How and Why to Begin Teaching with Cases

Abstract

"It's so daunting. I have to listen to the students - just figuring out what I want to say is hard enough. The loss of control doesn't feel right. I just don't know how to begin teaching with cases."

Words like these are spoken regularly both by newly-minted Ph.D.s, by veteran lecturers, and anyone confronting the prospect of teaching by the discussion method, using case studies. Experienced case teachers make it seem easy; the problem is how to get started. This column offers some advice of my own, as well as suggestions from a panel of contributors.