Others, however, were keen to experiment with different types of learning as opposed to the traditional ‘talk and chalk’ method. Those who were open to new types of teaching were generally more involved in the planning and teaching of the newer courses.

Where case studies have been included in the place of lectures and practicals covering similar topic areas in our traditional courses, we initially did not replace sufficient existing time-tabled teaching to allow for students to carry out background reading and additional research. We have now rectified this.

We have found it easier to increase the number of cases running in our courses in a gradual manner as we identify the resources, time and support that is needed. How Do You Develop a Case Study? There are a number of ways to develop case studies, some more successful than others. The following list covers the main methods and also discusses other options and experiences external to our institution.

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Developing a case study based on the research interests of staff. For example, the research area of one of our lecturers is polymeric foams he is now responsible for a sports and materials science case study analysing running shoe performance including the behaviour of the polymeric foams in the soles. We have found this to be a good method of case study development, as it is easier to locate resources for the case study and the lecturer’s in-depth knowledge and interest in the topic add to the case study. Requesting students to develop case studies based on personal interests.

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This is a method we have not tried, but is an interesting way to develop case studies and one promoted by Smith (1992). However, problems may arise when trying to involve students. For example, the University of Bath are you are using exceptional mobile or portable phone cases one including Maleficent Disney iPhone 7 Case iPhone 8 Plus Case Samsung S7 Edge Case iPhone X Case iPhone SE Case Galaxy S8 Case Disney Art Flowers TB44 all of these cases continue on any kind phone lined currently producing a portfolio of case studies to support recruitment and teaching of their undergraduate courses in Materials Science and Engineering and initially approached the students for ideas. They ran a competition where undergraduates and postgraduates were invited to submit proposals and a prize of andpound250 was offered.

Unfortunately, this was not as successful as anticipated and students did not take part in the competition.

This may be because the students did not have enough confidence in their abilities to develop a case study or felt they did not have the spare time to work on the topic, particularly as many students take part time jobs to help finance their studies. A more focussed approach of asking postgraduate students, and graduates from the department, to develop case studies based on their experiences/projects is now being pursued. Develop from scratch, maybe following interests/ideas picked up from elsewhere. This approach may involve contacting or visiting other institutions to find out what methods and topics they are using.

Invite external lecturers, for example from industry, to develop, or contribute to, a case study. Involving external sources can add new dimensions to the learning activity. One of our case studies looks at materials used in tennis equipment and we invite a tennis coach to brief the students on the topic at the start of the case study.

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