Dr. Deborah BreenCAS Writing Program

The basic case study

Widely used in medicine, business, and law

A focused look at a problem (problem-based learning)

Investigates a specific ‘case’ to establish principles and extrapolate to broader concepts

Student-led case studies

Research a ‘problem’: identify a range of sources

Choose key sources for class reading

Write the ‘case’ to introduce sources

Present the case to the class

Evaluate the process and ‘product’

Adaptation 1

Adaptation 2

Case Study Components

Conceptual framework Descriptive Statement Analytical Assessment Timeline Source summaries, sources, and

reading questions ‘Research Agenda’ Annotated Bibliography

Use of Technology

Library databases

Refworks (Group Account)

Blackboard group pages File Exchange Discussion Board

Facebook

Google Docs

Issues for students and teachers

Group agreement on topic Logistical issues (time, input, division

of work, communication) Melding different styles, skills, and

cultural approaches Collaborative writing as a new

experience Assessing group projects

What does the case study offer our students?

Confidence in research and writing skills through supported experience

Community in the classroom

Collaborative skills in preparation for today’s workplace

Purifying Charles River water“Technology, Innovation, and International Development” WR 150 Fall 2010L to R: Susie Stiles, David Conegliano, Henriette Graff, Yuzhao Wu

Final thoughts. . .

I believe this was the most useful and interesting

part of WR150 and it should be integrated into every second-level writing course. I learned to accept other opinions, work with other people, and contribute ideas to discussions.

To my surprise, when the case study was finally over, I was sad we would have to write a

standard essay for paper three and not be able to work in teams.

David C.Fall 2010

Questions ?