Using Case Studies:
Maximizing
Learning Rather
than Content
Presented
Professor Robert A. Milligan
Department of Applied
Economics and Management
Cornell University
Communications Exercise
This exercise has four
rounds. Please
follow the
directions of the
facilitator. Your
role in each round
is described on the
sheet you are being
giving.
Active Listening
• Listen to content and
emotional aspects and
provide feedback on both.
• Focus on both message
content and underlying
feelings.
• Focus on joint problem
solving.
• Fosters open communication
and employee development.
Listening
“Everyone hears what you say. Friends listen
to what you say. Best friends listen to what
you don’t say,”
“A supervisor hears what you say. A coach
listens to what you say. Great coaches
listen to what you don’t say,”
Using Case Studies
• Central to learner centered
learning.
• Maximizes retention and use of
knowledge and information
• Actually enhances the importance
and value of the teacher
Figure 1.
A Model for Extension Teaching, Dr. Merrill Ewert, Former Director,
Cornell Cooperative Extension
PROCESS
C
O
N
T
E
N
T
LOW
HIGH
LOW
Service
Facilitation
HIGH
Technology transfer
Transformational learning
Sequence of Learning Activities
minilecture 
case study 
group sharing 
own situation
Sequence of Learning Activities
Intro case study 
minilecture 
case study 
group sharing
Keys to Successful Case Study Use
1.
2.
3.
4.
5.
Relevance.
Specific Outcomes.
Involvement.
Team Building.
Diversity of Activities.
Using Case Studies:
Maximizing
Learning Rather
than Content
Presented
“Tips” for Teachers
• Try it.
• Knowledge and
confidence are
crucial.
• The groups need
assistance.
• Be patient.