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.

See Susan’s case on our website entitled The Case of the Sexually Arrested Orangutans and its teaching notes.

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!

I use case studies to provide an engaging story to put content into context. Case studies can effectively be incorporated at all levels, from introductory to graduate level courses. The students really enjoy learning course material by solving problems presented using the case study approach.

Maureen has written several clicker cases, including Why Is Patrick Paralyzed? with teaching notes, and Cross-Dressing or Crossing-Over? Sex Testing of Women Athletes with teaching notes.

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 a number of cases in our collection: Driving Can Be Dangerous to Your Health: An Interrupted Case Study in Physiology and its teaching notes; 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 many cases including Facing the Pain: An Interrupted Case Study in Physiology and its teaching notes; 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.

Betsy is the author of Man’s Best Friend? Using Animal Bones to Solve an Archaeological Mystery and its teaching notes. Also see her co-authored case entitled What Do We Tell the Sheriff? Determining Minimum Numbers of Individuals (MNI) for a Scatter of Human Bones 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.

Norris is a co-author of the clicker case The Case of the Druid Dracula: Clicker Case Version.

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.

Erin is a co-author of two clicker cases: A Deadly Passion: Sexual Cannibalism in the Australian Redback Spider and A Tale of Three Lice: A Case Study on Phylogeny, Speciation, and Hominin Evolution.

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.

Karen is the author of Atkins or “Fadkins”? and its teaching notes.

As education director for an engineering research center, I coordinate an NSF-funded Research Experiences for Teachers program for high school science teachers. Our mission is to expose participants to the field of green chemistry and engineering and the development of cleaner chemical processes.

Claudia has co-authored two of the cases in our collection. See Rated MPG for Confusion: Using Gas Mileage to Learn Graphing and Data Analysis Skills and its accompanying teaching notes; see also 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.

Bruno is a co-author of But I’m Too Young! A Case Study of Ovarian Cancer and its teaching notes.

Peggy is the author of several 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 (also available in a clicker case version). Peggy has also written the clicker case Take Two and Call Me in the Morning: A Case Study in Cell Structure and Function.

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.

Anne is the author of Colon Cancer: A Case of Genetic Bad Luck? 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 use cases with genetics, physiology, introductory biology and bioethics classes. I appreciate the way cases encourage discussion and integration of ideas, and am working to incorporate more cases into my classes.

Christy is the author of The Physiology of a Neurodegenerative Disease: Huntington’s Disease 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.

Phil is the author of Exaggerated Traits and Breeding Success in Widowbirds: A Case of Sexual Selection and Evolution and its accompanying teaching notes.

Lynne is a co-author of Living With Her Genes: Early Onset Familial Alzheimer’s Disease and its teaching notes.

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.

Joan-Beth is a co-author of Salem’s Secrets: A Case Study on Hypothesis Testing and Data Analysis and its teaching notes.

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.

Rod is a co-author of An End to Ulcers? A Case Study in the Scientific Method 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.

Kristi is a co-author of An End to Ulcers? A Case Study in the Scientific Method 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.

Cheryl is a co-author of Darwin’s Finches and Natural Selection 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 teaching notes.

Cases will be used in my General Biology and Botany courses to introduce cooperative learning exercises and to make the course topics more relevant to the students.

Jessie is the author or co-author of two cases on our website; see Should Bill Buy “Sammy”? A Case Study Introducing Basic Chemistry Concepts and its teaching notes and A Right to Her Genes and its teaching notes.

I use case studies to provide an engaging story to put content into context. Case studies can effectively be incorporated at all levels, from introductory to graduate level courses. The students really enjoy learning course material by solving problems presented using the case study approach.

Maureen is a co-author of Cross-Dressing or Crossing-Over? Sex Testing of Women Athletes and the accompanying teaching notes..

Erica is the author of The Fish Kill Mystery and its teaching notes; see also Chimpanzee Droppings Lead Scientists to Evolutionary Discovery and its teaching notes.

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

I currently use, and am interested in using more, case studies in introductory biology as well as ecology courses at several levels (non-majors to upper-division).  Cases serve three main purposes in my teaching:  1) getting students to think of their own scientific questions and how to answer them; 2) giving students practice with interpreting data and drawing conclusions; and 3) motivating students to learn and apply the more general concepts covered in a class to the specific situation, question or problem raised in a case.

Mark is a co-author of Search for the Missing Sea Otters:  An Ecological Detective Story and its teaching notes.

Celeste is co-author of Those Old Kentucky Blues: An Interrupted Case Study and its teaching notes.

Karen is the author of Not Just Another Day at the Beach: Decision-making and the Treatment of Malignant Melanoma and the accompanying teaching notes.

I feel that case histories can be used not only to draw out students’ opinions, but also to make them realize that there are other valid points of view.  Students are more motivated when they are actively involved in their learning.

See Richard’s case on our website entitled AH-CHOO! A Case Study on Climate Change and Allergies and its teaching notes.

Four years ago, we dramatically restructured the introductory biology curriculum by transforming a traditional lecture-laboratory course into one that includes a seminar component. During seminar students engage in problem-based learning exercises designed to challenge their conceptual and practical understanding in biology. We search for ways to improve student learning in biology, and we find that the problem-based inquiry approach engages students and helps them to learn biological concepts as well as any tool with which we have experimented.

Paula is the co-author of several cases on our website; see Threats to Biodiversity: A Case Study of Hawaiian Birds and it teaching notes and Dr. Collins and the Case of the Mysterious Infection and its teaching notes.

My interest in case studies arose out of a desire to make biology more relevant and real to my students.  They need to be critcal thinkers and case studies provide an excellent method for accomplishing that task.  I will be developing a case studies/problem-based learning model for teaching Biology I for majors to determine if this method will increase minority students’ success in Biology I.

Pauline is co-author of Cancer Cure or Conservation: A Question of Health for Humans and the Ecosystem and the accompanying teaching notes.

Laura is co-author of Uretero What? A Systems-level View of a Pregnancy with Medical Complications and the accompanying teaching notes.

Jennifer is the author of Into Thin Air: A Case Study in Physiology and its teaching notes on our website.

Since 1991 I have been developing teaching strategies for improving the climate of the science classroom for women and minorities that enhance the learning environment for all students. These efforts have focused on teaching students to actively participate in the practice of science and on representing the very human qualities of science and scientists.

I use case studies and problem based learning (PBL) for several of our science education outreach programs for middle and high school students.  I am also the Principal Investigator of a NIH-funded project to develop PBL curricula for teaching environmental health.

I want students to be engaged in learning about science. Case studies bring science to life for them by using current events they can relate to. My usual approach is to introduce a topic and have a discussion about it or to have students get into groups and argue different viewpoints.

Elizabeth is the author of The Case of Eric, Lou Gehrig’s Disease, and Stem Cell Research and its teaching notes; she is also a co-author of When Drug Sales and Science Collide and its teaching notes.

Janna is the author of What’s in My Water Bottle? A Question of Environmental Estrogens and its teaching notes.

Interested in cases in environmental issues and zoology.

My main interest is in teaching non-majors Biology students.  I teach biology online as well as face-to-face.  I am attempting to use case studies in my internet-based courses as well as in traditional classes.

Jennifer is a co-author of The Case of the Ivory-Billed Woodpecker: The Scientific Process and How It Relates to Everyday Life and its teaching notes.

Debra is the author of Which Little Piggy Went to Market? Bioinformatics and Meat Science and its teaching notes.

I am currently teaching a non-majors intro course in biology. I am always on the lookout for ways to make the material more meaningful to the students. I ran across Patricia Schneider’s case teaching notes on the genetics of skin color (http://www.sciencecases.org/skin_color/skin_color_notes.asp) and plan to use that information in our study of multigenic characters. I look forward to exploring the other teaching possibilities of this web site.

I have already made changes to my curriculum to teach with cases studies. Not only have I enjoyed the experience, I will now make the effort to try to incorporate such techniques in all my courses.

Susan is the author of The Mystery of the Blue Death: A Case Study in Epidemiology and the History of Science and its teaching notes.

Troy is the author of Osmosis Is Serious Business and its teaching notes.

I became familiar with using case studies for educational purposes through one of my biology classes in my undergraduate education.  I found that by reading an actual case presentation, thinking through it, and answering questions related to it, I was able to retain the information in a more efficient manner.

Jennifer is the author of Torn at the Genes:  One Family’s Debate Over Genetically Altered Plants and its accompanying teaching notes.

