Moving Beyond the Lecture: Inspiring Higher Order Thinking Through Case Study Pedagogy

• In Event: Theories of Learning, Teaching, and Effectiveness in Educational Leadership

Abstract

The paper examines student perceptions of the effectiveness of using case studies with college students: undergraduate – doctoral, to teach complex issues such as social justice. Findings indicate that students identified with the characters in the cases, students were able to draw connections between the case and their own personal experiences, and students felt the cases broadened their understanding of the topics. The vast majority of students (over 90%) felt that case study pedagogy was effective. This paper also provides a rationale for using case study pedagogy, its strengths and weaknesses as classroom tools, practical examples of how one may use case study in the classroom, as well as case study resources.

Authors

• Jane Ann Beese, Youngstown State University

• Jennifer L. Martin, The University of Mount Union