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Paul Seymour, Assistant Professor

A Dilemma Case in Teaching



Author:

Clyde Freeman Herreid
Department of Biological Sciences
University at Buffalo
herreid@buffalo.edu

Abstract:

This case study explores two of the major issues that confront new faculty when they experiment with a new method of teaching like case study teaching. The first issue is how to introduce the new method into the classroom successfully when both the instructor and the students are novices. The second issue concerns the possible consequences of focusing heavily on teaching in an environment where research, not teaching, is not the primary criterion for promotion and tenure.

Objectives:
  • To examine the main forces that impinge on young faculty who are at a university or college where the focus is on research rather than teaching.
  • To examine some pitfalls in teaching case studies, especially where students are accustomed to the lecture method.
Keywords: Case study teaching; case-based instruction; teaching practices; pedagogy
Topical Area: Social issues
Educational Level: Graduate, Professional (degree program), Continuing education, Faculty development
Formats: PDF
Type/Method: Dilemma/Decision, Discussion
Language: English
Subject Headings: Teacher Education   Science Education  
Date Posted: 08/25/06
Date Modified: N/A
Copyright: Copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

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