Linda is the author of Streams of Coal or Streams of Death? A Toxicology Case Study and its teaching notes.

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

I use case studies in my biology classes for non-majors to illustrate the relevance of science in our lives. Case studies also provide an excellent opportunity to discuss ethical issues related to biological concepts. I am planning to incorporate into my course some cases related to genetically modified organisms.

Wilma is the author of Cell Phone Use and Cancer: A Case Study to Explore the Scientific Method and its teaching notes.

Karen is a co-author of Breast Cancer Risk: Using Real Medical Histories to Rank Genetic and Environmental Influences and its teaching notes.

Karen is the author of Immunological Malfunction? and its teaching notes.

My background is in teaching extension programs to the food industry. In these situations the material has been adapted to specific situational problems in the particular industry. Now however I am teaching biology in a community college. I am adapting case studies to nursing students’ interests. This is my first semester and I participated in a case study previously adapted to the course. It was great!

Terry is a co-author of The Case of the Druid Dracula: Clicker Case Version and has been a presenter at the annual Case Study Teaching in Science Conference.

I developed an interest in case studies as a teaching tool when I became aware of the merits of active learning. I was a problem-based learning tutor in pharmaceutical sciences for one year and saw first–hand the critical thinking, communication and research skills developed by students using this pedagogical technique. After attending the Case Teaching in Sciences Workshop at SUNY, I wanted to write customized cases for my classes. Students report liking the cases because it allows them to work in groups and because they see the concrete applications of the knowledge they learn. I like it because it’s a way to foster both content exploration and skills development.

Annie is the author of Golden Rice: An Intimate Debate Case and its teaching notes.

I have found that using a variety of teaching techniques, when tailored to reach students in a way that illuminates the concepts we are examining, enables more students to grasp the material and retain it. Case studies are especially useful for enabling students to practice analytical thinking in a context which they find relevant to their lives. I use at least 8 cases a semester in my introductory biology courses.

Eric is a member of the Center’s Editorial Board and has written multiple case studies, including: Treating Ed: A Medical Ethics Case Study and its teaching notes; Eating PCBs from Lake Ontario: Is There an Effect or Not?  A News Release Case and its teaching notes; Too Many Deer!  A Case Study in Managing Urban Deer Herds and its teaching notes; Experimental Design and Statistical Analysis: Bt Corn, Lignin, and ANOVAs and its teaching notes; Is Guaiacum sanctum Effective Against Arthritis? An Ethnobotany Case and its teaching notes; The Ecology of Opuntia fragilis (Nuttall) Haworth and its teaching notes; and Chemical Eric: Dealing with the Disintegration of Central Control and its teaching notes. More recently Eric has focussed his efforts on clicker cases, including Darwin’s Finches and Natural Selection and The Coelacanth: An Odd Fish.

Nancy is a co-author of But I’m Too Young! A Case Study of Ovarian Cancer and its teaching notes.

I was introduced to the case study teaching method by my colleagues in science.  I will use it for an assignment to be discussed in class as one piece of my grading in addition to my regular exams.  It involves the students to a high degree and encourages them to think critically and interdisciplinarily.

Bill is the author of the clicker case I Can Quit Anytime I Want: The Biological Basis of Euphoria and Addiction and a co-author of Life—The Final Frontier: A Case Study on the Characteristics of Life.

I am a new teacher. I have never used case studies, but I am very interested in using them.

I am interested in using case studies in both the lab and discussion settings of a large introductory biology course. Despite this challenge, I have found it to be effective in engaging students in difficult course material.

I have successfully used case studies in a General Biology course for majors and non-majors. I will be creating and teaching a new upper level course in Spring 2003 entitled Molecular Basis of Disease which will focus on how diseases are manifested at a genetic and cellular level. I will use and create new case studies for the course as a central teaching tool.

Brian is the author of Abracadabra:  Magic Johnson and Anti-HIV Treatments and its accompanying teaching notes; he’s also a co-author of The Campus Coffee Shop: Caffeine Conundrums and its teaching notes.

I use case studies to deepen student understanding of course concepts and the charecteristics of scientific inquiry.  I also use them in evaluation and to support a "no lecture" format in introductory and upper level biology courses.

I became interested in using and writing cases after attending Pace University’s Center for Case Studies in Education Ninth Annual “Enlivening Teaching: Using Discipline-Based Cases and Classroom Research to Improve Learning and Teaching” Conference in Vancouver. It’s exciting to see the effect case studies have on student learning outcomes, particularly when it is a case you have written!

Cathy is the author of Blake‘s Illness: A Case of “Wild Life” Management and teaching notes. See also her co-authored cases: Ecotourism: Who Benefits? and its teaching notes; and The Case of a Tropical Disease and Its Treatment: Science, Society, and Economics and its teaching notes.

By incorporating case studies into my classes I hope to enhance student learning through the use of tangible, relevant, and real-life/everyday examples to which students can relate, and through an increase in students’ interaction with the course content.  I use case studies in general biology, cell biology and genetics, cancer biology, introductory biotechnology, and biotechnology commercialization courses.  Course format (face-to-face and online) and level (undergraduate science and non-science majors, graduate) vary depending on the course.

Christina is a member of the Center’s Editorial Board.

Patricia is the author of The Case of Desiree’s Baby:  The Genetics and Evolution of Human Skin Color and its teaching notes.

I will begin using cases this year (2001) to give my students some context for the ecological principles we discuss. I am especially excited about using a local example that we can visit during the semester.

I am impressed with the potential of the case study approach for actively engaging student in thinking about science and making sense of the information they encounter in class and in the world.

Joan is the author of the case Something’s Fishy in Paxton Lake: Speciation in Sticklebacks and its teaching notes. She has also authored or co-authored several clicker cases including What Is a Species? Speciation and the Maggot Fly, A Deadly Passion: Sexual Cannibalism in the Australian Redback Spider, Cross-Dressing or Crossing-Over? Sex Testing of Women Athletes, and A Tale of Three Lice: A Case Study on Phylogeny, Speciation, and Hominin Evolution.

Wayne is the author of A Headache to Die For: A Case Study in Forensic Science and its teaching notes; he is also a co-author of Do You Really Know What You’re Eating? A Case Study on Genetically Modified Foods and its teaching notes.

Michèle is a co-author of Breast Cancer Risk: Using Real Medical Histories to Rank Genetic and Environmental Influences and its teaching notes.

Cathy is the author of Tazswana’s Story: How Alternative mRNA Splicing Leads to Genetic Disease and Cure and its teaching notes.

Susan 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.

I attended the Annual Conference on Case Study Teaching in Science in the Fall of 2003. My Masters of Science Education thesis research centers on case-based learning. I will be implementing case study teaching during the upcoming school year to high school students.

It is my hope that the use of case studies will allow diversification of evaluation and prepare students for high-order questions during tests and examinations.

See Debra’s case study on our website, Sickle Cell Anemia, and its teaching notes.

Alice is a co-author of Living With Her Genes: Early Onset Familial Alzheimer’s Disease and its teaching notes.

Kathrin is a co-author of The Case of the Ivory-Billed Woodpecker: The Scientific Process and How It Relates to Everyday Life and its teaching notes.

Anthony is the author of “It was a hot August afternoon…” and its teaching notes.

I have used case studies to generate interest in my subject matter.  I studied using the case study method for my Masters exam and have been interested ever since.  I think that showing students real life applications of the material they are learning makes it more meaningful to them.  I would like to make further use of the method and need to plan accordingly.

Nathan is the author of The 2000-Meter Row:  A Case in Homeostasis and its teaching notes.

I am interested in developing alternative pedagogy for my introductory neuroscience course (NSC 101—Mind and Brain), including case studies. More generally, I’d like to use cases to increase my students’ critical interpretation of data, and catalyze interdisciplinary discussion among the supplementary fields of neuroscience (biology, psychology, philosophy, etc.).

I became a case study writer even before attending the SUNY-Buffalo Case Study summer institute, which was one of the BEST workshops I have ever attended. I had written a book of case studies entitled Using Case Studies From the Living World as an ancillary to George Johnson’s text, The Living World. My case studies have been placed on a web site by McGraw-Hill Publishers (see http://www.mhhe.com/biosci/genbio/casestudies/).

