Scott is a co-author of Pesticides: Can We Do Without Them? and its teaching notes.

After taking the workshop in May of 2002, I decided to change the teaching approach for my "Food Chemistry and Analysis" course over to a "peer-learning with case studies" approach.  I am in the process of developing 5 case studies on the 3 macronutrients in foods (carbohydrates, lipids, proteins) as well as one case study on food additives and the fifth one on GMOs in foods.

Ingolf is the author of Out of the Frying Pan and Into the Grease Fire:  A Case Study in Food Science and its teaching notes.

I use cases to enhance learning in horticulture courses, specifically plant propagation, and fruit production.  I also use cases to emphasize teaching practices and their impact on student learning with graduate students.

Interested in using real or life-related examples to teach a subject.

It seems that problem based learning and inquiry science teaching strategies are proving to be more effective than other teaching techniques. I would like to incorporate this type of teaching into my curriculum and I think case studies will be one way I can make this happen.

Cases in agriculture and nutrition.

I apply case study method when teaching graduate students in “Entrepreneurship Development Programme in Agriculture.” Case studies of successful entrerpreuners are presented to students for analysing, interpreting and internalising strengths and weaknesses. I have found this method to be more effective than conventional methods. I’m interested to know more about similar experiences.

I am using a problem-based learning approach to teach an undergraduate plant pathology course. A majority of the students are majoring in horticulture, turf management, and agricultural education and often do not see a reason for taking introductory plant pathology. Case studies can help them to see why plant pathology is important to them and how it will help them in the future.

Lissa is the author of a case study on plant pathology published on our website; see War of the Roses and its teaching notes.

I am interested in applying the case study (CS) method particularly to a first year “Basic Chemistry” course in order to engage the students’ minds, activate their interest, and pick their brains. I believe the CS technique is very powerful, leading students to pick up each CS subject fast and involve themselves so that they soon become autonomous. I am interested in cases related to genetically modified organisms, bioactive substances, and basic agricultural chemistry.

Grace is the author of The Bear Facts:  Grizzly Recovery in the Bitterroot Ecosystem and its teaching notes.

My new course entitled “Plant Genetic Engineering” involves and requires many case studies in which students are heavily involved in discussing, debating, or presenting cases on many different topics. I plan to incorporate a case study teaching format into the majority of my lectures/classes.

The case study method ties the concepts and information in anatomy & physiology with real life scenarios. This relationship promotes research experiences as related to the allied health sciences.

Interested in the case topics of muscle physiology, neurophysiology, neuropharmacology, reproductive endocrinology, and cardiovascular pathology.

Case studies are part of my Human Anatomy and Physiology course as well as a course I teach in pre-nursing chemistry.  These activities allow students to investigate topics in more detail than would be allowed in a traditional format and give them an opportunity to see the relevance of the information they are learning in class.

Bill has co-authored two papers on the directed case method: (1) Cliff, W.H., and A.W. Wright. 1996. Directed case study method for teaching human anatomy and physiology. In: Advances in Physiology Education 15:Sl9–S28; and (2) Cliff, W.H., and L. Nesbitt Curtin. 2000. The directed case method. In: Journal of College Science Teaching 30(1):64–66. Bill has shown particular interest in case studies on human anatomy and physiology, problem-based learning, computer-based instruction, and case studies in high school biology. See also his Human Anatomy and Physiology Case Study Project.

On this site you can read Bill’s co-authored case, A Friend in Need Is a Friend Indeed: A Case Study on Human Respiratory Physiology and its teaching notes.

I use case studies in my non-majors botany/science class to illustrate how science is done.  I also use cases instead of lectures to teach environmental science and to cover diseases in my microbiology class.  I find that students are more interested and participate more fully when I use case study discussions instead of lectures.

Joseph is a co-author of Genetic Testing and Breast Cancer: Is a Little Knowledge a Dangerous Thing? and its teaching notes.

