Pm587 Case Study

Case-based Teaching

With case-based teaching, students develop skills in analytical thinking and reflective judgment by reading and discussing complex, real-life scenarios. The articles in this section explain how to use cases in teaching and provide case studies for the natural sciences, social sciences, and other disciplines.

Teaching with Case Studies (Stanford University, 1994)

This article from the Stanford Center for Teaching and Learning describes the rationale for using case studies, the process for choosing appropriate cases, and tips for how to implement them in college courses.

National Center for Case Study Teaching in Science (University of Buffalo)

This site offers resources and examples specific to teaching in the sciences. This includes the “UB Case Study Collection,” an extensive list of ready-to-use cases in a variety of science disciplines. Each case features a PDF handout describing the case, as well as teaching notes.

The Case Method and the Interactive Classroom (Foran, 2001, NEA Higher Education Journal)

First-person account of how a sociology faculty member at University of California, Santa Barbara began using case studies in his teaching and how his methods have evolved over time as a professor.

Using Cases in Teaching (Penn State)

Tips for both teachers and students on how to be successful using case studies in the college/university classroom. Includes links to several case repositories, organized by discipline.

Problem-based Learning

Problem-based learning (PBL) is both a teaching method and an approach to the curriculum. It consists of carefully designed problems that challenge students to use problem solving techniques, self-directed learning strategies, team participation skills, and disciplinary knowledge. The articles and links in this section describe the characteristics and objectives of PBL and the
process for using PBL. There is also a list of printed and web resources.

Problem-Based Learning Network (Illinois Mathematics and Science Academy)

Site includes an interactive PBL Model, Professional Development links, and video vingnettes to illustrate how to effectively use problem-based learning in the classroom. The goals of IMSA's PBLNetwork are to mentor educators in all disciplines, to explore problem-based learning strategies, and to connect PBL educators to one another.

Problem-Based Learning: An Introduction (Rhem, 1998, National Teaching and Learning Forum)

This piece summarizes the benefits of using problem-based learning, its historical origins, and the faculty/student roles in PBL. Overall, this is an easy to read introduction to problem-based learning.

Problem-Based Learning (Stanford University, 2001)

This issue of Speaking of Teachingidentifies the central features of PBL, provides some guidelines for planning a PBL course, and discusses the impact of PBL on student learning and motivation.

Problem-Based Learning Clearinghouse (University of Delaware)

Collection of peer reviewed problems and articles to assist educators in using problem-based learning. Teaching notes and supplemental materials accompany each problem, providing insights and strategies that are innovative and classroom-tested. Free registration is required to view and download the Clearinghouse’s resources.

See also:
The International Journal of Problem-Based Learning


of pro,ects already in pro"ress4 but there has not been a "ood portfolio !ana"e!ent process in place( The parent co!pany has set the followin" strate"ic "oals for the entire co!pany:<0pansion "oals are to "row the co!pany =3> per year4 speci*cally to include the followin":<0pand into new !arkets in 9laska and <urope<0pand ser+ices pro+ided to current custo!ersncrease re+enues by =3>ncrease custo!er satisfaction by =5>Cost Control "oals include the followin"Reduce operatin" costs by =3>Reduce o+erhead and warehousin" costs by 5>

AssignmentAssignment: Due Week 5

 This is a two part assi"n!ent(

Part 1

;irst4 de+elop pro,ect selection criteria and a hi"h le+el process for applyin" the criteria and !ana"in" the portfolio( The criteria should be consistent with the business en+iron!ent for the industry4 consistent with your co!pany#s o+erall !ission/strate"ies4 and consistent with the !ission and strate"ies of your strate"ic business unit( )ou are proposin" a process4 not indi+idual pro,ects( The deli+erable for Part = is a written proposal for the pro,ect selection criteria and a hi"h le+el description of a proposed portfolio !ana"e!ent process( )ou !ay also be e0pected to !ake an infor!al presentation of the report in class( The proposal should be in the for! of a !e!orandu! to your ?ice President &your instructor' outlinin" your proposal( The !e!orandu! should be no !ore than =3 pa"es4 includin" any *"ures and tables( t should be double.spaced4 =3 or =@ point font with one.inch !ar"ins( This is a su!!ary for an e0ecuti+e4 so be concise4 to the point4 and lea+e out the AuB( f you don#t need =3 pa"es to docu!ent your proposal fully4  a! sure that your ?ice President will be happy with less as lon" as it is co!plete( %sin" appropriate "ra!!ar4 spellin"4 punctuation4 and sentence structure will be part of your "rade( The actual proposal should include the followin":9 description of the proposed portfolio process( )ou are e0plainin" it to the e0ecuti+es( The reasons it was selected &tie to strate"ies as appropriate('9 description of the proposed selection criteria( ow will the process be applied in your S$% The !ethod for applyin" the selection criteria4 and the ,usti*cation for both( oware you "oin" to score the pro,ects and e+aluate the scores

Hints for a Successful Part 1:

 This is not a co!plete pro,ect proposal or e+en a co!plete status report( )ou are!akin" a speci*c proposal to !ana"e!ent of a 7Pro,ect Portfolio <+aluation and Selection Process(


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