Best Practice II
1. Title of the Practice
2. Objectives of the Practice
· To develop the course-specific and transferable skills of students.
· To encourage students to work individually and as a team.
· To encourage students to use modern tools and to communicate effectively
3. The Context
Our institution’s objective is not just to help the students to secure a degree but also to link academic topics and real-world applications. To achieve this case study teaching method is a highly adoptable style of teaching that involves problem solving-based learning and promotes the development of analytical skills. Case studies also increased overall student performance, specifically related to written and oral communication skills and the ability to grasp connections between scientific topics and their real-world applications.
4. The Practice
Students can learn more effectively when actively involved in the learning process. The case study approach is one way in which such active learning strategies can be implemented in our institutions. The best way to master the student in a subject is by case studies. Case studies can be done individually or in teams so that the students can brainstorm solutions and share the workload. The performance of students is evaluated based on the presentation of case studies. Case Studies are implemented through various innovative teaching methodologies.
Key skills we have embedded into our case studies include:
· Team work. A group of students are assigned to come up with a solution for a problem statement. The benefits of group working are well documented and we have found that a team based case study approach can add value to the learning experience.
· Individual study skills. Case studies are a good vehicle for encouraging students to carry out independent research outside of the lecture/tutorial environment.
· Information gathering and analysis. Many case studies require resource investigation and encourage students to utilise a number of different sources, i.e. Internet, library, laboratory results and contacting experts in industry.
· Time management. Longer case studies require students to really consider how best to carry out the work so that it is completed to the set deadline. Interim meetings with academic staff ensure progress is made during the case study rather than all the work being left to the last week.
· Presentation skills. Most of our case studies require students to present their work in a variety of formats these include oral presentations, articles, posters, reports and video presentations.
· Practical skills. Some of our case studies involve practical work on the field/industry components that are being studied.
5. Evidence of Success
Case studies have significantly improved the perception of learning and it has increased the confidence level of students. It has also improved the students analyzing skill, communication skill and problem solving skill. The practices of case studies have increased the student’s ability to work individually as well as work as a team. There are significant improvements in student’s presentation skills, report writing skills and in usage of modern tools.
6. Problems Encountered and Resources Required
It should be acknowledged that styles and modes of learning vary from student to student. Slow learners find difficulty in solving case studies. Individual care given to those students by the subject faculty to proceed the case studies effectively as devised by the Institution.