The use of cases in teaching has a long history in professional fields of study, including law, business, and medicine. A common motive for the use of cases in different fields of study has been the improvement of students’ learning outcomes. Learning outcomes related to the use of cases can differ and are reflective of the interpretation of students’ learning needs relative to a particular program of study. Differences in learning outcomes, in turn, are reflected in different functional approaches to the use of cases in teaching.
This session will present a conceptual framework developed from the findings of a recent research study examining why and how seven faculty members used cases in their teaching. The framework distinguishes between the types of learning outcomes that can be achieved through the use of cases, as well as the function of cases relative to different types of learning outcome. Factors that were found to influence the particular characteristics of the design of case-based learning activities will also be discussed.
The session is designed to stimulate participants’ thinking about the diversity of ways in which cases can be used in teaching, and the function of cases in their own practice relative to the intended student learning outcomes. Throughout this session, participants will be asked to reflect on the different reasons that influence their approach to the use of cases in their teaching.
Director, School of Humanitarian Studies, Royal Roads University
Jean Slick is an associate professor of disaster and emergency management at Royal Roads University, and director of the School of Humanitarian Studies. Her recent research has examined the use of cases in teaching in disaster and emergency management programs. She is the co-editor... Read More →
