Skip to Content

Paul Seymour, Assistant Professor

A Dilemma Case in Teaching


Clyde Freeman Herreid
Department of Biological Sciences
University at Buffalo


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.


  • 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.


Case study teaching; case-based instruction; teaching practices; pedagogy

Topical Areas

Social issues

Educational Level

Graduate, Professional (degree program), Continuing education, Faculty development



Type / Methods

Dilemma/Decision, Discussion



Subject Headings

Teacher Education  |   Science Education  |  

Date Posted


Teaching Notes

Case teaching notes are password-protected and access to them is limited to paid subscribed instructors. To become a paid subscriber, begin the process by registering.

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.