@article{Gillespie_Udell_2010, place={Washington DC: American Sociological Association.}, title={Teaching with Case Studies}, url={https://trails.asanet.org/article/view/teaching-with-case-studies}, abstractNote={Instructional case studies portray real world situations that relate to course material. Barnes and Christensen (1994) define a case as "a description of episodes of practice, a selection of reality, a slice of life, a story designed and presented as study material, an exercise, a puzzle, or a problem. . . . The goal of a good case is to present rich data coherently (p. 71). Case studies vary—from short vignettes to lengthy, elaborate scenarios that have built in sequences that must be discovered and followed to reach an adequate outcome. Instructors write their own cases (e.g., Gillespie, 2003) designed for a particular topic or teach already existing textbook cases (e.g., Weber and Dillway, 2001; Peters-Golden, 2005). Qualitative case studies or life histories (e.g., Angrosino, 1994) can be treated as instructional cases, as can short stories and films. No matter the source, to be successful pedagogically, case instruction must connect students’ cognitive development to the course content.}, journal={TRAILS: Teaching Resources and Innovations Library for Sociology}, author={Gillespie, Diane and Udell, Wadiya}, year={2010}, month={Apr.} }