case study about teachers

Center for Teaching

Case studies.

Print Version

Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social sciences, sciences, engineering, law, business, and medicine. Good cases generally have the following features: they tell a good story, are recent, include dialogue, create empathy with the main characters, are relevant to the reader, serve a teaching function, require a dilemma to be solved, and have generality.

Instructors can create their own cases or can find cases that already exist. The following are some things to keep in mind when creating a case:

• What do you want students to learn from the discussion of the case?
• What do they already know that applies to the case?
• What are the issues that may be raised in discussion?
• How will the case and discussion be introduced?
• What preparation is expected of students? (Do they need to read the case ahead of time? Do research? Write anything?)
• What directions do you need to provide students regarding what they are supposed to do and accomplish?
• Do you need to divide students into groups or will they discuss as the whole class?
• Are you going to use role-playing or facilitators or record keepers? If so, how?
• What are the opening questions?
• How much time is needed for students to discuss the case?
• What concepts are to be applied/extracted during the discussion?
• How will you evaluate students?

To find other cases that already exist, try the following websites:

• The National Center for Case Study Teaching in Science , University of Buffalo. SUNY-Buffalo maintains this set of links to other case studies on the web in disciplines ranging from engineering and ethics to sociology and business
• A Journal of Teaching Cases in Public Administration and Public Policy , University of Washington

For more information:

• World Association for Case Method Research and Application

Book Review :  Teaching and the Case Method , 3rd ed., vols. 1 and 2, by Louis Barnes, C. Roland (Chris) Christensen, and Abby Hansen. Harvard Business School Press, 1994; 333 pp. (vol 1), 412 pp. (vol 2).

Teaching Guides

• Online Course Development Resources
• Principles & Frameworks
• Pedagogies & Strategies
• Reflecting & Assessing
• Challenges & Opportunities
• Populations & Contexts

Quick Links

• Services for Departments and Schools
• Examples of Online Instructional Modules

• Our Mission

Making Learning Relevant With Case Studies

The open-ended problems presented in case studies give students work that feels connected to their lives.

To prepare students for jobs that haven’t been created yet, we need to teach them how to be great problem solvers so that they’ll be ready for anything. One way to do this is by teaching content and skills using real-world case studies, a learning model that’s focused on reflection during the problem-solving process. It’s similar to project-based learning, but PBL is more focused on students creating a product.

Case studies have been used for years by businesses, law and medical schools, physicians on rounds, and artists critiquing work. Like other forms of problem-based learning, case studies can be accessible for every age group, both in one subject and in interdisciplinary work.

You can get started with case studies by tackling relatable questions like these with your students:

• How can we limit food waste in the cafeteria?
• How can we get our school to recycle and compost waste? (Or, if you want to be more complex, how can our school reduce its carbon footprint?)
• How can we improve school attendance?
• How can we reduce the number of people who get sick at school during cold and flu season?

Addressing questions like these leads students to identify topics they need to learn more about. In researching the first question, for example, students may see that they need to research food chains and nutrition. Students often ask, reasonably, why they need to learn something, or when they’ll use their knowledge in the future. Learning is most successful for students when the content and skills they’re studying are relevant, and case studies offer one way to create that sense of relevance.

Teaching With Case Studies

Ultimately, a case study is simply an interesting problem with many correct answers. What does case study work look like in classrooms? Teachers generally start by having students read the case or watch a video that summarizes the case. Students then work in small groups or individually to solve the case study. Teachers set milestones defining what students should accomplish to help them manage their time.

During the case study learning process, student assessment of learning should be focused on reflection. Arthur L. Costa and Bena Kallick’s Learning and Leading With Habits of Mind gives several examples of what this reflection can look like in a classroom: 

Journaling: At the end of each work period, have students write an entry summarizing what they worked on, what worked well, what didn’t, and why. Sentence starters and clear rubrics or guidelines will help students be successful. At the end of a case study project, as Costa and Kallick write, it’s helpful to have students “select significant learnings, envision how they could apply these learnings to future situations, and commit to an action plan to consciously modify their behaviors.”

Interviews: While working on a case study, students can interview each other about their progress and learning. Teachers can interview students individually or in small groups to assess their learning process and their progress.

Student discussion: Discussions can be unstructured—students can talk about what they worked on that day in a think-pair-share or as a full class—or structured, using Socratic seminars or fishbowl discussions. If your class is tackling a case study in small groups, create a second set of small groups with a representative from each of the case study groups so that the groups can share their learning.

4 Tips for Setting Up a Case Study

1. Identify a problem to investigate: This should be something accessible and relevant to students’ lives. The problem should also be challenging and complex enough to yield multiple solutions with many layers.

2. Give context: Think of this step as a movie preview or book summary. Hook the learners to help them understand just enough about the problem to want to learn more.

3. Have a clear rubric: Giving structure to your definition of quality group work and products will lead to stronger end products. You may be able to have your learners help build these definitions.

4. Provide structures for presenting solutions: The amount of scaffolding you build in depends on your students’ skill level and development. A case study product can be something like several pieces of evidence of students collaborating to solve the case study, and ultimately presenting their solution with a detailed slide deck or an essay—you can scaffold this by providing specified headings for the sections of the essay.

Problem-Based Teaching Resources

There are many high-quality, peer-reviewed resources that are open source and easily accessible online.

• The National Center for Case Study Teaching in Science at the University at Buffalo built an online collection of more than 800 cases that cover topics ranging from biochemistry to economics. There are resources for middle and high school students.
• Models of Excellence , a project maintained by EL Education and the Harvard Graduate School of Education, has examples of great problem- and project-based tasks—and corresponding exemplary student work—for grades pre-K to 12.
• The Interdisciplinary Journal of Problem-Based Learning at Purdue University is an open-source journal that publishes examples of problem-based learning in K–12 and post-secondary classrooms.
• The Tech Edvocate has a list of websites and tools related to problem-based learning.

In their book Problems as Possibilities , Linda Torp and Sara Sage write that at the elementary school level, students particularly appreciate how they feel that they are taken seriously when solving case studies. At the middle school level, “researchers stress the importance of relating middle school curriculum to issues of student concern and interest.” And high schoolers, they write, find the case study method “beneficial in preparing them for their future.”

An official website of the United States government

The .gov means it’s official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

• Publications
• Account settings

Preview improvements coming to the PMC website in October 2024. Learn More or Try it out now .

• Advanced Search
• Journal List
• J Microbiol Biol Educ
• v.16(1); 2015 May

Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains †

Associated data.

• Appendix 1: Example assessment questions used to assess the effectiveness of case studies at promoting learning
• Appendix 2: Student learning gains were assessed using a modified version of the SALG course evaluation tool

Following years of widespread use in business and medical education, the case study teaching method is becoming an increasingly common teaching strategy in science education. However, the current body of research provides limited evidence that the use of published case studies effectively promotes the fulfillment of specific learning objectives integral to many biology courses. This study tested the hypothesis that case studies are more effective than classroom discussions and textbook reading at promoting learning of key biological concepts, development of written and oral communication skills, and comprehension of the relevance of biological concepts to everyday life. This study also tested the hypothesis that case studies produced by the instructor of a course are more effective at promoting learning than those produced by unaffiliated instructors. Additionally, performance on quantitative learning assessments and student perceptions of learning gains were analyzed to determine whether reported perceptions of learning gains accurately reflect academic performance. The results reported here suggest that case studies, regardless of the source, are significantly more effective than other methods of content delivery at increasing performance on examination questions related to chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. This finding was positively correlated to increased student perceptions of learning gains associated with oral and written communication skills and the ability to recognize connections between biological concepts and other aspects of life. Based on these findings, case studies should be considered as a preferred method for teaching about a variety of concepts in science courses.

INTRODUCTION

The case study teaching method is a highly adaptable style of teaching that involves problem-based learning and promotes the development of analytical skills ( 8 ). By presenting content in the format of a narrative accompanied by questions and activities that promote group discussion and solving of complex problems, case studies facilitate development of the higher levels of Bloom’s taxonomy of cognitive learning; moving beyond recall of knowledge to analysis, evaluation, and application ( 1 , 9 ). Similarly, case studies facilitate interdisciplinary learning and can be used to highlight connections between specific academic topics and real-world societal issues and applications ( 3 , 9 ). This has been reported to increase student motivation to participate in class activities, which promotes learning and increases performance on assessments ( 7 , 16 , 19 , 23 ). For these reasons, case-based teaching has been widely used in business and medical education for many years ( 4 , 11 , 12 , 14 ). Although case studies were considered a novel method of science education just 20 years ago, the case study teaching method has gained popularity in recent years among an array of scientific disciplines such as biology, chemistry, nursing, and psychology ( 5 – 7 , 9 , 11 , 13 , 15 – 17 , 21 , 22 , 24 ).

Although there is now a substantive and growing body of literature describing how to develop and use case studies in science teaching, current research on the effectiveness of case study teaching at meeting specific learning objectives is of limited scope and depth. Studies have shown that working in groups during completion of case studies significantly improves student perceptions of learning and may increase performance on assessment questions, and that the use of clickers can increase student engagement in case study activities, particularly among non-science majors, women, and freshmen ( 7 , 21 , 22 ). Case study teaching has been shown to improve exam performance in an anatomy and physiology course, increasing the mean score across all exams given in a two-semester sequence from 66% to 73% ( 5 ). Use of case studies was also shown to improve students’ ability to synthesize complex analytical questions about the real-world issues associated with a scientific topic ( 6 ). In a high school chemistry course, it was demonstrated that the case study teaching method produces significant increases in self-reported control of learning, task value, and self-efficacy for learning and performance ( 24 ). This effect on student motivation is important because enhanced motivation for learning activities has been shown to promote student engagement and academic performance ( 19 , 24 ). Additionally, faculty from a number of institutions have reported that using case studies promotes critical thinking, learning, and participation among students, especially in terms of the ability to view an issue from multiple perspectives and to grasp the practical application of core course concepts ( 23 ).

Despite what is known about the effectiveness of case studies in science education, questions remain about the functionality of the case study teaching method at promoting specific learning objectives that are important to many undergraduate biology courses. A recent survey of teachers who use case studies found that the topics most often covered in general biology courses included genetics and heredity, cell structure, cells and energy, chemistry of life, and cell cycle and cancer, suggesting that these topics should be of particular interest in studies that examine the effectiveness of the case study teaching method ( 8 ). However, the existing body of literature lacks direct evidence that the case study method is an effective tool for teaching about this collection of important topics in biology courses. Further, the extent to which case study teaching promotes development of science communication skills and the ability to understand the connections between biological concepts and everyday life has not been examined, yet these are core learning objectives shared by a variety of science courses. Although many instructors have produced case studies for use in their own classrooms, the production of novel case studies is time-consuming and requires skills that not all instructors have perfected. It is therefore important to determine whether case studies published by instructors who are unaffiliated with a particular course can be used effectively and obviate the need for each instructor to develop new case studies for their own courses. The results reported herein indicate that teaching with case studies results in significantly higher performance on examination questions about chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication than that achieved by class discussions and textbook reading for topics of similar complexity. Case studies also increased overall student perceptions of learning gains and perceptions of learning gains specifically related to written and oral communication skills and the ability to grasp connections between scientific topics and their real-world applications. The effectiveness of the case study teaching method at increasing academic performance was not correlated to whether the case study used was authored by the instructor of the course or by an unaffiliated instructor. These findings support increased use of published case studies in the teaching of a variety of biological concepts and learning objectives.

Student population

This study was conducted at Kingsborough Community College, which is part of the City University of New York system, located in Brooklyn, New York. Kingsborough Community College has a diverse population of approximately 19,000 undergraduate students. The student population included in this study was enrolled in the first semester of a two-semester sequence of general (introductory) biology for biology majors during the spring, winter, or summer semester of 2014. A total of 63 students completed the course during this time period; 56 students consented to the inclusion of their data in the study. Of the students included in the study, 23 (41%) were male and 33 (59%) were female; 40 (71%) were registered as college freshmen and 16 (29%) were registered as college sophomores. To normalize participant groups, the same student population pooled from three classes taught by the same instructor was used to assess both experimental and control teaching methods.

Course material

The four biological concepts assessed during this study (chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication) were selected as topics for studying the effectiveness of case study teaching because they were the key concepts addressed by this particular course that were most likely to be taught in a number of other courses, including biology courses for both majors and nonmajors at outside institutions. At the start of this study, relevant existing case studies were freely available from the National Center for Case Study Teaching in Science (NCCSTS) to address mitosis and meiosis and DNA structure and replication, but published case studies that appropriately addressed chemical bonds and osmosis and diffusion were not available. Therefore, original case studies that addressed the latter two topics were produced as part of this study, and case studies produced by unaffiliated instructors and published by the NCCSTS were used to address the former two topics. By the conclusion of this study, all four case studies had been peer-reviewed and accepted for publication by the NCCSTS ( http://sciencecases.lib.buffalo.edu/cs/ ). Four of the remaining core topics covered in this course (macromolecules, photosynthesis, genetic inheritance, and translation) were selected as control lessons to provide control assessment data.

To minimize extraneous variation, control topics and assessments were carefully matched in complexity, format, and number with case studies, and an equal amount of class time was allocated for each case study and the corresponding control lesson. Instruction related to control lessons was delivered using minimal slide-based lectures, with emphasis on textbook reading assignments accompanied by worksheets completed by students in and out of the classroom, and small and large group discussion of key points. Completion of activities and discussion related to all case studies and control topics that were analyzed was conducted in the classroom, with the exception of the take-home portion of the osmosis and diffusion case study.

Data collection and analysis

This study was performed in accordance with a protocol approved by the Kingsborough Community College Human Research Protection Program and the Institutional Review Board (IRB) of the City University of New York (CUNY IRB reference 539938-1; KCC IRB application #: KCC 13-12-126-0138). Assessment scores were collected from regularly scheduled course examinations. For each case study, control questions were included on the same examination that were similar in number, format, point value, and difficulty level, but related to a different topic covered in the course that was of similar complexity. Complexity and difficulty of both case study and control questions were evaluated using experiential data from previous iterations of the course; the Bloom’s taxonomy designation and amount of material covered by each question, as well as the average score on similar questions achieved by students in previous iterations of the course was considered in determining appropriate controls. All assessment questions were scored using a standardized, pre-determined rubric. Student perceptions of learning gains were assessed using a modified version of the Student Assessment of Learning Gains (SALG) course evaluation tool ( http://www.salgsite.org ), distributed in hardcopy and completed anonymously during the last week of the course. Students were presented with a consent form to opt-in to having their data included in the data analysis. After the course had concluded and final course grades had been posted, data from consenting students were pooled in a database and identifying information was removed prior to analysis. Statistical analysis of data was conducted using the Kruskal-Wallis one-way analysis of variance and calculation of the R 2 coefficient of determination.

