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Case-based learning (CBL) is an established approach used across disciplines where students apply their knowledge to real-world scenarios, promoting higher levels of cognition (see Bloom’s Taxonomy ). In CBL classrooms, students typically work in groups on case studies, stories involving one or more characters and/or scenarios. The cases present a disciplinary problem or problems for which students devise solutions under the guidance of the instructor. CBL has a strong history of successful implementation in medical, law, and business schools, and is increasingly used within undergraduate education, particularly within pre-professional majors and the sciences (Herreid, 1994). This method involves guided inquiry and is grounded in constructivism whereby students form new meanings by interacting with their knowledge and the environment (Lee, 2012).

There are a number of benefits to using CBL in the classroom. In a review of the literature, Williams (2005) describes how CBL: utilizes collaborative learning, facilitates the integration of learning, develops students’ intrinsic and extrinsic motivation to learn, encourages learner self-reflection and critical reflection, allows for scientific inquiry, integrates knowledge and practice, and supports the development of a variety of learning skills.

CBL has several defining characteristics, including versatility, storytelling power, and efficient self-guided learning. In a systematic analysis of 104 articles in health professions education, CBL was found to be utilized in courses with less than 50 to over 1000 students (Thistlethwaite et al., 2012). In these classrooms, group sizes ranged from 1 to 30, with most consisting of 2 to 15 students. Instructors varied in the proportion of time they implemented CBL in the classroom, ranging from one case spanning two hours of classroom time, to year-long case-based courses. These findings demonstrate that instructors use CBL in a variety of ways in their classrooms.

The stories that comprise the framework of case studies are also a key component to CBL’s effectiveness. Jonassen and Hernandez-Serrano (2002, p.66) describe how storytelling:

Is a method of negotiating and renegotiating meanings that allows us to enter into other’s realms of meaning through messages they utter in their stories,

Helps us find our place in a culture,

Allows us to explicate and to interpret, and

Facilitates the attainment of vicarious experience by helping us to distinguish the positive models to emulate from the negative model.

Neurochemically, listening to stories can activate oxytocin, a hormone that increases one’s sensitivity to social cues, resulting in more empathy, generosity, compassion and trustworthiness (Zak, 2013; Kosfeld et al., 2005). The stories within case studies serve as a means by which learners form new understandings through characters and/or scenarios.

CBL is often described in conjunction or in comparison with problem-based learning (PBL). While the lines are often confusingly blurred within the literature, in the most conservative of definitions, the features distinguishing the two approaches include that PBL involves open rather than guided inquiry, is less structured, and the instructor plays a more passive role. In PBL multiple solutions to the problem may exit, but the problem is often initially not well-defined. PBL also has a stronger emphasis on developing self-directed learning. The choice between implementing CBL versus PBL is highly dependent on the goals and context of the instruction. For example, in a comparison of PBL and CBL approaches during a curricular shift at two medical schools, students and faculty preferred CBL to PBL (Srinivasan et al., 2007). Students perceived CBL to be a more efficient process and more clinically applicable. However, in another context, PBL might be the favored approach.

In a review of the effectiveness of CBL in health profession education, Thistlethwaite et al. (2012), found several benefits:

Students enjoyed the method and thought it enhanced their learning,

Instructors liked how CBL engaged students in learning,

CBL seemed to facilitate small group learning, but the authors could not distinguish between whether it was the case itself or the small group learning that occurred as facilitated by the case.

Other studies have also reported on the effectiveness of CBL in achieving learning outcomes (Bonney, 2015; Breslin, 2008; Herreid, 2013; Krain, 2016). These findings suggest that CBL is a vehicle of engagement for instruction, and facilitates an environment whereby students can construct knowledge.

Science – Students are given a scenario to which they apply their basic science knowledge and problem-solving skills to help them solve the case. One example within the biological sciences is two brothers who have a family history of a genetic illness. They each have mutations within a particular sequence in their DNA. Students work through the case and draw conclusions about the biological impacts of these mutations using basic science. Sample cases: You are Not the Mother of Your Children ; Organic Chemisty and Your Cellphone: Organic Light-Emitting Diodes ; A Light on Physics: F-Number and Exposure Time

Medicine – Medical or pre-health students read about a patient presenting with specific symptoms. Students decide which questions are important to ask the patient in their medical history, how long they have experienced such symptoms, etc. The case unfolds and students use clinical reasoning, propose relevant tests, develop a differential diagnoses and a plan of treatment. Sample cases: The Case of the Crying Baby: Surgical vs. Medical Management ; The Plan: Ethics and Physician Assisted Suicide ; The Haemophilus Vaccine: A Victory for Immunologic Engineering

Public Health – A case study describes a pandemic of a deadly infectious disease. Students work through the case to identify Patient Zero, the person who was the first to spread the disease, and how that individual became infected. Sample cases: The Protective Parent ; The Elusive Tuberculosis Case: The CDC and Andrew Speaker ; Credible Voice: WHO-Beijing and the SARS Crisis

Law – A case study presents a legal dilemma for which students use problem solving to decide the best way to advise and defend a client. Students are presented information that changes during the case. Sample cases: Mortgage Crisis Call (abstract) ; The Case of the Unpaid Interns (abstract) ; Police-Community Dialogue (abstract)

Business – Students work on a case study that presents the history of a business success or failure. They apply business principles learned in the classroom and assess why the venture was successful or not. Sample cases: SELCO-Determining a path forward ; Project Masiluleke: Texting and Testing to Fight HIV/AIDS in South Africa ; Mayo Clinic: Design Thinking in Healthcare

Humanities - Students consider a case that presents a theater facing financial and management difficulties. They apply business and theater principles learned in the classroom to the case, working together to create solutions for the theater. Sample cases: https://yaletmknowledgebase.org/category/case-studies/ .

