Improving Graduate STEM Education through Increased Use of the Case Study Method
Author(s)
Erik A. Zavrel
ABSTRACT
The challenges confronting the United States and the world are increasingly scientific and technological in nature with corresponding solutions rooted in the fields of science, technology, engineering, and mathematics (STEM). Policymakers are increasingly soliciting input and advice from experts in the STEM disciplines. To be successful in a future advisory role requires that current graduate students become more than just authorities in their respective fields. To serve in a capacity to influence national policy and help craft solutions to the world’s most pressing challenges requires universities instill other qualities and attributes in their graduate students. This can be accomplished through greater adoption and more frequent use of the case study method. The case study approach to teaching, rarely used in STEM at the undergraduate level and even less frequently utilized at the graduate level, has the potential to help students thrive in graduate school and prepare them to later work with policymakers to address national and global challenges.
The challenges confronting the United States and the world are increasingly scientific and technological in nature with corresponding solutions rooted in the fields of science, technology, engineering, and mathematics (STEM). Policymakers are increasingly soliciting input and advice from experts in the STEM disciplines. To be successful in a future advisory role requires that current graduate students become more than just authorities in their respective fields. To serve in a capacity to influence national policy and help craft solutions to the world’s most pressing challenges requires universities instill other qualities and attributes in their graduate students. This can be accomplished through greater adoption and more frequent use of the case study method. The case study approach to teaching, rarely used in STEM at the undergraduate level and even less frequently utilized at the graduate level, has the potential to help students thrive in graduate school and prepare them to later work with policymakers to address national and global challenges.
KEYWORDS
STEM, Graduate Student Education, International Student Education, Case Study Method, Policymaking
STEM, Graduate Student Education, International Student Education, Case Study Method, Policymaking
Cite this paper
Zavrel, E. (2015) Improving Graduate STEM Education through Increased Use of the Case Study Method. Creative Education, 6, 1266-1269. doi: 10.4236/ce.2015.612125.
Zavrel, E. (2015) Improving Graduate STEM Education through Increased Use of the Case Study Method. Creative Education, 6, 1266-1269. doi: 10.4236/ce.2015.612125.
References
[1] Crichton, M. (2002). Prey. New York: HarperCollins. [2] Crichton, M. (2004). State of Fear. New York: HarperCollins. [3] Herreid, C. (1997/1998). What Makes a Good Case? Journal of College Science Teaching, 27, 163-165. [4] Herreid, C. (2005). The Interrupted Case Method. Journal of College Science Teaching, 35, 4-5. [5] Herreid, C. (2006a). Using Case Studies to Teach Science. In J. Mintzes, & W. Leonard (Eds.), Handbook of College Science Teaching (pp. 177-184). Arlington, VA: NSTA Press. [6] Herreid, C. (2006b). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching, 36, 43-47. [7] Herreid, C. (2007). Start With a Story: The Case Study Method of Teaching College Science. Arlington, VA: NSTA Press. [8] Herreid, C., & Schiller, N. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42, 62-66. [9] Herreid, C., Schiller, N., & Herreid, K. (2012). Science Stories: Using Case Studies to Teach Critical Thinking. Arlington, VA: NSTA Press. [10] Herreid, C., Schiller, N., & Herreid, K. (2014). Science Stories You Can Count On: 51 Case Studies with Quantitative Reasoning in Biology. Arlington, VA: NSTA Press. [11] Muller, R. (2008). Physics for Future Presidents. New York: W. W. Norton & Company. [12] Muller, R. (2012). Energy for Future Presidents. New York: W. W. Norton & Company.
http://www.sce.cornell.edu/ps/eiss/index.php
[1] Crichton, M. (2002). Prey. New York: HarperCollins. [2] Crichton, M. (2004). State of Fear. New York: HarperCollins. [3] Herreid, C. (1997/1998). What Makes a Good Case? Journal of College Science Teaching, 27, 163-165. [4] Herreid, C. (2005). The Interrupted Case Method. Journal of College Science Teaching, 35, 4-5. [5] Herreid, C. (2006a). Using Case Studies to Teach Science. In J. Mintzes, & W. Leonard (Eds.), Handbook of College Science Teaching (pp. 177-184). Arlington, VA: NSTA Press. [6] Herreid, C. (2006b). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching, 36, 43-47. [7] Herreid, C. (2007). Start With a Story: The Case Study Method of Teaching College Science. Arlington, VA: NSTA Press. [8] Herreid, C., & Schiller, N. (2013). Case Studies and the Flipped Classroom. Journal of College Science Teaching, 42, 62-66. [9] Herreid, C., Schiller, N., & Herreid, K. (2012). Science Stories: Using Case Studies to Teach Critical Thinking. Arlington, VA: NSTA Press. [10] Herreid, C., Schiller, N., & Herreid, K. (2014). Science Stories You Can Count On: 51 Case Studies with Quantitative Reasoning in Biology. Arlington, VA: NSTA Press. [11] Muller, R. (2008). Physics for Future Presidents. New York: W. W. Norton & Company. [12] Muller, R. (2012). Energy for Future Presidents. New York: W. W. Norton & Company.
http://www.sce.cornell.edu/ps/eiss/index.php