Teaching with case studies improves performance on learning assessments, independent of case study origin

To evaluate the effectiveness of the case study teaching method at promoting learning, student performance on examination questions related to material covered by case studies was compared with performance on questions that covered material addressed through classroom discussions and textbook reading. The latter questions served as control items; assessment items for each case study were compared with control items that were of similar format, difficulty, and point value ( Appendix 1 ). Each of the four case studies resulted in an increase in examination performance compared with control questions that was statistically significant, with an average difference of 18% ( Fig. 1 ). The mean score on case study-related questions was 73% for the chemical bonds case study, 79% for osmosis and diffusion, 76% for mitosis and meiosis, and 70% for DNA structure and replication ( Fig. 1 ). The mean score for non-case study-related control questions was 60%, 54%, 60%, and 52%, respectively ( Fig. 1 ). In terms of examination performance, no significant difference between case studies produced by the instructor of the course (chemical bonds and osmosis and diffusion) and those produced by unaffiliated instructors (mitosis and meiosis and DNA structure and replication) was indicated by the Kruskal-Wallis one-way analysis of variance. However, the 25% difference between the mean score on questions related to the osmosis and diffusion case study and the mean score on the paired control questions was notably higher than the 13–18% differences observed for the other case studies ( Fig. 1 ).

Case study teaching method increases student performance on examination questions. Mean score on a set of examination questions related to lessons covered by case studies (black bars) and paired control questions of similar format and difficulty about an unrelated topic (white bars). Chemical bonds, n = 54; Osmosis and diffusion, n = 54; Mitosis and meiosis, n = 51; DNA structure and replication, n = 50. Error bars represent the standard error of the mean (SEM). Asterisk indicates p < 0.05.

Case study teaching increases student perception of learning gains related to core course objectives

Student learning gains were assessed using a modified version of the SALG course evaluation tool ( Appendix 2 ). To determine whether completing case studies was more effective at increasing student perceptions of learning gains than completing textbook readings or participating in class discussions, perceptions of student learning gains for each were compared. In response to the question “Overall, how much did each of the following aspects of the class help your learning?” 82% of students responded that case studies helped a “good” or “great” amount, compared with 70% for participating in class discussions and 58% for completing textbook reading; only 4% of students responded that case studies helped a “small amount” or “provided no help,” compared with 2% for class discussions and 22% for textbook reading ( Fig. 2A ). The differences in reported learning gains derived from the use of case studies compared with class discussion and textbook readings were statistically significant, while the difference in learning gains associated with class discussion compared with textbook reading was not statistically significant by a narrow margin ( p = 0.051).

The case study teaching method increases student perceptions of learning gains. Student perceptions of learning gains are indicated by plotting responses to the question “How much did each of the following activities: (A) Help your learning overall? (B) Improve your ability to communicate your knowledge of scientific concepts in writing? (C) Improve your ability to communicate your knowledge of scientific concepts orally? (D) Help you understand the connections between scientific concepts and other aspects of your everyday life?” Reponses are represented as follows: Helped a great amount (black bars); Helped a good amount (dark gray bars); Helped a moderate amount (medium gray bars); Helped a small amount (light gray bars); Provided no help (white bars). Asterisk indicates p < 0.05.

To elucidate the effectiveness of case studies at promoting learning gains related to specific course learning objectives compared with class discussions and textbook reading, students were asked how much each of these methods of content delivery specifically helped improve skills that were integral to fulfilling three main course objectives. When students were asked how much each of the methods helped “improve your ability to communicate knowledge of scientific concepts in writing,” 81% of students responded that case studies help a “good” or “great” amount, compared with 63% for class discussions and 59% for textbook reading; only 6% of students responded that case studies helped a “small amount” or “provided no help,” compared with 8% for class discussions and 21% for textbook reading ( Fig. 2B ). When the same question was posed about the ability to communicate orally, 81% of students responded that case studies help a “good” or “great” amount, compared with 68% for class discussions and 50% for textbook reading, while the respective response rates for helped a “small amount” or “provided no help,” were 4%, 6%, and 25% ( Fig. 2C ). The differences in learning gains associated with both written and oral communication were statistically significant when completion of case studies was compared with either participation in class discussion or completion of textbook readings. Compared with textbook reading, class discussions led to a statistically significant increase in oral but not written communication skills.

Students were then asked how much each of the methods helped them “understand the connections between scientific concepts and other aspects of your everyday life.” A total of 79% of respondents declared that case studies help a “good” or “great” amount, compared with 70% for class discussions and 57% for textbook reading ( Fig. 2D ). Only 4% stated that case studies and class discussions helped a “small amount” or “provided no help,” compared with 21% for textbook reading ( Fig. 2D ). Similar to overall learning gains, the use of case studies significantly increased the ability to understand the relevance of science to everyday life compared with class discussion and textbook readings, while the difference in learning gains associated with participation in class discussion compared with textbook reading was not statistically significant ( p = 0.054).

Student perceptions of learning gains resulting from case study teaching are positively correlated to increased performance on examinations, but independent of case study author

To test the hypothesis that case studies produced specifically for this course by the instructor were more effective at promoting learning gains than topically relevant case studies published by authors not associated with this course, perceptions of learning gains were compared for each of the case studies. For both of the case studies produced by the instructor of the course, 87% of students indicated that the case study provided a “good” or “great” amount of help to their learning, and 2% indicated that the case studies provided “little” or “no” help ( Table 1 ). In comparison, an average of 85% of students indicated that the case studies produced by an unaffiliated instructor provided a “good” or “great” amount of help to their learning, and 4% indicated that the case studies provided “little” or “no” help ( Table 1 ). The instructor-produced case studies yielded both the highest and lowest percentage of students reporting the highest level of learning gains (a “great” amount), while case studies produced by unaffiliated instructors yielded intermediate values. Therefore, it can be concluded that the effectiveness of case studies at promoting learning gains is not significantly affected by whether or not the course instructor authored the case study.

Case studies positively affect student perceptions of learning gains about various biological topics.

Finally, to determine whether performance on examination questions accurately predicts student perceptions of learning gains, mean scores on examination questions related to case studies were compared with reported perceptions of learning gains for those case studies ( Fig. 3 ). The coefficient of determination (R 2 value) was 0.81, indicating a strong, but not definitive, positive correlation between perceptions of learning gains and performance on examinations, suggesting that student perception of learning gains is a valid tool for assessing the effectiveness of case studies ( Fig. 3 ). This correlation was independent of case study author.

Perception of learning gains but not author of case study is positively correlated to score on related examination questions. Percentage of students reporting that each specific case study provided “a great amount of help” to their learning was plotted against the point difference between mean score on examination questions related to that case study and mean score on paired control questions. Positive point differences indicate how much higher the mean scores on case study-related questions were than the mean scores on paired control questions. Black squares represent case studies produced by the instructor of the course; white squares represent case studies produced by unaffiliated instructors. R 2 value indicates the coefficient of determination.

The purpose of this study was to test the hypothesis that teaching with case studies produced by the instructor of a course is more effective at promoting learning gains than using case studies produced by unaffiliated instructors. This study also tested the hypothesis that the case study teaching method is more effective than class discussions and textbook reading at promoting learning gains associated with four of the most commonly taught topics in undergraduate general biology courses: chemical bonds, osmosis and diffusion, mitosis and meiosis, and DNA structure and replication. In addition to assessing content-based learning gains, development of written and oral communication skills and the ability to connect scientific topics with real-world applications was also assessed, because these skills were overarching learning objectives of this course, and classroom activities related to both case studies and control lessons were designed to provide opportunities for students to develop these skills. Finally, data were analyzed to determine whether performance on examination questions is positively correlated to student perceptions of learning gains resulting from case study teaching.

Compared with equivalent control questions about topics of similar complexity taught using class discussions and textbook readings, all four case studies produced statistically significant increases in the mean score on examination questions ( Fig. 1 ). This indicates that case studies are more effective than more commonly used, traditional methods of content delivery at promoting learning of a variety of core concepts covered in general biology courses. The average increase in score on each test item was equivalent to nearly two letter grades, which is substantial enough to elevate the average student performance on test items from the unsatisfactory/failing range to the satisfactory/passing range. The finding that there was no statistical difference between case studies in terms of performance on examination questions suggests that case studies are equally effective at promoting learning of disparate topics in biology. The observations that students did not perform significantly less well on the first case study presented (chemical bonds) compared with the other case studies and that performance on examination questions did not progressively increase with each successive case study suggests that the effectiveness of case studies is not directly related to the amount of experience students have using case studies. Furthermore, anecdotal evidence from previous semesters of this course suggests that, of the four topics addressed by cases in this study, DNA structure and function and osmosis and diffusion are the first and second most difficult for students to grasp. The lack of a statistical difference between case studies therefore suggests that the effectiveness of a case study at promoting learning gains is not directly proportional to the difficulty of the concept covered. However, the finding that use of the osmosis and diffusion case study resulted in the greatest increase in examination performance compared with control questions and also produced the highest student perceptions of learning gains is noteworthy and could be attributed to the fact that it was the only case study evaluated that included a hands-on experiment. Because the inclusion of a hands-on kinetic activity may synergistically enhance student engagement and learning and result in an even greater increase in learning gains than case studies that lack this type of activity, it is recommended that case studies that incorporate this type of activity be preferentially utilized.

Student perceptions of learning gains are strongly motivating factors for engagement in the classroom and academic performance, so it is important to assess the effect of any teaching method in this context ( 19 , 24 ). A modified version of the SALG course evaluation tool was used to assess student perceptions of learning gains because it has been previously validated as an efficacious tool ( Appendix 2 ) ( 20 ). Using the SALG tool, case study teaching was demonstrated to significantly increase student perceptions of overall learning gains compared with class discussions and textbook reading ( Fig. 2A ). Case studies were shown to be particularly useful for promoting perceived development of written and oral communication skills and for demonstrating connections between scientific topics and real-world issues and applications ( Figs. 2B–2D ). Further, student perceptions of “great” learning gains positively correlated with increased performance on examination questions, indicating that assessment of learning gains using the SALG tool is both valid and useful in this course setting ( Fig. 3 ). These findings also suggest that case study teaching could be used to increase student motivation and engagement in classroom activities and thus promote learning and performance on assessments. The finding that textbook reading yielded the lowest student perceptions of learning gains was not unexpected, since reading facilitates passive learning while the class discussions and case studies were both designed to promote active learning.

Importantly, there was no statistical difference in student performance on examinations attributed to the two case studies produced by the instructor of the course compared with the two case studies produced by unaffiliated instructors. The average difference between the two instructor-produced case studies and the two case studies published by unaffiliated instructors was only 3% in terms of both the average score on examination questions (76% compared with 73%) and the average increase in score compared with paired control items (14% compared with 17%) ( Fig. 1 ). Even when considering the inherent qualitative differences of course grades, these differences are negligible. Similarly, the effectiveness of case studies at promoting learning gains was not significantly affected by the origin of the case study, as evidenced by similar percentages of students reporting “good” and “great” learning gains regardless of whether the case study was produced by the course instructor or an unaffiliated instructor ( Table 1 ).

The observation that case studies published by unaffiliated instructors are just as effective as those produced by the instructor of a course suggests that instructors can reasonably rely on the use of pre-published case studies relevant to their class rather than investing the considerable time and effort required to produce a novel case study. Case studies covering a wide range of topics in the sciences are available from a number of sources, and many of them are free access. The National Center for Case Study Teaching in Science (NCCSTS) database ( http://sciencecases.lib.buffalo.edu/cs/ ) contains over 500 case studies that are freely available to instructors, and are accompanied by teaching notes that provide logistical advice and additional resources for implementing the case study, as well as a set of assessment questions with a password-protected answer key. Case study repositories are also maintained by BioQUEST Curriculum Consortium ( http://www.bioquest.org/icbl/cases.php ) and the Science Case Network ( http://sciencecasenet.org ); both are available for use by instructors from outside institutions.

It should be noted that all case studies used in this study were rigorously peer-reviewed and accepted for publication by the NCCSTS prior to the completion of this study ( 2 , 10 , 18 , 25 ); the conclusions of this study may not apply to case studies that were not developed in accordance with similar standards. Because case study teaching involves skills such as creative writing and management of dynamic group discussion in a way that is not commonly integrated into many other teaching methods, it is recommended that novice case study teachers seek training or guidance before writing their first case study or implementing the method. The lack of a difference observed in the use of case studies from different sources should be interpreted with some degree of caution since only two sources were represented in this study, and each by only two cases. Furthermore, in an educational setting, quantitative differences in test scores might produce meaningful qualitative differences in course grades even in the absence of a p value that is statistically significant. For example, there is a meaningful qualitative difference between test scores that result in an average grade of C− and test scores that result in an average grade of C+, even if there is no statistically significant difference between the two sets of scores.

In the future, it could be informative to confirm these findings using a larger cohort, by repeating the study at different institutions with different instructors, by evaluating different case studies, and by directly comparing the effectiveness of the case studying teaching method with additional forms of instruction, such as traditional chalkboard and slide-based lecturing, and laboratory-based activities. It may also be informative to examine whether demographic factors such as student age and gender modulate the effectiveness of the case study teaching method, and whether case studies work equally well for non-science majors taking a science course compared with those majoring in the subject. Since the topical material used in this study is often included in other classes in both high school and undergraduate education, such as cell biology, genetics, and chemistry, the conclusions of this study are directly applicable to a broad range of courses. Presently, it is recommended that the use of case studies in teaching undergraduate general biology and other science courses be expanded, especially for the teaching of capacious issues with real-world applications and in classes where development of written and oral communication skills are key objectives. The use of case studies that involve hands-on activities should be emphasized to maximize the benefit of this teaching method. Importantly, instructors can be confident in the use of pre-published case studies to promote learning, as there is no indication that the effectiveness of the case study teaching method is reliant on the production of novel, customized case studies for each course.

SUPPLEMENTAL MATERIALS

Acknowledgments.

This article benefitted from a President’s Faculty Innovation Grant, Kingsborough Community College. The author declares that there are no conflicts of interest.

† Supplemental materials available at http://jmbe.asm.org

• Columbia University in the City of New York
• Office of Teaching, Learning, and Innovation
• University Policies
• Columbia Online
• Academic Calendar
• Resources and Technology
• Resources and Guides

Case Method Teaching and Learning

What is the case method? How can the case method be used to engage learners? What are some strategies for getting started? This guide helps instructors answer these questions by providing an overview of the case method while highlighting learner-centered and digitally-enhanced approaches to teaching with the case method. The guide also offers tips to instructors as they get started with the case method and additional references and resources.

On this page:

What is case method teaching.

• Case Method at Columbia

Why use the Case Method?

Case method teaching approaches, how do i get started.

• Additional Resources

The CTL is here to help!

For support with implementing a case method approach in your course, email [email protected] to schedule your 1-1 consultation .

Cite this resource: Columbia Center for Teaching and Learning (2019). Case Method Teaching and Learning. Columbia University. Retrieved from [today’s date] from https://ctl.columbia.edu/resources-and-technology/resources/case-method/  

Case method 1 teaching is an active form of instruction that focuses on a case and involves students learning by doing 2 3 . Cases are real or invented stories 4  that include “an educational message” or recount events, problems, dilemmas, theoretical or conceptual issue that requires analysis and/or decision-making.