Recommendations

Finding and Writing Cases

Consider utilizing or adapting open access cases - The availability of open resources and databases containing cases that instructors can download makes this approach even more accessible in the classroom. Instructors can consider in particular the National Center for Case Study Teaching in Science , a database featuring hundreds of accessible STEM- and social science - based case studies.

Consider writing original cases - In the event that an instructor is unable to find open access cases relevant to their course learning objectives, they may choose to write their own. See the following resources on case writing: Cooking with Betty Crocker: A Recipe for Case Writing ; The Way of Flesch: The Art of Writing Readable Cases ; Twixt Fact and Fiction: A Case Writer’s Dilemma ; And All That Jazz: An Essay Extolling the Virtues of Writing Case Teaching Notes .

Implementing Cases

Take baby steps if new to CBL - While entire courses and curricula may involve case-based learning, instructors who desire to implement on a smaller-scale can integrate a single case into their class, and increase the number of cases utilized over time as desired.

Use cases in classes that are small, medium or large - Cases can be scaled to any course size. In large classes with stadium seating, students can work with peers nearby, while in small classes with more flexible seating arrangements, teams can move their chairs closer together. CBL can introduce more noise (and energy) in the classroom to which an instructor often quickly becomes accustomed. Further, students can be asked to work on cases outside of class, and wrap up discussion during the next class meeting.

Encourage collaborative work - Cases present an opportunity for students to work together to solve cases which the historical literature supports as beneficial to student learning (Bruffee, 1993). Allow students to work in groups to answer case questions.

Form diverse teams as feasible - When students work within diverse teams they can be exposed to a variety of perspectives that can help them solve the case. Depending on the context of the course, priorities, and the background information gathered about the students enrolled in the class, instructors may choose to organize student groups to allow for diversity in factors such as current course grades, gender, race/ethnicity, personality, among other items.

Use stable teams as appropriate - If CBL is a large component of the course, a research-supported practice is to keep teams together long enough to go through the stages of group development: forming, storming, norming, performing and adjourning (Tuckman, 1965).

Walk around to guide groups - In CBL instructors serve as facilitators of student learning. Walking around allows the instructor to monitor student progress as well as identify and support any groups that may be struggling. Teaching assistants can also play a valuable role in supporting groups.

Interrupt strategically - Only every so often, for conversation in large group discussion of the case, especially when students appear confused on key concepts. An effective practice to help students meet case learning goals is to guide them as a whole group when the class is ready. This may include selecting a few student groups to present answers to discussion questions to the entire class, asking the class a question relevant to the case using polling software, and/or performing a mini-lesson on an area that appears to be confusing among students.

Assess student learning in multiple ways - Students can be assessed informally by asking groups to report back answers to various case questions. This practice also helps students stay on task, and keeps them accountable. Cases can also be included on exams using related scenarios where students are asked to apply their knowledge.

Barrows HS. (1996). Problem-based learning in medicine and beyond: a brief overview. New Directions for Teaching and Learning, 68, 3-12.

Bonney KM. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains. Journal of Microbiology and Biology Education, 16(1): 21-28.

Breslin M, Buchanan, R. (2008) On the Case Study Method of Research and Teaching in Design. Design Issues, 24(1), 36-40.

Bruffee KS. (1993). Collaborative learning: Higher education, interdependence, and authority of knowledge. Johns Hopkins University Press, Baltimore, MD.

Herreid CF. (2013). Start with a Story: The Case Study Method of Teaching College Science, edited by Clyde Freeman Herreid. Originally published in 2006 by the National Science Teachers Association (NSTA); reprinted by the National Center for Case Study Teaching in Science (NCCSTS) in 2013.

Herreid CH. (1994). Case studies in science: A novel method of science education. Journal of Research in Science Teaching, 23(4), 221–229.

Jonassen DH and Hernandez-Serrano J. (2002). Case-based reasoning and instructional design: Using stories to support problem solving. Educational Technology, Research and Development, 50(2), 65-77.

Kosfeld M, Heinrichs M, Zak PJ, Fischbacher U, Fehr E. (2005). Oxytocin increases trust in humans. Nature, 435, 673-676.

Krain M. (2016) Putting the learning in case learning? The effects of case-based approaches on student knowledge, attitudes, and engagement. Journal on Excellence in College Teaching, 27(2), 131-153.

Lee V. (2012). What is Inquiry-Guided Learning? New Directions for Learning, 129:5-14.

Nkhoma M, Sriratanaviriyakul N. (2017). Using case method to enrich students’ learning outcomes. Active Learning in Higher Education, 18(1):37-50.