David is the author of a number of medical cases on our site. See A Case of a Pheochromocytoma and its teaching notes; A Case of Seasonal Affective Disorder and its teaching notes; A Case of Diabetes Insipidus and its teaching notes; A Case of Spinal Cord Injury and its teaching notes; A Case of Cerebrovascular Accident and its teaching notes; A Case of Neurocardiogenic Syncope and its teaching notes; A Case of X-linked Agammaglobulinemia and its teaching notes; A Case of Iron Deficiency Anemia and its teaching notes; A Case of Thrombocytopenia and its teaching notes; and A Case of Pharyngitis and its teaching notes.

I currently use case studies sparingly, however I would like to increase this frequency.  Students respond quite well to this method of instruction.  I know I need more guidance in the implementation of case studies and I wish to improve my understanding of how to construct them.  I learned a great deal at the 2002 Annual Conference on Case Study Teaching in Science.  I plan to incorporate them more and more into the courses I teach and, eventually, write several of my own.

I use clinical case studies in my pre-med physiology course. We have content lectures but always follow through with entire days dedicated to patient cases and analysis. I attended the case study workshop last spring (2007) at University of Buffalo and was inspired and convinced that this was the way to captivate students and promote long-term retention of concepts. Students prefer case-based teaching in my classes over traditional lecture.

I am currently using investigative case-based labs (ICBLs) that utilize collaborative learning and the program Case-It to study the genetics of disorders such as Huntington’s Chorea (for an introductory A&P nervous system section), Fragile-X syndrome and Sickle-Cell (protein structure; genetics; evolution). In addition to using the cases as ways to excite students about the biology underlying these disorders, they are also written with inherent ethical issues to explore. One set of cases utilizes a formal debate as the assessment; others have multiple options including formal lab reports. I am interested in adding a series of cases as introductory “hooks” and enrichment exercises to my Anatomy and Physiology courses for Allied Health students.

I am interested in the case study method of teaching because it seems to be an excellent method of teaching Anatomy and Physiology. This is my first year teaching Anatomy and Physiology, and I believe that the case study method will inspire active thinking.

I became interested in using case studies years before I knew what I was doing with them—the movies "The Andromeda Strain," "Jurassic Park," and "Lorenzo’s Oil" really hammered home the idea.  I found the Case Studies website by accident last spring, and the rest is history.  Now I can give clinical applications to all the topics in A & P.

Judy is a co-author of Gender:  In the Genes or in the Jeans?  A Case Study on Sexual Differentiation and its accompanying teaching notes.

My area of study is in Forensic Sciences, Biological Anthropology. I teach nursing students in Anatomy and Physiology. I have been using case studies in my instruction since I attended the summer workshop.

Bringing case studies into the classroom is an excellent style of delivery of subject material. Case studies help to establish content connections and applications of book information in a manner akin to CSI, House MD, and similar television programs currently riding a wave of popularity among students.

I use cases and group activities intermittently to break up the lecture method.  I use them to challenge students to take command of their learning.  After returning to school myself, I was struck with how passive the lecture method can be.  Cases and group work can shake up this passivity, nicely.  I use both in my anatomy and neuroantomy classes, and I’m planning to reorient my research design class around the case study method.

Elizabeth is the author of Ellen’s Choice: Can Alternative/Complementary Medicine Make a Difference? and its accompanying teaching notes.

I’ve always tried to make course material relevant to students’ lives.  Case studies help students to practice applying the information they are learning and, thus, to understand and remember it better.

Ann is the author of A Healthy Retirement? and its accompanying teaching notes.

I teach an Anatomy & Physiology course that has a 1-hour seminar each week.  A case is presented in the seminar that relates to the current lecture topic.  The cases are textbook-specific so that students can use their text as a primary source.  I also incorporate a Peer Led Team Learning (PLTL) model where groups of students work on a series of cases throughout the entire semester.  I also include case studies in my Introductory Cell Biology Course and General Biology.

Jim is a member of the Center’s Editorial Board and the author of several cases on our website; see A Bad Reaction: A Case in Immunology and its teaching notes and Trouble in Paradise: A Case of Speciation and its teaching notes.  Jim has also written a case called "Bad Fish" that comes in three different versions, namely a General Biology Edition, an Anatomy & Physiology Edition, and a Cell & Molecular Biology Edition, as well as a set of accompanying teaching notes.

I am using brief case studies already in my A&P classes. I am looking to add longer versions for my students to research.

