Peer-Reviewed Teaching Case Studies Developed for AAC&U’s
Scientific Thinking and Integrative Reasoning Skills (STIRS) Project
Abstracts and Use in Courses
Different Times of the Month: a cross-cultural analysis of menstruation taboos
Justin Armstrong, PhD – The Writing Program and Department of Anthropology, Wellesley College
page 2
The Two-Sex System: Fact or Fallacy?
Angela Bauer, PhD – Department of Biology, High Point University
page 3
Should English be the Official Language of the United States?
Lynn Burley, PhD – Department of Writing, The University of Central Arkansas
page 4
Exploring Lawns and Gardens as Complex Socio-Ecological Systems
page 5
Loren B. Byrne, PhD – Dept of Biology, Marine Biology & Environmental Science, Roger Williams University
People, Places, and Pipelines: Debating Tar Sands Oil Transmission
Tami S. Carmichael, PhD – Humanities and Integrated Studies Program, University of North Dakota
page 6
Organic Foods: Examining the Health Implications
Katherine Hunting, PhD, MPH – Dept of Environmental & Occupational Health, The George
Washington University
page 7
The (Ferret) Sneeze Heard Around The World: The Case Of The Bioengineered Bird Flu
Jill M. Manske, PhD – Department of Biology, University of St. Thomas (Minnesota)
page 8
Rising to the Challenge: Examining the Effects of a Growth Mindset
Sal Meyers, PhD – Department of Psychology, Simpson College
page 9
Preventing Spina Bifida and Other Neural Tube Defects
Richard Riegelman, MD, MPH, PhD – Department of Epidemiology, The George Washington University
page 10
MMR Vaccine and Autism: Scientific Inquiry, Ethics, and Evidence-Based Problem Solving
page 11
Karen Singer-Freeman, PhD – Department of Psychology, Purchase College, State University of New York
To Drill or Not to Drill? A Dilemma in the Context of Climate Change in the Arctic
Vandana Singh, PhD – Department of Physics and Earth Sciences, Framingham State University
page 12
Cell Phones and Cancer: Evaluating the Evidence to Assess Potential Association
Jennifer S. Stanford, PhD – Department of Biology, Drexel University
page 13
The Role of Evidence in Emergency Health Care Policy and Law: Rory Staunton and NYU Langone
Medical Center
Joel Teitelbaum, JD, LLM – Department of Health Policy, The George Washington University
page 14
Trends in Immigrant Adolescent Health in New York City: “Becoming an American Can Be Bad for
your Health”
Katie B. Wilson, MA – Department of Interdisciplinary Studies, Stella and Charles Guttman
Community College, The City University of New York
page 15
Blood Doping: Cheating, or Leveling the Playing Field?
Adele J. Wolfson, PhD – Department of Chemistry, Wellesley College
page 16
Congressional Apportionment: Constitutional Questions, Data, and the First Presidential Veto
Ryan J. Zerr, PhD – Department of Mathematics, University of North Dakota
page 17
Different Times of the Month: a cross-cultural analysis of menstruation taboos
Justin Armstrong, PhD
The Writing Program and Department of Anthropology, Wellesley College
Wellesley, Massachusetts
jarmstro@wellesley.edu
Abstract: This case study examines how attitudes toward menstruation have varied widely and manifested in
culturally specific ways across time and space. The case introduces many key concepts in cultural anthropology
while also developing writing, presentation and research skills through hands-on interactions and problem-based
class discussions. Students work in small groups, using qualitative reasoning to analyze menstruation taboos from
a variety of cultures (including their own). Using an anthropological lens to examine the cultural significance of
this most essential element of human life, students gain both methodological and theoretical knowledge about
how and why anthropologists engage with cultures at home and away. Topics covered include the origins of
complex symbolic narratives and beliefs, ethnographic field methods, and the process of 'writing-up' research.
The case may be used in its entirety, or instructors may choose to examine more closely the field methods
element, the cross-cultural comparisons or the writing component. This case focuses on analysis and also contains
elements of discussion/debate that can be adapted to a variety of classroom/workshop settings. It can be taught
through class-wide discussion and/or instructor facilitated small group workshops. Assignments and discussion
topics are suggested and may be tailored to fit students' interests and instructors' learning goals.