Srinivasan et al. (2007). Comparing problem-based learning with case-based learning: Effects of a major curricular shift at two institutions. Academic Medicine, 82(1): 74-82.

Thistlethwaite JE et al. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical Teacher, 34, e421-e444.

Tuckman B. (1965). Development sequence in small groups. Psychological Bulletin, 63(6), 384-99.

Williams B. (2005). Case-based learning - a review of the literature: is there scope for this educational paradigm in prehospital education? Emerg Med, 22, 577-581.

Zak, PJ (2013). How Stories Change the Brain. Retrieved from: https://greatergood.berkeley.edu/article/item/how_stories_change_brain

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Case Method Teaching and Learning

What is the case method? How can the case method be used to engage learners? What are some strategies for getting started? This guide helps instructors answer these questions by providing an overview of the case method while highlighting learner-centered and digitally-enhanced approaches to teaching with the case method. The guide also offers tips to instructors as they get started with the case method and additional references and resources.

Why use the Case Method?

Case method teaching approaches, how do i get started.

Additional Resources

The CTL is here to help!

For support with implementing a case method approach in your course, email [email protected] to schedule your 1-1 consultation .

Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3 . Cases are real or invented stories 4 that include “an educational message” or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.

Case-based teaching simulates real world situations and asks students to actively grapple with complex problems 5 6 This method of instruction is used across disciplines to promote learning, and is common in law, business, medicine, among other fields. See Table 1 below for a few types of cases and the learning they promote.

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

Case Method Teaching and Learning at Columbia

The case method is actively used in classrooms across Columbia, at the Morningside campus in the School of International and Public Affairs (SIPA), the School of Business, Arts and Sciences, among others, and at Columbia University Irving Medical campus.

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Professor De Pinho on Using the Case Method in the Mailman Core

Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives 8 9 . Faculty have noted the instructional benefits of cases including greater student engagement in their learning 10 , deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives 11 .

Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”

The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 12 , as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case.

Though the case method has historical roots as an instructor-centered approach that uses the Socratic dialogue and cold-calling, it is possible to take a more learner-centered approach in which students take on roles and tasks traditionally left to the instructor.

Cases are often used as “vehicles for classroom discussion” 13 . Students should be encouraged to take ownership of their learning from a case. Discussion-based approaches engage students in thinking and communicating about a case. Instructors can set up a case activity in which students are the ones doing the work of “asking questions, summarizing content, generating hypotheses, proposing theories, or offering critical analyses” 14 .

The role of the instructor is to share a case or ask students to share or create a case to use in class, set expectations, provide instructions, and assign students roles in the discussion. Student roles in a case discussion can include:

discussion “starters” get the conversation started with a question or posing the questions that their peers came up with;
facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed;
recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and
discussion “wrappers” lead a summary of the main points of the discussion.

Prior to the case discussion, instructors can model case analysis and the types of questions students should ask, co-create discussion guidelines with students, and ask for students to submit discussion questions. During the discussion, the instructor can keep time, intervene as necessary (however the students should be doing the talking), and pause the discussion for a debrief and to ask students to reflect on what and how they learned from the case activity.

Note: case discussions can be enhanced using technology. Live discussions can occur via video-conferencing (e.g., using Zoom ) or asynchronous discussions can occur using the Discussions tool in CourseWorks (Canvas) .

Table 2 includes a few interactive case method approaches. Regardless of the approach selected, it is important to create a learning environment in which students feel comfortable participating in a case activity and learning from one another. See below for tips on supporting student in how to learn from a case in the “getting started” section and how to create a supportive learning environment in the Guide for Inclusive Teaching at Columbia .

Table 2. Strategies for Engaging Students in Case-Based Learning

Approaches to case teaching should be informed by course learning objectives, and can be adapted for small, large, hybrid, and online classes. Instructional technology can be used in various ways to deliver, facilitate, and assess the case method. For instance, an online module can be created in CourseWorks (Canvas) to structure the delivery of the case, allow students to work at their own pace, engage all learners, even those reluctant to speak up in class, and assess understanding of a case and student learning. Modules can include text, embedded media (e.g., using Panopto or Mediathread ) curated by the instructor, online discussion, and assessments. Students can be asked to read a case and/or watch a short video, respond to quiz questions and receive immediate feedback, post questions to a discussion, and share resources.

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

To ensure that students are learning from the case approach, ask them to pause and reflect on what and how they learned from the case. Time to reflect builds your students’ metacognition, and when these reflections are collected they provides you with insights about the effectiveness of your approach in promoting student learning.

Well designed case-based learning experiences: 1) motivate student involvement, 2) have students doing the work, 3) help students develop knowledge and skills, and 4) have students learning from each other.

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design.

Identify learning objectives, determine scope, and anticipate challenges.

Why use the case method in your course? How will it promote student learning differently than other approaches?
What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice?
What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case).
What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design?
If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit.

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching.

What assessments and criteria will you use to evaluate student work or participation in case discussion?
How will you evaluate the effectiveness of the case method? What feedback will you collect from students?
How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class?

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

Where will the case method fit into the course learning sequence?
Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students?
What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks).