I have used case studies in my Anatomy & Physiology courses, as well as in my Nutrition courses.  Students have responded extremely well to this type of teaching method.  They especially like story lines that use the same characters from case to case throughout the term.

Cases are currently being used in courses associated with each of the following areas: introductory gross anatomy for undergraduates; Human Physiology; and General Biology.

Herbert is the author of Shark Attack! and its teaching notes and The Hot Tub Mystery: The Story of a Very HOT Tub and its teaching notes.

Cases in biology, physiology, and general science education.

See Mike’s cases on our website, which include A Case Study of Memory Loss in Mice and its teaching notes and Kim Davis - Can a Genetic Disease be Cured? A Mother’s Dilemma and its teaching notes.

Case studies are part of my Human Anatomy courses as well as my Forensic Science courses. These activities easily lend themselves to students investigating topics in more detail than would be allowed in a traditional format and give them an opportunity to see the relevance of information they are learning in class as well as practical applications for common questions that are not always answered in the text. Man is naturally an inquisitive animal—rote memorization of facts allows for regurgitation, not learning!

Interest is in using cases for Vertebrate and Human Anatomy/Physiology courses, a Neuroscience course, and a "capstone" course for senior Biology majors.

I do training and consulting on problem-based learning (PBL), in both academic and business environments.  As a faculty member at the University of Delaware, I was part of an interdisciplinary group that introduced PBL on that campus, and used PBL to teach mammalian physiology to undergraduate and graduate students for six years.  I have published several articles about problem-based learning, and now do training and consulting full time.

I have been using case studies as assignments for about 5 years, but not in the classroom. This is the first year that I have started using cases studies in class and I am very pleased with the results. I find that the use of case studies helps my students learn and use the information presented to them.

I use team learning and case studies in a general education biology course.  I use case studies in introductory biology, microbiology, and genetics courses for biology majors.

Robin is the author of The Evolution of Creationism: Critically Appraising “Intelligent Design” and its teaching notes, and also of Closing the Gap: Antiretroviral Therapy for the Developing World and its teaching notes.

I like short, interest grabbing cases in which content can then be discussed.

As a biology teacher, I have two large tasks before me: to help my students gain conceptual understanding of living systems, and to help them understand the nature and methods of science. The second task is vitally important regardless of the future career choices my students make. By using case studies I can accomplish these goals.

Clinical cases provide a context for the material covered in human physiology and pathophysiology courses.  My use of cases includes cases that appear in medical journals, current articles that appear in newspapers, and cases that are included in collections available to clinical faculty.  I vary the way in which I use cases—one case may serve as the central problem that we visit periodically during a course and several mini-cases may be used during a review (application) session.  Without fail, cases are incorporated into exam questions.

Mary Anne is a member of the Center’s Editorial Board.

I was introduced to the case study teaching method while taking an honors seminar about it, taught by Dr. Clyde Herreid.  I think this approach is creative and sustains students’ attention much better than the traditional lecture-style method.  An important way of learning is listening to and interacting with others about a topic.  The case-study method allows for this.

Lisa is the author or co-author of many cases in our collection, including:
Saving Superman: A Look into Stem Cell Research and its teaching notes; Osteoporosis: Marissa, Jeremy and Eleanor and its teaching notes; Wake-Up Call and its teaching notes; Morgan: A Case of Diabetes and its teaching notes; and Amber’s Secret and its teaching notes.

In the past, I have used case studies in the context of problem-based learning as a teacher of human anatomy/physiology and pathophysiology. I am now in an environment in which face-to-face small group work is not possible and is being replaced by large-class activities and a rich computer-based network. I am currently using these to develop case studies that will enhance student interest, interactivity, participation and clinical application of knowledge.

Otto is the author of a PowerPoint-driven case on SARS, accessible through its teaching notes: The 1st New Disease of the 21st Century.

My seventh and eighth grade students are part of Florida State University’s Rural Outreach Program (S.S.T.R.I.D.E—Science Students Together Reaching Instructional Diversity and Excellence). We use Elaine Marieb’s Essential’s of Anatomy and Physiology text.

