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Case Method of Teaching In: Engineering Economy

The document discusses using case method teaching and problem-based learning in engineering education, noting that these active and inquiry-based approaches develop skills like critical thinking, teamwork, and communication compared to passive learning, and provide real-world context that improves knowledge retention. Case studies and problem-based learning are proposed as methods that give students complex scenarios and open-ended problems to work through, modeling the type of reflective thinking required in professional practice.

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Gelvie Lagos
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© © All Rights Reserved
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Download as PPTX, PDF, TXT or read online on Scribd
31 views

Case Method of Teaching In: Engineering Economy

The document discusses using case method teaching and problem-based learning in engineering education, noting that these active and inquiry-based approaches develop skills like critical thinking, teamwork, and communication compared to passive learning, and provide real-world context that improves knowledge retention. Case studies and problem-based learning are proposed as methods that give students complex scenarios and open-ended problems to work through, modeling the type of reflective thinking required in professional practice.

Uploaded by

Gelvie Lagos
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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CASE METHOD of

TEACHING in
ENGINEERING ECONOMY
Defining Case Studies

1. Complex, real world scenarios


2. Supporting information
3. Open-ended problems
4. Prompts and questions
Impact
Affective learning
Self-direction
Responsibility for learning
Oral presentation
Communication
Cooperation
Citizenship
Inquiry based learning

“…careful inspection of methods which are


permanently successful in formal
education… will reveal that they depend for
their efficiency upon the fact that they go
back to the type of situation which causes
reflection out of school in ordinary life….
They give the pupil something to do, not
something to learn, and the doing is of such
a nature as to demand thinking.”
John Dewey, Democracy and Education.
1916
Active, social learning

“…the students strive to resolve questions that have no single right answer. Their
differing views and approaches produce a creative tension that fuels the
enterprise and a synergistic outcome that both recognizes and exceeds their
individual contributions. In their effort to find solutions and reach decisions
through discussion, they sort out factual data, apply analytical tools, articulate
issues, reflect on their relevant experience, and draw conclusions they can carry
forward to new situations.
 Boehrer, J. and M. Linsky. “Teaching with Cases: Learning to Question.” In
M.D. Svinicki (ed.), The Changing Face of College
Passive Learning Active Learning

Receive ideas Offer ideas

Answer questions Raise questions

Hearing analyses Making analyses

Examining texts Engaging texts

Accepting assumptions Challenging assumptions

Faculty-Student dialogue Student-Student dialogue

Faculty locus Student locus


Case Teaching Methods
 Clarify objectives
 Plan and Prepare
 Organize discussion
Small teams
Clear project goals
Clear roles
Clear schedule for writing, presentations
PROBLEM-BASED
LEARNING in
ENGINEERING
A BEAUTIFUL LEARNING EXPERIENCE
DESIGN THINKING
Engineers are Nation Builders
But how can you build if you
lack the skills of an Engineer?
According to Meghan Brown (2016)
The skills hiring managers look for in engineering
graduates are:
 Technical Skills
 Communication Skills
 Interpersonal Skills
 Problem-Solving and Critical Thinking Skills
 Enthusiasm, Commitment and Motivation
Creating
Evaluating
Analyzing
Applying
Teaching with
the Revised Understanding
Bloom’s
Taxonomy Remembering
Study conducted by AIM on the
companies in the Philippines
4 lacking competencies of an engineering graduate:
 Real-world analysis and problem solving skills
 Team work and people skills
 Written and oral communications
 Business sense
IDENTIFY PROBLEMS
HOW PBL WORKS? (Community, Industry or Businesses)
“Learning by Doing”
(Dewey, 1928).
Creativity

Character
Problem Solving
Skills
Critical Thinking Skills

Team Work

Technopreneural Skills

LEARNING ACTIVITIES Communication Skills


1. Hands-on Laboratory SOLVE PROBLEMS
2. Problem-based Design Laboratory using Engineering Concepts
3. Service Learning Activities LEARNING EXPERIENCE and Approach
4. Community Outreach
5. Community-Based Research
Research Says in Problem-Based
Learning:
 Can be used in all Engineering Subject
 Graduation rates are the same with traditional
method
 Knowledge Retention and Skill Set is HIGHER in PBL
Why Use PBL?
 Students are self-directed and intrinsically motivated
 Students develop 21st century skills such as critical
thinking, researching, and collaborating
 Students retain information when it is made real and
relevant.
GRADING SYSTEM

 Participation 30%
 Quizzes 30%
 MajorExams 30%
 Case Project 10%

PASSING RATE 60%


Requirements

Name tags
Calculators
Laptop computer
Manila paper
Permanent Pen

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