ERIC Number: ED381507
Record Type: Non-Journal
Publication Date: 1995-Mar
Reference Count: N/A
Shaping New Leaders for New Schools: Using the Case Method for Innovative Teaching and Learning.
Geltner, Beverley B.
The educational administration faculty at Eastern Michigan University sought to expand the linkage between theory and practice in all aspects of the program and to bridge traditional course divisions. A department-wide case method initiative was introduced with the purpose of developing the case-method teaching skills of all department members and infusing case teaching in the design of all courses and in classroom instruction and assessment at all levels. The University's Faculty Center for Instructional Excellence presented workshops on case instruction, provided sample materials, and conducted individual faculty coaching sessions on the writing and teaching of cases. For the doctoral comprehensive examination, an interdisciplinary case study was developed, to assess the knowledge base and skill levels attained by students by confronting them with a complex, reality-based problem. Writing the doctoral case examinations served as a powerful opportunity for all faculty to collaborate on a significant teaching and grading innovation. Applying the case method to the doctoral comprehensive examination has had enormous impact on all aspects of the program including faculty knowledge, teaching repertoire, and attitude; student interest, motivation, and understanding; assessment of student learning; and course and program design at the doctoral, specialist, and master's level. (Contains 25 references.) (JDD)
Descriptors: Case Method (Teaching Technique), Case Studies, College Instruction, Doctoral Programs, Educational Administration, Educational Innovation, Faculty Development, Graduate Study, Higher Education, Interdisciplinary Approach, Leadership Training, Student Evaluation, Teaching Methods, Theory Practice Relationship, Undergraduate Study
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A