Research in Engineering Education Symposium 2011 - rees2009

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controversial method, which has been questioned in many occasions (Savery, 2006).
When starting with the technique, it is a good idea to think on how to measure
performance or effectiveness, in order to check if we are getting the results we want from
it. Surveys or personal interviews with students may be interesting to have real feedback
on the students’ feelings towards the new method.
Conclusions
In this paper, we comment on some the key aspects that need to be addressed when
considering delivering a case-based course to students of technical degrees. Conceiving a
case-based undergrad course imposes some design decisions in: 1) the course
organization, regarding work time distribution and evaluation, 2) the materials used, as
specific cases, usually shorter and narrower than the standard ones are needed, and 3) the
course delivery, being necessary a group analysis to adopt the right techniques to motivate
the audience.
From our experience, we think that, if conveniently adapted, case-based learning may be a
powerful tool to initiate undergrad students on the analysis of engineering problems. This
technique may be especially useful to motivate and convey the relevance of non-technical
courses in engineering, for example, those related to business and project management.
Technical courses may be transformed in a similar way using PBL; nevertheless, we find
that it can be risky to migrate strictly scientific or technical subjects to inquiry-based
methods such as the ones commented here.
References
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Jennings, M., Hawhinney, C.H., Fustos, J. (2005). Case-based learning in computer
information systems. Encyclopedia of Information Science and Technology, pp.
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Barraket, J. (2005). Teaching research method using a student-centred approach? Critical
reflections on practice. Journal of University Teaching & Learning Practice, Vol. 2,
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Hale, S. (2005). Case-based learning: review of good practice. University of Huddersfield.
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Savery, J.R. (2006). Overview of Problem-based Learning: Definition and Distinctions. The
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Proceedings of Research in Engineering Education Symposium 2011
Madrid, 4 th - 7 th October 2011