In one research study from Harvard, instructors implemented the case study method for chemistry students. They found that when students “actively evaluate potential errors or ambiguities in published crystallography data from chemistry literature, [it] is the most effective way to help students understand such key concepts” (Campell, Powers & Zheng, 2015, p. 274). The case studies provided context to what the students were learning and the use of modern examples appealed more broadly to the students’ interests. When studies were selected from recent literature where debate already exists, students were better able to consider multiple solutions and perspectives after analyzing the cases. The researchers also found that timing was important, so that students had sufficient background in theory and previous attempts at solutions before working in groups. This is a critical element of making case studies a successful activity in your classroom--students who have not yet learned sufficient background and theory will only find case studies frustrating!

The activity followed a consistent format. Students were divided into groups of three or four, and each group was given the original literature report, along with guiding questions to answer during an “oral report” of their own conclusions. Instructors checked on students' progress, but they were careful not to lead the discussions, rather allowing the students to build knowledge on their own. After each group gave their oral presentation, the class was open for discussion. Groups submitted a written report summarizing their presentation and the class discussion. Additionally, for more complex studies, two groups might be assigned the same study and then engage in a “debate”, where each group argues for their solution. 

After some trial and error, the instructional team from this study developed a set of guidelines that can be helpful to any course using the case study method.

1. Use real-world situations, problems, equipment, or actions to the extent possible.

2. Choose complex, ill-defined problems that do not have a simple answer and may even have more than one possible answer.

3. Involve the learners in solving a problem that reflects the kinds of problems they would encounter in the real world using the real tools of the discipline.

4. Be a resource, but not the leader of the problem-solving task.

5. Once the learners have come to a solution, spend an equal amount of class time reflecting on how they reached their solution and give feedback about the quality of their proposed solution. 

There may be times when you cannot find the perfect example or piece of literature for a case study, one that teaches your exact student learning outcomes. In that case, you may need to write your own study, based on your past experience and expertise in the field, to meet the course learning goals. For practical writing tips, take a look at “The Chef Returns: A Recipe for Writing Great Case Studies,” published in the Journal of College Science Teaching.

If you would like to discuss how to use case studies in your course, or have any other course design issues you’d like to speak with someone about, please feel free to reach out to the [email protected] or request a consultation here.

References

Herreid, C. F. (2019). The chef returns: A recipe for writing great case studies. Journal of College Science Teaching, 48(3), 38-42. Retrieved from 
https://proxy.lib.umich.edu/login?url=https://www-proquest-com.proxy.lib.umich.edu/scholarly-journals/chef-returns-recipe-writing-great-case-studies/docview/2166298316/se-2?accountid=14667

Campbell, M., Powers, T. & Zheng, S. 2015. Journal of Chemical Education, 93(2), 270-74.
https://doi-org.proxy.lib.umich.edu/10.1021/acs.jchemed.5b00629