I have used case studies as a regular part of teaching chemistry and biology. Lately I have used case studies in the place of examinations in order to verify that my students can apply what they have learned.

I use the case study approach to support students’ learning in both Human Physiology and Human Biology. Case studies serve as the foundational pedagogy for learning course content in these courses and curricula and help students to learn to think critically. Learning with case studies promotes a deeper understanding of how to learn and the importance of the contextual as well as the social components of learning. A case-based approach helps students learn how to access resources and fosters scientific literacy in an everchanging and information rich 21^st century.

Phil is the author of several cases in our collection: Keeping up with the Jones’s: A Case Study in Human Physiology and its teaching notes; The Ice Hockey Injury: An Interrupted Case Study and its teaching notes; It’s Like Pulling Teeth: A Case Study in Physiology and its teaching notes; and Anyone Who Had a Heart: A Case Study in Physiology and its teaching notes. Phil has also co-authored several cases including The Soccer Mom: A Case Study on the Nervous System and its teaching notes; Taking It on the Chin: A Case Study on the Nervous System and its teaching notes; and The Tired Swimmer: A Case Study on the Nervous System and its teaching notes.

Case studies help students see the relevence of their studies.

I am currently using case studies to increase comprehension of difficult concepts in Anatomy & Physiology.  I also use case studies in Basic Immunology and Cancer Biology to combine clinical relevance with the basic science of those subjects.

Ben is a co-author of Why Does Grandpa Ignore Grandma? A Case Study in Hearing Loss and its teaching notes.

I have used case studies as both explorations and applications in my Anatomy & Physiolology courses. They are effective prelecture activities to motivate students to read assignments and to be active participants in discussion.

I use short case studies as applications of principles introduced in lecture.  I find that manipulating the concepts helps students integrate and retain knowledge.  The most consistent comment of graduates is that they remember their case studies and use them in professional school.

Cheryl is a co-author of It Takes a Lot of Nerve:  A Two-Level Case Study Designed to Teach the Physiology of the Nervous System and its accompanying teaching notes.

I would like to find a way to combine case studies with the content laden field of anatomy and physiology.  I find it difficult to find a middle ground.  Without the content the students do very poorly on dealing with problems.

Human anatomy and physiology cases, especially for physical education and athletic trainees.

Ann is a co-author of A Friend in Need Is a Friend Indeed: A Case Study on Human Respiratory Physiology and its teaching notes.

I use cases in all of my courses. My general education students benefit from issues-based cases on human health and healthcare. My majors in Physiology and Anatomy learn content and the interrelatedness of systems.

Scott is the author of The Raelians: Visionary Science or Quackery? A Case Study Exploring the Scientific Method and Human Cloning and its teaching notes. He is also a co-author of Why Does Grandpa Ignore Grandma? A Case Study in Hearing Loss and its teaching notes.

My goal is to develop several cases to use in the animal science classes I teach. One will be with swine in a intro course lab setting, others will be geared toward my feeds and feeding students in our Ag Tech program.

Frank is the author of Dire Straights? Transsexualism and Gender Stereotypes and its teaching notes.

Policy research and advocacy.

Jen is a co-author of The Case of a Tropical Disease and Its Treatment: Science, Society, and Economics and its teaching notes.

I know that engaged students are more enthusiastic learners and I want to increase the amount of hands-on critical-thinking activities within my classes. Furthermore, many of the students in my upper-level classes are liberal studies majors who plan to go into K-12 science teaching. I think that by incorporating cases into my classes, I could provide a model for the students of methods for teaching science.

See Liz’s case study on our website, The Missing Link, and its teaching notes.

The variety and flexibility of case study formats enlivens learning activites. I am enjoying creating new “stories” to accompany course related content and students are enjoying the personal connection in the application of this material.

Teresa is the author of A Rose By Any Other Name: The Peculiar Case of Pluto and its teaching notes, Mask of the Black God: The Pleiades in Navajo Cosmology and its teaching notes, and most recently, The Zarkah Stone: The Park Forest Meteorite Case and its teaching notes.

