- Teaching Notes
Let's Get This Course Started
Modeling the Case Study Method
Karen K. Bernd
Cindy D. Hauser
Kristie L. Foley
The first day of class is often a reading of the syllabus, even when active learning approaches are used throughout the rest of the term. This interrupted case uses the first day to model the expectations of a course that uses case method approaches. Students are immediately involved in defining the broad topic of the course and experiencing how the course will be structured. The syllabus is discussed but only after the students develop definitions for key areas of the discipline, reflect on their learning goals and gain context for the type of readings and assignments found within the document. Designed for an undergraduate introduction to environmental health course, the case can be adapted to courses at any level and topic by substituting terms that are fundamental to your course's focus. The case is provided as a simple PowerPoint file whose use is explained in the teaching notes, but technology is not a requirement. Note cards are used to provide students and instructors with a snapshot of student perceptions before and after they have completed the 75-minute class period.
|Keywords:||first day; environment; environmental health; public health; epidemiology; interdisciplinary|
|Educational Level:||High school, Undergraduate lower division, Undergraduate upper division|
|Subject Headings:||Biology (General) Chemistry (General) Environmental Science Public Health Toxicology|
|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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Teaching notes are intended to help teachers select and adopt a case. They typically include a summary of the case, teaching objectives, information about the intended audience, details about how the case may be taught, and a list of references and resources.
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