Case-based teaching simulates real world situations and asks students to actively grapple with complex problems 5 6 This method of instruction is used across disciplines to promote learning, and is common in law, business, medicine, among other fields. See Table 1 below for a few types of cases and the learning they promote.

Table 1: Types of cases and the learning they promote.

For a more complete list, see Case Types & Teaching Methods: A Classification Scheme from the National Center for Case Study Teaching in Science.

Back to Top

Case Method Teaching and Learning at Columbia

The case method is actively used in classrooms across Columbia, at the Morningside campus in the School of International and Public Affairs (SIPA), the School of Business, Arts and Sciences, among others, and at Columbia University Irving Medical campus.

Faculty Spotlight:

Professor Mary Ann Price on Using Case Study Method to Place Pre-Med Students in Real-Life Scenarios

Read more  

Professor De Pinho on Using the Case Method in the Mailman Core

Case method teaching has been found to improve student learning, to increase students’ perception of learning gains, and to meet learning objectives 8 9 . Faculty have noted the instructional benefits of cases including greater student engagement in their learning 10 , deeper student understanding of concepts, stronger critical thinking skills, and an ability to make connections across content areas and view an issue from multiple perspectives 11 . 

Through case-based learning, students are the ones asking questions about the case, doing the problem-solving, interacting with and learning from their peers, “unpacking” the case, analyzing the case, and summarizing the case. They learn how to work with limited information and ambiguity, think in professional or disciplinary ways, and ask themselves “what would I do if I were in this specific situation?”

The case method bridges theory to practice, and promotes the development of skills including: communication, active listening, critical thinking, decision-making, and metacognitive skills 12 , as students apply course content knowledge, reflect on what they know and their approach to analyzing, and make sense of a case. 

Though the case method has historical roots as an instructor-centered approach that uses the Socratic dialogue and cold-calling, it is possible to take a more learner-centered approach in which students take on roles and tasks traditionally left to the instructor. 

Cases are often used as “vehicles for classroom discussion” 13 . Students should be encouraged to take ownership of their learning from a case. Discussion-based approaches engage students in thinking and communicating about a case. Instructors can set up a case activity in which students are the ones doing the work of “asking questions, summarizing content, generating hypotheses, proposing theories, or offering critical analyses” 14 . 

The role of the instructor is to share a case or ask students to share or create a case to use in class, set expectations, provide instructions, and assign students roles in the discussion. Student roles in a case discussion can include: 

• discussion “starters” get the conversation started with a question or posing the questions that their peers came up with; 
• facilitators listen actively, validate the contributions of peers, ask follow-up questions, draw connections, refocus the conversation as needed; 
• recorders take-notes of the main points of the discussion, record on the board, upload to CourseWorks, or type and project on the screen; and 
• discussion “wrappers” lead a summary of the main points of the discussion. 

Prior to the case discussion, instructors can model case analysis and the types of questions students should ask, co-create discussion guidelines with students, and ask for students to submit discussion questions. During the discussion, the instructor can keep time, intervene as necessary (however the students should be doing the talking), and pause the discussion for a debrief and to ask students to reflect on what and how they learned from the case activity. 

Note: case discussions can be enhanced using technology. Live discussions can occur via video-conferencing (e.g., using Zoom ) or asynchronous discussions can occur using the Discussions tool in CourseWorks (Canvas) .

Table 2 includes a few interactive case method approaches. Regardless of the approach selected, it is important to create a learning environment in which students feel comfortable participating in a case activity and learning from one another. See below for tips on supporting student in how to learn from a case in the “getting started” section and how to create a supportive learning environment in the Guide for Inclusive Teaching at Columbia . 

Table 2. Strategies for Engaging Students in Case-Based Learning

Approaches to case teaching should be informed by course learning objectives, and can be adapted for small, large, hybrid, and online classes. Instructional technology can be used in various ways to deliver, facilitate, and assess the case method. For instance, an online module can be created in CourseWorks (Canvas) to structure the delivery of the case, allow students to work at their own pace, engage all learners, even those reluctant to speak up in class, and assess understanding of a case and student learning. Modules can include text, embedded media (e.g., using Panopto or Mediathread ) curated by the instructor, online discussion, and assessments. Students can be asked to read a case and/or watch a short video, respond to quiz questions and receive immediate feedback, post questions to a discussion, and share resources. 

For more information about options for incorporating educational technology to your course, please contact your Learning Designer .

To ensure that students are learning from the case approach, ask them to pause and reflect on what and how they learned from the case. Time to reflect  builds your students’ metacognition, and when these reflections are collected they provides you with insights about the effectiveness of your approach in promoting student learning.

Well designed case-based learning experiences: 1) motivate student involvement, 2) have students doing the work, 3) help students develop knowledge and skills, and 4) have students learning from each other.  

Designing a case-based learning experience should center around the learning objectives for a course. The following points focus on intentional design. 

Identify learning objectives, determine scope, and anticipate challenges. 

• Why use the case method in your course? How will it promote student learning differently than other approaches? 
• What are the learning objectives that need to be met by the case method? What knowledge should students apply and skills should they practice? 
• What is the scope of the case? (a brief activity in a single class session to a semester-long case-based course; if new to case method, start small with a single case). 
• What challenges do you anticipate (e.g., student preparation and prior experiences with case learning, discomfort with discussion, peer-to-peer learning, managing discussion) and how will you plan for these in your design? 
• If you are asking students to use transferable skills for the case method (e.g., teamwork, digital literacy) make them explicit. 

Determine how you will know if the learning objectives were met and develop a plan for evaluating the effectiveness of the case method to inform future case teaching. 

• What assessments and criteria will you use to evaluate student work or participation in case discussion? 
• How will you evaluate the effectiveness of the case method? What feedback will you collect from students? 
• How might you leverage technology for assessment purposes? For example, could you quiz students about the case online before class, accept assignment submissions online, use audience response systems (e.g., PollEverywhere) for formative assessment during class? 

Select an existing case, create your own, or encourage students to bring course-relevant cases, and prepare for its delivery

• Where will the case method fit into the course learning sequence? 
• Is the case at the appropriate level of complexity? Is it inclusive, culturally relevant, and relatable to students? 
• What materials and preparation will be needed to present the case to students? (e.g., readings, audiovisual materials, set up a module in CourseWorks). 

Plan for the case discussion and an active role for students

• What will your role be in facilitating case-based learning? How will you model case analysis for your students? (e.g., present a short case and demo your approach and the process of case learning) (Davis, 2009). 
• What discussion guidelines will you use that include your students’ input? 
• How will you encourage students to ask and answer questions, summarize their work, take notes, and debrief the case? 
• If students will be working in groups, how will groups form? What size will the groups be? What instructions will they be given? How will you ensure that everyone participates? What will they need to submit? Can technology be leveraged for any of these areas? 
• Have you considered students of varied cognitive and physical abilities and how they might participate in the activities/discussions, including those that involve technology? 

Student preparation and expectations

• How will you communicate about the case method approach to your students? When will you articulate the purpose of case-based learning and expectations of student engagement? What information about case-based learning and expectations will be included in the syllabus?
• What preparation and/or assignment(s) will students complete in order to learn from the case? (e.g., read the case prior to class, watch a case video prior to class, post to a CourseWorks discussion, submit a brief memo, complete a short writing assignment to check students’ understanding of a case, take on a specific role, prepare to present a critique during in-class discussion).

Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. 

Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846

Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. 

Garvin, D.A. (2003). Making the Case: Professional Education for the world of practice. Harvard Magazine. September-October 2003, Volume 106, Number 1, 56-107.

Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. 

Golich, V.L.; Boyer, M; Franko, P.; and Lamy, S. (2000). The ABCs of Case Teaching. Pew Case Studies in International Affairs. Institute for the Study of Diplomacy. 

Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. 

Herreid, C.F. (2011). Case Study Teaching. New Directions for Teaching and Learning. No. 128, Winder 2011, 31 – 40. 

Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. 

Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar  

Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. 

Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. 

Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002

Schiano, B. and Andersen, E. (2017). Teaching with Cases Online . Harvard Business Publishing. 

Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. 

Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). 

Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass.

Additional resources 

Teaching with Cases , Harvard Kennedy School of Government. 

Features “what is a teaching case?” video that defines a teaching case, and provides documents to help students prepare for case learning, Common case teaching challenges and solutions, tips for teaching with cases. 

Promoting excellence and innovation in case method teaching: Teaching by the Case Method , Christensen Center for Teaching & Learning. Harvard Business School. 

National Center for Case Study Teaching in Science . University of Buffalo. 

A collection of peer-reviewed STEM cases to teach scientific concepts and content, promote process skills and critical thinking. The Center welcomes case submissions. Case classification scheme of case types and teaching methods:

• Different types of cases: analysis case, dilemma/decision case, directed case, interrupted case, clicker case, a flipped case, a laboratory case. 
• Different types of teaching methods: problem-based learning, discussion, debate, intimate debate, public hearing, trial, jigsaw, role-play. 

Columbia Resources

Resources available to support your use of case method: The University hosts a number of case collections including: the Case Consortium (a collection of free cases in the fields of journalism, public policy, public health, and other disciplines that include teaching and learning resources; SIPA’s Picker Case Collection (audiovisual case studies on public sector innovation, filmed around the world and involving SIPA student teams in producing the cases); and Columbia Business School CaseWorks , which develops teaching cases and materials for use in Columbia Business School classrooms.

Center for Teaching and Learning

The Center for Teaching and Learning (CTL) offers a variety of programs and services for instructors at Columbia. The CTL can provide customized support as you plan to use the case method approach through implementation. Schedule a one-on-one consultation. 

Office of the Provost

The Hybrid Learning Course Redesign grant program from the Office of the Provost provides support for faculty who are developing innovative and technology-enhanced pedagogy and learning strategies in the classroom. In addition to funding, faculty awardees receive support from CTL staff as they redesign, deliver, and evaluate their hybrid courses.

The Start Small! Mini-Grant provides support to faculty who are interested in experimenting with one new pedagogical strategy or tool. Faculty awardees receive funds and CTL support for a one-semester period.

Explore our teaching resources.

• Blended Learning
• Contemplative Pedagogy
• Inclusive Teaching Guide
• FAQ for Teaching Assistants
• Metacognition

CTL resources and technology for you.

• Overview of all CTL Resources and Technology
• The origins of this method can be traced to Harvard University where in 1870 the Law School began using cases to teach students how to think like lawyers using real court decisions. This was followed by the Business School in 1920 (Garvin, 2003). These professional schools recognized that lecture mode of instruction was insufficient to teach critical professional skills, and that active learning would better prepare learners for their professional lives. ↩
• Golich, V.L. (2000). The ABCs of Case Teaching. International Studies Perspectives. 1, 11-29. ↩
• Herreid, C.F. (2007). Start with a Story: The Case Study Method of Teaching College Science . National Science Teachers Association. Available as an ebook through Columbia Libraries. ↩
• Davis, B.G. (2009). Chapter 24: Case Studies. In Tools for Teaching. Second Edition. Jossey-Bass. ↩
• Andersen, E. and Schiano, B. (2014). Teaching with Cases: A Practical Guide . Harvard Business Press. ↩
• Lundberg, K.O. (Ed.). (2011). Our Digital Future: Boardrooms and Newsrooms. Knight Case Studies Initiative. ↩
• Heath, J. (2015). Teaching & Writing Cases: A Practical Guide. The Case Center, UK. ↩
• Bonney, K. M. (2015). Case Study Teaching Method Improves Student Performance and Perceptions of Learning Gains†. Journal of Microbiology & Biology Education , 16 (1), 21–28. https://doi.org/10.1128/jmbe.v16i1.846 ↩
• Krain, M. (2016). Putting the Learning in Case Learning? The Effects of Case-Based Approaches on Student Knowledge, Attitudes, and Engagement. Journal on Excellence in College Teaching. 27(2), 131-153. ↩
• Thistlethwaite, JE; Davies, D.; Ekeocha, S.; Kidd, J.M.; MacDougall, C.; Matthews, P.; Purkis, J.; Clay D. (2012). The effectiveness of case-based learning in health professional education: A BEME systematic review . Medical Teacher. 2012; 34(6): e421-44. ↩
• Yadav, A.; Lundeberg, M.; DeSchryver, M.; Dirkin, K.; Schiller, N.A.; Maier, K. and Herreid, C.F. (2007). Teaching Science with Case Studies: A National Survey of Faculty Perceptions of the Benefits and Challenges of Using Cases. Journal of College Science Teaching; Sept/Oct 2007; 37(1). ↩
• Popil, I. (2011). Promotion of critical thinking by using case studies as teaching method. Nurse Education Today, 31(2), 204–207. https://doi.org/10.1016/j.nedt.2010.06.002 ↩
• Weimer, M. (2013). Learner-Centered Teaching: Five Key Changes to Practice. Second Edition. Jossey-Bass. ↩
• Herreid, C.F. (2006). “Clicker” Cases: Introducing Case Study Teaching Into Large Classrooms. Journal of College Science Teaching. Oct 2006, 36(2). https://search.proquest.com/docview/200323718?pq-origsite=gscholar ↩

This website uses cookies to identify users, improve the user experience and requires cookies to work. By continuing to use this website, you consent to Columbia University's use of cookies and similar technologies, in accordance with the Columbia University Website Cookie Notice .

• Subject List
• Take a Tour
• For Authors
• Subscriber Services
• Publications
• African American Studies
• African Studies
• American Literature
• Anthropology
• Architecture Planning and Preservation
• Art History
• Atlantic History
• Biblical Studies
• British and Irish Literature
• Childhood Studies
• Chinese Studies
• Cinema and Media Studies
• Communication
• Criminology
• Environmental Science
• Evolutionary Biology
• International Law
• International Relations
• Islamic Studies
• Jewish Studies
• Latin American Studies
• Latino Studies
• Linguistics
• Literary and Critical Theory
• Medieval Studies
• Military History
• Political Science
• Public Health
• Renaissance and Reformation
• Social Work
• Urban Studies
• Victorian Literature
• Browse All Subjects

How to Subscribe

• Free Trials

In This Article Expand or collapse the "in this article" section Case Study in Education Research

Introduction, general overview and foundational texts of the late 20th century.

• Conceptualisations and Definitions of Case Study
• Case Study and Theoretical Grounding
• Choosing Cases
• Methodology, Method, Genre, or Approach
• Case Study: Quality and Generalizability
• Multiple Case Studies
• Exemplary Case Studies and Example Case Studies
• Criticism, Defense, and Debate around Case Study

Related Articles Expand or collapse the "related articles" section about

About related articles close popup.

Lorem Ipsum Sit Dolor Amet

Vestibulum ante ipsum primis in faucibus orci luctus et ultrices posuere cubilia Curae; Aliquam ligula odio, euismod ut aliquam et, vestibulum nec risus. Nulla viverra, arcu et iaculis consequat, justo diam ornare tellus, semper ultrices tellus nunc eu tellus.

