1. Using HBS Case Method Strategies for Principles Courses
Chéri Sides
Div of Business, Social & Behavioral Sciences
Lane College
Flipped Classroom:
Using HBS Case Method Strategies for Principles Courses
Introduction
Methods
Results
Conclusions
Sample (n = 249)
Gender
Male
Female
Ethnicity
African American
Vietnamese
Justification/Rationale
ACAT Business Dept. Scores
Discussion
Area
Std Score
%’ile
Ref Group Size
Business Law
Corp. Finance
Economics
382 12
742
Mgmt
Org Beh
POM
Statistics
Accounting AY
Student Engagement
Self Directed Learning
Content Retention
Theoretical Application
Objective Measurement
Additional assessment measurements needed
To Find a Metacognitive, Student Centered Method which develops Critical Thinking, Analytical & Evaluative Skills
Critical Thinking
Communication
Problem Solving
Disciplinary & Sub-disciplinary Knowledge
To Align Curriculum Student Learning Outcomes
To Improve Exit Level Testing Scores in preparation for post secondary Presidential “Scorecard” initiatives
To Engage Student
Skill Development
Retention
GPA
Overall
Major
Examinees
Female Examinees 6 4
Male Examinees 14 7 8
Transfer Students 1 3
Planning Graduate Studies
Students Tested 20
Procedures
Y1S1 Traditional “Stand & Deliver” Method
Average, expected results
Conducted EOS Student Evaluation of course
Y1S2 Transition to Flipped Classroom Model
Received data - ACAT Business Scores
Received Student Evaluation of Professor
Researched methodologies to change approach
Introduce Cengage Global Economic Crisis – Global Issues In Context
Y2S1 Transition to Flipped Classroom
Received data – ACAT Business Scores
Introduce HBS Case Methodology to classes
Produce YouTube video lectures
Collaborated w/Dept to produce test prep sessions
Test Taking Strategies
Content Review
Y2S2
Expand HBS Case Methodology Offering
Research Simulation programs to supplement HBS Case Studies
Implications AY
Area
Std
Score
%’ile
Ref Group Size
Business Law
Corp. Finance
Economics
430 24
992
Mgt
Org Beh
POM
Statistics
Accounting
GPA
Overall
Major
Examinees
Female Examinees 16 4 5
Male Examinees 15 12
Transfer Students 2 7
Planning Graduate Studies 17 3
Students Tested 31
Research
Address Diversity Limitations
Approach other Undergraduate courses
Practice
Provide alternate to Traditional Methodologies
Enhance Skills Development
Critical Thinking
Problem Solving
Analytical/Evaluative
Increase Student Engagement
Improved Test Scores (“Scorecard Initiative”)
Purpose
“One Voice”
Transition to Flip Classroom Model
Course Activity Selections
HBS Case Study
Problem Applications
Policy Debate
Test Preparation
Interdisciplinary
Transition Challenges
Start Small, Address One Problem Expand
Find a problem to solve
Expect Lower Student Evaluations, Initially
Requires communication
Expect steep learning curve
Ensure Available Technical Support
Multi-platform Disbursement
Acknowledgements
Harvard Business School
Why HBS?
Harvard Business Publishing
ACAT
Cengage Publishing/Learning
Lane College