Plan for the case discussion and an active role for students

What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009).
What discussion guidelines will you use that include your students’ input?
How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case?
If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas?
Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology?

Student preparation and expectations

How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).

Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press.

Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass.

Garvin, D.A. (2003). Making the Case: Professional Education for the world of practice. Harvard Magazine. September-October 2003, Volume 106, Number 1, 56-107.

Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29.

Golich, V.L.; Boyer, M; Franko, P.; and Lamy, S. (2000). The ABCs of Case Teaching. Pew Case Studies in International Affairs. Institute for the Study of Diplomacy.

Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK.

Herreid, C.F. (2011). Case Study Teaching. New Directions for Teaching and Learning. No. 128, Winder 2011, 31 – 40.

Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries.

Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar

Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153.

Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative.

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002

Schiano, B. and Andersen, E. (2017). Teaching with Cases Online . Harvard Business Publishing.

Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44.

Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1).

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass.

Additional resources

Teaching with Cases , Harvard Kennedy School of Government.

Features “what is a teaching case?” video that defines a teaching case, and provides documents to help students prepare for case learning, Common case teaching challenges and solutions, tips for teaching with cases.

Promoting excellence and innovation in case method teaching: Teaching by the Case Method , Christensen Center for Teaching & Learning. Harvard Business School.

National Center for Case Study Teaching in Science . University of Buffalo.

A collection of peer-reviewed STEM cases to teach scientific concepts and content, promote process skills and critical thinking. The Center welcomes case submissions. Case classification scheme of case types and teaching methods:

Different types of cases: analysis case, dilemma/decision case, directed case, interrupted case, clicker case, a flipped case, a laboratory case.
Different types of teaching methods: problem-based learning, discussion, debate, intimate debate, public hearing, trial, jigsaw, role-play.

Columbia Resources

Resources available to support your use of case method: The University hosts a number of case collections including: the Case Consortium (a collection of free cases in the fields of journalism, public policy, public health, and other disciplines that include teaching and learning resources; SIPA’s Picker Case Collection (audiovisual case studies on public sector innovation, filmed around the world and involving SIPA student teams in producing the cases); and Columbia Business School CaseWorks , which develops teaching cases and materials for use in Columbia Business School classrooms.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) offers a variety of programs and services for instructors at Columbia. The CTL can provide customized support as you plan to use the case method approach through implementation. Schedule a one-on-one consultation.

Office of the Provost

The Hybrid Learning Course Redesign grant program from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.

The Start Small! Mini-Grant provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool. Faculty awardees receive funds and CTL support for a one-semester period.

Explore our teaching resources.

Blended Learning
Contemplative Pedagogy
Inclusive Teaching Guide
FAQ for Teaching Assistants
Metacognition

CTL resources and technology for you.

Overview of all CTL Resources and Technology
The origins of this method can be traced to Harvard University where in 1870 the Law School began using cases to teach students how to think like lawyers using real court decisions. This was followed by the Business School in 1920 (Garvin, 2003). These professional schools recognized that lecture mode of instruction was insufficient to teach critical professional skills, and that active learning would better prepare learners for their professional lives. ↩
Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. ↩
Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. ↩
Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. ↩
Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. ↩
Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. ↩
Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. ↩
Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846 ↩
Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. ↩
Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. ↩
Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). ↩
Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002 ↩
Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass. ↩
Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar ↩

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Case-Based Learning

Introduction:.

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Stanford Professor Keith Loague (now Emeritus Professor of Geological Sciences) shared his award winning reasons for implementing case-based learning in the below 2001 video: (you may wish to skip the first minute.)

How to use cases for teaching and learning:

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

What do you want students to learn from the discussion of the case?
What do they already know that applies to the case?
What are the issues that may be raised in discussion?
How will the case and discussion be introduced?
What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
What directions do you need to provide students regarding what they are supposed to do and accomplish?
Do you need to divide students into groups or will they discuss as the whole class?
Are you going to use role-playing or facilitators or record keepers? If so, how?
What are the opening questions?
How much time is needed for students to discuss the case?
What concepts are to be applied/extracted during the discussion?
How will you evaluate students?

To find other cases that already exist, try the following websites (if you know of other examples, please let us know and we will add them to this resource) :

The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
A Journal of Teaching Cases in Public Administration and Public Policy, University of Washington
The American Anthropological Association’s Handbook on Ethical Issues in Anthropology , Chapter 3: Cases & Solutions provides cases in a format that asks the reader to solve each dilemma and includes the solutions used by the actual anthropologists. Comments by anthropologists who disagreed with the “solution” are also provided.

Additional Information:

Teaching with Cases , Harvard Kennedy School
World Association for Case Method Research and Application
Case-Based Teaching & Problem-Based Learning , UMich
What is Case-Based Learning , Queens University

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Center for Excellence in Teaching and Learning

Case Based Learning

What is the case method?

In case-based learning, students learn to interact with and manipulate basic foundational knowledge by working with situations resembling specific real-world scenarios.

How does it work?

Case studies encourage students to use critical thinking skills to identify and narrow an issue, develop and evaluate alternatives, and offer a solution. In fact, Nkhoma (2016), who studied the value of developing case-based learning activities based on Bloom’s Taxonomy of thinking skills, suggests that this approach encourages deep learning through critical thinking:

Sherfield (2004) confirms this, asserting that working through case studies can begin to build and expand these six critical thinking strategies:

Emotional restraint
Questioning
Distinguishing fact from fiction
Searching for ambiguity

What makes a good case?