I have just completed my 31^st year of teaching—hard to imagine! During these years, I’ve used lecture, a modified PSI, a system I developed that modified some ideas of Sam Postlethwait at Purdue, and now Team Learning. I’ve used peer tutors for 25 years. I now have an infrared student response system that I use both for the team learning quizzes and for interaction during class. Thus, I’m willing to try anything that might make a difference! (I’m not convinced anything has made a difference, but hope reigns eternal!) As you can see, there are not many astronomy cases. Thus, the integration of cases into the course will be going slowly for a while, but I have the feeling good cases just might make the difference I’m looking for.

Steve is the author of A Googol of Atoms? A Directed, Interrupted Case in Estimation and Large Numbers and its accompanying teaching notes.

Karen is the author of The Unfortunate Nurse: A Case Study of Dengue Fever and Social Policy and its teaching notes.

I have been using case studies to varying degrees in teaching microbiology classes for several years. However, I had not been inclined to use them as a major part of the course until I read about the workshop, and I was intrigued by the idea of using case studies as a means of teaching an entire course and getting away from relying so heavily on lectures for the course. I plan to begin using this method of teaching in a section of microbiology this fall semester.

I currently teach a 2-semester introductory biology course using problem-based learning strategies, and use case studies in a teaching methods course I offer for undergraduates who serve as problem-based learning group facilitators in my course and others at UD.

Deborah Allen is co-author of the book Thinking Toward Solutions: Problem-Based Learning Activities for General Biology. Deborah is also a member of the Center’s Editorial Board.

I have been working to integrate problem based learning strategies into my teaching and case studies seem like a perfect fit for microbiology. I am also interested in using case studies to teach ecology to non-science majors. I want to present a more complete picture of science to the students. Using case studies students will learn not only "the facts" but also learn about the people involved and what their work entails. This puts a human face on science. The process will also produce better consumers of science, because students who learn from case studies will be better able to evaluate scientific issues that they will face later in their lives as part of the voting public.

See Mary’s case on our website entitled Search for the Missing Sea Otters: An Ecological Detective Story and its teaching notes.

I use case studies in all of my presentations.  The length and the depth of the case varies with the audience and the time avialable.  In a typical undergraudtae lecture, I use a case study at the end of some of the modules to integrate the material to assess student learning.

See Swamy’s case on our website entitled Irradiation: Is It Consumer-Friendly? and its teaching notes.

I am interested in case studies as an alternative way to present material to students in my class with the aim of increasing their retention of the material but also as a way of making the classes more interesting and fun. I am hoping that case studies and problem based learning can get the students more involved in the course and provide them with a good background to follow up on their own on interests they may develop in the subject. This approach also offers a way to introduce students to real-life situations associated with topics covered in the class

I would like to start incorporating the case study method in my class and tell other teachers about it. I think that my students will have a better understanding of the topics discussed.

John is the author of A Case Study Involving Influenza and the Influenza Vaccine and the accompanying teaching notes.

Kari is the author of My Brother’s Keeper: A Case Study in Evolutionary Biology and Animal Behavior and its teaching notes.

I have been involved with developing and participating in hands-on and inquiry programs for K–12 and college educators for nearly 20 years. The case study approach, including team learning, seems to me to be a natural extension of this national evolution in teaching. I am learning that developing good cases is much harder than I had hoped it would be, but watching how students interact with cases shows me that this can be a very different and powerful way for them to learn. I am looking forward to getting better at using this approach.

My goal as a new teacher is to employ multiple strategies to help my students be successful. I use case studies because everyone enjoys a good story. I like entrapping unwitting students into a story they like, while teaching them biology at the same time.

Claudia is a co-author of A Rigorous Investigation: The Relationships Between Cellular Respiration, Muscle Contraction, and Rigor Mortis and its accompanying teaching notes.

Use of the case method provides students with a new perspective to what we are trying so desperately to teach, and why the idea is important. If specific core content can be identified, then a case should be written to maximize those principles. I firmly believe that cases improve long term memory of content ideas.

Charles is the author of The Rocky Mountain Locust: Extinction and the American Experience and its teaching notes. See also But It’s Just a Bottle of Water… and its teaching notes.

Peggy is the author of two case studies in our collection: Sweet Indigestion: A Directed Case Study on Carbohydrates and its teaching notes, and The Case of the Druid Dracula and its teaching notes.

