This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This issue provides a recipe for writing great case studies.

Before COVID-19, the use of case studies to learn science was well established in high school and postsecondary classrooms. Once the pandemic ensued, many faculty continued to use the method as a way to infuse elements of active learning remotely. The results of a survey taken by 600 faculty reveal how they accomplished this feat. Respondents to…

There are multiple ways to put science into a case. This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's issue discusses different ways of presenting science in case studies.

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's issue describes a survey that looks at the system for tenure and promotion.

This article discusses the results of a survey that was posted for those who regularly peruse the website of the National Center for Case Study Teaching in Science (NCCSTS). Faculty members were asked about their use of case studies and videos in their General Biology classrooms. The results are enlightening because General Biology is arguably the…

This chapter describes the history of case study teaching, types of cases, and experimental data supporting their effectiveness. It also describes a model for comparing the efficacy of the various case study methods. (Contains 1 figure.)

Case study teaching had a long tradition in law and business before it made the jump to medical school education in the form of Problem-Based Learning (PBL) in the 1970s. Today, both the University of Delaware's Clearinghouse and the University of Buffalo's National Center for Case Study Teaching in Science (NCCSTS) have hundreds of cases and…

Case study teaching is difficult in large classes, especially in fixed-seat amphitheaters. The development of audience response systems, or "clickers," for use in classrooms has opened up exciting new possibilities for creating and implementing interactive case studies, particularly in large introductory science courses.

Purports that a good case tells a story, focuses on an interest-arousing issue, takes place within the past five years, creates empathy through the central characters, contains quotations, is relevant to the reader, must have pedagogic utility, provokes conflict, forces decisions, has generality, and is short. Includes examples. (DKM)

Uses the case study method approach to teach about cell structure, organelle functions, the origin of eukaryotic cells, and evolution. Presents a story in which each structure of the cell is characterized with a personality. Includes teaching notes and classroom management strategies. (YDS)

Introduces jazz and compares case study preparation with the playing of jazz. Discusses several ways of writing teaching notes and presents a sample outline. Focuses on classroom management issues. (YDS)

Discusses the difficulties of student evaluation and explains several possibilities for assessment using the case study teaching method. (YDS)

Explains the steps necessary to write a case study. Illustrates the development of a case study for a freshman Evolutionary Biology class. (YDS)

The author describes the workshop he presented at Desert Vista Campus of the Pima Community College System on the use of case studies in science. During the workshop the participants developed their own cases and presented their cases to a group of students that were hired to act as expert critics. The faculty, usually in pairs, presented their…

Provides insights on the use of case studies as a method of instruction. The article partitions into the following sections: (1) Case studies as a teaching technique; (2) How to write a case; (3) How to teach a case; and (4) Pluses and minuses of the case method. (ZWH)