I recently taught an entire non-majors biology course using case studies. I used the cases to introduce students to main biological concepts rather than lecturing on content alone. Students reported that they enjoyed researching and writing up the problems in the cases and that they learned much better with this method. They also reported that they enjoyed learning science for the first time. I plan to write a manuscript for Journal of College Science Teaching summarizing the student learning outcomes in the course.

See Linda’s case study in our collection, Mother’s Milk Cures Cancer? Researchers Deliberate Over Whether to Publish, and its accompanying teaching notes.

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

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

Interested in the case topics of plant ecophysiology; plant herbivores; forest structure and dynamics.

Case studies help students relate to course material and draw connections and conclusions on their own.  Students gain confidence and remember what they learn.  Class discussion of case studies allows even the quieter students to find their voice.

Debby 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.

Kristen is the author of The Case of Baby Joe: Chronic Infections in an Infant and its teaching notes.

Jackie is a co-author of A Sickeningly Sweet Baby Boy: A Case Study on Recessive Inheritance in Inbred Populations and its teaching notes.

Case studies are a staple teaching technique I use with my students to allow them to see the importance of using the knowledge they are gaining. They don’t forget them. Months later I only need to mention the title of a case to bring them all back to the “moral of the story.” Cases stimulate the kind of learning we all continue to do throughout life.

See Paul’s case in our collection entitled Two Peas in a Pod? A Case of Questionable Twins and its accompanying teaching notes.

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

I have designed "lecture-free" teaching methods for all of the courses I teach (both general education core and upper-level biology).  I use case studies as well as many other active learning methods to accomplish this.

Bonnie is one of the co-authors of the case Gender: In the Genes or in the Jeans? A Case Study on Sexual Differentiation and its teaching notes on our website.

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.

Debbie is a co-author of Living With Her Genes: Early Onset Familial Alzheimer’s Disease and its teaching notes.

I am concerned that students not only learn the facts (which can at times seem rather dry to them), but also develop a deep appreciation for how scientific fields impact their lives and the society around them.

Lauren has written several case studies for our website, including: Stem Cells: Promises to Keep? and its teaching notes and Sonic Hedgehog: Genetic Abnormalities and Tissue Donations and its teaching notes.

I am using case studies in my upper-level courses in Conservation Biology and Ecology. I would like to develop cases for use in our biostatistics course.

Anne is a co-author of A Sickeningly Sweet Baby Boy: A Case Study on Recessive Inheritance in Inbred Populations and its teaching notes.

For the past five years I have been looking at problem-based learning (PBL) as an alternative to lecturing. I have begun to incorporate some PBL into my classes and students have responded positively to the approach.

Ed is the author of the case study Filthy Lucre: A Case Study Involving the Chemical Detection of Cocaine-Contaminated Currency and its teaching notes.

I began using case studies in General Chemistry following my participation in the May 2002 workshop. My first case study was published in November 2002. The laboratories I have prepared for my course could be considered case studies, although that’s not how I perceived them when I put them together.

Chris is the author of the case study Thinking Inside The Box and its teaching notes on our website.  He is also co-author of The Chemistry of Cooley’s Anemia and its teaching notes.

Very few of the students we serve come to us with an interest in chemistry. We primarily provide general education courses for other professional programs. For most of our students, the chemistry we give them will be the only direct exposure to the field they will ever have. Our hope is to place their experience within a larger personal and social context so that they might recognize the many ways in which the chemical sciences impact their lives and it seems that the case study approach would be of value in this regard.

I am new to case study teaching, but envision using it as one of many approaches to teaching chemistry and materials science within an undergraduate engineering curriculum.

Team learning/case studies for general chemistry and organic chemistry.

Joe is co-author with his colleague Frank Dinan of two of the cases in our case study collection: Avogadro Goes to Court and its teaching notes and To Spray or Not to Spray: A Debate Over Malaria and DDT and its teaching notes.

Melinda is the author of Gas Cylinders and Safety: A Case Study in Chemistry and its teaching notes.

Case study teaching is used to supplement conventional lectures and/or to introduce students to new material in:  general chemistry, analytical biochemistry, instrumental analysis, graduate electrochemistry, and a general seminar course entitled "Scientific Serendipity."

Christa is the author of several cases on our website, including: The Van Deemter Equation: A Three-Act Play and its teaching notes and Childbed Fever: A Nineteenth-Century Mystery and its teaching notes.

See Kathleen’s case on our website entitled Biological Terrorism: The Anthrax Scare of 2001 and its teaching notes.

I have used case studies in my Chemistry for Health Services and General Chemistry classes.  The response from the students has been very positive.  We typically use a group method and brainstorm ideas and then report back to the class.  There is always good debate and discussion with these excercises.  Everyone can be on the same side of an issue and still generate very good discussion.  This integrates very well with the cooperative learning style of teaching.  Student involvement is nearly 100%.  So far I love it!

I use cases in chemistry, environmental science, and biology. I teach introductory science courses for non-science majors that focus on connections between science and society. Students analyze case studies throughout the semester in topics as diverse as cloning, global warming, transgenic plants, air pollution, DNA fingerprinting and Mars meteorites. I am also developing a course on the Ccemistry of art conservation that will involve the study of “real-life” chemistry questions applied to the degradation and conservation of art materials. Case studies will work best in addition to lab experiments for such a course.

Eleonora is one of the co-authors of the case As Light Meets Matter: Art Under Scrutiny, and its accompanying teaching notes.

Brahmadeo is the author of Cats Have Nine Lives, But Only One Liver: The Effects of Acetaminophen and its teaching notes.

Preeti is the author of Thiamin Deficiency: A Directed Case Study and its teaching notes.

Frank is a member of the Center’s Editorial Board and author of Bilirubin: E-/Z-, But Not Easy and its teaching notes, and Kermit to Kermette? Does the Herbicide Atrazine Feminize Male Frogs? and its teaching notes. Frank has also co-authored many cases, including: Mystery in Alaska: Why Have All the Sea Lions Gone? and its teaching notes; An Adventure in Stereochemistry: Alice in Mirror Image Land and its teaching notes (with Gordon T. Yee); Avogadro Goes to Court and its teaching notes (with Joe Bieron); and To Spray or Not to Spray: A Debate Over Malaria and DDT and its teaching notes (also with Joe Bieron).

Steven is a co-author of As Light Meets Matter:  Art Under Scrutiny and its teaching notes.

My ultimate goal is to use case studies not only in science courses, but also in training and orientation activities for chemistry graduate students.

Interested in chemistry, non-science major (general education), and environmental case studies.

Use of historical cases to teach scientific method and chemistry content.

We currently use PBL in our pharmacy practice lab. We are expanding the use of “group learning” techniques to include pharmacy math and compounding of pharmaceutical dosage forms.

I am currently using case studies in my Introductory and Freshman Chemistry classes.  I like to use case studies to offer more real life experiences in chemistry topics.

Interested in developing and implementing case study assessment for ninth grade level physical science classes. Topics include heat and temperature, energy, work, optics, electricity/magnetism, organic chemistry and chemical reactions. The academic year of 2005–2006 is the first year that the state of Georgia is implementing high school level science performance standards. As a member of Baldwin High Freshman Academy, we are exploring different methods of assessing student achievement using real-life situations. Would appreciate any and all help!

I am using case studies in our non-majors introductory chemistry course as a means of making the connection between science and the everyday world.

See Mike’s case study in our collection, Baffled by the Baby Bottle: A Case Study in Chemistry, and its accompanying teaching notes.

I attended the 2007 workshop, and plan to use the case I developed there (with Nancy Aguilar-Roca) in my upcoming Biochemistry course this spring. I would like to design more case studies using real examples in green chemistry practice to use in my organic chemistry course. I also am interested in educational research in the area of student attitudes and knowledge acquistion using “green” case studies..

The unfortunate reality that organic chemistry is often viewed by the majority of students as an abstract discipline requires that innovative approaches be employed to actively engage students.  Constructing situations where the students have to propose solutions to a problem that they might encounter in the future can accomplish this.  The case study approach I have introduced in the sophomore organic laboratory has been accepted and enjoyed by students of all majors.  I am interested in introducing case studies in sophomore organic lecture, in spectroscopy analysis, and especially in medicinal chemistry classes I teach.  I believe that in the current age of multitasking, with students who demand that information be presented as application-based and life-relevant, the case-study approach in chemistry may prove to be an acceptable solution for the new student culture.

Monika is the author of Accidental Drowning or Foul Play? and the accompanying teaching notes.

