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In practice there is overlap between the two teaching modes and we should not worry too much about clear distinctions. Many of the discussion points in this guide will be relevant to both case studies and problem-based learning topics.

Why Use Case Studies in Teaching? The discipline of Materials Science and Engineering is ideal for using case study teaching because of the wealth of practical, real life examples that can be used to contextualise the theoretical concepts. Educational research has shown case studies to be useful pedagogical tools.

Grant (1997) outlines the benefits of using case studies as an interactive learning strategy, shifting the emphasis from teacher-centred to more student-centred activities. Raju and Sanker (1999) demonstrate the importance of using case studies in engineering education to expose students to real-world issues with which they may be faced. Case studies have also been linked with increased student motivation and interest in a subject (Mustoe and Croft, 1999). In our experience of using case studies, we have found that they can be used to: Allow the application of theoretical concepts to be demonstrated, thus bridging the gap between theory and practice.

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Encourage active learning. Provide an opportunity for the development of key skills such as communication, group working and problem solving.

Increase the students’ enjoyment of the topic and hence their desire to learn. Most courses already have some case study teaching in them and we have introduced a greater extent of case-based approach in all of our courses for the above reasons. We have found the use of case studies to the key point awesome speak to cases edition on Maleficent Disney iPhone 7 Case iPhone 8 Plus Case Samsung S7 Edge Case iPhone X Case iPhone SE Case Galaxy S8 Case Disney Art Flowers TB44 all these cases keeps every smart phone saved be very beneficial, not only to the students but also to our lecturers who have found the learning/teaching experience enjoyable and challenging. Students’ comments include: rn’Well, it’s real stuff isn’t it? Otherwise you can feel like you’re just doing something for the sake of it. When you do a case study you go out and find information that is being used in real life.

‘ rn’It’s something different where you actually apply what you’re learning. ‘ Did We Find It Hard to Introduce Case Studies Into Our Teaching? In our experience, an important factor in the introduction of case studies into a course is the style or structure of the course itself.

We offer a number of separate courses in our department and have recognised that they fall into two distinct types (defined here as Type I and Type II). Type I courses are the traditional Materials Science and Engineering degrees which are accredited by the Engineering Council and can lead onto Chartered Engineer status. We also offer multidisciplinary courses (Type II courses) such as Bio-Medical Materials and Sports and Materials Science.

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These courses are not accredited and take students with a wider range of background skills, varied academic qualifications and different career aspirations. Overall, we have found it easier to introduce case studies into our Type II courses and therefore these courses contain a greater proportion of this type of learning. A summary of the differences between these courses is given in Table 2. Content mostly specified by accreditation Tends to be more theory-based Tends to be more application-focussed Table 2. Differences between traditional, established Materials Science and Engineering degree courses (Type I courses) and the newer (often multidisciplinary) Materials related courses (Type II courses). Other issues that relate to introducing case studies in our courses (other than due to syllabus/accreditation constraints) are as follows:

Some lecturers had been teaching their modules for a long time and were reluctant to change the tried and tested formula.

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