• Data Collection in Educational Research
• Mixed Methods Research
• Program Evaluation

Other Subject Areas

Forthcoming articles expand or collapse the "forthcoming articles" section.

• English as an International Language for Academic Publishing
• Girls' Education in the Developing World
• History of Education in Europe
• Find more forthcoming articles...
• Export Citations
• Share This Facebook LinkedIn Twitter

Case Study in Education Research by Lorna Hamilton LAST REVIEWED: 27 June 2018 LAST MODIFIED: 27 June 2018 DOI: 10.1093/obo/9780199756810-0201

It is important to distinguish between case study as a teaching methodology and case study as an approach, genre, or method in educational research. The use of case study as teaching method highlights the ways in which the essential qualities of the case—richness of real-world data and lived experiences—can help learners gain insights into a different world and can bring learning to life. The use of case study in this way has been around for about a hundred years or more. Case study use in educational research, meanwhile, emerged particularly strongly in the 1970s and 1980s in the United Kingdom and the United States as a means of harnessing the richness and depth of understanding of individuals, groups, and institutions; their beliefs and perceptions; their interactions; and their challenges and issues. Writers, such as Lawrence Stenhouse, advocated the use of case study as a form that teacher-researchers could use as they focused on the richness and intensity of their own practices. In addition, academic writers and postgraduate students embraced case study as a means of providing structure and depth to educational projects. However, as educational research has developed, so has debate on the quality and usefulness of case study as well as the problems surrounding the lack of generalizability when dealing with single or even multiple cases. The question of how to define and support case study work has formed the basis for innumerable books and discursive articles, starting with Robert Yin’s original book on case study ( Yin 1984 , cited under General Overview and Foundational Texts of the Late 20th Century ) to the myriad authors who attempt to bring something new to the realm of case study in educational research in the 21st century.

This section briefly considers the ways in which case study research has developed over the last forty to fifty years in educational research usage and reflects on whether the field has finally come of age, respected by creators and consumers of research. Case study has its roots in anthropological studies in which a strong ethnographic approach to the study of peoples and culture encouraged researchers to identify and investigate key individuals and groups by trying to understand the lived world of such people from their points of view. Although ethnography has emphasized the role of researcher as immersive and engaged with the lived world of participants via participant observation, evolving approaches to case study in education has been about the richness and depth of understanding that can be gained through involvement in the case by drawing on diverse perspectives and diverse forms of data collection. Embracing case study as a means of entering these lived worlds in educational research projects, was encouraged in the 1970s and 1980s by researchers, such as Lawrence Stenhouse, who provided a helpful impetus for case study work in education ( Stenhouse 1980 ). Stenhouse wrestled with the use of case study as ethnography because ethnographers traditionally had been unfamiliar with the peoples they were investigating, whereas educational researchers often worked in situations that were inherently familiar. Stenhouse also emphasized the need for evidence of rigorous processes and decisions in order to encourage robust practice and accountability to the wider field by allowing others to judge the quality of work through transparency of processes. Yin 1984 , the first book focused wholly on case study in research, gave a brief and basic outline of case study and associated practices. Various authors followed this approach, striving to engage more deeply in the significance of case study in the social sciences. Key among these are Merriam 1988 and Stake 1995 , along with Yin 1984 , who established powerful groundings for case study work. Additionally, evidence of the increasing popularity of case study can be found in a broad range of generic research methods texts, but these often do not have much scope for the extensive discussion of case study found in case study–specific books. Yin’s books and numerous editions provide a developing or evolving notion of case study with more detailed accounts of the possible purposes of case study, followed by Merriam 1988 and Stake 1995 who wrestled with alternative ways of looking at purposes and the positioning of case study within potential disciplinary modes. The authors referenced in this section are often characterized as the foundational authors on this subject and may have published various editions of their work, cited elsewhere in this article, based on their shifting ideas or emphases.

Merriam, S. B. 1988. Case study research in education: A qualitative approach . San Francisco: Jossey-Bass.

This is Merriam’s initial text on case study and is eminently accessible. The author establishes and reinforces various key features of case study; demonstrates support for positioning the case within a subject domain, e.g., psychology, sociology, etc.; and further shapes the case according to its purpose or intent.

Stake, R. E. 1995. The art of case study research . Thousand Oaks, CA: SAGE.

Stake is a very readable author, accessible and yet engaging with complex topics. The author establishes his key forms of case study: intrinsic, instrumental, and collective. Stake brings the reader through the process of conceptualizing the case, carrying it out, and analyzing the data. The author uses authentic examples to help readers understand and appreciate the nuances of an interpretive approach to case study.

Stenhouse, L. 1980. The study of samples and the study of cases. British Educational Research Journal 6:1–6.

DOI: 10.1080/0141192800060101

A key article in which Stenhouse sets out his stand on case study work. Those interested in the evolution of case study use in educational research should consider this article and the insights given.

Yin, R. K. 1984. Case Study Research: Design and Methods . Beverley Hills, CA: SAGE.

This preliminary text from Yin was very basic. However, it may be of interest in comparison with later books because Yin shows the ways in which case study as an approach or method in research has evolved in relation to detailed discussions of purpose, as well as the practicalities of working through the research process.

back to top

Users without a subscription are not able to see the full content on this page. Please subscribe or login .

Oxford Bibliographies Online is available by subscription and perpetual access to institutions. For more information or to contact an Oxford Sales Representative click here .

• About Education »
• Meet the Editorial Board »
• Academic Achievement
• Academic Audit for Universities
• Academic Freedom and Tenure in the United States
• Action Research in Education
• Adjuncts in Higher Education in the United States
• Administrator Preparation
• Adolescence
• Advanced Placement and International Baccalaureate Courses
• Advocacy and Activism in Early Childhood
• African American Racial Identity and Learning
• Alaska Native Education
• Alternative Certification Programs for Educators
• Alternative Schools
• American Indian Education
• Animals in Environmental Education
• Art Education
• Artificial Intelligence and Learning
• Assessing School Leader Effectiveness
• Assessment, Behavioral
• Assessment, Educational
• Assessment in Early Childhood Education
• Assistive Technology
• Augmented Reality in Education
• Beginning-Teacher Induction
• Bilingual Education and Bilingualism
• Black Undergraduate Women: Critical Race and Gender Perspe...
• Blended Learning
• Case Study in Education Research
• Changing Professional and Academic Identities
• Character Education
• Children’s and Young Adult Literature
• Children's Beliefs about Intelligence
• Children's Rights in Early Childhood Education
• Citizenship Education
• Civic and Social Engagement of Higher Education
• Classroom Learning Environments: Assessing and Investigati...
• Classroom Management
• Coherent Instructional Systems at the School and School Sy...
• College Admissions in the United States
• College Athletics in the United States
• Community Relations
• Comparative Education
• Computer-Assisted Language Learning
• Computer-Based Testing
• Conceptualizing, Measuring, and Evaluating Improvement Net...
• Continuous Improvement and "High Leverage" Educational Pro...
• Counseling in Schools
• Critical Approaches to Gender in Higher Education
• Critical Perspectives on Educational Innovation and Improv...
• Critical Race Theory
• Crossborder and Transnational Higher Education
• Cross-National Research on Continuous Improvement
• Cross-Sector Research on Continuous Learning and Improveme...
• Cultural Diversity in Early Childhood Education
• Culturally Responsive Leadership
• Culturally Responsive Pedagogies
• Culturally Responsive Teacher Education in the United Stat...
• Curriculum Design
• Data-driven Decision Making in the United States
• Deaf Education
• Desegregation and Integration
• Design Thinking and the Learning Sciences: Theoretical, Pr...
• Development, Moral
• Dialogic Pedagogy
• Digital Age Teacher, The
• Digital Citizenship
• Digital Divides
• Disabilities
• Distance Learning
• Distributed Leadership
• Doctoral Education and Training
• Early Childhood Education and Care (ECEC) in Denmark
• Early Childhood Education and Development in Mexico
• Early Childhood Education in Aotearoa New Zealand
• Early Childhood Education in Australia
• Early Childhood Education in China
• Early Childhood Education in Europe
• Early Childhood Education in Sub-Saharan Africa
• Early Childhood Education in Sweden
• Early Childhood Education Pedagogy
• Early Childhood Education Policy
• Early Childhood Education, The Arts in
• Early Childhood Mathematics
• Early Childhood Science
• Early Childhood Teacher Education
• Early Childhood Teachers in Aotearoa New Zealand
• Early Years Professionalism and Professionalization Polici...
• Economics of Education
• Education For Children with Autism
• Education for Sustainable Development
• Education Leadership, Empirical Perspectives in
• Education of Native Hawaiian Students
• Education Reform and School Change
• Educational Statistics for Longitudinal Research
• Educator Partnerships with Parents and Families with a Foc...
• Emotional and Affective Issues in Environmental and Sustai...
• Emotional and Behavioral Disorders
• Environmental and Science Education: Overlaps and Issues
• Environmental Education
• Environmental Education in Brazil
• Epistemic Beliefs
• Equity and Improvement: Engaging Communities in Educationa...
• Equity, Ethnicity, Diversity, and Excellence in Education
• Ethical Research with Young Children
• Ethics and Education
• Ethics of Teaching
• Ethnic Studies
• Evidence-Based Communication Assessment and Intervention
• Family and Community Partnerships in Education
• Family Day Care
• Federal Government Programs and Issues
• Feminization of Labor in Academia
• Finance, Education
• Financial Aid
• Formative Assessment
• Future-Focused Education
• Gender and Achievement
• Gender and Alternative Education
• Gender, Power and Politics in the Academy
• Gender-Based Violence on University Campuses
• Gifted Education
• Global Mindedness and Global Citizenship Education
• Global University Rankings
• Governance, Education
• Grounded Theory
• Growth of Effective Mental Health Services in Schools in t...
• Higher Education and Globalization
• Higher Education and the Developing World
• Higher Education Faculty Characteristics and Trends in the...
• Higher Education Finance
• Higher Education Governance
• Higher Education Graduate Outcomes and Destinations
• Higher Education in Africa
• Higher Education in China
• Higher Education in Latin America
• Higher Education in the United States, Historical Evolutio...
• Higher Education, International Issues in
• Higher Education Management
• Higher Education Policy
• Higher Education Research
• Higher Education Student Assessment
• High-stakes Testing
• History of Early Childhood Education in the United States
• History of Education in the United States
• History of Technology Integration in Education
• Homeschooling
• Inclusion in Early Childhood: Difference, Disability, and ...
• Inclusive Education
• Indigenous Education in a Global Context
• Indigenous Learning Environments
• Indigenous Students in Higher Education in the United Stat...
• Infant and Toddler Pedagogy
• Inservice Teacher Education
• Integrating Art across the Curriculum
• Intelligence
• Intensive Interventions for Children and Adolescents with ...
• International Perspectives on Academic Freedom
• Intersectionality and Education
• Knowledge Development in Early Childhood
• Leadership Development, Coaching and Feedback for
• Leadership in Early Childhood Education
• Leadership Training with an Emphasis on the United States
• Learning Analytics in Higher Education
• Learning Difficulties
• Learning, Lifelong
• Learning, Multimedia
• Learning Strategies
• Legal Matters and Education Law
• LGBT Youth in Schools
• Linguistic Diversity
• Linguistically Inclusive Pedagogy
• Literacy Development and Language Acquisition
• Literature Reviews
• Mathematics Identity
• Mathematics Instruction and Interventions for Students wit...
• Mathematics Teacher Education
• Measurement for Improvement in Education
• Measurement in Education in the United States
• Meta-Analysis and Research Synthesis in Education
• Methodological Approaches for Impact Evaluation in Educati...
• Methodologies for Conducting Education Research
• Mindfulness, Learning, and Education
• Motherscholars
• Multiliteracies in Early Childhood Education
• Multiple Documents Literacy: Theory, Research, and Applica...
• Multivariate Research Methodology
• Museums, Education, and Curriculum
• Music Education
• Narrative Research in Education
• Native American Studies
• Nonformal and Informal Environmental Education
• Note-Taking
• Numeracy Education
• One-to-One Technology in the K-12 Classroom
• Online Education
• Open Education
• Organizing for Continuous Improvement in Education
• Organizing Schools for the Inclusion of Students with Disa...
• Outdoor Play and Learning
• Outdoor Play and Learning in Early Childhood Education
• Pedagogical Leadership
• Pedagogy of Teacher Education, A
• Performance Objectives and Measurement
• Performance-based Research Assessment in Higher Education
• Performance-based Research Funding
• Phenomenology in Educational Research
• Philosophy of Education
• Physical Education
• Podcasts in Education
• Policy Context of United States Educational Innovation and...
• Politics of Education
• Portable Technology Use in Special Education Programs and ...
• Post-humanism and Environmental Education
• Pre-Service Teacher Education
• Problem Solving
• Productivity and Higher Education
• Professional Development
• Professional Learning Communities
• Programs and Services for Students with Emotional or Behav...
• Psychology Learning and Teaching
• Psychometric Issues in the Assessment of English Language ...
• Qualitative Data Analysis Techniques
• Qualitative, Quantitative, and Mixed Methods Research Samp...
• Qualitative Research Design
• Quantitative Research Designs in Educational Research
• Queering the English Language Arts (ELA) Writing Classroom
• Race and Affirmative Action in Higher Education
• Reading Education
• Refugee and New Immigrant Learners
• Relational and Developmental Trauma and Schools
• Relational Pedagogies in Early Childhood Education
• Reliability in Educational Assessments
• Religion in Elementary and Secondary Education in the Unit...
• Researcher Development and Skills Training within the Cont...
• Research-Practice Partnerships in Education within the Uni...
• Response to Intervention
• Restorative Practices
• Risky Play in Early Childhood Education
• Scale and Sustainability of Education Innovation and Impro...
• Scaling Up Research-based Educational Practices
• School Accreditation
• School Choice
• School Culture
• School District Budgeting and Financial Management in the ...
• School Improvement through Inclusive Education
• School Reform
• Schools, Private and Independent
• School-Wide Positive Behavior Support
• Science Education
• Secondary to Postsecondary Transition Issues
• Self-Regulated Learning
• Self-Study of Teacher Education Practices
• Service-Learning
• Severe Disabilities
• Single Salary Schedule
• Single-sex Education
• Single-Subject Research Design
• Social Context of Education
• Social Justice
• Social Network Analysis
• Social Pedagogy
• Social Science and Education Research
• Social Studies Education
• Sociology of Education
• Standards-Based Education
• Statistical Assumptions
• Student Access, Equity, and Diversity in Higher Education
• Student Assignment Policy
• Student Engagement in Tertiary Education
• Student Learning, Development, Engagement, and Motivation ...
• Student Participation
• Student Voice in Teacher Development
• Sustainability Education in Early Childhood Education
• Sustainability in Early Childhood Education
• Sustainability in Higher Education
• Teacher Beliefs and Epistemologies
• Teacher Collaboration in School Improvement
• Teacher Evaluation and Teacher Effectiveness
• Teacher Preparation
• Teacher Training and Development
• Teacher Unions and Associations
• Teacher-Student Relationships
• Teaching Critical Thinking
• Technologies, Teaching, and Learning in Higher Education
• Technology Education in Early Childhood
• Technology, Educational
• Technology-based Assessment
• The Bologna Process
• The Regulation of Standards in Higher Education
• Theories of Educational Leadership
• Three Conceptions of Literacy: Media, Narrative, and Gamin...
• Tracking and Detracking
• Traditions of Quality Improvement in Education
• Transformative Learning
• Transitions in Early Childhood Education
• Tribally Controlled Colleges and Universities in the Unite...
• Understanding the Psycho-Social Dimensions of Schools and ...
• University Faculty Roles and Responsibilities in the Unite...
• Using Ethnography in Educational Research
• Value of Higher Education for Students and Other Stakehold...
• Virtual Learning Environments
• Vocational and Technical Education
• Wellness and Well-Being in Education
• Women's and Gender Studies
• Young Children and Spirituality
• Young Children's Learning Dispositions
• Young Children's Working Theories
• Privacy Policy
• Cookie Policy
• Legal Notice
• Accessibility

Powered by:

• [66.249.64.20|195.190.12.77]
• 195.190.12.77

• SUGGESTED TOPICS
• The Magazine
• Newsletters
• Managing Yourself
• Managing Teams
• Work-life Balance
• The Big Idea
• Data & Visuals
• Reading Lists
• Case Selections
• HBR Learning
• Topic Feeds
• Account Settings
• Email Preferences

What the Case Study Method Really Teaches

• Nitin Nohria

Seven meta-skills that stick even if the cases fade from memory.

