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