Using Case Studies to Help Faculty Navigate Difficult Classroom Moments

Abstract

“Hot” or “difficult” classroom moments occur when a student's provocative comment elevates emotions in the classroom and creates an uncomfortable tension. Faculty typically feel unprepared to address these volatile moments, and faculty developers and department chairs are faced with the challenge of boosting faculty confidence and helping instructors build the skills to navigate these unexpected moments. This article examines how case studies can be used to help instructors anticipate difficult moments, practice potential responses, and learn from the collective wisdom of their colleagues. Two case studies based on difficult moments in service-learning courses are included.