It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.

During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: “What was the most important thing you learned from your time in our MBA program?”

• Nitin Nohria is the George F. Baker Professor of Business Administration, Distinguished University Service Professor, and former dean of Harvard Business School.

Partner Center

• Harvard Business School →
• Christensen Center →

Teaching by the Case Method

• Preparing to Teach
• Leading in the Classroom
• Providing Assessment & Feedback
• Sample Class

Case Method in Practice

Chris Christensen described case method teaching as "the art of managing uncertainty"—a process in which the instructor serves as "planner, host, moderator, devil's advocate, fellow-student, and judge," all in search of solutions to real-world problems and challenges.

Unlike lectures, case method classes unfold without a detailed script. Successful instructors simultaneously manage content and process, and they must prepare rigorously for both. Case method teachers learn to balance planning and spontaneity. In practice, they pursue opportunities and "teachable moments" that emerge throughout the discussion, and deftly guide students toward discovery and learning on multiple levels. The principles and techniques are developed, Christensen says, "through collaboration and cooperation with friends and colleagues, and through self-observation and reflection."

This section of the Christensen Center website explores the Case Method in Practice along the following dimensions:

• Providing Assessment and Feedback

Each subsection provides perspectives and guidance through a written overview, supplemented by video commentary from experienced case method instructors. Where relevant, links are included to downloadable documents produced by the Christensen Center or Harvard Business School Publishing. References for further reading are provided as well.

An additional subsection, entitled Resources, appears at the end. It combines references from throughout the Case Method in Practice section with additional information on published materials and websites that may be of interest to prospective, new, and experienced case method instructors.

Note: We would like to thank Harvard Business School Publishing for permission to incorporate the video clips that appear in the Case Method in Practice section of our website. The clips are drawn from video excerpts included in Participant-Centered Learning and the Case Method: A DVD Case Teaching Tool (HBSP, 2003).

Christensen Center Tip Sheets

• Characteristics of Effective Case Method Teaching
• Elements of Effective Class Preparation
• Guidelines for Effective Observation of Case Instructors
• In-Class Assessment of Discussion-Based Teaching
• Questions for Class Discussions
• Teaching Quantitative Material
• Strategies and Tactics for Sensitive Topics

Curriculum Innovation

The case method has evolved so students may act as decision-makers in new engaging formats:

Game Simulations

Multimedia cases, ideo: human-centered service design.

• Utility Menu

GA4 Tracking Code

fa51e2b1dc8cca8f7467da564e77b5ea

• Make a Gift
• Join Our Email List
• Teaching with Cases

At professional schools (like Harvard’s Law, Business, Education, or Medical Schools), courses often adopt the so-called "case method" of teaching , in which students are confronted with real-world problems or scenarios involving multiple stakeholders and competing priorities. Most of the cases which faculty use with their students are written by professionals who have expertise in researching and writing in that genre, and for good reason—writing a truly masterful case, one which can engage students in hours of debate and deliberation, takes a lot of time and effort. It can be effective, nevertheless, for you to try implementing some aspects of the case-teaching approach in your class. Among the benefits which accrue to using case studies are the following:

• the fact that it gives your students the opportunity to "practice" a real-world application;
• the fact that it compels them (and you!) to reconstruct all of the divergent and convergent perspectives which different parties might bring to the scenario;
• the fact that it motivates your students to anticipate a wide range of possible responses which a reader might have; and
• the fact that it invites your students to indulge in metacognition as they revisit the process by which they became more knowledgeable about the scenario.

Features of an Effective Teaching Case

While no two case studies will be exactly alike, here are some of those principles:

• The case should illustrate what happens when a concept from the course could be, or has been, applied in the real world. Depending on the course, a “concept” might mean any one among a range of things, including an abstract principle, a theory, a tension, an issue, a method, an approach, or simply a way of thinking characteristic of an academic field. Whichever you choose, you should make sure to “ground” the case in a realistic setting early in the narrative, so that participants understand their role in the scenario.
• The case materials should include enough factual content and context to allow students to explore multiple perspectives. In order for participants to feel that they are encountering a real-world application of the course material, and that they have some freedom and agency in terms of how they interpret it, they need to be able to see the issue or problem from more than one perspective. Moreover, those perspectives need to seem genuine, and to be sketched in enough detail to seem complex. (In fact, it’s not a bad idea to include some “extraneous” information about the stakeholders involved in the case, so that students have to filter out things that seem relevant or irrelevant to them.) Otherwise, participants may fall back on picking obvious “winners” and “losers” rather than seeking creative, negotiated solutions that satisfy multiple stakeholders.
• The case materials should confront participants with a range of realistic constraints, hard choices, and authentic outcomes. If the case presumes that participants will all become omniscient, enjoy limitless resources, and succeed, they won’t learn as much about themselves as team-members and decision-makers as if they are forced to confront limitations, to make tough decisions about priorities, and to be prepared for unexpected results. These constraints and outcomes can be things which have been documented in real life, but they can also be things which the participants themselves surface in their deliberations.

• The activity should include space to reflect upon the decision-making process and the lessons of the case. Writing a case offers an opportunity to engage in multiple layers of reflection. For you, as the case writer, it is an occasion to anticipate how you (if you were the instructor) might create scenarios that are aligned with, and likely to meet the learning objectives of, a given unit of your course. For the participants whom you imagine using your case down the road, the case ideally should help them (1) to understand their own hidden assumptions, priorities, values, and biases better; and (2) to close the gap between their classroom learning and its potential real-world applications.

For more information...

Kim, Sara et al. 2006. "A Conceptual Framework for Developing Teaching Cases: A Review and Synthesis of the Literature across Disciplines." Medical Education 40: 867–876.

Herreid, Clyde Freeman. 2011. "Case Study Teaching." New Directions for Teaching and Learning 128: 31–40.

Nohria, Nitin. 2021. "What the Case Study Method Really Teaches." Harvard Business Review .

Swiercz, Paul Michael. "SWIF Learning: A Guide to Student Written-Instructor Facilitated Case Writing."

• Designing Your Course
• A Teaching Timeline: From Pre-Term Planning to the Final Exam
• The First Day of Class
• Group Agreements
• Classroom Debate
• Flipped Classrooms
• Leading Discussions
• Polling & Clickers
• Problem Solving in STEM
• Engaged Scholarship
• Devices in the Classroom
• Beyond the Classroom
• On Professionalism
• Getting Feedback
• Equitable & Inclusive Teaching
• Advising and Mentoring
• Teaching and Your Career
• Teaching Remotely
• Tools and Platforms
• The Science of Learning
• Bok Publications
• Other Resources Around Campus

Using Case Studies to Teach

Why Use Cases?

Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.

Common Case Elements

Most “full-blown” cases have these common elements:

• A decision-maker who is grappling with some question or problem that needs to be solved.
• A description of the problem’s context (a law, an industry, a family).
• Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Professor Dixon also provided some written comments that the discussion incorporates.

Advantages to the use of case studies in class

A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in:

• Problem solving
• Analytical tools, quantitative and/or qualitative, depending on the case
• Decision making in complex situations
• Coping with ambiguities

Guidelines for using case studies in class

In the most straightforward application, the presentation of the case study establishes a framework for analysis. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.

Depending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.  For example:

• What is the issue?
• What is the goal of the analysis?
• What is the context of the problem?
• What key facts should be considered?
• What alternatives are available to the decision-maker?
• What would you recommend — and why?

An innovative approach to case analysis might be to have students  role-play the part of the people involved in the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze.

Accompanying Readings

Case studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results.

Leading the Case Discussion and Evaluating Performance

Decision cases are more interesting than descriptive ones. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. However, some of the best case discussions start by forcing the students to take a stand. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis.  Others may choose to guide discussion with questions that move students from problem identification to solutions.  A skilled instructor steers questions and discussion to keep the class on track and moving at a reasonable pace.

In order to motivate the students to complete the assignment before class as well as to stimulate attentiveness during the class, the instructor should grade the participation—quantity and especially quality—during the discussion of the case. This might be a simple check, check-plus, check-minus or zero. The instructor should involve as many students as possible. In order to engage all the students, the instructor can divide them into groups, give each group several minutes to discuss how to answer a question related to the case, and then ask a randomly selected person in each group to present the group’s answer and reasoning. Random selection can be accomplished through rolling of dice, shuffled index cards, each with one student’s name, a spinning wheel, etc.

Tips on the Penn State U. website: http://tlt.its.psu.edu/suggestions/cases/

If you are interested in using this technique in a science course, there is a good website on use of case studies in the sciences at the University of Buffalo.

Dunne, D. and Brooks, K. (2004) Teaching with Cases (Halifax, NS: Society for Teaching and Learning in Higher Education), ISBN 0-7703-8924-4 (Can be ordered at http://www.bookstore.uwo.ca/ at a cost of $15.00)

• Utility Menu

harvardchan_logo.png

Harvard T.H. Chan School of Public Health Case-Based Teaching & Learning Initiative

Teaching cases & active learning resources for public health education, writing a "teaching" case study: 10 easy steps, using our case library, access to cases.

Many of our cases are available for sale through Harvard Business Publishing in the  Harvard T.H. Chan case collection . Others are free to download through this website .

Cases in this collection may be used free of charge by Harvard Chan course instructors in their teaching. Contact  Allison Bodznick , Harvard Chan Case Library administrator, for access.

Access to teaching notes

Teaching notes are available as supporting material to many of the cases in the Harvard Chan Case Library. Teaching notes provide an overview of the case and suggested discussion questions, as well as a roadmap for using the case in the classroom.

Access to teaching notes is limited to course instructors only.

• Teaching notes for cases available through  Harvard Business Publishing may be downloaded after registering for an Educator account .
• To request teaching notes for cases that are available for free through this website, look for the "Teaching note  available for faculty/instructors " link accompanying the abstract for the case you are interested in; you'll be asked to complete a brief survey verifying your affiliation as an instructor.

Using the Harvard Business Publishing site

Faculty and instructors with university affiliations can register for Educator access on the Harvard Business Publishing website,  where many of our cases are available . An Educator account provides access to teaching notes, full-text review copies of cases, articles, simulations, course planning tools, and discounted pricing for your students.

Filter cases

Case format.

• Case (116) Apply Case filter
• Case book (5) Apply Case book filter
• Case collection (2) Apply Case collection filter
• Industry or background note (1) Apply Industry or background note filter
• Simulation or role play (4) Apply Simulation or role play filter
• Teaching example (1) Apply Teaching example filter
• Teaching pack (2) Apply Teaching pack filter

Case availability & pricing

• Available for purchase from Harvard Business Publishing (73) Apply Available for purchase from Harvard Business Publishing filter
• Download free of charge (50) Apply Download free of charge filter
• Request from author (4) Apply Request from author filter

Case discipline/subject

• Child & adolescent health (15) Apply Child & adolescent health filter
• Maternal & child health (1) Apply Maternal & child health filter
• Human rights & health (11) Apply Human rights & health filter
• Women, gender, & health (11) Apply Women, gender, & health filter
• Social & behavioral sciences (41) Apply Social & behavioral sciences filter
• Social innovation & entrepreneurship (11) Apply Social innovation & entrepreneurship filter
• Finance & accounting (10) Apply Finance & accounting filter
• Environmental health (12) Apply Environmental health filter
• Epidemiology (6) Apply Epidemiology filter
• Ethics (5) Apply Ethics filter
• Global health (28) Apply Global health filter
• Health policy (35) Apply Health policy filter
• Healthcare management (55) Apply Healthcare management filter
• Life sciences (5) Apply Life sciences filter
• Marketing (15) Apply Marketing filter
• Multidisciplinary (16) Apply Multidisciplinary filter
• Nutrition (6) Apply Nutrition filter
• Population health (8) Apply Population health filter
• Quality improvement (4) Apply Quality improvement filter
• Quantative methods (3) Apply Quantative methods filter
• Social medicine (7) Apply Social medicine filter
• Technology (6) Apply Technology filter

Geographic focus

• Cambodia (1) Apply Cambodia filter
• Australia (1) Apply Australia filter
• Bangladesh (2) Apply Bangladesh filter
• China (1) Apply China filter
• Egypt (1) Apply Egypt filter
• El Salvador (1) Apply El Salvador filter
• Guatemala (2) Apply Guatemala filter
• Haiti (2) Apply Haiti filter
• Honduras (1) Apply Honduras filter
• India (3) Apply India filter
• International/multiple countries (11) Apply International/multiple countries filter
• Israel (3) Apply Israel filter
• Japan (2) Apply Japan filter
• Kenya (2) Apply Kenya filter
• Liberia (1) Apply Liberia filter
• Mexico (4) Apply Mexico filter
• Nigeria (1) Apply Nigeria filter
• Pakistan (1) Apply Pakistan filter
• Philippines (1) Apply Philippines filter
• Rhode Island (1) Apply Rhode Island filter
• South Africa (2) Apply South Africa filter
• Turkey (1) Apply Turkey filter
• Uganda (2) Apply Uganda filter
• United Kingdom (2) Apply United Kingdom filter
• United States (63) Apply United States filter
• California (6) Apply California filter
• Colorado (2) Apply Colorado filter
• Connecticut (1) Apply Connecticut filter
• Louisiana (1) Apply Louisiana filter
• Maine (1) Apply Maine filter
• Massachusetts (14) Apply Massachusetts filter
• Michigan (1) Apply Michigan filter
• Minnesota (1) Apply Minnesota filter
• New Jersey (1) Apply New Jersey filter
• New York (3) Apply New York filter
• Washington DC (1) Apply Washington DC filter
• Washington state (2) Apply Washington state filter
• Zambia (1) Apply Zambia filter