This case study is best utilized by instructors familiar with key concepts in cultural anthropology (including
ethnographic theory and methods) and/or sociology. Instructors unfamiliar with the discipline may need to do
some background reading in symbolic, medical, and/or feminist anthropology before teaching this case study
(several useful resources are listed).
Use in Courses: Designed as part of a first-year seminar course on the topic of blood (cross-listed
Anthropology/Chemistry), this case does not require students to have any prior knowledge of anthropological
theory or methods. The case serves as an introduction to these topics through the study of menstruation taboos, a
near universal phenomenon that serves as a useful entry-point into the discipline of cultural anthropology and the
practice of cross-cultural comparison. The case offers the instructor the option of delving more deeply into
particular topics to suit the nature of their individual courses, and could function as a component part of an
introductory anthropology course, or add a cultural compliment to a biological science course (assuming the
instructor has some knowledge of anthropology/sociology and/or it is cross-listed with a complementary
department). Additionally, it could function as a module in an upper-year anthropology course on research ethics,
cross-cultural analysis, and/or research methods.
********
Professor Armstrong was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
2
The Two-Sex System: Fact or Fallacy?
Angela Bauer, PhD
Department of Biology, High Point University
High Point, North Carolina
abauer@highpoint.edu
Abstract: This case study challenges students to consider the validity and fairness of society’s two-sex system
(male vs. female), as they examine how this binary system continues to be perpetuated within the scientific and
medical communities, even though it may not accurately reflect the variability that exists within the natural world.
Students will learn about the six key factors (chromosomes, gonads, hormones, external genitalia, internal
genitalia, and secondary sex characteristics) that contribute to one’s sexual phenotype, and then analyze data sets
that illustrate the significant intra- and inter-sex variability that exists with respect to the expression of these key
factors. Students will also learn about intersex conditions, their prevalence within the human population, and
common approaches taken within the medical community to “normalize” intersex phenotypes, even though the
frequency of intersex conditions is comparable to other unique phenotypes that our society accepts as “normal”
(e.g., red hair, blue eyes). Next, students consider the life experiences of intersex individuals (through readings and
a documentary), in order to identify the challenges they face living within the context of society’s binary system of
sex/gender classification. Finally, students will engage in a debate on gender neutral housing on college campuses,
an approach that addresses the inadequacies of traditional, sexed housing for those who don’t fit within the
sex/gender binary, but introduces other factors into the learning environment that some consider problematic.
This case study is based on actual events, with individual components of the case study classified as analysis cases
(units 2-4), a directed case (unit 1), and a debate case (unit 5), according to the case categories of the National
Center for Case Study Teaching in Science.
Use in Courses: The case study is appropriate for a variety of courses, including lower level and general education
courses (e.g., First Year Seminars; introductory biology, psychology, and gender studies courses; diversity courses)
as well as upper level courses within a variety of majors (e.g., developmental biology, endocrinology, reproductive
biology, human sexuality, psychology of gender, and various LGBTQ studies courses). When incorporated into
upper level courses, supplementary readings specific to the course of interest can be added to expound upon the
material or ideas presented in the case study. For example, when used in a developmental biology courses, the
instructor could add additional reading materials that highlight other transcription factors (beyond Rspo-1 and
SRY) that play a role in directing sexual differentiation (e.g., SF-1, SOX 9).
Of note is the fact that the activities included within this case study support High Impact Educational Practices as
defined by the AAC&U (namely, educational practices that are known to foster a high level of engagement and
thus enhance academic performance and retention). For example, the exercises associated with units 1, 2, 3, and
5 are collaborative, student-centered assignments in which students work together in class to solve problems.