Case studies in general chemistry, non-majors chemistry, and inorganic chemistry.

I write cases for chemistry, especially analytical, general, and environmental chemistry.

Juliette is a member of the Center’s Editorial Board and a co-author of The Benign Hamburger (and teaching notes) and A Case in Point: From Active Learning to the Job Market (and teaching notes) on this website.  See also: Environmentally-Based Cases with Role Playing Laboratory Experiments for Introductory Chemistry for more information about J. Lantz’s case-writing activities.

Randy is a co-author of Burning Down the House: A Case Study in Forensic Instrumental Analysis and its teaching notes.

I am interested in developing new case studies which integrate other disciplines into my general chemistry laboratory. I have done several of these with biology in the area of forensic science. I would be interested in collaborating with others who like this idea.

Laurie is a co-author of Get the Lead Out! An Interdisciplinary Case Study for Science Students and its teaching notes.

I am interested in developing materials for high school chemistry students to use. I am using available POGIL (http://www.pogil.org) materials which are very well thought out. This seems like a natural extension. Is there anyone who would like to collaborate?

I am interested in using case studies in general education science classes taken by non-science majors and in a new course being developed for pre-service teachers.

I use case studies to inject specific detail into an upper level undergraduate course in applied physical chemistry of foods.  Case studies introduce students to the messy details which are summarized abstractly in the scientific laws of thermodynamics, surface science, etc.

Richard is a co-author of As Light Meets Matter:  Art Under Scrutiny and its accompanying teaching notes.

Mohammad is a co-author of The Chemistry of Cooley’s Anemia and its teaching notes.

Medical School, Law School and Harvard Business School use this method, so why no start in high school? 10 years age I discovered the Harvard Project Physics course. This is a humanistic approach to teaching science. As such, I am able to integrate science across the curriculum and this is precisely the way that I see case studies. This approach allows students to see the application of what they are learning and that science and society are intimately enmeshed, each affecting the other in an ongoing dance.

Mark is a co-author of Would You Supersize My Cancer Please? A Case Study Exploring Chemicals in the News and its teaching notes.

I am developing and using cases in my Environmental Chemistry courses--one for non-science majors and one for upper-level science majors. The cases often incorporate societal issues (cost-benefit analysis, risk analysis, economic considerations, environmental racism, media influences, legal recourse, public participation, etc.) along with scientific data. The non-majors’ cases are short cases which are completed during the class period. The majors’ cases probe deeper into issues and science concepts and require students to search for appropriate data and information. Presented as small group projects, the cases encourage discussion and collaboration among students with differing science backgrounds. I am also working on developing cases for multi-level use. I have collaborated on a case for middle school which has been expanded for use in high school and college.

Kay is the author of the case study Breathing Easy About New Air Pollution Standards and its teaching notes on our website.

The vast majority of our students major in one of the allied health sciences and see their chemistry courses as experiences to be endured, not enjoyed. I would like to use case studies to help my students both to see the relevance of chemistry to their lives and future careers and to develop the tools needed to evaluate new situations.

Tom is a co-author of two cases in our collection: Ethanol or Biodiesel? A Systems Analysis Decision and its teaching notes; and also Mystery in Alaska: Why Have All the Sea Lions Gone? and its teaching notes

I use case studies in the laboratory portion of my biochemistry course. They give a “real world” context for our experiments, help fill the “dead time” of biochemistry techniques, and integrate primary literature sources into the classroom.

Ann is the author of “The Case of the ‘Tainted’ Taco Shells” (available in either a General Edition or an Advanced Biochemistry Edition) and the accompanying teaching notes.

I like to use case studies to encourage students to work in groups and to let them see how the material they are learning is utilized. If students see the relevance of the course material, they are more likely to want to learn more.

Michael is the author of PCBs in the Last Frontier: A Case Study on the Scientific Method and its teaching notes. Also see his co-authored case The Art of a Deal: A Kyoto Protocol Simulation and its teaching notes.

I am a high school chemistry teacher in an urban school. I became interested in using PBl in my classes after realizing that the traditional “I’ll lecture, you’ll take notes, and I’ll give a test” was not working. I introduced PBL into my course work last year, and had varying degrees of success. If you have case studies that you think would be appropriate for 10–12 chemistry students, I would really like to take a look at them.

As of Spring 2006 I plan to use case studies as part of a weekly group-work lesson format.

I use and have written cases for my chemistry classes.  Most of my efforts have been directed at introductory level courses, but most of the cases I have co-authored are flexible and can be used in both upper and lower level courses.

Mary is on the Center’s Editorial Board and a co-author of several of our cases; see The Benign Hamburger and its teaching notes and A Case in Point:  From Active Learning to the Job Market and its teaching notes.

I have started using case studies to teach chemistry of the environment as well as in biochemistry. I have used case studies for students to learn about the facts and myths of irradiated beef. The class had to look at the different arguments posed for and against the use of gamma radiation and had to participate in a mock hearing on whether a certain food distributor should be allowed to sell irradiated beef.

I have used case studies in some of my nonscience major courses.  After attending the 2002 Annual Case Study Teaching in Science conference, I have used a few case studies in my upperlevel chemistry and environmental courses.  Case studies allow me to bring in some real world problems for students to work on.  The method also lets me teach chemistry in a new way so that I don’t need to rely solely on the traditional lecture method.

I have used case studies in a general education course “Great Discoveries in Science” taught to non-science majors at the junior/senior level. My primary interests are to use case studies to actively engage the students to develop their analytical reasoning skills and understanding of the scientific method, achieve learning through bits of “entertainment,” and to raise awareness of scientific controversies to the general public.

See Troy’s case study published on this site, Is a Mars Sample Return Mission Too Risky? A Public Hearing Case Study and its teaching notes.

Gordon is a co-author with Frank Dinan of An Adventure in Stereochemistry: Alice in Mirror Image Land and its teaching notes.

I use case studies in my immunology course and in my tumor immunology course. I feel that case studies enhance long term memory of the subject itself.

Kate is the author of the case study Is it a Lemon or is it a Lyme: A Case Study on the Decision to Vaccinate or Not and its teaching notes.

Susan is a co-author of Emily and Dr. Haskins: Classroom Expectations, Pragmatics, and Clinical Acumen and the accompanying teaching notes; see also What Is Native Fluency? The Ambiguous Nature of Bilingualism and Its Ramifications for Writing Instruction and its teaching notes.

Linda is a co-author of Emily and Dr. Haskins: Classroom Expectations, Pragmatics, and Clinical Acumen and the accompanying teaching notes.

Stephanie is the author of The “Living” Room: A Case Study in Artificial Intelligence, Collaborative Systems, and Language Understanding and its teaching notes.

Social, ethical, and legal implications of computers; application of software engineering methodologies

See David’s case on our website entitled A Walk Through Mike’s Code and its teaching notes.

My primary interest is to be able to teach both Computer Architecture and System Cyber-Security curriculum using case studies.

See the author’s case study in our collection, To Test or Not to Test the Software: A Case Study on Ethics in Computing, and its accompanying teaching notes.

See Lynn’s case study entitled Needles and Pins and it accompanying teaching notes on this website.

Interested in case histories, specifically those for dental hygiene. Have integrated cases into my textbooks and contributing texts. Have an associated web page for students that lists case websites related to the study of dental hygiene. Please send any case history websites found to my email address to add to the list.

I attended the Case Studies in Science Workshop in May 2004 and will be using a combination of methods to teach pharmacotherapeutics to pharmacy and dental students.

Using active learning strategies including team learning and case studies to improve understanding for dental undergraduate and graduate students.

Joy is the author of A Question of Responsibility: Whose Asbestos Caused Her Lung Disease? and its teaching notes.

I use case study method in most of my classes (Intro to Soils, Intro to Environmental Science, and upper level classes). Case studies help to get students involved in discussion of the subject matter.

Pat is the author of Cancel the Cardinals Home Opener?!? Lessons in Melting and Evaporation and its teaching notes.

As a result of training and information gained at the May, 2001 Workshop, I will be using case studies in my earth science classes.

I use case studies in my large, introductory geology class for non-science majors.  My objective is to teach critical thinking in the natural sciences, and I find it helpful to divide the class into small groups of 4 or 5 students each (these groups are permanent for the duration of the class).  I assign case studies for these groups to complete outside the classroom on a weekly basis.  We spend time discussing the assignments when I return them the following week.