I teach a variety of beginning to advanced biology, ecology, and environmental studies courses at Carleton College, including global change biology, ecosystem ecology, plant physiological ecology, and introductory biology.  I use case studies in all of these courses.  I have found interrupted journal article methods to be effective for upper level courses.  Several short, in-class cases or problems work well in large introductory courses.  I am currently assessing the effectiveness of using cases for improving student learning.

Phil is a member of the Center’s Editorial Board.  See two of his case studies on our website entitled The Deforestation of the Amazon: A Case Study in Understanding Ecosystems and Their Value and its teaching notes and Watch Your Step: Understanding the Impact of Your Personal Consumption on the Environment and its teaching notes.  Phil has also published on case teaching methods in the Journal of College Science Teaching (2000,30(1):38-43).

I use case studies in my introductory biology classes to teach ecological principles (such as mimicry and succession) and evolution (such as speciation and drift). I also draw upon cases to help teach the scientific method and let them experience how science works.

Lisa is the author of Conversations with Fireflies: A Case Study of Mimicry and Defense and its teaching notes.

Margaret is the author of The Effects of Coyote Removal in Texas:  A Case Study in Conservation Biology and its teaching notes.

Our department has made a commitment to revising our curriculum—making it more learner-centered.  Case studies seem to be one good way to facilitate this change.

Merri Lynn is the author of Nanobacteria:  Are They or Aren’t They Alive? and its accompanying teaching notes.

The focus of the Science, Technology and Society Program is to teach science as one of the liberal arts, thereby increasing scientific literacy.  We teach in a multidisciplinary format incorporating societal aspects into the science curriculum and using real-life scenarios as vehicles to teach the basics of scientific method and applications of scientific research in technology and society.  To make the material relevant to the students, I have used case studies in many formats, including books that contain cases (some fictional and others non-fictional), in-class informal interrupted case work, student-written cases, and final exams and projects based on case studies.

Katayoun is the author of two case studies on our website: Niños Desaparecidos: A Case Study About Genetics and Human Rights and its teaching notes, and MDR Tuberculosis: A Case Study for Non-Science Majors Focused on Social Justice and its teaching notes.

Also see Katayoun’s set of case-based curriculum supplements—Cell Biology for Life Project—at http://www.garlandscience.com/textbooks/cbl/.

Bill has co-authored two papers on the directed case method: (1) Cliff, W.H., and A.W. Wright. 1996. Directed case study method for teaching human anatomy and physiology. In: Advances in Physiology Education 15:Sl9–S28; and (2) Cliff, W.H., and L. Nesbitt Curtin. 2000. The directed case method. In: Journal of College Science Teaching 30(1):64–66. Bill has shown particular interest in case studies on human anatomy and physiology, problem-based learning, computer-based instruction, and case studies in high school biology. See also his Human Anatomy and Physiology Case Study Project.

On this site you can read Bill’s co-authored case, A Friend in Need Is a Friend Indeed: A Case Study on Human Respiratory Physiology and its teaching notes.

Jeffrey is a co-author of The Story of Dinosaur Evolution.

I use case studies to show the students how the concepts they learn in class relate to real-life situations.

Tom is the author of Living Downstream: Atrazine and Coliform Bacteria Effects on Water Quality—A Debate Case and its teaching notes, and Oak Clearcutting: To Cut or Not to Cut? A Debate Case and its teaching notes.

Sarah is a co-author of SNPs and snails and puppy dog tails, and that’s what people are made of…: A Case Study on Genome Privacy and its teaching notes.

Lynn is the author of My Dog is Broken! A Case Study in Cell Signaling and its teaching notes.

I use case studies in addition to lectures in two semesters of Introductory Biology.  A new case study, or problem, is introduced each week to cover each of the major topics in the course.  These include cell chemistry, metabolism, molecular and Mendelian genetics, evolution, and various topics in plant and animal physiology and ecology.

The case study method has been a true “life-saver” system in my Medical Microbiology classes. I am looking forward to introducing more case studies to my Genetics class this year, as well as to my 10th Grade Biology coursework. The cases are very engaging and the students walk away with a wealth of knowledge researched and processed by themselves!