Furthermore, the case study in its entirety addresses diversity issues in that the readings and documentary
encourage students to explore life experiences that may differ from their own. This interdisciplinary case study
also contains a writing intensive component (associated with unit 2), another high impact practice that benefits
students at every stage of their undergraduate career. Finally, this case study would be an ideal component of high
impact practices such as first year seminars and/or learning communities, particularly those that address diversity
issues. Within the context of a learning community, the case study could serve as a springboard for other diversityrelated extracurricular events, such as hosting a panel of speakers with diverse representations of sex and/or
gender.
********
Professor Bauer was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
3
Should English be the Official Language of the United States?
Lynn Burley, PhD
Department of Writing, The University of Central Arkansas
Conway, Arkansas
LBurley@uca.edu
Abstract: This case study examines the idea of declaring English as the official language of the United States,
considering issues of language planning, national identity, Constitutional rights, education, financial costs and
minority group rights. The case uses readings covering these issues as well as U.S. Census Bureau data to help
define who does and does not speak English and the historical context of immigrants. Students begin with readings
from the leading organizations for an official language (ProEnglish and U.S. English) and several readings from
James Crawford, President of the Institute for Language and Education Policy, and from the Linguistic Society of
America. Next, students must determine how U.S. Census Bureau language data from 1970 to 2010 can be used to
understand the context of non-native English speakers. Then complicating factors are introduced as students
consider the consequences of having an official language, 1) for minority groups, particularly Native Americans; 2)
for language education in public schools as well as adult education; and 3) for U.S. citizens’ rights as defined in the
U.S. Constitution. The case study can be taught in whole or in part or can be expanded to cover in more depth
issues of education, language rights, policy planning, bilingualism and/or statistics.
This is a Dilemma/Decision case that asks students to ascertain the facts, analyze the problem, consider solutions
and determine the consequences of the solution.
Use in Courses: This case was developed for a first-year general education seminar course called Language,
Culture and Society, an introductory course in linguistic anthropology meant for students of any major. Issues in
this case are relevant in other linguistics courses examining language and identity or language use, in education
courses examining teaching English to non-native speakers and bilingual education, in language courses examining
second language acquisition, in political science courses examining government and politics, or in courses that
concentrate on interpreting descriptive statistical data such as in sociology courses and quantitative reasoning or
quantitative literacy courses. The case can be extended to cover some areas more in-depth such as how U.S.
Census Bureau data are relevant, how data are collected and how those data can be interpreted. Educational
issues are also of great importance and can be extended to how public school systems teach non-Native English
speakers, how second languages are learned, and which pedagogical methods are best.
********
Professor Burley was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
4
Exploring Lawns and Gardens as Complex Socio-Ecological Systems
Loren B. Byrne, PhD
Dept of Biology, Marine Biology & Environmental Science, Roger Williams University
Bristol, Rhode Island
lbyrne@rwu.edu
Abstract: Lawns and ornamental gardens are ubiquitous in urbanized environment and thus familiar to (almost)
everyone. However, few people have probably thought about the complex social and ecological context of the
motivations, behaviors and consequences of urban landscape management. Strong social expectations that drive
the maintenance of stereotypical, idealized lawn and garden appearances (which vary due to geographical context
and other factors) are largely unquestioned and taken for granted. Yet, the possible negative environmental and
human health outcomes of management practices give rise to concerns about whether people and society have
ethical responsibilities to reduce any risks that may arise from them. In this context, lawns and gardens provide an
exciting interdisciplinary educational opportunity to engage undergraduate students in scientific and
environmental thinking, and evidence-based and ethical decision making in a complex systems context. As such,
this teaching case study utilizes lawns and gardens as a focus to help students: 1) learn about concepts from
environmental and social sciences; 2) create mental models for thinking about systems and complex humanenvironment relationships; and 3) develop their quantitative thinking, and analytical and ethical reasoning skills. In
addition, the case integrates opportunities to foster students’ metacognitive skills and help them develop personal
views and conclusions about lawns and gardens. Through a variety of topics and activities, this case integrates
elements of analysis, decision, directed, discussion, and jigsaw case studies. Facilitators will be able to adapt the
content and learning activities to a wide range of teaching contexts across disciplines and student levels, and that
vary in duration from two to five class periods.
