Case Studies
Case studies (also called "case histories") are descriptions of real situations that provide
a context for engineers and others to explore decision-making in the face of sociotechnical issues, such as environmental, political, and ethical issues. Case studies
typically involve complex issues where there is no single correct answer--a student
analyzing a case study may be asked to select the "best" answer given the situation 1. A
case study is not a demonstration of a valid or "best" decision or solution. On the
contrary, unsuccessful or incomplete attempts at a solution are often included in the
written account. 2
The process of analyzing a case study encourages several learning tasks:
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Exploring the nature of a problem and circumstances that affect a decision or
solution
Learning about others' viewpoints and how they may be taken into account
Learning about one's own viewpoint
o Defining one's own priorities
o Making one's own decisions to solve a problem
Predicting outcomes and consequences 1
Student Learning Outcomes in Ethics
Most engineering case studies available pertain to engineering ethics. After a two year
study of education in ethics sponsored by the Hastings Center, an interdisciplinary
group agreed on five main outcomes for student learning in ethics:
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Sensitivity to ethical issues, sometimes called "developing a moral imagination,"
or the awareness of the needs of others and that there is an ethical point of view;
Recognition of ethical issues or the ability to see the ethical implications of
specific situations and choices;
Ability to analyze and critically evaluate ethical dilemmas, including an
understanding of competing values, and the ability to scrutinize options for
resolution;
Ethical responsibility, or the ability to make a decision and take action;
Tolerance for ambiguity, or the recognition that there may be no single ideal
solution to ethically problematic situations 2.
These outcomes would make an excellent list of attributes for designing a rubric for a
case analysis.
Ideas for Case Study Assignments
To assign a case analysis, an instructor needs
1.
2.
3.
4.
skill in analyzing a case (and the ability to model that process for students)
skill in managing classroom discussion of a case
a case study
a specific assignment that will guide students' case analyses, and
5. a rubric for scoring students' case analyses.
Below are ideas for each of these five aspects of teaching with case studies. Another
viewpoint is to consider how not to teach a case study.
1. Skill in analyzing a case
For many engineering instructors, analyzing cases is unfamiliar. Examining completed
case analyses could help develop case analysis skills. As an exercise for building skill in
analyzing cases, use the generic guidelines for case analysis assignments (#4 below) to
carefully review some completed case analyses. A few completed case analyses are
available:
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Five example analyses of an engineering case study
o Case study part 1 [Unger, S. The BART case: ethics and the employed
engineer. IEEE CSIT Newsletter. September 1973 Issue 4, p 6.]
o Case study part 2 [Friedlander, G. The case of the three engineers vs.
BART. IEEE Spectrum. October 1974, p. 69-76.]
o Case study part 3 [Friedlander, G. Bigger Bugs in BART? IEEE
Spectrum. March 1973. p32,35,37.]
Case study with an example analysis
2. Skill in managing classroom discussion of a case
Managing classroom discussion of a case study requires planning.
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Suggestions for using engineering cases in the classroom
Guidelines for leading classroom discussion of case studies
3. Case studies
Case studies should be complex enough and realistic enough to be challenging, yet be
manageable within the time frame. It is time-consuming to create case studies, but there
are a large number of engineering case studies online.
Online Case Libraries
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Case Studies in Technology, Ethics, Environment, and Public Policy
Teaching Engineering Ethics: A Case Study Approach
The Online Ethics Center for Engineering and Science
Ethics Cases
The Engineering Case Library
Cases and Teaching Tips
4. A specific assignment that will guide students' case analyses
There are several types of case study assignment:
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Nine approaches to using case studies for teaching
Written Case Analysis
Case Discussions
Case analyses typically include answering questions such as:
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What kinds of problems are inherent in the situation?
o Describe the socio-technical situation sufficiently to enable listeners (or
readers) to understand the situation faced by the central character in the
case.
o Identify and characterize the issue or conflict central to the situation.
Identify the parties involved in the situation. Describe the origins,
structure, and trajectory of the conflict.
o Evaluate the strengths and weaknesses of the arguments made by each
party.
How would these problems affect the outcomes of the situation?
o Describe the possible actions that could have been taken by the central
character in the case.
o Describe, for each possible action, what the potential outcomes might be
for each party involved.
o Describe what action was actually taken and the outcomes for each party
involved.
How would you solve these problems? Why?
o Describe the action you would take if you were the central character in
the case. Explain why.
What should the central character in the situation do? Why?
o Describe the action you think that the central character in the case should
take. Explain why.
