- Case Writing: Three Little Pigs (A), (B) and (C)
- Case Writing Checklist
| Case | Description | Follow on cases (contact the Editor-In-Chief for copies) |
 |
After his first class meeting, the instructor of an Executive MBA class discovers that complaining emails have been sent to the program director about his teaching style and the course content. What possible steps can he take to salvage the rest of the semester. |
|
 |
In an pure online course designed to help K-12 teachers acquire more effective counseling skills, the instructor is finding that it's virtually impossible to get some students to work together as a group. She considers options that might be possible to encourage better collaboration. | |
 |
An instructor in a blended programming course, designed to be entirely self-paced, finds that--10 days before the end of the semester--nearly all of his students have not acquired enough points to pass the class. How can he address this problem without eliminating the rigor of the course or decimating the MIS major? |
|
 |
In a large, lecture-format Human Sexual Behavior class, the instructor has introduced infrared classroom response units to encourage greater interactivity and sharing of experiences. Unfortunately, technology problems have plagued the project since it started, and the instructor seeks guidance from the examples of other faculty members in deciding how to proceed. | |
 |
A new faculty member in engineering ponders ways in which his engineering management course might be improved as part of his participation in the University of South Florida's Institute for Increments and Transformations. | |
 |
A research case study detailing the evolution of the Institute for Increments and Transformations run by the Center for 21st Century Teaching Excellence at the University of South Florida. The case focuses on the period when the institute moved from a traditional teaching workshop format to one incorporating faculty case studies. | |
 |
The instructor of the Issues in Contemporary Art course has conducted a class entirely online, using the Elluminate synchronous classroom technology, that brought together students, museum curators and artists from around the state. She now ponders whether or not the activity should be repeated, and if it could be enhanced. | |
 |
The instructor of a large undergraduate course in MIS, required of all business majors and taught in both classroom and distance learning formats, has implemented a technology--named "Cheater, Cheater, Pumpkin Eater"--to detect plagiarism in database assignment. She ponders how to deal with some of the less straightforward cases of cheating that she has detected. | |
 |
The instructor of a distance learning course in web programming discovers, about half way through the course, that the materials he has prepared may be beyond the capabilities of many of his students. How can he implement a change to the course in mid-stream without losing rigor or alienating the department that hired him? | |
 |
An instructor in Africana studies, teaching courses relating to the history of Africa and the history of genocide, discusses some of the particular challenges that his field presents. He then considers alternative ways that he might employ technology to make his classes more engaging. |