Use in Courses: Although lawns and gardens are interesting (and practical) to think about on their own terms, they
provide a useful gateway for learning about many disciplinary and societal topics. As such, this case study was
designed to cut across many teaching contexts and objectives. In particular, its central strength is facilitating
interdisciplinary and systems thinking in the context of human-environment relationships and through the
integration of environmental and social scientific content. The case has relevance to the teaching of, and can be
adapted for, courses from many disciplines, within majors and for general education programs. It is also
appropriate across undergraduate student levels, from first-years to seniors.
It is primarily written from an environmental and sustainability science/studies viewpoint and will easily fit within
related courses and lessons, including introductory ones and advanced ones pertaining to urban ecology,
environmental management, and sustainability analyses. In addition, the case, or aspects of it, are adaptable for
use in courses from diverse fields (history, political science, architecture, philosophy, communications,
engineering, etc.), especially specialized courses and lessons in them that intersect with environmental and urban
issues. The case’s content was written to stand alone so it could be used with introductory students and those
from non-environmental or science majors who have less environmental and social science background (as in nonmajors general education science courses).
The case has relevance to identified high-impact teaching practices as described by the AAC&U. Because of its
interdisciplinary topic and content, the case has broad applicability to general education courses such first-year
and senior/capstone seminars. Further, because it includes many opportunities for group work and discussion, it
would also be very useful for use in learning communities and for courses that emphasize collaborative learning.
Writing for reflection and formal analyses is integrated throughout the case; as such, it also has relevance to
writing-intensive courses.
********
Professor Byrne was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
5
People, Places, and Pipelines: Debating Tar Sands Oil Transmission
Tami S. Carmichael, PhD
Humanities and Integrated Studies Program, University of North Dakota
Grand Forks, North Dakota
tami.carmichael@email.und.edu
Abstract: This case study uses the pertinent topic of tar sands and tar shale oil transmission to help students
develop skills in scientific reasoning and critical thinking. The topic is of current concern and lends relevance to
classroom activities and study, allowing students to develop important skills while tackling an issue they will see
daily in the news. Ultimately, the case moves beyond analysis of data sets and examination of source validity to
give students the opportunity to participate in the larger debate over the common good, considering when and if
the needs of the few ever outweigh the good of the many. The data included in the case for consideration are
primarily from everyday news sources - the type that every citizen encounters daily and must interpret. The case is
divided into three sections to correspond with three 1.5-2 hour class sessions. The first part requires that students
consider data pertaining to oil transmission via rail, freight, or pipeline and the effects of these transmission types
on the environment. The second section familiarizes students with the effects of oil transmission methods on
humans, including the effects on employment, recreational and visual resources, and on native peoples and sacred
places. The third and culminating section provides individual students with the opportunity to articulate and
support personal perspectives on the topic in a format that could be utilized in real-world forums of debate on the
topic. To be most effective, the use of online forums for posting student responses should be used.
Use in Courses: This case study was developed for use in general education courses where students may not have
strong backgrounds in the sciences. The case is meant to allow students to develop scientific thinking and
integrative reasoning skills in the context of a current pertinent topic that has broad-ranging, interdisciplinary
components and ramifications. However, it may also be used in courses that are more heavily focused in the
sciences or in environmental issues. It has been developed primarily for first or second year students. Additionally,
this case can be used in freshman seminars, or in integrative/interdisciplinary classes dealing with natural
resources, sustainability, environmental issues and policy, or current events.
Using this case study in a small class allows students the opportunity to develop critical reasoning skills and
communication skills by focusing on an area of current concern. They will be connecting their learning skills to real
world issues and decision-making. This is the case for students in a larger class as well; however, using this case
study in a larger, lecture-formatted class provides the opportunity for flipping the classroom and allowing students
to engage directly with the material and work through problems and issues together as learners.
In any of these scenarios, students will encounter data, arguments, and ethical situations that require that they
think carefully about the material and use specific data and arguments to formulate reasoned responses. They will
also work in teams as they consider the information and will have the benefit of learning from each other and
considering each others' perspectives.