I have been using a form of case study in my anatomy and physiology classes for several years now. I present my students with situations in which they must identify a condition (if any), additional tests that need to be performed, and the ultimate cause. Finally, I sometimes ask them to propose specific treaments. The way I usually present these things is as if they were potential crimes: “Identify the ’victim’ (an organ, maybe),” “Is the individual dead or merely in a coma,” “Is it a crime (suicides are not crimes in most states; viz: autoimmune diseases),” “What weapon was used (neurotoxins?),” and “Who was the perpetrator.” I have fun and the students learn to put things together.

See David’s case on our website entitled Lost in the Desert and its teaching notes.

Susan is a co-author of I’m Looking Over a White-Striped Clover: A Case of Natural Selection and its teaching notes.

Interested in cases in general biology.

I use case studies during the laboratory component of my Human Gross Anatomy and Neuroscience courses to teach Occupational Therapy students, Athletic Trainers, and Speech and Hearing Science students the clinical aspects within each discipline.  Case studies for these classes are written to illustrate the use of clinical information given in lecture.  I am also having my students in senior seminar produce formal case study presentations instead of the traditional seminar format.  The process for conducting this course was published in the Journal of College Science Teaching in the Case Study column (Feb 2003).

See the case Patrick has written with Tom Cappaert for our website entitled Brain vs. Spinal Cord: A Directed Case Study in CNS Injury and its teaching notes.

I would like to use case studies as an alternative pedagogical approach to teaching and as a means by which students can improve other critical skills such as group work, oral communication, etc. I see case studies as providing a wonderful opportunity to discuss ethical and moral issues that relate to various topics in the sciences.

Case studies place content in a relevant context and are more likely to engage students in learning than more traditional methods of instruction.  With so many ethical dilemmas arising from our increased genetic knowledge as a result of the human genome project, the case study method is a perfect "fit" when teaching a Human Genetics course.

Km is the author of The "Lady" of Charleston:  A Case of Wrongful Gender Assignment? and its accompanying teaching notes.

I’ve used case studies in Introduction to Physiology and Advanced Physiology.  I’ve also used them for clinical correlates, which are taught in conjunction with Advanced Physiology.

Dayton is the author of Woe to That Child:  A Case of Cystic Fibrosis and its accompanying teaching notes, and Football Fanaticism: An Integrated Physiology Case Study and its teaching notes.

After attending a mini-workshop in case studies at the University of Texas, I am working to incorporate case studies into a large introductory biology lecture using the weekly discussion groups.

I am interested in adapting the case study approach to the sciences, particularly to courses in molecular biology, cell biology, biochemistry, and genetics. I believe that our students will learn more about how the scientific method works and how to apply their knowledge if they are taught using a case method approach. I also think that it will make scientists seem more human, give students other careers to consider, and will encourage students to more actively learn the subject material. Let’s teach them how to think rather than what to think.

See the case Susannah wrote with Jessie Klein for our website entitled A Right to Her Genes and its teaching notes.  She is also a co-author of A Recipe for Invention:  Scientist Biographies.

Anne is a co-author of several cases on our site; see Not An Old Person’s Disease and its teaching notes and Sometimes it is All in the Genes and its teaching notes.

I attended the June 2002 workshop and have used cases from the website, some in their entirety, and others only in part.  I have always used examples and relevant events in class to help students learn.  This is also what case studies provide.

Kathy is the author of Prayer Study: Science or Not? and its accompanying teaching notes.

Karin is the author of Si el Norte Fuera el Sur: A Case of Squirrel Monkey Identities and its teaching notes.

I am not a teacher or professor, but a director of educational programs at an independent, non-profit cancer and mammalian genetics research laboratory.  We have students come to our lab for a number of programs, and we use case studies to introduce basic genetics concepts and the ethical use of animals in research.

Interested in cases dealing with evolution, population or community ecology, and climate change.

I believe the lecture method is not the most effective way of teaching.  I have therefore turned to case studies.  I have used a pilot case study in a non-majors introductory biology class.  I plan to introduce more and more case studies into my teaching.

