ERIC Number: EJ1148204
Record Type: Journal
Publication Date: 2017-Jul
Pages: 5
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0047-231X
EISSN: N/A
Case Study: Mini-Case Studies: Small Infusions of Active Learning for Large-Lecture Courses
Carloye, Lisa
Journal of College Science Teaching, v46 n6 p63-67 Jul 2017
In this article, the author introduces the usage of case studies to be an excellent method for engaging students through stories. The author notes she developed a series of mini-case studies that can be implemented, with a little advance preparation, within a 10- to 15-minute window during lecture. What makes them "mini" case studies? They take only 10 to 15 minutes of class time, and the case is limited to a single scenario with only a few questions to explore. A mini-case study can be introduced immediately after covering the background material in the lecture period or, alternatively, as a follow-up to preassigned reading and associated learn-before-lecture homework. Mini-case studies can be introduced with relatively small changes to course structure; they offer an easy way to increase student engagement and help students move beyond information gathering as the primary take-away from class to using and applying their developing knowledge.
Descriptors: Large Group Instruction, Case Studies, Active Learning, Lecture Method, Learner Engagement, Audience Response Systems, Science Instruction, College Science, Classroom Techniques, College Students, College Faculty, Introductory Courses, Biology
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A