Case keywords

• Financial analysis & accounting practices (1) Apply Financial analysis & accounting practices filter
• Law & policy (2) Apply Law & policy filter
• Sexual & reproductive health & rights (2) Apply Sexual & reproductive health & rights filter
• Cigarettes & e-cigarettes (1) Apply Cigarettes & e-cigarettes filter
• Occupational health & safety (2) Apply Occupational health & safety filter
• Bullying & cyber-bullying (1) Apply Bullying & cyber-bullying filter
• Sports & athletics (1) Apply Sports & athletics filter
• Women's health (1) Apply Women's health filter
• Anchor mission (1) Apply Anchor mission filter
• Board of directors (1) Apply Board of directors filter
• Body mass index (1) Apply Body mass index filter
• Carbon pollution (1) Apply Carbon pollution filter
• Child protection (2) Apply Child protection filter
• Collective impact (1) Apply Collective impact filter
• Colorism (1) Apply Colorism filter
• Community health (3) Apply Community health filter
• Community organizing (2) Apply Community organizing filter
• Corporate social responsibility (2) Apply Corporate social responsibility filter
• Crisis communications (2) Apply Crisis communications filter
• DDT (1) Apply DDT filter
• Dietary supplements (1) Apply Dietary supplements filter
• Education (3) Apply Education filter
• Higher education (1) Apply Higher education filter
• Electronic medical records (1) Apply Electronic medical records filter
• Air pollution (1) Apply Air pollution filter
• Lead poisoning (1) Apply Lead poisoning filter
• Gender-based violence (3) Apply Gender-based violence filter
• Genetic testing (1) Apply Genetic testing filter
• Geriatrics (1) Apply Geriatrics filter
• Global health (3) Apply Global health filter
• Health (in)equity (6) Apply Health (in)equity filter
• Health care delivery (3) Apply Health care delivery filter
• Health reform (1) Apply Health reform filter
• Homelessness (3) Apply Homelessness filter
• Housing (1) Apply Housing filter
• Insecticide (1) Apply Insecticide filter
• Legislation (2) Apply Legislation filter
• Management issues (4) Apply Management issues filter
• Cost accounting (1) Apply Cost accounting filter
• Differential analysis (1) Apply Differential analysis filter
• Queuing analysis (1) Apply Queuing analysis filter
• Marketing (5) Apply Marketing filter
• Mergers (3) Apply Mergers filter
• Strategic planning (6) Apply Strategic planning filter
• Marijuana (1) Apply Marijuana filter
• Maternal and child health (2) Apply Maternal and child health filter
• Medical Spending (1) Apply Medical Spending filter
• Mental health (1) Apply Mental health filter
• Mercury (1) Apply Mercury filter
• Monitoring and Evaluation (1) Apply Monitoring and Evaluation filter
• Non-profit hospital (1) Apply Non-profit hospital filter
• Pharmaceuticals (5) Apply Pharmaceuticals filter
• Power plants (2) Apply Power plants filter
• Prevention (1) Apply Prevention filter
• Public safety (4) Apply Public safety filter
• Racism (1) Apply Racism filter
• Radiation (1) Apply Radiation filter
• Research practices (1) Apply Research practices filter
• Rural hospital (2) Apply Rural hospital filter
• Salmonella (1) Apply Salmonella filter
• Sanitation (1) Apply Sanitation filter
• Seafood (1) Apply Seafood filter
• Skin tanning (1) Apply Skin tanning filter
• Social business (1) Apply Social business filter
• Social determinants of health (9) Apply Social determinants of health filter
• Social Impact Bonds (1) Apply Social Impact Bonds filter
• Social media (2) Apply Social media filter
• State governance (2) Apply State governance filter
• Statistics (1) Apply Statistics filter
• Surveillance (3) Apply Surveillance filter
• United Nations (1) Apply United Nations filter
• Vaccination (4) Apply Vaccination filter
• Water (3) Apply Water filter
• Wellness (1) Apply Wellness filter
• Workplace/employee health (4) Apply Workplace/employee health filter
• World Health Organization (3) Apply World Health Organization filter

Supplemental teaching material

• Additional teaching materials available (12) Apply Additional teaching materials available filter
• Simulation (2) Apply Simulation filter
• Multi-part case (18) Apply Multi-part case filter
• Teaching note available (70) Apply Teaching note available filter

Author affiliation

• Global Health Education and Learning Incubator at Harvard University (12) Apply Global Health Education and Learning Incubator at Harvard University filter
• Harvard Business School (22) Apply Harvard Business School filter
• Harvard Kennedy School of Government (1) Apply Harvard Kennedy School of Government filter
• Harvard Malaria Initiative (1) Apply Harvard Malaria Initiative filter
• Harvard T.H. Chan School of Public Health (98) Apply Harvard T.H. Chan School of Public Health filter
• Social Medicine Consortium (8) Apply Social Medicine Consortium filter
• Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED) (11) Apply Strategic Training Initiative for the Prevention of Eating Disorders (STRIPED) filter
• Women, Gender, and Health interdisciplinary concentration (1) Apply Women, Gender, and Health interdisciplinary concentration filter

Health condition

• Alcohol & drug use (1) Apply Alcohol & drug use filter
• Opioids (1) Apply Opioids filter
• Asthma (1) Apply Asthma filter
• Breast implants (1) Apply Breast implants filter
• Cancer (3) Apply Cancer filter
• Breast cancer (2) Apply Breast cancer filter
• Cervical cancer (1) Apply Cervical cancer filter
• Cardiovascular disease (1) Apply Cardiovascular disease filter
• Cholera (1) Apply Cholera filter
• COVID-19 (3) Apply COVID-19 filter
• Disordered eating (2) Apply Disordered eating filter
• Ebola (2) Apply Ebola filter
• Food poisoning (1) Apply Food poisoning filter
• HPV (1) Apply HPV filter
• Influenza (2) Apply Influenza filter
• Injury (2) Apply Injury filter
• Road traffic injury (1) Apply Road traffic injury filter
• Sharps injury (1) Apply Sharps injury filter
• Malaria (2) Apply Malaria filter
• Malnutrition (1) Apply Malnutrition filter
• Meningitis (1) Apply Meningitis filter
• Obesity (3) Apply Obesity filter
• Psychological trauma (1) Apply Psychological trauma filter
• Skin bleaching (1) Apply Skin bleaching filter

Filter resources

Resource format.

• Article (15) Apply Article filter
• Video (8) Apply Video filter
• Blog or post (7) Apply Blog or post filter
• Slide deck or presentation (5) Apply Slide deck or presentation filter
• Book (2) Apply Book filter
• Digital resource (2) Apply Digital resource filter
• Peer-reviewed research (2) Apply Peer-reviewed research filter
• Publication (2) Apply Publication filter
• Conference proceedings (1) Apply Conference proceedings filter
• Internal Harvard resource (1) Apply Internal Harvard resource filter

Resource topic

• Teaching, learning, & pedagogy (33) Apply Teaching, learning, & pedagogy filter
• Teaching & learning with the case method (14) Apply Teaching & learning with the case method filter
• Active learning (12) Apply Active learning filter
• Leading discussion (10) Apply Leading discussion filter
• Case writing (9) Apply Case writing filter
• Writing a case (8) Apply Writing a case filter
• Asking effective questions (5) Apply Asking effective questions filter
• Engaging students (5) Apply Engaging students filter
• Managing the classroom (4) Apply Managing the classroom filter
• Writing a teaching note (4) Apply Writing a teaching note filter
• Teaching inclusively (3) Apply Teaching inclusively filter
• Active listening (1) Apply Active listening filter
• Assessing learning (1) Apply Assessing learning filter
• Planning a course (1) Apply Planning a course filter
• Problem-based learning (1) Apply Problem-based learning filter
• Abare, Marce (1)
• Abdallah, Mouin (1)
• Abell, Derek (1)
• Abo Kweder, Amir (1)
• Al Kasir, Ahmad (1)
• Alidina, Shehnaz (3)
• Ammerman, Colleen (1)
• Andersen, Espen (1)
• Anyona, Mamka (1)
• Arnold, Brittany (1)

• Publications
• Conferences & Events
• Professional Learning
• Science Standards
• Awards & Competitions
• Daily Do Lesson Plans
• Free Resources
• American Rescue Plan
• For Preservice Teachers

NCCSTS Case Collection

• Partner Jobs in Education
• Interactive eBooks+
• Digital Catalog
• Regional Product Representatives
• e-Newsletters
• Bestselling Books
• Latest Books
• Popular Book Series
• Prospective Authors
• Web Seminars
• Exhibits & Sponsorship
• Conference Reviewers
• National Conference • Denver 24
• Leaders Institute 2024
• National Conference • New Orleans 24
• Submit a Proposal
• Latest Resources
• Professional Learning Units & Courses
• For Districts
• Online Course Providers
• Schools & Districts
• College Professors & Students
• The Standards
• Teachers and Admin
• eCYBERMISSION
• Toshiba/NSTA ExploraVision
• Junior Science & Humanities Symposium
• Teaching Awards
• Climate Change
• Earth & Space Science
• New Science Teachers
• Early Childhood
• Middle School
• High School
• Postsecondary
• Informal Education
• Journal Articles
• Lesson Plans
• e-newsletters
• Science & Children
• Science Scope
• The Science Teacher
• Journal of College Sci. Teaching
• Connected Science Learning
• NSTA Reports
• Next-Gen Navigator
• Science Update
• Teacher Tip Tuesday
• Trans. Sci. Learning

MyNSTA Community

• My Collections

Case Study Listserv

Permissions & Guidelines

Submit a Case Study

Resources & Publications

Enrich your students’ educational experience with case-based teaching

The NCCSTS Case Collection, created and curated by the National Center for Case Study Teaching in Science, on behalf of the University at Buffalo, contains over a thousand peer-reviewed case studies on a variety of topics in all areas of science.

Cases (only) are freely accessible; subscription is required for access to teaching notes and answer keys.

Subscribe Today

Browse Case Studies

Latest Case Studies

Development of the NCCSTS Case Collection was originally funded by major grants to the University at Buffalo from the National Science Foundation , The Pew Charitable Trusts , and the U.S. Department of Education .

• Case Teaching Resources

Teaching With Cases

Included here are resources to learn more about case method and teaching with cases.

What Is A Teaching Case?

This video explores the definition of a teaching case and introduces the rationale for using case method.

Narrated by Carolyn Wood, former director of the HKS Case Program

Learning by the Case Method

Questions for class discussion, common case teaching challenges and possible solutions, teaching with cases tip sheet, teaching ethics by the case method.

The case method is an effective way to increase student engagement and challenge students to integrate and apply skills to real-world problems. In these videos,  Using the Case Method to Teach Public Policy , you'll find invaluable insights into the art of case teaching from one of HKS’s most respected professors, Jose A. Gomez-Ibanez.

Chapter 1: Preparing for Class (2:29)

Chapter 2: How to begin the class and structure the discussion blocks (1:37)

Chapter 3: How to launch the discussion (1:36)

Chapter 4: Tools to manage the class discussion (2:23)

Chapter 5: Encouraging participation and acknowledging students' comments (1:52)

Chapter 6: Transitioning from one block to the next / Importance of body (2:05)

Chapter 7: Using the board plan to feed the discussion (3:33)

Chapter 8: Exploring the richness of the case (1:42)

Chapter 9: The wrap-up. Why teach cases? (2:49)

Case Study Teaching and Learning

• First Online: 09 July 2020

Cite this chapter

• Riann Singh 2 &
• Shalini Ramdeo 2  

2180 Accesses

This chapter is the first of three chapters that explore case studies in OD. This chapter presents the fundamentals of case method teaching and learning. It is important to understand such fundamentals before presenting OD cases to readers. In OD and other related fields, the case approach is widely used as a pedagogy for learning by making decisions on information about an issue or problem. Case method teaching and learning strategies attempt to bridge the gap between theoretical and practical applications in any field of study. The chapter also presents the reader with the basics of case method approaches, provides an explanation of its importance in OD, describes how students should approach case method learning, and outlines how they can approach case analysis and discussion.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

• Available as PDF
• Read on any device
• Instant download
• Own it forever
• Available as EPUB and PDF
• Compact, lightweight edition
• Dispatched in 3 to 5 business days
• Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Burgoyne, J., and A. Mumford. 2001. Learning from the case method: A report to the European case. In Clearing house . Cranfield: ECCH.

Google Scholar  

McDade, S.A. 1995. Case study pedagogy to advance critical thinking. Teaching of Psychology 22 (1): 9–10.

Article   Google Scholar  

Geering, J. 2004. What is a case study and what is it good for? American Political Science Review 98 (2): 341–354.

———. 2001. Learning from the case method: A report to the European case. In Clearing house . Cranfield: ECCH.

Golich, V.L., M. Boyer, P. Franko, and S. Lamy. 2000. The ABCs of case teaching. Pew Case Studies in International Affairs .

Bloom, B.S. 1956. Taxonomy of educational objectives: The classification of educational goals . New York, NY: Longmans, Green.

Pun, Hubert. Ivey publishing case teaching and writing workshop 2018. The University of the West Indies-Arthur Lok Jack Global School of Business.

Further Readings

Download references

Author information

Authors and affiliations.

The University of the West Indies, St. Augustine Campus, Trinidad, Saint Kitts and Nevis

Riann Singh & Shalini Ramdeo

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Riann Singh .

Rights and permissions

Reprints and permissions

Copyright information

© 2020 The Author(s)

About this chapter

Singh, R., Ramdeo, S. (2020). Case Study Teaching and Learning. In: Leading Organizational Development and Change. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-39123-2_21

Download citation

DOI : https://doi.org/10.1007/978-3-030-39123-2_21

Published : 09 July 2020

Publisher Name : Palgrave Macmillan, Cham

Print ISBN : 978-3-030-39122-5

Online ISBN : 978-3-030-39123-2

eBook Packages : Business and Management Business and Management (R0)

Share this chapter

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Publish with us

Policies and ethics

• Find a journal
• Track your research

• --> Login or Sign Up

The Case Study Teaching Method

It is easy to get confused between the case study method and the case method , particularly as it applies to legal education. The case method in legal education was invented by Christopher Columbus Langdell, Dean of Harvard Law School from 1870 to 1895. Langdell conceived of a way to systematize and simplify legal education by focusing on previous case law that furthered principles or doctrines. To that end, Langdell wrote the first casebook, entitled A Selection of Cases on the Law of Contracts , a collection of settled cases that would illuminate the current state of contract law. Students read the cases and came prepared to analyze them during Socratic question-and-answer sessions in class.

