About the Collection
- One of the primary goals of the National Center for Case Study Teaching in Science is to develop and maintain a nationally accessible refereed collection of exemplary STEM case studies for use at the undergraduate, graduate, and high school level. We have been working toward this goal for over 25 years and our collection of more than 830 peer-reviewed cases has become the centerpiece of our website.
- Our case collection has been cited by the American Association for the Advancement of Science (AAAS) and the National Research Council (NRC) as a source for model case studies. For an example of one of our cases, please see The Modern Caveman’s Dilemma: Who Should Eat the Paleo Diet case and teaching notes.
- The cases are written by STEM faculty primarily from the U.S. and Canada, although our authors also hail from Sweden, Egypt, and Australia.
- All of the cases on our site are published after undergoing a rigorous process of peer review by outside reviewers and author revision. They are also copy-edited in-house and formatted for web publication. Our goal is to produce and disseminate the highest quality material, both in terms of the content and the presentation.
- All of the cases have teaching notes. Many also have answer keys. Because of their sensitive nature, both the answer keys and teaching notes are password protected. They also require a paid annual subscription to access. For more information, see Account Registration & Subscription.
- Copyright for these materials is held by the National Center for Case Study Teaching in Science. They may be used by teachers subject to our usage guidelines (see Permitted Uses).
- We invite you to browse the collection. We also encourage you to become a member of our community by submitting a case of your own or by becoming one of our case reviewers. Case reviewers and case authors receive free access to the notes and answer keys for the year that they have been active.
- Our goals for our case collection and its use are perhaps best encapsulated in a recent email we received from a professor of biology: “I have been teaching my sophomore-level Human Physiology lab class using case studies from the National Center for Case Study Teaching in Science (NCCSTS). The students are all preparing for programs in medicine, such as MD, OD, APN, PA, BSN, and other allied health professions. The case studies have allowed me to be able to reiterate difficult concepts in practical ways that have increased student comprehension of crucial concepts in human physiology. Instead of a wet lab which typically demonstrates a principle, the case studies allow me to offer the class as a recitation while giving students a peek into their prospective professions. Overall, it has been a big success. I am grateful to NCCSTS for providing an alternative to the traditional lab experience. Students benefit from learning from a viewpoint mirroring how human physiology is used in medicine. I am also grateful for the opportunity to review case studies that I can use as a professional development activity.”