David is the author of several cases on our website; see Into the Abyss:  The Case of the Collapsing Sinkhole and its teaching notes and The Slippery Slope of Litigating Geologic Hazards:  California’s Portuguese Bend Landslide and its teaching notes.

Oceanography, Biogeochemistry, Microbial Ecology, Geochemical Cycles, Marine Ecology, Organic Geochemistry, Marine Pollution. I’m trying to work case studies into various Oceanography courses. I have little experience with this approach, so this is completely experimental.

I have been using case studies of various sorts in my environmental classes for 10 years and find that they are keys to promoting higher level learning in students. Environmental issues involve many controversies and there is always ambiguity. So, case studies are ideal teaching tools. I am always looking for new cases and new ways to use them and enjoy experimenting in my classroom.

My initial interest in case studies was as a method for getting students to apply their understanding of basic geological processes to the messy, real-world situations of environmental geology.

Alan is the author of The River Dammed: The Proposed Removal of the Lower Snake River Dams and its teaching notes.

After attending the case study workshop at SUNY Buffalo in June of 2002, I became quite energized to include case studies in my teaching.

I co-developed a case study for students to debate whether dinosaurs should be "cloned" from ancient DNA.  The purpose is to give students in my moderately large introductory evolution course a chance to work closely with each other (and me) on research so that they can engage in lively discourse about a contemporary issue in society.  This approach has made it easier to get to know students better and has helped inspire interest in and understanding of the scientific process.

Constance is co-author of Should Dinosaurs Be "Cloned" from Ancient DNA? and its accompanying teaching notes.

I teach classes ranging from 4 to 30 students at both the introductory and upper division level.  We have long class periods (80 minutes and 110 minutes), so I use the case studies to break up the time and let the students absorb, reflect, and integrate their new knowledge.

As a curriculm writer I use case studies to introduce students to issues which challenge the management of our environment and natural resources. I received terrific training in the Case Study Method at a case studies conference in Buffalo. It has been essential to my development of problem based learning curricula.

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 used to teach Sociology 165, Human Ecology, and found out something interesting about critical thinking skills. Students easily understood the concepts and also developed good analytical skills after being exposed to case studies.

See Juanita’s case on our website entitled AH-CHOO! A Case Study on Climate Change and Allergies and its teaching notes.

I use case studies in ecology, behavior, and wildlife management to engage students and create an active learning environment.  I have authored two cases on the SUNY Buffalo website.

Gary is also a member of the Center’s Editorial Board.  For his contributions to our case collection, see Rabbit Calicivirus Disease:  Magic Bullet or Pandora’s Box?  A Case Study on Biological Controls and its teaching notes and The Wolf, the Moose, and the Fir Tree:  Who Controls Whom on Isle Royal?  A Case Study of Trophic Interactions and its teaching notes.

See Susan’s co-authored case entitled On a Wing and a Prayer: A Wetland Mitigation Dilemma and its teaching notes.

I have used case studies in my general biology and vertebrate natural history classes as group work. They seem to generate discussion and give the students great applied examples of concepts. I would like to use them more often.

I incorporate use of the case study method in the Natural Resources Management Graduate / Undergraduate Seminar, which serves as the "capstone course" for our program.  The case study method provides an excellent opportunity for upper-classmen to apply what they have learned in undergraduate studies and graduate studies to "real life" situations and appreciate the complexity involved in developing practical solutions to problems involving natural resources management issues.

I plan to use case studies in a Limnology course & Intro to Environmental Pollution. I am having a first experience with case studies in a General Biology course, and so far so good.

Tom is the author of A Killer Lake and its teaching notes. He has also written clicker cases including Speciation in the Canidae Family and Life—The Final Frontier: A Case Study on the Characteristics of Life.

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

Robert is a co-author of Making It Fit: Using Excel to Analyze Biological Systems and its teaching notes.

Cases have become the central focus of my senior-level capstone course in management. In fact, I have eliminated tests in that course in favor of students writing about the cases and several other projects. Students like the “real-life” aspect of cases in that course, and say that they feel better prepared to tackle issues they will face in professional employment.

Brian is a co-author of Making It Fit: Using Excel to Analyze Biological Systems and its teaching notes.

I have used case studies in several ways: (1) in freshman-level conservation ecology, non-major biology, upper-level ecology courses and (2) in workshops, classes, and training sessions with graduate teaching assistants. In both situations, cases help students see the practical application of the concepts we are discussing, engage in practice and role play, and explore difficult situations in a safe and non-threatening format. I continue to explore new ways of debriefing cases, as well as strategies for using cases to assess students’ knowledge, understanding, and application of the concepts.

Darlene is the author of the case study Exotics and its teaching notes on our website.

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

I teach an introduction to environmental studies, "Environment and Society," and three upper-level biology/environmental studies courses, "Systems Ecology," "Environmental Systems Modeling," and a "Practicum in Green Design."  Case studies are integral to all of these courses.  I tend to use situational scenarios that involve role-playing different stakeholders in the introductory course, and data interpretation, prediction and experimental design in the advanced courses.

See John’s case entitled First in Flight, Last in Wetlands Preservation? and its accompanying teaching notes.

Courtney is a co-author of The Great Patagonia Land Grab: A Case Study on International Biodiversity, Conservation and Environmental Politics and its teaching notes.

John is a co-author of The Great Patagonia Land Grab: A Case Study on International Biodiversity, Conservation and Environmental Politics and its teaching notes.

I have found that using a variety of teaching techniques, when tailored to reach students in a way that illuminates the concepts we are examining, enables more students to grasp the material and retain it. Case studies are especially useful for enabling students to practice analytical thinking in a context which they find relevant to their lives. I use at least 8 cases a semester in my introductory biology courses.

Eric is a member of the Center’s Editorial Board and has written multiple case studies, including: Treating Ed: A Medical Ethics Case Study and its teaching notes; Eating PCBs from Lake Ontario: Is There an Effect or Not?  A News Release Case and its teaching notes; Too Many Deer!  A Case Study in Managing Urban Deer Herds and its teaching notes; Experimental Design and Statistical Analysis: Bt Corn, Lignin, and ANOVAs and its teaching notes; Is Guaiacum sanctum Effective Against Arthritis? An Ethnobotany Case and its teaching notes; The Ecology of Opuntia fragilis (Nuttall) Haworth and its teaching notes; and Chemical Eric: Dealing with the Disintegration of Central Control and its teaching notes. More recently Eric has focussed his efforts on clicker cases, including Darwin’s Finches and Natural Selection and The Coelacanth: An Odd Fish.

Conrad is the author of Disappearing Marine Iguanas: A Case of Population Collapse and its teaching notes.

My students enjoyed working in small groups to find solutions to problems, discussing issues and hearing the opinions of their peers.  Cases definitely enrich the classroom experience—I wish I had started using them earlier.  I’ve now retired from teaching but remain a case-studies fan.

Kristin is a former faculty member in the Biology Department and the Center for Environmental Programs at Bowling Green State University (BGSU), and a Program Director in the Division of Environmental Biology at the NSF. She is currently on the Center’s Editorial Board and the author of Salton, A Sea of Controversy and its teaching notes, which were also published in 2000, Journal of College Science Teaching 30:67–69.

I’m using case studies to organize material and exercises in a human factors laboratory course, as well as to introduce students to concepts in class.

Ann is the author of Election 2000: A Case Study in Human Factors and Design and its teaching notes; she is also a co-author of So What is it That Engineers Do, Anyway? and its teaching notes.

Una is a member of the Center’s Editorial Board.

I am adapting the case study technique to provide relevance in a series of hands-on laboratories in undergraduate photonics.  The case studies involve building an actual device, and stretch over a 3–5 week period.

Alan is the author of several cases in our collection: A Classic Case of Serial Murder: Forensics Meets Photonics and its teaching notes; The Zoom Lens and its teaching notes; and An Electrical Storm on the Horizon and its teaching notes.

Malati is the author of The Cheerleader and the Football Player:  Physics and Physical Exertion and its accompanying teaching notes.

Interested in cases in mathematics, management science, operations research, industrial engineering, and statistics.

Chris has written a number of cases for our website, including: Chuck A. Luck Wagers a Buck: A Case Study in Probabilistic Reasoning and the Gambler’s Ruin and its teaching notes and Markov vs. Markov: Divorce by the Numbers and its teaching notes.