What can be learned from this case?
o Delineate the lessons about ethical (or other) issues in engineering that
are illuminated by this case.
This list is adapted from two online case analysis assignments by McGinn from 3 & 4):
5. A rubric for scoring students' case analyses
Case studies help students explore decision-making in the face of issues. Thus, for an
engineering ethics case study, the outcomes that can be assessed by scoring case
analyses are a) sensitivity to ethical issues, b) recognition of ethical issues, c) the ability
to analyze and critically evaluate ethical dilemmas, d) the ability to make an ethical
decision and take action, and e) tolerance for ambiguity. Scoring rubrics for ethics case
analyses should address these outcomes, not basic knowledge of the ethical standards of
the profession. Professional standards can best be assessed by a traditional graded exam
in which students must demonstrate, for example, which practices are ethically
acceptable versus which are in violation of ethical standards given a hypothetical
scenario 5.
Making Scoring/Grading Useful for Assessment
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General principles for making scoring/grading useful for assessment (rubrics)
Example rubrics
o For a written analysis of a case study in engineering
o For a written analysis of a case study in general #1
o For a written analysis of a case study in general #2
o For a written and oral analysis of a case study by a group
o For an oral analysis of a case study by a group
o For a written analysis of a case study on ethics
o
o
For a written analysis of a case study on ethics
For a self-assessment of learning from a case study
Grading Criteria
Analysis
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Does the report contain analyses of the major issues?
Does the analysis properly incorporate relevant frameworks?
Does the analysis show the relationships among important factors in the
situation?
Are assumptions made in the analysis stated explicitly?
Recommended Actions
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Are the criteria for selecting a recommendation stated? Appropriate?
Is the plan of action integrated in a logical way and linked to the analysis?
Does the action plan recognize the importance of timing (short and long term)?
Is the action plan specific and complete?
Is the action plan practical (something that can be done reasonably)?
Is the action plan effective (does it resolve the problems and achieve the desired
result)?
Is the action plan efficient (does it make good use of available resources)?
Exhibits
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Are analyses in the exhibits done correctly?
Do the key analyses support and add to the text on key points?
Overall Criteria
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Is the report logically consistent and effectively structured so that it effectively
sells its recommendations?
Is there a high likelihood that the recommendations will achieve their desired
results?
Are any abbreviations spelled out and technical terms defined?
Are the questions from the assignment addressed?
Does the narrative tell a coherent story?
Are references used correctly?
Is the report free of spelling and grammatical errors?
Overall Assessment
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Outstanding -- Good ideas, logically organized and written in clear, correctly
spelled prose. These reports are easy reading and should not invite many
comments.
Above Average-- Report lacks one of the criteria listed for an outstanding report.
These reports require some rereading and will ask for clarification of points.
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Average -- Weak in two or more of the criteria listed above. These are difficult
reading and will often result in numerous comments requesting clarification and
correcting spelling or grammar.
Below Average -- Report lacks three or more of the criteria listed above. These
reports are almost unreadable due to lack of organization and grammar and
spelling errors.
Unacceptable -- Report fails to meet any of the criteria above. While rare, these
tend to be reports based on emotions and not analysis. Diatribes will
automatically be placed in this position.
Criteria
Main theme or
idea
Outstanding
states clearly
Above
Average
Average
Below
Average
states clearly
illustrates
not stated
Relates to course frequent use of
content or
relevant
discussion
frameworks
some
occasionally
few or
none
examples used to
Application of
support
course content or
application of
discussion
framework
framework
framework
described in
described
context of case
none
insightful,
specific, new
Provides analysis
understanding of
the case
general
examination
and
assessment
rehashes
data in case
none
Adds new ideas
some
few
none
included
some
little or no
stated
none
significant
Supporting detail included
Assumptions
stated with critical
ones identified
critical ones
with follow-up
identified
suggestions
Key Issues
identified,
prioritized, and
relevance
described
Recommended
actions
specific actions
and criteria with light critical
justification (pros review
and cons)
no review
no plan
Exhibits
correct and
support & add to
key points
correct
poor
none
References
quotes with
citations
quotes
some
references
no
references
Overview
crisp synopsis
wordy
identifying critical
synopsis
background facts
repeat case
none
Addresses
suggested
questions
all
most
some
some
Report Format
followed all
guidelines
most
some
none
Headings
many
some
few
none
identified and
identified
prioritized
few
Terminology
all abbreviations
spelled out,
technical terms
defined
most
Grammar
error free
errors do not
interfere with few errors
meaning
errors
Spelling
correct
correct
errors
some
few errors
none