Case studies consist of real or realistic problems in science. Students working on a case collaborate with peers to integrate multiple sources of information and apply their knowledge to novel questions. Compared with traditional lectures, case study teaching improves retention of conceptual understanding and development of reasoning, problem-solving, and higher-order cognitive skills. Even though active-learning pedagogies, like case study teaching, have been shown to improve student learning, many college instructors struggle to implement these pedagogies due to significant barriers, such as insufficient time for curriculum development and a lack of training in managing an active classroom. In this session, we will work through a case study used in an introductory biochemistry course, including discussing how to prepare to manage small-group work and to respond to students’ misconceptions. We will identify barriers to case study instruction in participants’ courses and brainstorm solutions. Finally, we will consider how colleagues can provide support in our teaching, particularly as we attempt to sustain implementation of active-learning pedagogies.
