Case Studies In Introductory Courses

Abstract

The introductory college classroom is the foundation of the learning process. It is a student’s first exposure to the subject. These courses are strong in basic concepts, but often inadequate in developing essential critical thinking and problem solving skills, required in the 21^st century workplace. This article discusses the steps required to offer adaptions of existing case studies in an introductory course resulting in an enriched learning community. First, we suggest strategies to overcome the challenges inherent in the incorporation of this pedagogy for introductory students. Then, we present a step-by-step approach for the adaption of existing case studies to fit the learning objectives of the introductory course as well as the skill set of your students. Next is the discussion of the setting of ground rules to establish expectations, encouraging a community of trust, and recommended methods for a purposeful discussion. Finally, we address assessment of the process, which leads to mastering the art of case study teaching.