Incorporating Complex Open Authentic Case Studies into a Capstone Course

南佛罗里达大学正在探索在本科MIS课程的顶峰课程中使用STEM科目中的真实开放案例。除了开发和教授课程本身外，该项目还需要：1）创建大约12个新的案例研究，涉及以适合本科生的水平编写的技术决策情况，2）关于案例方法促进和案例写作的教师研讨会，3）出版一本专门为支持研讨会而设计的书，通过Creative Commons许可证，以印刷形式和电子方式免费下载，以及4）在同行评审的渠道中发布根据赠款制作的案例，为STEM教育工作者提供免费访问。这个项目探讨了如何有效地案例方法，使用复杂的，真实的情况下交付，可以适应STEM的情况。三角技术将用于评估学生的学习。 与此同时，将确定最适合教学法的STEM问题类别。该项目不仅关注与信息技术相关的学生群体中的一个子集，其中包括很大比例的女性（约33%），而且还包括对假设的调查，该假设符合特征（例如，性别、种族、民族血统）与特定学生的特征相结合，将增加该案例的教育效果。人们经常假设这种效应存在，但从未经过严格的检验。

The University of South Florida is exploring the use of authentic, open cases in STEM subjects in a capstone course for an undergraduate MIS program. In addition to developing and teaching the course itself, the project entails: 1) the creation of roughly 12 new case studies involving technological decision situations written at a level appropriate for undergraduates, 2) a faculty workshop on case method facilitation and case writing, 3) publication of a book specifically designed to support the workshop, available both in print form and electronically downloadable at no cost through a Creative Commons license, and 4) publication of the cases produced under the grant in a peer-reviewed outlet that offers free access to STEM educators. This project explores how effectively the case method, as delivered using complex, authentic cases, can be adapted to STEM situations. Triangulated techniques will be used to assess student learning. At the same time the categories of STEM problems most suited to the pedagogy will be identified. The project not only focuses on a subset of the IT-related student population that includes a large percentage of women (around 33%) but also includes an investigation of the hypothesis that matching the characteristics (e.g., gender, race, ethnic origin) of the main protagonist in a case to the characteristics of a particular student will increase the educational effectiveness of that case. That this effect exists is frequently assumed--but it has never been rigorously tested.