Hargrove-Leak, S. C., & Luster-Teasley, S., & Gibson, W. (2015, June), A Cross-institutional Study of the Case Study Teaching  in the Sciences Method  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23371

\bibitem{asee_peer_23371}
  Hargrove-Leak, S. C., \& Luster-Teasley, S., \& Gibson, W. (2015, June), \emph{A Cross-institutional Study of the Case Study Teaching  in the Sciences Method}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23371

Sirena C. Hargrove-Leak, Stephanie Luster-Teasley, and Willietta Gibson.  "A Cross-institutional Study of the Case Study Teaching  in the Sciences Method".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23371 Internet.  27 Apr, 2024

\bibitem{asee_peer_23371}
  Sirena C. Hargrove-Leak, Stephanie Luster-Teasley, and Willietta Gibson.
  "A Cross-institutional Study of the Case Study Teaching  in the Sciences Method".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23371 Internet.  27 Apr, 2024

@INPROCEEDINGS{asee_peer_23371
author = "Sirena C. Hargrove-Leak, Stephanie Luster-Teasley, and Willietta Gibson"
title = "A Cross-institutional Study of the Case Study Teaching  in the Sciences Method"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23371}
number = {10.18260/p.23371}
}

TY  - CPAPER
AB  -                A Cross-institutional Study of the Case Study Teaching                               in the Sciences MethodMany educators acknowledge that the millennial generation of students learns like no other, yet little hasbeen done to alter laboratory instruction in response to this generational shift. Further, most laboratorycourses use a traditional, formal style of “step-by-step” instruction. This “cookbook” instructionalpedagogy is based on the lower levels of Blooms Taxonomy and often leaves little to no impact onachieving higher levels of student learning. Data shows that students who participate in “cookbook”instruction are unable to apply lab concepts accurately beyond the original lab and many students do notretain laboratory skills they learned in the long-term. This work involves the use and evaluation of thecase study teaching in the sciences method for laboratory instruction. The case study educationalpedagogy promotes the use of cases, or interactive “stories,” to engage students in STEM courses and ithas been successfully used to help reform STEM instruction in traditional lecture courses. Our work isunique because the cases were used to introduce lab concepts and bring relevance to the analytical skillsbeing learned in the lab. This work is funded by NSF IUSE and is a collaborative effort of professors atthree distinctly different institutions: a public historically black co-ed technical university, a private,historically black liberal arts college for women, and a private, predominately white liberal artsuniversity. The proposed poster will report preliminary results from the evaluation of student learningpreferences and learning gains for students in environmental engineering, biology, and introductoryengineering courses at the three respective institutions. Data collection and analysis is currentlyunderway; however, we anticipate that the data will show clear linkages between learning preferences,learning gains, and demographic data such as gender, ethnicity, classification, and institutional type. Thiswork has the potential for broad impact because there is widespread interest in improving educationalpractices across STEM fields and in improving laboratory instruction.
AU  - Sirena C. Hargrove-Leak
AU  - Stephanie Luster-Teasley
AU  - Willietta Gibson
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - A Cross-institutional Study of the Case Study Teaching  in the Sciences Method
UR  - https://peer.asee.org/23371
DO  - 10.18260/p.23371
ER  -