Case-based learning can focus on anything from a one-sentence physics word problem to a textbook-sized nursing case or a semester-long case in a law course. Though we often assume that a case is a “problem,” Ellet (2007) suggests that most cases entail one of four types of situations:

Evaluations
What are the facts you know about the case?
What are some logical assumptions you can make about the case?
What are the problems involved in the case as you see it?
What is the root problem (the main issue)?
What do you estimate is the cause of the root problem?
What are the reasons that the root problem exists?
What is the solution to the problem?
Are there any moral or ethical considerations to your solution?
What are the real-world implications for this case?
How might the lives of the people in the case study be changed because of your proposed solution?
Where in your world (campus/town/country) might a problem like this occur?
Where could someone get help with this problem?
What personal advice would you give to the person or people concerned?

Adapted from Sherfield’s Case Studies for the First Year (2004)

Some faculty buy prepared cases from publishers, but many create their own based on their unique course needs. When introducing case-based learning to students, be sure to offer a series of guidelines or questions to prompt deep thinking. One option is to provide a scenario followed by questions; for example, questions designed for a first year experience problem might include these:

Before you begin, take a look at what others are doing with cases in your field. Pre-made case studies are available from various publishers, and you can find case-study templates online.

Choose scenarios carefully
Tell a story from beginning to end, including many details
Create real-life characters and use quotes when possible
Write clearly and concisely and format the writing simply
Ask students to reflect on their learning—perhaps identifying connections between the lesson and specific course learning outcomes—after working a case

Additional Resources

Barnes, Louis B. et al. Teaching and the Case Method , 3 rd (1994). Harvard, 1994.
Campoy, Renee. Case Study Analysis in the Classroom: Becoming a Reflective Teacher . Sage Publications, 2005.
Ellet, William. The Case Study Handbook . Harvard, 2007.
Herreid, Clyde Freeman, ed. Start with a Story: The Case Study Method of Teaching College Science . NSTA, 2007.
Herreid, Clyde Freeman, et al. Science Stories: Using Case Studies to Teach Critical Thinking . NSTA, 2012.
Nkhoma, M., Lam, et al. Developing case-based learning activities based on the revised Bloom’s Taxonomy . Proceedings of Informing Science & IT Education Conference (In SITE) 2016, 85-93. 2016.
Rolls, Geoff. Classic Case Studies in Psychology , 3 rd Hodder Education, Bookpoint, 2014.
Sherfield, Robert M., et al. Case Studies for the First Year . Pearson, 2004.
Shulman, Judith H., ed. Case Methods in Teacher Education . Teacher’s College, 1992.

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Case Community Learning Center

1420 Garman Rd, Akron, OH 44313 | (330) 873-3350 | Website

Overall Score 31.48/100

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Overview of Case Community Learning Center

Case Community Learning Center is a public school located in Akron, OH, which is in a mid-size city setting. The student population of Case Community Learning Center is 320 and the school serves K-5. At Case Community Learning Center, 47% of students scored at or above the proficient level for math, and 47% scored at or above that level for reading. The school’s minority student enrollment is 77%. The student-teacher ratio is 12, which is better than that of the district. The student population is made up of 44% female students and 56% male students. There are 26 equivalent full-time teachers and 0 full-time school counselors.

At a Glance

Case community learning center 2021 rankings.

Case Community Learning Center is ranked #1122 in Ohio Elementary Schools . Schools are ranked on their performance on state-required tests, graduation, and how well they prepare their students for high school. Read more about how we rank the Best Elementary Schools .

All Rankings

# 1122 in Ohio Elementary Schools
# 12 in Akron City Elementary Schools

Ranking Factors

How Case Community Learning Center placed statewide out of 1637 schools ranked in Ohio .

Reading Proficiency Rank

#1296 (tie)

Math Proficiency Rank

#1273 (tie)

Reading Performance

Somewhat Above Expectations

Math Performance

Students/Teachers at Case Community Learning Center

These counts and percentages of students and teachers are from data reported by state education agencies to the federal government

School information is provided by the government.

Enrollment by Grade

Kindergarten

Enrollment by Gender

Student Diversity

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Black or African American

Two or more races

Hispanic/Latino

Asian or Asian/Pacific Islander

Native Hawaiian or Other Pacific Islander and American Indian or Alaska Native are not included in this breakdown due to an enrollment of 0%.

Full-time teachers

Percentage of full-time teachers who are certified

Student-teacher ratio

Percentage of teachers with 3 or more years experience

Number of full-time school counselors

Test Scores at Case Community Learning Center

At Case Community Learning Center, 47% of students scored at or above the proficient level for math, and 47% scored at or above that level for reading. Compared with the district, the school did better in math and better in reading, according to this metric. In Akron City , 43% of students tested at or above the proficient level for reading, and 44% tested at or above that level for math. Case Community Learning Center did worse in math and worse in reading in this metric compared with students across the state. In Ohio , 62% of students tested at or above the proficient level for reading, and 62% tested at or above that level for math.

