Teaching Real‐World Issues through Case Studies*

Raju, P. K.; Sankar, Chetan S.

doi:10.1002/j.2168-9830.1999.tb00479.x

Cited by 135 publications

(117 citation statements)

References 4 publications

(4 reference statements)

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“…These results suggest educators should consider incorporating opportunities for students to explore explicit connections between the theory presented in their courses and the practices of engineers and researchers, as has been suggested by other researchers (e.g., Raju and Sankar 37 ). Additionally, participants were impacted in challenging undergraduate courses, specifically those that they later viewed as "doable" or "rewarding."…”

Section: Implications For Practicesupporting

confidence: 55%

What Makes an Undergraduate Course Impactful? An Examination of Students' Perceptions of Instructional Environments

Coso¹,

Watson²,

Llewellyn³

2015 ASEE Annual Conference and Exposition Proceedings

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To provide significant learning experiences for undergraduate engineering students, educators have resources in the literature, colleagues, and personal experiences to supplement their course design process. This study aims to capture the stories of graduate students who are looking back at their undergraduate experiences and describing the features that made a specific course particularly impactful. Specifically, the goal of this study was to explore the educational philosophies enacted in the most impactful undergraduate classrooms, according to graduate students' perceptions, for the purpose of designing effective instructional environments. To capture the characteristics of the impactful courses, graduate engineering students from the Georgia Institute of Technology participated in an online survey. Participants reflected on the instructional environment that best described their most impactful undergraduate learning experience. Open-ended questions provided students with the opportunity to further justify or clarify their responses. The analysis indicated that students' most impactful classes were required, in-major, non-design courses. Furthermore, these courses were characteristic of instructor-centered philosophies, including essentialism and perennialism. However, when students did reflect on out-of-major courses, they tended to recount a wider variety of enacted philosophies, including more learner-centered ones (progressivism, social reconstructionism, and existentialism). Qualitative analysis of students' descriptions of their most impactful classes revealed five major factors that contribute to the success of a course: course components, the instructor, the student experience, the subject matter, and other stakeholders (e.g., peers and teaching assistants). Exploring these impactful classroom experiences highlights connections between the literature and student experiences as well as supports new faculty who are considering the type of instructional environments they will strive to create in their own courses.

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Section: Implications For Practicesupporting

confidence: 55%

What Makes an Undergraduate Course Impactful? An Examination of Students' Perceptions of Instructional Environments

Coso¹,

Watson²,

Llewellyn³

2015 ASEE Annual Conference and Exposition Proceedings

View full text Add to dashboard Cite

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“…Bonoma (1989), Grant (1997) and Jerrard (2005) define the case study method as an approach that implements active learning strategies for students based on a description of a situation or context in which a problem or set of issues arises. According to Raju and Sankar (1999) a case study typically is a record of a technical and business issue that actually has been faced by managers, together with surrounding facts, opinions, and prejudices upon which management decisions have to depend. Tal (2010) (cited in Habasisa and Hlalele, 2014) defines case study as a meta-skill that integrates cognitive perceptions, self-regulation skills, and interpersonal relationships with learners and teachers.…”

Section: Methodsmentioning

confidence: 99%

“…They also defend that act of researching and writing a case study can be seen as an application of the design process. Raju and Sankar (1999) assert the importance of using case studies in engineering education.The case study method was first used as a learning method for management in the beginning of the XX century, and since then has been widely use, and has been quite successful as a learning methodology for management (Mintzberg, 2004;Gonzalez, 2011). Today using case study method is an important tool for lecturers in project management education.…”

Section: Introductionmentioning

confidence: 99%

Using Case Study Method in Project Management Education as a Tool for Improvement of Project Manager’s Skills

Erbaş¹

2016

Eur. j. soc. sci. educ. res.

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“…Raju and Sankar [3] define case study education as providing students with a record of a technical and/or business issue that actually has been faced by managers, together with surrounding facts, opinions, and prejudices upon which management decisions have to depend. Using case studies as a semester-long tool to teach neuroanatomy, in which students were actively engaged in the presentation and discussion of case studies throughout the semester, resulted in more understandable and enjoyable learning experience for the students.…”

Section: Active Learning Tools: Case Studiesmentioning

confidence: 99%

“…Raju and Sankar [3] undertook a research to develop a teaching methodology to bring real-world issues into engineering classrooms. The results of their research led to recommendations to funding agencies and educators on the need to develop interdisciplinary technical case studies so that the innovations happening in the field of engineering can be communicated to students in the classroom.…”

Section: Active Learning Tools: Case Studiesmentioning

confidence: 99%

Integrated Active Learning Tools for Enhanced Pedagogy in a Software Engineering Course

Acharya

Manohar

et al.

2015 ASEE Annual Conference and Exposition Proceedings

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Effective teaching requires effective teaching tools. This pedagogical requirement is especially important for software engineering education, where graduates are expected to develop software that meets rigorous quality standards in functional and application domains. To enhance students' understanding of the needs of the professional software industry, lecture notes are supplanted by additional pedagogical tools being developed at the author's institution for a software verification and validation (V&V) course. These active learning teaching tools, consisting of class exercises, case studies, and case study videos, are being developed in partnership with industry. The basic objective of the project is to improve software education so that it is aligned with both academic research and industry best practices. This project is being funded through a NSF-TUES grant.Through this project in addition to enhancing twenty (20) delivery hours of lecture slides, eighteen (18) delivery hours of case studies, sixteen (16) delivery hours of exercises, and six (6) delivery hours of case study videos totaling sixty (60) delivery hours of Software V&V course modules are being created. In the spring of 2014, diverse case studies were delivered to Software Engineering juniors at the author's institution and their learning outcomes were tracked using a survey instrument. The results showed that the students were able to better comprehend V&V topics such as requirements engineering, reviews and inspections, configuration management, and testing. The knowledge disseminated through lectures seemed to be reinforced by the case studies. In the spring of 2015, additional course materials that include exercises and role-play videos are expected to be created and delivered. The results of this research work will be shared during the poster presentation at ASEE. As part of the project dissemination plan, the teaching materials will be made available to interested institutions and professional organizations. An invitation-only workshop is also planned for August 2015 to share developed course materials and delivery mechanisms.

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Teaching Real‐World Issues through Case Studies*

Cited by 135 publications

References 4 publications

What Makes an Undergraduate Course Impactful? An Examination of Students' Perceptions of Instructional Environments

What Makes an Undergraduate Course Impactful? An Examination of Students' Perceptions of Instructional Environments

Using Case Study Method in Project Management Education as a Tool for Improvement of Project Manager’s Skills

Integrated Active Learning Tools for Enhanced Pedagogy in a Software Engineering Course

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