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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
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 ?