I primarily teach non-majors biology and related life science courses for adult learners in an accelerated program, as well as in an online format. Cases present an opportunity to connect classroom theory with real world application. Using cases enhances and expands active, collaborative and experiential teaching strategies, which are in line with my teaching philosophy in terms of adult pedagogy.

Mary Rose is the author of Lewis and Clark Reloaded: The 3,041-Mile Bike Trail and its teaching notes.

Karin is a co-author of When Drug Sales and Science Collide and its teaching notes.

See the case that Jan has written for us on the drug development process entitled Is That Pill You’re Taking Safe? and its teaching notes.

Wendy is a co-author of The Campus Coffee Shop: Caffeine Conundrums and its teaching notes.

Merle is a co-author of A Can of Bull? Do Energy Drinks Really Provide a Source of Energy? and its teaching notes.

Cases in biology, evolution, general science education, and teaching.

Kipp is Director of the National Center for Case Study Teaching in Science and Case Studies in Science Workshop and author of a regularly featured column on case studies in the Journal of College Science Teaching. For a sampling of his cases, see his baby coots case entitled Mom Always Liked You Best: Examining the Hypothesis of Parental Favoritism (and its teaching notes), Seven Skeletons and a Feather: The Mysteries of Archaeopteryx (and its teaching notes), The Case of the Dividing Cell: Mitosis and Meiosis in the Cellular Court (and its teaching notes), Directed Case Study: The Death of Baby Pierre—A Genetic Mystery, AIDS and the Duesberg Phenomenon: A Problem-Based Learning Case Study, and An Antipodal Mystery (and its teaching notes).

Brent is the author of two cases in our collection: A Typical Cold? and its teaching notes, and Mary Keeper’s Aching Head and its teaching notes.

Bill is a co-author of Gender:  In the Genes or in the Jeans?  A Case Study on Sexual Differentiation and its accompanying teaching notes.

I am interested in using case studies to bring real-world applications to high school classrooms.

See Sue’s case on the scientific method entitled Love Potion #10 and its teaching notes.

Theresa is the author of Microbial Pie, or What Did You Feed the Neighbors and its case teaching notes on our website.

I teach a case-based health and wellness course that is part of the UW-L general education program.  I also use smaller cases to teach introductory biology and an upper level cell biology course.

David is a co-author of Sometimes it is All in the Genes and its accompanying teaching notes.

Sarah is a co-author of two of our cases.  See Threats to Biodiversity:  A Case Study of Hawaiian Birds and its teaching notes, and Dr. Collins and the Case of the Mysterious Infection and its teaching notes.

Cases in biology, physiology, and general science education.

See Mike’s cases on our website, which include A Case Study of Memory Loss in Mice and its teaching notes and Kim Davis - Can a Genetic Disease be Cured? A Mother’s Dilemma and its teaching notes.

Jessica is the author of Giving Birth to Someone Else’s Children? A Case of Disputed Maternity and its teaching notes.

Microbiology students who worked on case studies in medical microbiology find the activity interesting and stimulating. Despite the difficulty involved in solving such cases, the students indicate how much fun they had while learning about miedical microbiology. I an interested in using case studies in order to enhance learning in all my classes.

See LeLeng’s case study Is Iron Fertilization Good for the Sea? and its teaching notes on our website.

I currently use 2-3 case studies per semester in my upper level genetics and molecular cell biology courses.  They have been well received, and the students appear to enjoy them.  I’m becoming better at assessing the skills learned through case studies, too.  I will try to incorporate more case studies in my introductory biology course in the spring, since I think that the earlier students are exposed to this learning method, the better!

Allison is a co-author of A Rigorous Investigation: The Relationships Between Cellular Respiration, Muscle Contraction, and Rigor Mortis and its accompanying teaching notes.

Dan is the author of Amanda’s Absence: Should Vioxx Be Kept Off the Market? and its teaching notes.

Martin is the author of As the Worm Turns: Speciation and the Apple Maggot Fly and its accompanying teaching notes.

I have used short problems for individual study and class discussion for a long time, but since the 2002 Case Studies in Science Workshop I have developed longer cases for group problem-solving.  Cases are sure to be a permanent feature of my approach to instruction in the future.

Dennis is the author of Improving on Nature? and its accompanying