I use the case study method as one of a number of teaching techniques in a number of courses.  I like to write short, 20-30 minute case studies to go over the main concepts in some of my engineering classes.  In other classes I use a case as a starting point for in-class problem-based learning sessions.  Currently I’m using case studies with a distance course, in which the only direct interaction is a one hour weekly on-line chat session.  Having written a few cases for nontechnical subjects (like the one I have published on Ethics in Laboratories), I attended the May 2001 Case Studies in Science Workshop to see if I could apply the technique to core engineering topics.  You can, and the students love it!

Wayne is the author of Those Pesky Side-Reactions:  A Case Study on Ethics for Scientists and Engineers Developing Data in the Private Sector and its accompanying teaching notes.

Member of the Academy for Creative Teaching & World Association for Case Method Research and Application (ACT-WACRA), and member of the Editorial Board of the International Journal of Case Method Research & Application, with special interest in cases related to business strategy, specifically in co-ops and tourist companies.

I have used case studies in professional (business, technical, and scientific) writing courses, as well as in literature and composition, to provide a context for writing assignments so that students are attentive to audience and purpose and so that they must apply knowledge. I find that case study methods force students to understand information more fully, to work collaboratively, and think critically--attributes of professionals in the various fields in and outside academe. Since case studies are inherently problem solving, they demonstrate to students the difference between knowing facts and understanding what they mean and what they can be used for. In other words, case studies prepare students for real workplaces more effectively than typical assignments since they simulate the kind of activities actually performed by practicing professionals. At the same time, they are excellent learning tools for problem solving. They require the complex activities of oral and written communication, areas which employers find important in hiring.

Interested in using cases to teach epidemiology/biostatistics to medical students and reproductive/perinatal epidemiology to graduate students.

I have authored several classroom case studies in applied epidemiology used at CDC, and have edited several others. I use these case studies in a course at the Harvard School of Public Health and in short courses given to public health practitioners throughout the country. Epidemiology case studies from the Centers for Disease Control and Prevention (CDC) are currently available at: http://www.cdc.gov/eis/casestudies/casestudies.htm and http://www.phppo.cdc.gov/phtn/casestudies/default.htm.

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

History of science and technology.

Interested in cases in general biology.

Interested in chemistry, non-science major (general education), and environmental case studies.

Bob is the author of A Strange Fish Indeed: The “Discovery” of a Living Fossil and its teaching notes. See also the clicker version of this case, The Coelacanth: An Odd Fish.

Bryan is a co-author of Certified Cultured Beef: Raising Beef Without the Cow? 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).

See Christopher’s case entitled Rising Temperatures, Differing Viewpoints: A Case Study on the Politics of Information 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.

I am interested in collaborative teaching with science faculty for appropriate courses--for example, we have a teaching incentive program that encourages faculty members to work with librarians to design innovative projects for First-Year Seminars. Using case studies is a dynamic way to introduce science library research to first-year students. I also work with entry-level and senior research seminars in Environmental Studies; case studies are easily incorporated into that curriculum, and the faculty and I have a strong foundation for co-teaching. Lastly, I teach two levels of science writing and plan to start this year’s entry-level course with a case in order to introduce them to active learning approaches as well as to gain facility with science library research methodologies.

Deborah is co-author of the case Should Dinosaurs be Cloned from “Ancient” DNA? and its teaching notes.

I am very interested in how case studies can be used to help preservice teachers understand some of the issues involved in students’ acquisition of science knowledge.

I run a teaching renewal program (Wakonse) designed to help good teachers become better. Exposing them to your work with case studies will be quite helpful.

I became interested in case studies while a graduate student at the University at Buffalo and now use them in teaching general education courses.  After attending the National Center’s Workshop on Case Studies, I’ve started working with science faculty and students to develop case studies for our introductory Biology course for nonmajors.

Gretchen is co-author of Cancer Cure or Conservation: A Question of Health for Humans and the Ecosystem and the accompanying teaching notes.

Linda is a co-author of Ecotourism: Who Benefits? and its teaching notes.

I am interested in developing case studies and problem-based learning scenarios to use in my methods course for Elementary Education majors that discuss issues faced by the elementary science educator: adoption of curriculum materials, assessment, inquiry-based teaching, parental communications,and the nature of science. I also plan to develop case studies for an environmental geoscience course that I teach where students study water quality, water pollution, and groundwater.

I teach a number of different biology courses and thought I would like to try this method with some of my advanced students in microbiology, anatomy & physiology or even botany. I am only recently introduced to this method through my school district.

Valerie is the author of Can Suminoe Oysters Save Chesapeake Bay? and its teaching notes.

I learned about teaching with cases at a Pew Workshop in Minnesota around 1996.  I was amazed to see my own response in a case situation and became fascinated with the idea of improving my teaching of introductory science with various cases.  I helped to organize a couple of follow-up workshops for the Pew Consortium, wrote a couple of cases and started reviewing a few here.  I have been very pleased with the results when I use them in classes and would love to find the time to write more but I keep busy with research that precludes more time on this anytime soon.  I am very willing to help others get started with their own cases, as I see it as a real advance in pedagogy in the science curriculum.

Graham is on the Center’s Editorial Board and also a co-author of The Benign Hamburger and its accompanying teaching notes.

In the last ten years I have used games, simulations and cases to teach Radiometry, Statistics, Environmental Protection, etc. I have been a member of WACRA Advisory Board since 1999, and in 2003, a colleague from HEC Montreal, Canada, and I founded PIDEC, a Case Study Development Program in Spanish directed to Spanish and Latin American Universities. Through courses and conferences, Spanish speaking academics meet regularly.

The sixth Annual Conference of the Case Study Development Program in Spanish (PIDEC) will be held in June 2008 at North Private University in Trujillo, Peru: http://www.upnorte.edu.pe (see Escuela de Postgrado, PIDEC).

Melanie is a co-author of The Wealth of Water: The Value of an Essential Resource and its teaching notes.

See Luke’s case on our website entitled AH-CHOO! A Case Study on Climate Change and Allergies and its teaching notes.

Nancy is Co-Director of the National Center for Case Study Teaching in Science and co-author of several cases on our website, including: Of Mammoths and Men: A Case Study in Extinction (and its teaching notes), The Galapagos (and its teaching notes), and Frankenfoods? The Debate Over Genetically Modified Crops (and its teaching notes).

The Case Study approach allows for the student to become involved in the educational process.  I have used this method to begin the school year with a case study on  Why Study Science?  and have then continued through the year with appropriate case studies for each new unit.  I believe that this approach places the responsibility on the learner and results in a deeper and firmer grasp of the material.

Li-hsuan is the author of A Cool Glass of Water: A Mystery and its teaching notes.

I use case studies and problem-based learning in my course, “Teaching Science in the Elementary School.” These methods enable prospective K-8 teachers to incorporate inquiry based techniques that increase elementary students’ interest and curiosity about science. I also use case studies in my graduate course, “Managing the Constructivist Classroom,” to demonstrate the power of cases to engage students actively in learning, reducing management problems.

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

Chris is a co-author of Snowboarding in New York State: A GIS Case Study and its teaching notes.

Jeff is a co-author of Snowboarding in New York State: A GIS Case Study and its teaching notes.

David is the author of The Fate and Transport of Toxic Releases: A GIS Case Study and its accompanying teaching notes; see too his co-authored case On a Clear Day You Can See For Ever and its teaching notes.

Christine is a co-author of A Lake Runs Through It … Or Is It a River? Or Something Else? and its teaching notes.

Zhi-Jun is a co-author of Can Suminoe Oysters Save Chesapeake Bay? and its teaching notes.

Julio is a co-author of A Lake Runs Through It … Or Is It a River? Or Something Else? and its teaching notes.

I like to encourage students to be active learners and critical thinkers.  Cases are wonderful educational tools that I use to allow students to apply newly learned concepts to "real world" situations.  My students are health professional majors.  With cases, they do not have to wait until graduation to discover the importance of the subject that they are learning.  I use cases in all of my courses.

Alease is the author of Dem Bones:  Forensic Resurrection of a Skeleton and its accompanying teaching notes.

I use case studies in problem-based learning and in group process/therapeutic communication courses.

David is a co-author of Inactive Brains: An Interrupted Case Study and its accompanying teaching notes.

Paramedics are a practical, hands-on type of adult learner.  The case study method provides them with a vehicle to learn the content—in a meaningful way—without the boredom of rote memorization.

