Bloom’s 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.

Learning Dimensions in Cases Analytical Assess situation and identify problems, issues, and challenges Assess the issue, decision, or opportunity on an importance and urgency matrix Evaluate decision taken, appropriateness of decision, alternatives and decision criteria Conceptual Identify variety of theories and concepts that might be relevant Identify appropriate theory or concepts Apply theory or concept Presentation Analyze within a reasonable length of time a case that may be disorganized, have extraneous info and missing info

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

Preparing to Teach with Cases Don’t 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

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

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

Facilitating Definitely an “Art” Some suggestions: –Don’t 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 –Don’t interrupt or downplay importance of student contribution –Don’t give “correct answers”

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!

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

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!

Sources of Case Studies in Agriculture Harvard – –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

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!