I modified this case slightly for use in my conservation biology class (emphasizing the conservation, downplaying the other issues).  I have used it twice, and it was a big hit with the 12-15 students each time.  In 2001, it was the very first case I ever used, and I simply asked students to read the case, and decide what they needed to do as conservation professionals (in small groups), including:

1. the problem to be solved,
2. how to solve it,
3. what other information is needed, and
4. the approximate cost.

The remarkably good response, and my impression that in this one class session they satisfied me that they knew enough basic biology in week 2 to allow us to move on to the non-biology parts of conservation, sold me on cases in general.  This year (2003), I first had them think about the issue alone for 10 minutes, writing down some general ideas.  Then they did the assignment from the previous year.  It was even better this year—several students came up afterward and told me it was one of their best sessions in college.

Comments submitted 01/16/2003 by:

Randy Mitchell
Biology
University of Akron
Akron, OH
rjm2@uakron.edu