Subject Proficency

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School profile information is based on government data.

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Magnet School

This information relates to schools run by this school's state operating agency. Many districts contain only one school.

Total Schools (all grades)

Total Ranked Elementary Schools

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Total Students (all grades)

Elementary Schoolers Proficient in Reading (district average)

Elementary Schoolers Proficient in Math (district average)

1420 Garman Rd, Akron, OH 44313

Nearby Schools

1160 Winhurst Dr, Akron, OH 44313 (1 mile)

65 N Meadowcroft Dr, Akron, OH 44313 (1 mile)

805 Memorial Pkwy, Akron, OH 44303 (1 mile)

55 S Portage Path, Akron, OH 44303 (2 miles)

400 W Market St, Akron, OH 44303 (2 miles)

1020 Hartford Ave, Akron, OH 44320 (2 miles)

2645 Smith Rd, Fairlawn, OH 44333 (3 miles)

65 W Tallmadge Ave, Akron, OH 44310 (3 miles)

1000 Diagonal Rd, Akron, OH 44320 (3 miles)

496 Trunko Rd, Fairlawn, OH 44333 (3 miles)

2226 23rd St, Cuyahoga Falls, OH 44223 (3 miles)

450 Vernon Odom Boulevard, Akron, OH 44307 (3 miles)

1199 V Odom Blvd, Akron, OH 44307 (3 miles)

1085 Clifton Ave, Akron, OH 44310 (4 miles)

92 N Union St, Akron, OH 44304 (4 miles)

850 Damon St, Akron, OH 44310 (4 miles)

3882 Bywood Ave, Fairlawn, OH 44333 (4 miles)

2955 Smith Rd, Fairlawn, OH 44333 (4 miles)

3415 W Market St, Fairlawn, OH 44333 (4 miles)

390 W Crosier St, Akron, OH 44311 (4 miles)

425 Falls Ave, Cuyahoga Falls, OH 44221 (4 miles)

1600 Raleigh Blvd, Copley, OH 44321 (4 miles)

333 E Thornton St, Akron, OH 44311 (4 miles)

2405 Romig Rd, Akron, OH 44320 (5 miles)

2081 9th St SW, Akron, OH 44314 (5 miles)

Data is based on the NaN - NaN , NaN - NaN and NaN - NaN school years.

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Case Community Learning Center

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Students at this school are making more academic progress given where they were last year, compared to similar students in the state.

Strong progress with low test scores means that students are starting at a low point but the school is doing a better job at supporting their academic growth than most other schools.

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case-based learning

Effective virtual patient simulators for medical communication training: a systematic review.

A key message from this review study of usi ...

Bridging practice and theory in the professional classroom

This issue of Into Practice is adapted from Instructional Moves content produced by the Teaching and Learning Lab at the Harvard Graduate School of Education.

Understanding pathophysiology with real-life vignettes

This issue of Into Practice is adapted from Instructional Moves content produced by the Teaching and Learning Lab at the Harvard Graduate School of Education.

Barbara Cockrill, Harold Amos Academy Associate Professor of Medicine

Cultivating the skill and the orientation to listen

Research: Using the case method in teaching education: The role of discussion and experience in teachers' thinking about cases

A study tested the use of case studies with and without follow-up discussion, finding that the discussion group’s social interaction and sharing of conflicting ideas were the source of changes in thinking.

Research: The Social Perspective Taking Process: What motivates individuals to take another’s perspective?

One mixed-method, exploratory study identified seven factors that enhance individuals’ motivation to take the perspective of others, defined as social perspective taking (SPT), including the desire to relate to others and to understand what others think of them.

With Politics Front and Center: New tools to help educators support students in controversial scenarios (Usable Knowledge)

Professor Levinson and the Justice in Schools team at the Harvard Graduate School of Education published new case studies earlier this semester addressing civic ethical dilemmas...

Difficult topics: Seeking and considering alternative viewpoints in the classroom

Student case pedagogy: Learning from their own experience

A Master Class: Monica Higgins and the use of the case method in education

Harvard Graduate School of Education’s Monica Higgins taught a Master Class on “Learning to Lead through Case Discussion.”

Case-based teaching and learning

T.H. Chan School of Public Health’s Case-Based Teaching and Learning Center provides approaches and resources for teaching with the case method.

The Case Studies Blog

Harvard Law School’s Case Studies Blog provides approaches and resources for teaching with the case method.

Teaching by the case method

Harvard Business School’s Christensen Center for Teaching & Learning provides approaches and resources for teaching with the case method.

Leadership Can Be Taught

Leadership Can Be Taught offers an inside look into Heifetz’s classroom and his experiential pedagogical methods. He is also currently working with HarvardX to develop an online leadership course.

From the source: Guest speakers in the classroom

Faculty Spotlights

active learning (18)
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Upcoming Courses

Below is a chronological listing of upcoming courses offered by Siegal Lifelong Learning. Click on the course titles below for the full course description, pricing and registration.