Justice Management is to a large degree a series of case studies.

After obtaining a BS degree in Physics, a MS degree in Bioengineering and a PhD degree in Biophysics, I’ve been doing biomedical research in NIH and universities since 1994. My research experience taught me that the traditional method of teaching science is inadequate in preparing students to solve real world problems. I think the learning process used by students resembles the discovery process used by researchers. It is a process of constructing new understanding and new knowledge from what was already known. Therefore I believe that Case Study methods provide effective ways to draw students into constructive leaning of science. I’m currently seeking to use my research skills and multidisciplinary education in physics, physiology and cell biology to contribute to the reform of science education in K–16 grades.

Ye is the author of How a Cancer Trial Ended in Betrayal and its teaching notes.

Doug is a co-author of Shannon and Jake: An Application of Medical Ethics Principles and its teaching notes; To Tell the Truth: Delivering Bad News to Patients and its teaching notes; Saving Superman: Ethics and Stem Cell Research and its teaching notes; and The Plan: Ethics and Physician Assisted Suicide.

David is a co-author of Sometimes Less is Better: The Treatment of Venous Thromboembolism and its teaching notes.

I direct a two-year preclinical course for medical students titled “Patient Centered Medicine.” The course emphasizes the incorporation of social and behavioral sciences into medical school curriculum. We use small group, case-based teaching methods in approximately 60% of the course. Cases are facilitated by a core group of primary care physicians who work with the same group of medical students over the entire academic year.

Doug is the author of The 2000-Meter Row: A Case Study in Performance Anxiety and its teaching notes, and a co-author of Shannon and Jake: An Application of Medical Ethics Principles and its teaching notes; To Tell the Truth: Delivering Bad News to Patients and its teaching notes; Saving Superman: Ethics and Stem Cell Research and its teaching notes; and The Plan: Ethics and Physician Assisted Suicide.

I am very much interested in developing ways of engaging the students in a more active role in the learning process.  I have used case studies in the infectious disease unit in the Clinical Medicine course in our physician assitant program as a focus point for students to review previous lecture material and reference materials to determine the cause of a patient’s disease.  I am currently interested in using case studies as a way of stimulating interest in topics covered in my courses for non-science majors.  Often these students don’t want to be in a science course and it is a challenge to stimulate their interest.

See Caren’s case on our website entitled To Vaccinate, or Not to Vaccinate and its teaching notes.

I am interested in learning to construct and conduct longer directed cases for basic courses as well as for students in medical education.

See Anne’s case on our website entitled The Haemophilus Vaccine and its teaching notes.

I’ve included case studies when writing the textbook for our nonmajors introductory Biology course because good storytelling engages students.  I plan to expand the use of case studies for the nonmajors course through NSF funding.

Interested in cases concerning life on Mars, early life on earth, and how scientific ideas change over time.

See Stephen’s case study on our website entitled Fecal Coliforms in Antarctica and its teaching notes.

I make extensive use of case studies in my non-majors intro biology class.  We do a case about every other week.  I find that it keeps them more interested in the material, because they can connect to the case studies.  And, I find that they retain and understand the basic info better, because it now has some relevance.  I did try just using case studies one semester.  Three weeks into the semester the students revolted!  The mix of lecture and case studies seems to work very well for both myself and the students.

Patty is a co-author of ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism and its teaching notes.

Working with a teaching team of other faculty and undergraduate teaching assistants, I have investigated the use of case study discussion as a tool for student motivation and as a method to introduce the relevancy and currency of course content.  We have experimented with students writing their own case studies and have also used case study discussion as an active learning option.  Our greatest challenge is the use of case study discussions in large lecture classes.  We are working on a solution using small group discussion in an on-line environment.

Ann is a co-author of ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism and its teaching notes.

Richard is a co-author of ELVIS Meltdown! Microbiology Concepts of Culture, Growth, and Metabolism and its teaching notes.

Paramedics are a practical, hands-on type of adult learner.  The case study method provides them with a vehicle to learn the content—in a meaningful way—without the boredom of rote memorization.

I believe that case studies are paramount to the preparation of advanced practice nurses, those health care providers such as nurse practitioners and clinical nurse specialists.  Students appear to recall facts easier through case study implementation.  This method can complement a traditional lecture approach making it come alive and become more meaningful for the student.  I could not effectively teach without them!

Case studies are especially helpful as a review guide and as a unit introduction. I believe in supporting the lecture form of instruction with visual aides that encourage cognitive learning. I feel the case study method fits well with that portion of my teaching philosophy.

I currently use case studies in my classroom to enhance students’ abilities to critically think through tough clinical issues. I find that case studies are also useful in getting students to do research beyound the text. My philosophy is that students learn better if they work for the information and case studies assist them in doing so. I am always looking for new interesting cases and how other instructors are using them.

Case studies in adult health nursing; use of critical thinking in nursing.

I have found that small group work on case studies is an excellent mechanism to involve nursing students in active knowledge integration to analyze case studies, determine outcomes, and plan appropriate interventions to reach the goals determined for their client. Given the complexities of science and health care today, students who are well grounded in critical thinking and application of content are far better prepared for lifelong learning and appreciation for integrating new knowledge into their professional lives.

I have found that my students learn best using case studies. I am also actively involved in the education of medical students and residents and would like to help them more effectively.

See Karol’s case on our website entitled A Difficult Pregnancy and its teaching notes.

Case studies, structured controversy, concept mapping, concept paths, storytelling, questions as a method of critical thinking.

Sandra is a co-author of Inactive Brains: An Interrupted Case Study and its accompanying teaching notes.

I used cases in the teaching of a graduate course in The Vitamins. This was a relatively small course (12-16 students) which I taught using the discussion format. In this context I found the case approach to be effective in providing opportunities for analytical thinking, classroom discussion, and underscoring concepts and principles.

See Gerald’s case on our website entitled All That Glitters May Not Be Gold and its teaching notes.

I will be using the case study method in a senior level class on Critical Issues in Nutrition and Healthcare in order to teach research methods, professional issues and bioethics. I also plan on using this method in two graduate level courses, one on Nutrition and Immunology and the other on Vitamins and Minerals. I also plan on looking at incorporating this method into a large (200+) introductory nutrition course.

Cases in agriculture and nutrition.

I have been using problem-based learning cases in the pharmacognosy classroom activities involving undergraduate students.

Interested in case studies in biomedical education, particularly applications to bioethics, genetic testing, and pharmaceutics.

Gayle is a member of the Center’s Editorial Board and a co-author of a 1999 article on the “Use of problem based discussion sessions in a first year pharmaceutical dosage forms course” published in the American Journal of Pharmaceutical Education (vol. 63, Spring 1999, pp. 85–97).

I am using the case study method in our Pharmacotherapy sequence.

Case studies in veterinary practice and management, pharmacology, and gross and clinical pathology.

I assist faculty with course and curriculum innovations and help faculty broaden their use of all types of cases and active learning strategies throughout the pharmacy curriculum.

See Christine’s case on our website entitled The Case of Ruth James and its teaching notes. She is also a co-author of Discovering Long-Term Care Pharmacy Practice: A PBL Case for Pharmacy Students and its teaching notes.

I use pharmacology-based cases in our elective “Evidence-Based Pharmacology: A Problem-based Approach.” Various pharmacology topics are covered in the course. The goal is to develop a collaborative and active learning environment for the students.

I am interested in teaching Pharmacognoys to students in a more practical manner so that they regain their interest in the subject. I am also interested in finding scientific evidence for the efficacy of Ayurvedic drugs and in using innovative methodologies in teaching and researching. More details are available on my home page at www.khambholja.com.

Interested in case studies on the World Wide Web that deal with pharmacy and disease/management.

Thuy is a co-author of Sometimes Less is Better: The Treatment of Venous Thromboembolism and its teaching notes.

Case studies offer a practical approach to teaching Pharmacology incorporating principles of rational pharmacotherapy.

Jeff is a co-author of Discovering Long-Term Care Pharmacy Practice: A PBL Case for Pharmacy Students and its teaching notes.

I am interested in using team learning in pharmacy therapeutic topics.

Since attending the June 2001 Case Studies in Science Workshop, I have completely changed the way I teach Geriatric Pharmacotherapy to our Doctor of Pharmacy Students.  My sessions are now case study based, with the case study upfront with some active learning techniques.  I then use the last half of the session to give a lecture, but I only highlight the points that didn’t come out during the case discussion.  I have found it satisfying and students have expressed that they really liked it, once they figured out what was going on.