The Harvard Business School case study approach grew out of the Langdellian method. But instead of using established case law, business professors chose real-life examples from the business world to highlight and analyze business principles. HBS-style case studies typically consist of a short narrative (less than 25 pages), told from the point of view of a manager or business leader embroiled in a dilemma. Case studies provide readers with an overview of the main issue; background on the institution, industry, and individuals involved; and the events that led to the problem or decision at hand. Cases are based on interviews or public sources; sometimes, case studies are disguised versions of actual events or composites based on the faculty authors’ experience and knowledge of the subject. Cases are used to illustrate a particular set of learning objectives; as in real life, rarely are there precise answers to the dilemma at hand.

Our suite of free materials offers a great introduction to the case study method. We also offer review copies of our products free of charge to educators and staff at degree-granting institutions.

For more information on the case study teaching method, see:

• Martha Minow and Todd Rakoff: A Case for Another Case Method
• HLS Case Studies Blog: Legal Education’s 9 Big Ideas
• Teaching Units: Problem Solving , Advanced Problem Solving , Skills , Decision Making and Leadership , Professional Development for Law Firms , Professional Development for In-House Counsel
• Educator Community: Tips for Teachers

Watch this informative video about the Problem-Solving Workshop:

<< Previous: About Harvard Law School Case Studies | Next: Downloading Case Studies >>

Smart. Open. Grounded. Inventive. Read our Ideas Made to Matter.

Which program is right for you?

Through intellectual rigor and experiential learning, this full-time, two-year MBA program develops leaders who make a difference in the world.

A rigorous, hands-on program that prepares adaptive problem solvers for premier finance careers.

A 12-month program focused on applying the tools of modern data science, optimization and machine learning to solve real-world business problems.

Earn your MBA and SM in engineering with this transformative two-year program.

Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

A doctoral program that produces outstanding scholars who are leading in their fields of research.

Bring a business perspective to your technical and quantitative expertise with a bachelor’s degree in management, business analytics, or finance.

A joint program for mid-career professionals that integrates engineering and systems thinking. Earn your master’s degree in engineering and management.

An interdisciplinary program that combines engineering, management, and design, leading to a master’s degree in engineering and management.

Executive Programs

A full-time MBA program for mid-career leaders eager to dedicate one year of discovery for a lifetime of impact.

This 20-month MBA program equips experienced executives to enhance their impact on their organizations and the world.

Non-degree programs for senior executives and high-potential managers.

A non-degree, customizable program for mid-career professionals.

Teaching Resources Library

Case studies.

The teaching business case studies available here are narratives that facilitate class discussion about a particular business or management issue. Teaching cases are meant to spur debate among students rather than promote a particular point of view or steer students in a specific direction.  Some of the case studies in this collection highlight the decision-making process in a business or management setting. Other cases are descriptive or demonstrative in nature, showcasing something that has happened or is happening in a particular business or management environment. Whether decision-based or demonstrative, case studies give students the chance to be in the shoes of a protagonist. With the help of context and detailed data, students can analyze what they would and would not do in a particular situation, why, and how.

Case Studies By Category

• Share full article

Advertisement

Subscriber-only Newsletter

Jessica Grose

Most teachers know they’re playing with fire when they use tech in the classroom.

By Jessica Grose

Opinion Writer

A few years ago, when researchers at Boston College and Harvard set out to review all of the existing research on educational apps for kids in preschool through third grade, they were surprised to find that even though there are hundreds of thousands of apps out there that are categorized as educational, there were only 36 studies of educational apps in the databases they searched. “That is not a strong evidence base on which to completely redesign an entire schooling system,” Josh Gilbert, one of the co-authors of the study, told me over the phone.

That said, their meta-analysis of the effects of educational app use on children’s literacy and math skills, published in 2021, found that well-designed apps can make a positive difference when it comes to “constrained skills” — things like number recognition or times tables in math, or letter sounds in literacy. Unconstrained skills are more complex ones that develop over a lifetime of learning and can deepen over the years. (It’s worth noting that many popular educational apps are not high-quality .)

Gilbert said that overall, “the range of effects was gigantic.” Because they were all over the place, “we have to go beyond the average effect and say, OK, for whom does the app work? Under what conditions? On what types of measures? And I think those are the questions that researchers, policymakers, school leaders, teachers and principals should be asking,” he said. “What are the best use cases for this digital technology in the classroom?”

In last week’s newsletter , I came in pretty hot about the pitfalls of educational technology in American classrooms. I’m convinced that since students returned to in-person school after the disruptions of 2020-21, there are too many schools that haven’t been taking a thoughtful or evidence-based approach to how they’re using screens and apps, and that it’s time for a pause and a rethink. But that doesn’t mean there are no benefits to any use of educational technology.

So for the second part of this series, I wanted to talk to people who’ve seen real upsides from using tech in their classrooms. Their experiences back up some of the available research , which shows that ed tech can help teachers differentiate their material to meet the needs of students with a wide range of proficiencies. Further, teachers report that students with disabilities can really benefit from the assistive technologies that screens and apps can provide.

Debbie Marks, who teaches third grade in Oklahoma, told me that her students’ school-issued laptops allow them “to participate in differentiated reading interventions designed specifically for them” during the school day. That differentiation allows her to better assess how each student has progressed and tailor her instruction to each student.

“So for example, we could be working on story elements and we’re working on characters,” she explained to me when we spoke. “One student might be at the point where they’re just trying to identify who the main character is. Another student might be trying to identify character traits while a higher-level student would be comparing characters or would be identifying how the character changes throughout the story based on the plot. So it really allows me to develop one-on-one lessons for every kid in my classroom.”

Marks works in a rural district, about 90 minutes away from Tulsa, and some of her students may be traveling 45 minutes to an hour just to get to class. She said that the use of devices allows her to better connect with her students’ parents and to get them more involved in what’s going on in a classroom that is physically far from them. Marks also said that screens enable her to do things like virtual author visits, which she says get the kids really excited and engaged in reading.

I also heard from several teachers who said that assistive technology has been a game changer for students with special needs. Duncan Law, who works as a special education support teacher in an elementary school in Oregon, put it this way: “Technology can be a necessity for students with special needs in accessing core curriculum/standards, as well as for fluency practice. In the best case scenario, learning via tech is guided and closely monitored by teachers, and students are actively engaged with feedback. For students with dysgraphia and dyslexia, word processing tools offer a meaningful way to demonstrate/assess their writing skills.”

Several middle school and high school teachers who said that tech was helpful in their classrooms seemed to be using it as an efficient way to teach students more rote tasks, allowing more class time to be spent helping build those “unconstrained” skills.

Doug Showley, a high school English teacher in Indiana who’s been teaching since 1996, gave me the example of how he has changed his quizzes over time by integrating technology. He used to just give straight-up vocabulary quizzes where students had to define words; now he and his colleagues have moved toward “diction quizzes,” requiring students to understand the nuances of using specific words in sentences.

Showley noted that it’s easier to quickly look up words than it was in the hard-copy dictionary days, and that his students “have access to online dictionaries” during these quizzes. They’re given four synonyms and are asked to figure out which synonym best fits into a sentence. “To determine that, they have to go beyond just that basic definition. They’ve got to get into the connotative meaning of the word and the common usage of the word,” he explained.

But Showley also said that he monitors the kids quite closely. When they’re doing a task that involves their laptops, he’ll have them set up so all of their screens are facing him. He estimates that usually only one or two kids out of a class of 25 really aren’t able to stay on task when they’re on the screens.

He also told me that his school has made the decision not to block A.I., including ChatGPT, though it is a hot topic of discussion. The challenge of dealing with A.I. is something that came up a lot among teachers in the upper grades, and the overall vibe I got was that no one quite knows what to do with it yet.

After we spoke, Showley emailed me to say that “we should carefully gauge to what degree and in what way tech is used at each level of education.” And he wrote something that I think really sums up both the promise and the peril of ed tech (and is also such a classic English teacher passage):

I couldn’t help but think of Prometheus defying the Olympic gods by sharing the first-ever technological advancement with humankind: fire. Fire, as with every other significant advancement since, both propelled society forward and burnt it to the ground. It enlightened our minds and souls, and it tormented them, just as Prometheus was perpetually tormented through his punishment for sharing too much of the gods’ power.

Perhaps deliberately, one of the popular digital whiteboards is the Promethean board.

The technology isn’t going away. We need to start creating better frameworks to think about how students and teachers are using technology in our schools, because the tech companies won’t stop pushing their products, whether or not there’s evidence that shows educational gains. CNN’s Clare Duffy reports that later this year, Meta “will launch new software for educators that aims to make it easier to use its V.R. headsets in the classroom,” though “it remains unclear just how useful virtual reality is in helping students learn better.”

In next week’s newsletter, I’ll write about solutions to some of the problems posed by ed tech, and how we might create a future where we can minimize some of the most egregious hazards of distraction and invasion of privacy, and realize some of the potential of technology’s most fantastic educational promises.

Jessica Grose is an Opinion writer for The Times, covering family, religion, education, culture and the way we live now.

Gardner Fellowship on Higher Education

The gardner fellows represent a diverse community of early career researchers in higher education within the university of california system. .

CSHE sponsors this one-year fellowship, named after UC President Emeritus David P. Gardner, for doctoral students who represent multiple academic disciplines and write dissertations on one or more issues in higher education. This broad range of seminar participants creates a unique community of early career higher education researchers within the University of California system.

This is a $3,000 fellowship for doctoral students. 

Once selected, Gardner Fellows will be affiliated with CSHE for an academic year, during which they are expected to attend Gardner Seminars remotely every other week for two hours. There will be at least 14 Seminars during the academic year. For each session, Fellows engage with prominent educational scholars and administrative leaders from the University of California system, the nation and the world. Gardner Fellows are also expected to present their own dissertation research and to provide constructive feedback to their colleagues. Upon completion of the seminar, they will receive a $3,000 stipend.

This fellowship also provides an in-person professional development workshop at Berkeley campus during the academic year.

The Gardner Fellows have the opportunity to: ● Learn from scholars about their current research; ● Gain exposure to a range of disciplines that are related to higher education; ● Broaden their understanding of different research tools and methodologies; ● Present and develop their own dissertation work; ● Explore potential career paths; and ● Create a community of early career higher education researchers

Applications for 2024-2025 will be accepted between May 1 - June 15, 2024.

UC registered doctoral students from all disciplines are eligible to apply. Applicants should emphasize how their research focuses on one or more issues in higher education. Successful applications usually have a clear description of research questions, theoretical frameworks, and methodologies.

Priority will be given to PhD candidates who are at the advanced stage in their graduate programs. 

Doctoral students from underrepresented backgrounds and campuses are especially encouraged to apply. International students are also encouraged to apply. 

Application materials should include:

• Cover letter
• Application Form
• Dissertation Summary (1,200 words max)
• Letter of endorsement from dissertation advisor 

Please note that the enrollment is kept to 11 graduate students.

Questions? Please fill out this form to attend an info session with previous Gardner Fellows. 

Please email  [email protected] (link sends e-mail)  for more information.

Testimonials

"being a gardner fellow was a wonderful experience for so many reasons. i learned so much from the other fellows, and i enjoyed hearing about the plethora of research being done within higher education. i'm so grateful for the gardner seminar and have nothing but positive things to say" --elizabeth anne martin (ucla, 2022-23 gardner fellow), "the gardner seminar was an instrumental part of my ph.d. development because it allowed me to present my work to a wide-range audience and receive feedback from numerous uc students and faculty. it was wonderful to connect with people outside of my field and see my research through their perspectives. the feedback i received helped strengthen my skills as a scholar." --valeria dominguez (uc riverside, 2022-23 gardner fellow), "as an early career scholar, i had the opportunity to engage with prominent higher education leaders and learn from some of the brightest early career scholars in the uc system. presenting my on-going work to these folks allowed me to grow as a researcher and scholar." --ivan valdovinos (ucsd, 2023-24 gardner fellow).

Suggestions or feedback?

MIT News | Massachusetts Institute of Technology

• Machine learning
• Social justice
• Black holes
• Classes and programs

Departments

• Aeronautics and Astronautics
• Brain and Cognitive Sciences
• Architecture
• Political Science
• Mechanical Engineering

Centers, Labs, & Programs

• Abdul Latif Jameel Poverty Action Lab (J-PAL)
• Picower Institute for Learning and Memory
• Lincoln Laboratory
• School of Architecture + Planning
• School of Engineering
• School of Humanities, Arts, and Social Sciences
• Sloan School of Management
• School of Science
• MIT Schwarzman College of Computing

Professor Emeritus Bernhardt Wuensch, crystallographer and esteemed educator, dies at 90

Press contact :.

Previous image Next image

MIT Professor Emeritus Bernhardt Wuensch ’55, SM ’57, PhD ’63, a crystallographer and beloved teacher whose warmth and dedication to ensuring his students mastered the complexities of a precise science matched the analytical rigor he applied to the study of crystals, died this month in Concord, Massachusetts. He was 90.

Remembered fondly for his fastidious attention to detail and his office stuffed with potted orchids and towers of papers, Wuensch was an expert in X-ray crystallography, which involves shooting X-ray beams at crystalline materials to determine their underlying structure. He did pioneering work in solid-state ionics, investigating the movement of charged particles in solids that underpins technologies critical for batteries, fuel cells, and sensors. In education, he carried out a major overhaul of the curriculum in what is today MIT’s Department of Materials Science and Engineering (DMSE).

Despite his wide-ranging research and teaching interests, colleagues and students said, he was a perfectionist who favored quality over quantity.

“All the work he did, he wasn’t in a hurry to get a lot of stuff done,” says DMSE’s Professor Harry Tuller. “But what he did, he wanted to ensure was correct and proper, and that was characteristic of his research.”

Born in Paterson, New Jersey, in 1933, Wuensch first arrived at MIT as a first-year undergraduate in the 1950s. He earned bachelor’s and master’s degrees in physics before switching to crystallography and earning a PhD from what was then the Department of Geology (now Earth, Atmospheric and Planetary Sciences). He joined the faculty of the Department of Metallurgy in 1964 and saw its name change twice over his 46 years, retiring from DMSE in 2011.

As a professor of ceramics, Wuensch was a part of the 20th-century shift from a traditional focus on metals and mining to a broader class of materials that included polymers, ceramics, semiconductors, and biomaterials. In a 1973 letter supporting his promotion to full professor, then-department head Walter Owen credits Wuensch for contributing to “a completely new approach to the teaching of the structure of materials.”

His research led to major advancements in understanding how atomic-level structures affect magnetic and electrical properties of materials. For example, Tuller says, he was one of the first to detail how the arrangement of atoms in fast-ion conductors — materials used in batteries, fuel cells, and other devices — influences their ability to swiftly conduct ions.

Wuensch was a leading light in other areas, including diffusion, the movement of ions in materials such as liquids or gases, and neutron diffraction, aiming neutrons at materials to collect information about their atomic and magnetic structure.