SENIOR SCHOLARS: THE ROBERTS COURT / 1666 - A REMARKABLE YEAR THAT CHANGED OUR WORLD (IN-PERSON)

Instructor(s): Tuesdays, September 05 - November 14|1:30–3:30 p.m. ET

SENIOR SCHOLARS: BERLIN IN THE 20TH CENTURY: UNITED, DIVIDED, UNITED

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Instructor(s): Thursdays, September 07 - November 16|1:30–3:30 p.m. ET

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SEPARATION OF CHURCH AND STATE – HOW THE SUPREME COURT HAS DECIDED AND WHAT IS NEXT (IN-PERSON)

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BEGINNER CONVERSATIONAL HEBREW (REMOTE)

Instructor(s): Leah Cooper Mondays, September 11-December 4 (No Class Sept. 25)|6:30PM to 8:30PM ET

ADVANCED BEGINNER CONVERSATIONAL HEBREW (REMOTE)

Instructor(s): Leah Cooper Mondays, September 11 - December 4 (No Class Sept. 25)|1:00PM to 3:00PM ET

INTERMEDIATE CONVERSATIONAL HEBREW (REMOTE)

Instructor(s): Leah Cooper Tuesdays, September 12-December 5 (No Class Nov. 21)| 6:30PM to 8:30PM ET

NON-JEWISH COMMUNITIES OF ISRAEL (REMOTE)

Instructor(s): Steve Klein Tuesdays, September 12-October 10|1:00PM to 2:30PM ET

ADVANCED CONVERSATIONAL HEBREW (REMOTE)

Instructor(s): Rivka Taub Tuesdays, September 12-December 5 (No Class Nov. 21)|10:00AM to 12:00PM ET

OCTOGENARIAN CREATIVITY IN MUSIC (IN-PERSON)

Instructor(s): Eric Kisch Tuesdays, September 12 - October 3| 10:30AM to 12:30PM ET

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Instructor(s): Judith Shamir Tuesdays, September 12-December 5 (No Class Nov. 21)|10:00AM to 12:00PM ET

Instructor(s): Rivka Taub Wednesdays, September 13-December 6 (No Class Nov 22)|10:00AM to 12:00PM ET

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VERGIL’S AENEID (IN-PERSON)

Instructor(s): Janice Vitullo Thursdays, September 14-November 2|10:00AM to 11:30 AM

Instructor(s): Judith Shamir Thursdays, September 14-December 7 (No Class Nov. 23)|10:00AM to 12:00PM ET

Instructor(s): Rivka Taub Thursdays, September 14-December 7 (No Class Nov. 23)|6:30PM to 8:30PM ET

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Instructor(s): Patrick Moore, JD Tuesdays, September 19-November 7| 10:30AM to 12:00PM ET

Instructor(s): Barbara Greenberg, JD Tuesdays, September 19-November 14 (No Class Sept. 26)|1:00PM to 2:30PM ET

LEONARDO DA VINCI: A TRUE VITRUVIAN MAN (IN-PERSON)

Instructor(s): Jim Lane Thursdays, September 21-November 9|10:00AM to 11:30AM ET

Instructor(s): Patrick Moore, JD Fridays, September 22-November 10|10:00AM to 11:30AM ET

WRITING CREATIVE NONFICTION (IN-PERSON)

Instructor(s): Linda Tuthill Tuesdays, September 26-November 7|1:00PM to 3:00PM ET

CMA UP CLOSE: ART, ARTISTS, AND THEIR ENVIRONMENT (IN-PERSON)

Instructor(s): Professional Staff Tuesdays, September 26-October 31| 1:00PM to 2:00PM ET

Instructor(s): Professional Staff Thursdays, September 28-November 2| 1:00PM to 2:00PM ET

POETRY WRITING (IN-PERSON)

Instructor(s): Linda Tuthill Thursdays, September 28-November 9|1:00PM to 3:00PM ET

PATRICIA HIGHSMITH FROM PAGE TO SCREEN (IN-PERSON)

Instructor(s): Terry Meehan Tuesdays, October 03-November 07| 1:00PM to 3:00PM ET

THE RISE AND PRATFALLS OF AMERICAN HUMOR – PART 1 (REMOTE)

Instructor(s): Shelley Bloomfield, PhD Wednesdays, October 4-25|10:00AM to 11:30AM ET

THE SHORT FICTION OF KATHERINE ANNE PORTER (REMOTE)

Instructor(s): Monica Miller Mondays, October 9-November 13|3:00PM to 4:30PM ET

CROSSROADS: THE IDEAS THAT JEWS AND CHRISTIANS SHARE (REMOTE)

Instructor(s): Todd Rosenberg Wednesdays, October 11-November 15|7:00PM to 8:30PM ET

NUTS & BOLTS OF JEWISH GENEALOGY (IN-PERSON)

Instructor(s): Ken Bravo Wednesdays, October 11-November 15|10:00AM to 12:00PM ET

JEWISH ISSUES OF THE LATE 19TH CENTURY TO THE PRESENT: RESPONSES OF THE ART WORLD (IN-PERSON)

Instructor(s): Carol Salus Fridays, October 27 - December 08, 2023|10-11:30 a.m. ET

SATIRES OF JUVENAL (REMOTE)

Instructor(s): John Sarkissian Wednesdays, November 1-December 6|10:00AM to 11:30AM ET

THE AMERICAN ECONOMY AND ITS CHALLENGES (IN-PERSON)

