Cases supply students with information, but not analysis. Unlike problem sets and papers, case method teaching is a group enterprise in which the emphasis is on self-discovery by the class, working together with the guidance of the instructor. The method has been employed effectively with class sizes ranging from less than 10 to well over 100. Students are asked to come to class with a detailed knowledge of the case, prepared to analyze and to take a position on the problems raised. As part of their preparation, students may be asked to provide written analyses of the case.
Role playing, for example, heightens the identification of students with actors in the case.
Groups may be organized, either to prepare the case, or more spontaneously during the course of discussion, as a means of building consensus or of sharpening conflict. An important dynamic of case-method teaching, that the students be allowed the freedom to determine their own solution, does not imply an abdication of responsibility by the instructor for involving all students, for facilitating the discussion, and for ensuring that important factual and analytical issues are addressed. We will cover four cases, involving the four branches of government that make policy. In the case of Congress.