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Enhancing Student Learning through Collaborative Case Studies in Writing Programs

This document outlines an innovative approach to case studies within the CAS Writing Program, focusing on enabling active learning for students. It examines fundamental case study components such as conceptual frameworks, analytical assessments, and timelines. Students engage in researching problems, selecting sources, and presenting findings collaboratively. The use of technology, including library databases and discussion boards, enhances the process. These case studies foster confidence in research and writing skills, building community and collaborative abilities essential for today’s workforce.

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Enhancing Student Learning through Collaborative Case Studies in Writing Programs

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  1. Dr. Deborah Breen CAS Writing Program Variations on the Case StudyEnabling Active Learning for Students

  2. The basic case study • Widely used in medicine, business, and law • A focused look at a problem (problem-based learning) • Investigates a specific ‘case’ to establish principles and extrapolate to broader concepts

  3. Student-led case studies • Research a ‘problem’: identify a range of sources • Choose key sources for class reading • Write the ‘case’ to introduce sources • Present the case to the class • Evaluate the process and ‘product’

  4. Adaptation 1

  5. Adaptation 2

  6. Case Study Components • Conceptual framework • Descriptive Statement • Analytical Assessment • Timeline • Source summaries, sources, and reading questions • ‘Research Agenda’ • Annotated Bibliography

  7. Use of Technology • Library databases • Refworks (Group Account) • Blackboard group pages • File Exchange • Discussion Board • Facebook • Google Docs

  8. Issues for students and teachers • Group agreement on topic • Logistical issues (time, input, division of work, communication) • Melding different styles, skills, and cultural approaches • Collaborative writing as a new experience • Assessing group projects

  9. What does the case study offer our students? • Confidence in research and writing skills through supported experience • Community in the classroom • Collaborative skills in preparation for today’s workplace

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

  11. Final thoughts. . . I believe this was the most useful and interesting part of WR150 and it should be integrated into every second-level writing course. I learned to accept other opinions, work with other people, and contribute ideas to discussions. To my surprise, when the case study was finally over, I was sad we would have to write a standard essay for paper three and not be able to work in teams. David C. Fall 2010

  12. Questions ? Thank you . . .

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