1. Teaching Science with Case Studies: A National Survey of Faculty Perceptions Mary Lundeberg Professor, Teacher Education Michigan State University Aman Yadav Purdue University Michael DeSchryver Michigan State University October, 2006 Buffalo, New York

2. Overview Why do investigations in classrooms? Faculty perceptions of student learning Future questions worth investigating How and what should we measure?

3. Why do investigations? Scientific inquiry includes: –Significant questions that can be empirically investigated –Research linked to theory –Methods appropriate to the question –Replication and generalization across studies –Professional scrutiny and critique »Shavelson & Towne, 2002

4. Research questions Description –What is happening? Cause –Is there a systematic effect? Process or mechanism –Why or how is it happening? »Shavelson & Towne, 2002

5. Description What is happening? Survey of case teaching in science (23 states + Canada) –2004-2005 Faculty perceptions (n=101) Contexts of case use; benefits and challenges

6. Contexts of Case Use 84% reported using case studies in teaching 47% used 1-2 cases per semester 41 % used 3-5 cases per semester 12% used 6 or more cases per semester 66% of cases took one class period or less 33% of cases took 2-5 class periods 58% of faculty wrote their own cases 35% modified existing cases 7% used existing cases

7. Faculty Perceptions: Critical Thinking 62.6 8.8 0 2.5 1.3 17.5 61.3 82.6 88.8 90.1 91.3 020406080100 Students have difficulty making connections across multiple content areas (-) Students have increased their discussion of ethical issues Students make connections across multiple content areas Students demonstrate stronger critical thinking skills Students develop a deeper understanding of concepts Students are better able to view an issue from multiple perspectives Percent DisagreeAgree

8. Faculty Perceptions: Learning (Pos) 5 1.3 78.8 80.1 91.3 93.8 95.1 020406080100 Students strengthen communication skills Students develop positive peer-to-peer relationships Students have a better grasp of the practical application of core course concepts Students are more engaged in class Students take a more active part in the learning process when they use case studies Percent DisagreeAgree

9. Faculty Perceptions: Learning (Neg) 22.6 26.3 47.6 65.1 77.5 87.5 60 52.6 26.3 2.5 7.5 1.3 020406080100 Students find the format challenging Students are frustrated by ambiguity Students feel that they are not covering enough content Students do worse on tests Students feel that what they are learning is not applicable to their field of study Students retain less from class Percent DisagreeAgree

10. Obstacles Faculty Encounter: Top Five 58.5 51.1 41.5 31.9 21.3 41.5 49 58.4 68 78.7 0102030405060708090 Pressure to cover more content Student resistance to the case study approach to teaching A lack of relevant case studies Assessing student learning, student discussion, or small group work Lack of preparation time required for your use of cases in teaching Percent No DifficultySome Difficulty 10.6% Severe 6.4% Severe 2.1% Severe 4.3% Severe

11. Cause: Is there a systematic effect? This question can only be answered with an experimental or quasi- experimental design.

12. Meta-analysis of Main Effects of PBL ( Dochy, Segers, Van den Bossche, & Gijbels, 2003)

13. Ways to assess understanding Transfer of knowledge using a task to show how concepts –are applied to different, –real world problems, and –explained using literacy fitting the context.

14. Process or mechanism Why or how is it happening? How did case-based teaching influence outcomes?

15. Research Directions  Do cases enrich student understanding of core concepts and if so, how?  What misconceptions do students bring to instruction and do cases increase or dispel misconceptions?  When in the instructional process are cases most promising? How much knowledge is needed?  Under what conditions do video, computer simulations and other representational tools enhance the case experience?  How do case methods facilitate understanding and engagement for different student populations?  What kinds of cases (open, closed, dilemma) produce what kinds of learning? Measuring the kind of thinking developed through cases across faculty, courses and programs

16. What is important to assess?  Multidimensional, integrated learning outcomes.  Conceptual understanding plus transfer.  Values, strategies, communicative practices and habits of mind that affect performance beyond the classroom.  Changes in performance over time. (NRC, 2001; Astin et al, 1996)

17. Conclusion Faculty think case-based instruction has a positive impact on student learning, critical thinking, and participation. The shortage of relevant cases, lack of sufficient preparation time, and the assessment of student learning from CBI instruction are challenges to its use. We recommend further CBI studies, including student perception surveys, interviews with both faculty and students, and empirical examinations of CBI based student learning.