Instructor(s): Earl Leiken Fridays, November 3-December 1 (no class Nov 24)|10:00AM to 12:00PM ET

SHORT STORIES ON WOMEN AND WORK (IN-PERSON)

Instructor(s): Cindy Sabik Mondays, November 6-27|10:30AM to 12:00PM ET

MORE WORLD CHANGING IDEAS OF RABBI LORD JONATHAN SACKS (IN-PERSON)

Instructor(s): Jeremy Bruce Mondays, November 27-December 18| 1:00PM to 2:30PM ET

THE CREATIVE NONFICTION DANCE (IN-PERSON)

Instructor(s): Lee Chilcote Mondays, November 27-December 18|1:00PM to 2:30PM ET

BARE NECESSITIES: FOOD, CLOTHING AND SHELTER IN AMERICAN JEWISH HUMOR (REMOTE)

Instructor(s): Ted Merwin, PhD Wednesdays, November 29-December 13|7:00PM to 8:30PM ET

THREE REVENGE PLAYS BY EURIPIDES (REMOTE)

Instructor(s): Janice Vitullo Thursdays, November 30-December 21|10:00AM to 11:30AM ET

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Case Center

Digital evidence management

Case Center for courts

Case center for courts features, receive, review, and admit evidence.

Case Center allows you to securely receive, review, admit, and present evidence regardless of format, from case documents to multimedia, in a dedicated review workspace. Parties and self-represented litigants can upload materials from a mobile phone or computer. Everything uploaded to a case is indexed and paginated into fully searchable case files and marked exhibits are automatically placed in an exhibit case file for easy identification.

Access a single source of evidence

In a single system, Case Center gives you access to all case materials efficiently and effectively. Judges, parties, court staff, and self-represented users can securely access it from any location, on any device with a full audit trail of all user actions. By inviting users to access evidence in one location, you can securely grant time restricted, file restricted, and redacted case access, with user specific views for juries or witnesses.

Quickly tackle increased caseloads and backlogs

Courts are the key institution to building fair, effective, and dependable justice, but the pandemic has resulted in increased caseloads and rising case backlogs. By making materials instantly available to all parties, Case Center reduces demands for continuations and other delays. Cases progress more quickly with intuitive, easy-to-use document markup tools, integrated case presentation, increased search efﬁciency, and an intuitive design that requires fewer clicks to find documents.

Hold more productive hearings

Digital solutions must ensure that hearings are easy to follow for all participants — regardless of physical location. Case Center allows participants to follow in real time in person or virtually with a common set of hearing materials. Direct everyone to the right document instantly and even present video files in sync. Stream multimedia within the browser in both virtual and in-person hearings with no additional tech required, allowing you to optimize hearing time and accelerate access to justice.

Case Center and courts insights

Thomson Reuters Institute

2023 State of the Courts Report

Get an exclusive look into the state of the courts to better understand challenges in the judicial system, specifically around hearings, evidence, caseloads, and technology in the post-pandemic world.

Learn how Case Center can complement a Case Management System

Case Management Systems and Digital Evidence Platforms are two unique ecosystems, two unique services. Both platforms help support a paperless strategy. While a Case Management System is an important piece for courts, it does not fulfill the tasks or offer the features required in a hearing and trial; that is where Case Center steps in to solve problems.

Schedule a free demo and see for yourself how easy it is to transform the way your court handles evidence

Learning Modules

NOTE: For all exercises, students can be asked to first complete the exercise and develop a solution individually, then in a group where the group must collectively decide on a solution. If there is disagreement in the group, they must be able to decide, perhaps using a final vote to select the best option. If this format is used you may add the following question at the end:

Question: Did your opinion change when completing the exercise in a group? If so, why? Did you reprioritize your values? Did you learn something you did not know previously? Did you gain a different perspective? How were you influenced?

Link to worksheets

Case Studies

Ethics case study 1: What does fair mean when distributing treatment for a pandemic?

Ethics case study 2: Using animals to grow organs for people

Ethics case study 3: What would you sacrifice?

Ethics case study 4: A frack-tured farm

Ethics case study 5: Improving crop yield

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Case Method Teaching and Learning

Why use the Case Method?

Case method teaching approaches, how do i get started.

Additional Resources

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

Case Method Teaching and Learning at Columbia

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Professor De Pinho on Using the Case Method in the Mailman Core

discussion “starters” get the conversation started with a question or posing the questions that their peers came up with;
facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed;
recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and
discussion “wrappers” lead a summary of the main points of the discussion.

Table 2. Strategies for Engaging Students in Case-Based Learning

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design.

Identify learning objectives, determine scope, and anticipate challenges.

Why use the case method in your course? How will it promote student learning differently than other approaches?
What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice?
What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case).
What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design?
If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit.

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching.

What assessments and criteria will you use to evaluate student work or participation in case discussion?
How will you evaluate the effectiveness of the case method? What feedback will you collect from students?
How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class?

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

Where will the case method fit into the course learning sequence?
Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students?
What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks).

Plan for the case discussion and an active role for students

What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009).
What discussion guidelines will you use that include your students’ input?
How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case?
If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas?
Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology?

Student preparation and expectations

How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).