Tuller, a DMSE faculty member for 49 years, tapped Wuensch’s expertise to study zinc oxide, a material used to make varistors, semiconducting components that protect circuits from high-voltage surges of electricity. Together, Tuller and Wuensch found that in such materials ions move much more rapidly along the grain boundaries — the interfaces between the crystallites that make up these polycrystalline ceramic materials.

“It’s what happens at those grain boundaries that actually limits the power that would go through your computer during a voltage surge by instead short-circuiting the current through these devices,” Tuller says. He credited the partnership with Wuensch for the knowledge. “He was instrumental in helping us confirm that we could engineer those grain boundaries by taking advantage of the very rapid diffusivity of impurity elements along those boundaries.”

In recognition of his accomplishments, Wuensch was elected a fellow of the American Ceramics Society and the Mineralogical Society of America and belonged to other professional associations, including The Electrochemical Society and Materials Research Society. In 2003 he was awarded an honorary doctorate from South Korea’s Hanyang University for his work in crystallography and diffusion-related phenomena in ceramic materials.

“A great, great teacher”

Known as “Bernie” to friends and colleagues, Wuensch was equally at home in the laboratory and the classroom. “He instilled in several generations of young scientists this ability to think deeply, be very careful about their research, and be able to stand behind it,” Tuller says.

One of those scientists is Sossina Haile ’86, PhD ’92, the Walter P. Murphy Professor of Materials Science and Engineering at Northwestern University, a researcher of solid-state ionic materials who develops new types of fuel cells, devices that convert fuel into electricity.

Her introduction to Wuensch, in the 1980s, was his class 3.13 (Symmetry Theory). Haile was at first puzzled by the subject, the study of the symmetrical properties of crystals and their effects on material properties. The arrangements of atoms and molecules in a material is crucial for predicting how materials behave in different situations — whether they will be strong enough for certain uses, for example, or can conduct electricity — but to an undergraduate it was “a little esoteric.”

“I certainly remember thinking to myself, ‘What is this good for?’” Haile says with a laugh. She would later return to MIT as a PhD student working alongside Wuensch in his laboratory with a renewed perspective.

Previous item Next item

“He just made seemingly esoteric topics really interesting and was very astute in knowing whether or not a student understood.” Haile describes Wuensch’s articulate speech, “immaculate” handwriting, and detailed drawings of three-dimensional objects on the chalkboard. Haile notes that his sketches were so skillful that students felt disappointed when they looked at a figure they tried to copy in their notebooks.

“They couldn’t tell what it was,” Haile says. “It felt really clear during lecture, and it wasn’t clear afterwards because no one had a drawing as good as his.”

Carl Thompson, the Stavros V. Salapatas Professor in Materials Science and Engineering at DMSE, was another student of Wuensch’s who came away with a broadened outlook. In 3.13, Thompson recalls Wuensch asking students to look for symmetry outside of class, patterns in a brick wall or in subway station tiles. “He said, ‘This course will change the way you see the world,’ and it did. He was a great, great teacher.”

In a 2005 videorecorded session of 3.60 (Symmetry, Structure, and Tensor Properties of Materials), a graduate class that he taught for three decades, Wuensch writes his name on the board along with his telephone extension number, 6889, pointing out its rotational symmetry.

“You can pick it up, turn it head-over-heels by 180 degrees, and it’s mapped into coincidence with itself,” Wuensch said. “You might think I would have had to have fought for years to get it, an extension number like that, but no. It just happened to come my way.”

(The class can be watched in its entirety on MIT OpenCourseWare .)

Wuensch also had a whimsical sense of humor, which he often exercised in the margins of his students’ papers, Haile says. In a LinkedIn tribute to him, she recalled a time she sent him a research manuscript with figures that was missing Figure 5 but referred to it in the text, writing that it plotted conductivity versus temperature.

“Bernie noted that figures don’t plot; people do, and evidently Figure 5 was missing because ‘it was off plotting somewhere,’” Haile wrote.

Reflecting on Wuensch’s legacy in materials science and engineering, Haile says his knowledge of crystallography and the manual analysis and interpretation he did in his time was critical. Today, materials science students use crystallographic software that automates the algorithms and calculations.

“The current students don’t know that analysis but benefit from it because people like Bernie made sure it got into the common vernacular at the time when code was being put together,” Haile said.

A multifaceted tenure

Wuensch served DMSE and MIT in innumerable other ways, serving on departmental committees on curriculum development, graduate students, and policy, and on School of Engineering and Institute-level committees on education and foreign scholarships, among others. “He was always involved in any committee work he was asked to do,” Thompson says.

He was acting department head for six months starting in 1980, and in 1988-93 he was the director of the Center for Materials Science and Engineering, an earlier iteration of today’s Materials Research Center.

For all his contributions, there are few things Wuensch was better known for at MIT than his office in Building 13, which had shelves lined with multicolored crystal lattice models, representing the arrangements of atoms in materials, and orchids he took meticulous care of. And then there was the cityscape of papers, piled in heaps on the floor, on his desk, on pullout extensions. Thompson says walking into his office was like navigating a canyon.

“He had so many stacks of paper that he had no place to actually work at his desk, so he would put things on his lap — he would start writing on his lap,” Haile says. “I remember calling him at one point in time and talking to him, and I said, ‘Bernie, you’re writing this down on your lap, aren’t you?’ And he said, ‘In fact, yes, I am.’”

Wuensch was also known for his kindness and decency. Angelita Mireles, graduate academic administrator at DMSE, says he was a popular pick for graduate students assembling committees for their thesis area examinations, which test how prepared students are to conduct doctoral research, “because he was so nice.”

That said, he had exacting standards. “He expected near perfection from his students, and that made them a lot deeper,” Tuller says.

Outside of MIT, Wuensch enjoyed tending his garden; collecting minerals, gemstones, and rare coins; and reading spy novels. Other pastimes included fishing and clamming in Maine, splitting his own firewood, and traveling with his wife, Mary Jane.

Wuensch is survived by his wife; son Stefan Wuensch and wife Wendy Joseph; daughter Katrina Wuensch and partner Jason Staly; and grandchildren Noemi and Jack.

Friends and family are invited to a memorial service Sunday, April 28, at 1:30 p.m. at Duvall Chapel at 80 Deaconess Road in Concord, Massachusetts. Memories or condolences can be posted at obits.concordfuneral.com/bernhardt-wuensch .

Share this news article on:

Related links.

• Materials Research Laboratory
• Department of Materials Science and Engineering

Related Topics

• Education, teaching, academics
• Energy storage
• Materials science and engineering

Related Articles

A green hydrogen innovation for clean energy

Harry Tuller honored for career advancing solid-state chemistry and electrochemistry

Harry Tuller wins Egleston Medal for his electroceramics work

More mit news.

Exploring the history of data-driven arguments in public life

Read full story →

Three from MIT awarded 2024 Guggenheim Fellowships

A musical life: Carlos Prieto ’59 in conversation and concert

Two from MIT awarded 2024 Paul and Daisy Soros Fellowships for New Americans

MIT Emerging Talent opens pathways for underserved global learners

The MIT Edgerton Center’s third annual showcase dazzles onlookers

• More news on MIT News homepage →

Massachusetts Institute of Technology 77 Massachusetts Avenue, Cambridge, MA, USA

• Map (opens in new window)
• Events (opens in new window)
• People (opens in new window)
• Careers (opens in new window)
• Accessibility
• Social Media Hub
• MIT on Facebook
• MIT on YouTube
• MIT on Instagram

Alberta to pilot new social studies curriculum in the fall after facing blowback

E DMONTON — The Alberta government says a draft social studies curriculum for elementary schools is ready for classroom-testing this fall, but the teachers’ union says the program is flawed and needs to be delayed.

Education Minister Demetrios Nicolaides says the draft has significantly evolved.

"Not everyone may be happy with the new curriculum, and that's understandable. Albertans are diverse, and that means we have diverse views," Nicolaides told reporters Friday.

"What I believe, though, is most important is that we take politics out of the classroom."

Nicolaides said the draft better emphasizes critical thinking, is more culturally inclusive, and shifts some topics to more appropriate age levels.

For example, students are set to learn about taxes in Grade 5 rather than in Grade 2.

Although the latest version adds First Nations, Métis and Inuit content in grades 1, 2 and 3, the government continues to resist a recommendation from the Truth and Reconciliation Commission that instruction on residential schools and treaties begin in kindergarten.

School authorities have until May 15 to decide whether they will pilot the curriculum in the fall.

Nicolaides said feedback from teachers during classroom testing could lead to minor tweaks before the curriculum becomes mandatory in all classrooms in the fall of 2025.

The Alberta Teachers' Association said teachers' recommendations are not reflected in the new draft, the content load is unrealistic, and some concepts remain developmentally inappropriate and inaccurate.

It’s calling for a time out.

“What’s the rush?" teachers association president Jason Schilling said in a statement, adding that the fall rollout could overwhelm schools that are already overcrowded and understaffed.

Schilling noted that over the past three years, elementary schools have piloted and implemented new curriculum in four subject areas across seven grades.

"The problems currently being faced by teachers having to implement a flawed math curriculum demonstrate the risk of proceeding prematurely to implement new curriculum content and design," said Schilling.

The United Conservative Party government tried three years ago to update decades-old curriculum for kindergarten to Grade 6 subjects.

It was condemned by many education experts for being age-inappropriate, not culturally inclusive, and too focused on the rote memorization of facts.

As a result, the province promised to go back to the drawing board on social studies and restart consultations.

A second social studies draft was released last month, but members of the curriculum development specialist group that gave the government feedback wrote in an open letter that their advice was "largely ignored," and the process needed yet another a restart.

Nicolaides said Friday he recently met with the group.

"Some of their commentary and some of their feedback was absolutely taken into consideration," he said.

This report by The Canadian Press was first published April 26, 2024.

Lisa Johnson, The Canadian Press

• International
• Today’s Paper
• Premium Stories
• Express Shorts
• Health & Wellness
• Board Exam Results

JEE Main 2024 Topper: ‘Prioritised quality over quantity,’ says Visharad Srivastava

Jee main 2024 topper: asked whether he used social media in his daily routine, he claimed that he did; however, he minimized his use during his preparation, which helped him to stay focused and avoid distractions during studies..

JEE Main 2024 Topper: Mastering the fundamentals is the key, said Visharad Srivastava from Maharashtra’s Navi Mumbai who scored 100 percentile in National Testing Agency’s JEE Main 2024. He is among 56 other candidates who scored 100 percentile in the JEE Main session 2. 

JEE Main 2024 Result Updates

“ I familiarised myself with the JEE Advanced syllabus and exam pattern early on. This helped me create a focused study plan throughout the two years,” said the boy who scored 100 per cent in Class 10. 

Like other toppers, Srivastava aims to study computer science engineering from the Indian Institute of Technology-Bombay. “It’s a place where you’re surrounded by the best – brilliant professors at the forefront of research, cut-throat competition from fellow JEE toppers and a curriculum that constantly adapts to industry needs,” said Visharad who prioritised quality over quantity and aimed for 5-6 focused hours of daily study, with breaks interspersed to avoid burnout. 

He called the institute a perfect launchpad for a phenomenal career in technology along with an “insane” alumni network.

Meet the toppers | Rachit Aggarwal | Aadeshveer Singh | Dakshesh Sanjay Mishra and Aryan Prakash | Archit Patil |  Aarav and Aarush Bhatt |

Sharing his three-pronged approach, he said mastering the fundamentals is key. “I used standard reference books and online resources to build a strong foundation. Along with it, I diligently solved problems from various sources, including previous years’ question papers and mock tests provided by Motion Education. Analysing mistakes helped me identify and rectify weaknesses,” said the boy who scored 95 per cent in Class 12.

“There’s no easy subject in JEE, but for me, chemistry is a bit more manageable. There’s a lot to memorise, but once you understand the logic behind the reactions and can categorise them, things start to click,” said the 17-year-old boy. 

For him, physics was tricky with all the conceptual problems. It takes a lot of practice and applying formulas in the right way to get good at it, said the JEE ranker, adding that math is somewhere in between — some topics are interesting and logical, while others can be frustratingly formula-heavy.

Asked whether he used social media in his daily routine, he claimed that he did, however, he minimised his use during his preparation, which helped him to stay focused and avoid distractions during his studies.

“My regular studies were always focused on JEE Advanced . I practiced solving problems from advanced-level books and enrolled in mock tests to simulate the actual exam environment and improve time management,” said Srivastava who credits discipline, persistence, and patience for his success in the JEE Main 2024. 

Sharing more details on Advanced preparation, he said that he is focusing on revising all the important concepts and practicing previous years’ JEE Advanced papers and mock tests. “It’s all about building speed and accuracy for the actual exam. Also, working on my weak areas identified through these tests is crucial. Studying with friends and discussing problems together helps a lot too,” said Visharad Srivastava. 

Visharad’s father, who is working in a private firm and his mother who is a homemaker, were his pillars of strength. “They provided unwavering support, a positive environment, and encouraged me to take breaks when needed. Their belief in me fueled my determination,” he added. 

Sponsored | Empowering Leadership through AI Integration: Catalysing Business Transformation

• JEE Advanced
• JEE Main 2024
• Toppers' Tips

Months after leading the Congress to a stunning victory in the Telangana Assembly elections, Revanth Reddy has been spearheading the party's campaign in the Lok Sabha polls in the state. In an interview with The Indian Express, Chief Minister Reddy speaks on various burning issues ranging from the recent row over Rahul Gandhi’s pitch on caste census and redistribution to the North-South divide.

• Mumbai News Live Updates: Actor Sahil Khan detained from Chhattisgarh in Mahadev betting app case 2 mins ago
• Uber Cup 2024 Live Updates: Isharani, Anmol, doubles pairs register wins as India beat Singapore 4-1; all but assured of QF spot 8 mins ago
• Lok Sabha Elections Live Updates: PM to address rallies in North Karnataka; Rahul to step up Cong Odisha campaign 44 mins ago
• Delhi News Live Updates: At debut Lok Sabha roadshow, Sunita Kejriwal says, 'Your CM is a 'sher', no body can break him' 15 hours ago

Best of Express

Buzzing Now

Apr 28: Latest News

• 01 6.1 magnitude earthquake shakes Indonesia’s Java Island, tremors felt in Jakarta
• 02 Two Israeli hostages seen in latest video issued by Hamas
• 03 Ships from Turkey planning to deliver aid to Gaza denied right to sail
• 04 ‘Dozens’ of cell phones, SIM cards recovered from Kolhapur Central prison; Two officers, nine guards dismissed
• 05 Pakistan PM Sharif removes 25 senior tax officers for corruption: Report
• Elections 2024
• Political Pulse
• Entertainment
• Movie Review
• Newsletters
• Gold Rate Today
• Silver Rate Today
• Petrol Rate Today
• Diesel Rate Today
• Web Stories