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1. Using Case Studies As A Method Of Teaching
Dr. Eileen Jaramillo
Professor
Siena Heights University Theological Program
University of Detroit Mercy School of Civil Law

2. Outline of This Session:
I. The Lecture Method
II. The Case Study Method
III. How Do You Develop A Case Study?
IV. When To Use A Case Study

3. I. The Lecture Method
▪ Instructor delivers knowledge to students
▪ Instructor controls what is being taught
▪ Students take notes; no discussion
▪ Maybe a few scattered questions
▪ Appeals to auditory learners

4. Lecture Method Pros
▪ Dynamic Quality Of Lecturer
▪ Well Organized
▪ Covering Only What Can Be Absorbed
▪ Topic of the Lecture
▪ Note Taking Skills or Handouts
▪ Acoustics or Good Sound If Online

5. Lecture Method Cons
▪ Students: Some Are Not Auditory Learners
▪ Students: Weak Note Taking Skills
▪ Length Can Cause Boredom
▪ Instructor Does All The Talking:
No Evidence of Student Inquiry
No Evidence of Student Learning
No Evidence of Student Understanding

6. Despite much research on the
clear advantage of active learning,
“70 to 90 percent” of those who
teach at the college level and
beyond continue to utilize the
“traditional lecture as their
primary instructional strategy.” (L.
Gardiner, “Why We Must Change,
The NEA Higher Education
Journal 14, 1988, 71-78)

7. II. The Case Study Method
▪ Students:
develop sensitivity, cooperation,
actively involved in their learning
discover for themselves
creative, make mistakes
deal with success or disappointment

8. A case is a story.
▪Practice a skill
▪Distinguish pertinent from peripheral information
▪Identify the problem, its context, its parameters
▪Identify possible solutions
▪Formulate strategies; recommendations for action
▪Make decisions
▪Recognize possible obstacles to implementation

9. Exemplar/Closed Ended Cases: One Type Of Case Study
▪Brief
▪Follow a specific process
▪Arrive at a response
▪Students practice a new skill or
▪Use a new idea
▪“Closed end” cases: only one response

10. An Alternative To Exemplar Cases:
▪ Using them for analysis, inquiry
▪ Problem solving
▪ Called “open-ended cases”
▪ Prepare students for process of interpretation
▪ Decision-making because
▪ They examine and clarify complexities
▪ Make connections

11. III. How Do You Develop A Case Study?
a. The Instructor Composes Them
1) “Closed Ended Cases”
Decide What Skill You Want Them To Practice
Decide On The Story Line
Write The Story
Review It
Make Certain There Is Only One Skill

12. Examples of “Close Ended Cases”
1. Tom And Jane Want To Marry In The Parish Church. Tom Is A
Practicing Catholic And He Resides Within The Boundaries Of Your
Parish. Jane Says That She Is Baptized. You Have A Record Of Her
Baptism. She Was Baptized In A Lutheran Church When She Was Ten
Years Old. What Do You Need To Request So That This Couple Can
Marry?
2. Robert And Sarah Have Approached You About Getting Married In The
Parish Church. Robert Is Not Baptized. Sarah Is A Practicing Catholic
And She Lives In The Boundaries Of Your Parish. What Do You Need To
Request So That This Couple Can Marry?

13. 2) Composing “Open Ended Cases”
Longer
What Problems Need Addressing
Decide On A Mixture Of Skills Needed
Decide Whether More Research Is Needed
What Would Be Appealing To Your Students
Write The Story
Check It

14. EXAMPLE OF A OPENED CASE STUDY
Numerous University People Who Are Not Parishoners Of The St. Peter Catholic Church, Seek Out The
Ministry Of People On The Parish Staff. One Tuesday As You Are Sitting In Your Office, The Doorbell
Rings. A Young Woman Asks The Parish Secretary If She Could Talk To Someone. The Secretary Buzzes
You And Says That “A Walk-in” Needs To Talk To Someone. You Tell The Secretary To Show Her In.
Fearful And Hesitant The Young Woman Says, “I Need You, I Need God’s Forgiveness – Oh, Will God Ever
Forgive Me! You See, I Killed, I Killed My Baby. I Had An Abortion. Please Help Me. I Am So Sorry.”
“Please Sit Down. Now Let’s Just Take It Easy For A Minute. My Name Is _____ And I Serve This Parish
As _____. What Is Your Name?”
“Lucy,” She Replies. “Now, Lucy, Just Calmly Begin From The Beginning.”“Well, You See, I’ve Been
Going With Tom, Who Is A Senior In College. I Really Love Him And He Loves Me. We Plan To Be
Married After He Graduates. You See, He Cannot Marry Until After Graduation. Anyway, About Three
Months Ago I Got Pregnant. We Really Wanted To Get Married Then But His Commanding Officer Said
No, It Is Against Regulations. I Am A Senior In College. I Did Not Want A Baby Out Of Wedlock. Tom
And I Didn’t Want To Marry And Already Have A Baby. What Could I Do, What Could I Do? Ruin Tom’s
Career, My Career, Our Future Marriage? I Don’t Know. I Just Went To The Doctor’s Office. I Felt Like I
Was Getting A Check Up. But, It Was My Baby. I Murdered My Baby. I Had An Abortion. I Need God’s
Forgiveness. Will God Forgive Me?”

15. b. Alternatives To Composing A “Closed Ended” Or
“Open Ended Case”:
1) Search The Internet
2) Use Magazine Articles
3) Use Newspaper Articles
4) Flannery O’Connor Stories
5) Students Compose Stories

16. IV. When To Use A Case Study
A. I Begin Courses With Lectures In Order To Make
Certain They Understand The Skill
B. At The End Of The Lecture I Use “Closed Ended”
Cases To Make Certain They Can Apply The Skill
C. Once They Have Mastered A Number Of Skills I Will
Use An Entire Class Period For “Open Ended Cases”
- At This Point The Instructor: Orchestra Conductor
D. Both Types Of Cases Can Be Used As Exams
E. Assign the Case And Have Students Present Them In
Class
F. Have the students compose them or bring one to class
from the internet, a newspaper, magazine, etc.