Teaching Cases with Multiple Facets

• Think about whether there is enough knowledge in the class for each of the facets. If not, you may have to provide the background or invite in a guest.
• Think about how the facets fit together. Is the connection obvious or does it need to be prompted?
• Consider calling on students with particular knowledge to share background information Students with particular majors can share what their fields can contribute and so fill in the gaps.
• Don't try to preclude facets that are clearly there. The whole point of case work is to emphasize the complexity of decisions. While we need to define clear boundaries to the case, we can't simplify so much that we make the case unnatural.
• Decide where in the case you will emphasize your chosen facet. QR, for instance, may be a critical component of defining "What is the Situation?" or "What are the Consequences?", but less pronounced in "What action should we take?"
• Consider using pre- or post-case assignments to drive home the facets that are critical to your course. Be creative. Posters or "news articles" might be more effective than traditional papers.
• If you are particularly interested in one facet, tell the students that. By using the syllabus, assignment language, and oral presentations, tell them the goals of the activity.
• In choosing your case, think about what will be most interesting to the students. You need to anticipate the ways students might respond to a case. Then be realistic. Is this the case for you? Will you be frustrated if students focus on a different facet?