I was also asked to present "Grand Rounds" at the Annual Meeting of the American Society of Consultant Pharmacists where I used the techniques learned in the workshop to present a case on the pain management of a young cancer patient.  The presentation was well received with excellent reviews.

Angela is a co-author of Sometimes Less is Better: The Treatment of Venous Thromboembolism and its teaching notes.

I use case studies extensively in classes such as exercise physiology, athletic injury assessment and rehabilitation, research methods and statistics.  Cases are integrated with lecture material in content heavy courses and I use the team learning concept exclusively or partially depending on the course material.  I use dilemma and directed cases that are based on actual events/patients and on fictionalized events.

Tom is the author of Left Out in the Cold: A Case Study in Thermoregulation and its teaching notes and a co-author of Brain vs. Spinal Cord: A Directed Case Study in CNS Injury and its teaching notes.

I’m currently employed as a physical therapist and actively working on my Doctoral Dissertation.  I am pursuing the topic of using case studies in higher education as opposed to the traditional lecture method.  I’m unfortunately not moving as rapidly as I had wanted due to a lack of information on this topic.  I would appreciate any help or suggestions from those in the field.  I formerly taught a case-based course to freshman in the area of health education for consumers.

I’m interested in cases for biomechanics, both for physical therapy and exercise/sport science.  Although I don’t use formal cases, I do use a team learning approach to teach Critical Inquiry, a course designed to introduce students to reading peer reviewed journal articles.

Bruce is a co-author of Life on Mars:  A Dilemma Case Study in Planetary Geology and its teaching notes and The Petition:  A Global Warming Case Study and its teaching notes.

I will be using case studies in the course “Scientific Inquiry,” SCI 105, which is required of all College of Liberal Arts students at Mercer. The course introduces them to science as an inquiry-based activity using some lecture but primarily through discussion of both broad issues and specific case studies. If I can find or create enough physics case studies, I will also use them in some of the other courses I will be teaching this fall, namely Everyday Physics (for non-science majors) and Introductory Physics.

See Richard’s case on our website entitled A Light on Physics and its teaching notes.

I am very interested in how case studies can be used to help preservice teachers understand some of the issues involved in students’ acquisition of science knowledge.

Rachael is the author of In the Eye of the Storm: A Case Study in Natural Disasters and its teaching notes.

I am interested in developing case studies across the physics curriculum. While real-life problems and stories abound, case study teaching represents an opposite approach to conventional teaching in the hard sciences.

See the author’s case on our website entitled A Fridge in Space and its teaching notes.

I teach a course entitled “Energy and the Environment” (Physics 301) using case studies. The public website for the course is http://energy.fullerton.edu.

Kathleen is a co-author of The Dead Zone: Ecology and Oceanography in the Gulf of Mexico and its teaching notes.

I would like to use case studies in all of my classes and labs. I believe in interactive learning and I believe that case studies provide me with the tools that I need for this approach to learning.

Robert is a co-author of Get the Lead Out! An Interdisciplinary Case Study for Science Students and its teaching notes.

Jorge is the author of Marketing Mostly Intangible Goods: The Case of Botanical Gardens and Arboreta and its teaching notes.

I use the case method in my face to face classes; now, I am implementing it in my online clases. The case method stimulates critical thinking and is conducive to the dialogue approach to education.

Stephanie is a co-author of Case of Maria: A Cross-Cultural Study of the Therapeutic Relationship and its teaching notes.

I have incorporated active learning into my classes in a number of ways (e.g., student research projects, student-led discussions, debates) and I believe that the case study method is a powerful addition to these methods.

See Karen’s case on our website entitled A Case of Mistaken Identity? and its teaching notes.

Using cases in Psychology of Prejudice, Psychology and Sexual Orientation, Statistics and Research Methods.

See Jane’s case on our website entitled Studying Racial Bias and its teaching notes.

See Jennifer’s case on our website entitled Joe Joins the Circus (or Elephant Love): A Case Study in Learning Theory and its teaching notes.

Sheryl is a co-author of A Rush to Judgment? A Case of Research Ethics and Design and its teaching notes.

I have used cases in my courses for lectures, cooperative learning activities, and exams over the past 25 years. My two main interests are increasing the depth of student learning and helping them to retain the material they learn. I find cases help me achieve both of these goals. If they have to apply what they are leanring to cases they seem to develop a deeper grasp of the material. In later courses they also seem to remember the material better and relearn it faster if I have coupled their learning with a case that has some interesting features.

Bob is the author of A Collision of Two Worlds: A Critical Thinking Case Study for Abnormal Psychology and its teaching notes; he has also co-authored Are You Blue? and its teaching notes; also see Exploring Unintentional Racism: The Case of Tim Hanks and its teaching notes; and most recently, “Stereotype Threat” and Recommendations for Overcoming It: A Teaching Case Study and its teaching notes.

I’m trying to use and develop case studies to fit into those areas that I think are more difficult or less interesting for students. Some of these areas include research methods/scientific method, the complexity of human behavior, and the history of psychology.

Lisa is the author of The “Mozart Effect:” A Psychological Research Methods Case and its teaching notes.

Most of my students are non-traditional adult learners who prefer practical, real-world applications of scientific knowledge instead of a general pursuit of knowledge. Case studies allow me to introduce complex psychological concepts while helping students understand everyday applications and implications of scientific research.

Jamie is the author of War, Death, and Cognitive Dissonance: A Case Study for Social Psychology and its teaching notes. Also see The Irresistible Costs of Impressing Others: Managing Impressions and Regulating Behavior and its teaching notes.

Elizabeth is the author of Paired Associates Learning, the Shortfalls of Behaviorism, and the Rise of Cognitivism and its teaching notes and a co-author of A Rush to Judgment? A Case of Research Ethics and Design and its teaching notes.

Antoinette is the author of several sets of mini cases, including Mini Cases in Movement Disorders and its teaching notes; “I Can See Clearly Now…”—Mini Cases in Perception and its teaching notes; and Speak Up! Mini Cases in Language and its teaching notes.

Janet is a co-author of Case of Maria: A Cross-Cultural Study of the Therapeutic Relationship and its teaching notes.

I am interested in using case studies in my courses to give students an opportunity to learn “group work.” I am also interested in developing cases that can be used in both psychology and anatomy and physiology to encourage linkages between the two courses.

Sheila is the author of Artificial Sanity: A Case Study for a Class in Introductory Psychology and its teaching notes.

I am incorporating case studies into developmental, social, and introductory psychology courses.

Julia has two case studies published on our website: Selecting the Perfect Baby and its teaching notes, and Split My Brain: A Case Study of Seizure Disorder and Brain Function and its teaching notes.

I use lots of experiential exercises to teach and assess. The critical thinking element of case studies is a boost to meeting my goals in presenting new information as well as the broader goal of being able to analyze.

I am constantly seeking out new ways to involve the students in all of my classes in an active learning process.

Linda is co-author of the case Are You Blue? and its teaching notes.

A combination of lecturing and case study teaching makes teaching easier and allows one to observe individuals in groups/ group interactions. Feedback is not always positive but it could improve our teaching materials and methods. In managerial training the proportion between lecturing and case study is about 40 : 60, while for students it is the opposite. The methods I use are group work, role playing, discussions and games. I first learned about case studies when training managers to solve practical problems, but applying it in science teaching is wonderful.

Debbie is the author of To Be Who I Am: An Issues Case on Identity and the Body and its teaching notes.

Tom is a co-author of Exploring Unintentional Racism: The Case of Tim Hanks and its accompanying teaching notes. See also “Stereotype Threat” and Recommendations for Overcoming It: A Teaching Case Study and its teaching notes.

Case studies in veterinary practice and management, pharmacology, and gross and clinical pathology.

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.

Karina is a co-author of The Wealth of Water: The Value of an Essential Resource and its teaching notes.

We use case studies to introduce water quality concepts to high school students enrolled in Maine Coast Learning Expedition, a semester-long interdisciplinary environmental stewardship program for 11^th and 12^th graders. Students are presented with scenarios from past and on-going environmental research projects and asked to review and discuss the relevance of these projects to their own work. Each student’s research project becomes a case study for future semesters.

I teach hydrology/water resources in graduate and undergraduate level engineering classes. Currently, I am particularly interesed in using case studies in large undergraduate classes (>50).