Dr. Deborah Breen CAS 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 2010 L 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 ?