********
Professor Carmichael was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
6
Organic Foods: Examining the Health Implications
Katherine Hunting, PhD, MPH
Department of Environmental & Occupational Health, The George Washington University
Washington, District of Columbia
hunting@gwu.edu
Abstract: This case study examines the health implications of organic versus conventional food production, with
an emphasis on environmental and occupational health considerations. It unspools from the perspective of a
hypothetical college-aged shopper contemplating supermarket produce options. Evidence is presented from a
systematic review and meta-analysis published in 2012 which attempted to address the question: “Are organic
foods safer or healthier than conventional alternatives?” Students examine other types of evidence as well,
including results from a national biomonitoring program which measures pesticide metabolites in the urine or
blood of a representative sample of the U.S. population. Part I of this case study briefly introduces issues relevant
to the health implications of organic versus conventional foods, and then focuses strongly on statistical concepts.
Part II focuses on evidence regarding four major environmental and occupational health issues: pesticide
exposures, meat animal production practices, carbon footprint, and nutrient pollution. Part III briefly explores
other issues such as food additives, genetic engineering, and the cost of organic versus conventional foods. Part
IV returns to the decision of the protagonist in the supermarket aisle. The case may be taught as a whole, or
instructors may choose to emphasize certain parts of the case and particular key questions depending on their
learning goals. This is an analysis case which also includes elements of a decision case. It can be effectively taught
combining all-class facilitated discussion and small-group in-class student work. Suggestions for written
assignments or exams are also included.
Use in Courses: This case study was initially developed for an undergraduate environmental health class consisting
mostly of juniors and seniors. Case material is also relevant to courses in environmental science, sustainability,
biology, food issues, technology and society, and statistics or quantitative methods. The case can be easily
adapted to be taught either as a whole, or in parts. Depending on their learning goals and student backgrounds,
instructors may choose to emphasize certain parts of the case and particular key questions.
This case’s focus on the health and environmental implications of industrial food production provides a great
opportunity for students to explore, analyze, and integrate issues connecting food, health, environment, and
sustainability. The case could be used in integrative first year seminars or capstone courses focusing on food
issues or on sustainability. It could serve as an excellent semester-long project for students in integrative first year
seminars. Compared to more advanced students, freshmen might need additional preparation and time to work
through the case. The case’s integrative work encompassing topical issues, examination of evidence, and
statistical interpretation of data would provide solid foundations for subsequent courses in diverse fields. Some of
the key questions could be used as is or modified (as suggested in the Facilitator’s Guide) for use as assignments in
writing-intensive courses. The case provides opportunities for students to work collaboratively in small groups.
While much of the quantitative evidence presented is U.S.-based, the case also has a strong global perspective, as
reducing the carbon footprint of food production is a critical worldwide sustainability issue.
********
Professor Hunting developed this case study as an example for the STIRS Program
7
The (Ferret) Sneeze Heard Around The World: The Case Of The Bioengineered Bird Flu
Jill M. Manske, PhD
Department of Biology, University of St. Thomas
St Paul, Minnesota
jmmanske@stthomas.edu
Abstract: This case study explores Gain of Function (GOF) research and Dual Use Research of Concern (DURC). It is
based on the actual events and controversy regarding experiments in which highly pathogenic H5N1 avian
influenza was engineered to be transmissible between mammals, and the issue of whether or not the papers
describing this work should be published. Part 1 introduces the story, some basic background of influenza, and the
concept of Dual Use Research of Concern. Part 2 walks students through the experiments that were the focus of
the controversy. In the third part of the case, students read and watch some of the debates conducted during the
controversy and evaluate the arguments. In the final part of the case, students debate the question that was
central to the controversy: should gain-of-function experiments on highly pathogenic agents such as avian
influenza proceed and be published in full? The case can be taught in full, or broken up into units that the
instructor can select depending on learning goals, course topic, and student experience. Through this case,
students will understand the basic biology and epidemiology of influenza and reinforce quantitative skills including:
interpretation of data and figures; evaluation of vaccine efficacy and effectiveness; disease surveillance;
calculation and interpretation of case-fatality rates; and risk calculation and communication. Students also will
explore how scientific data inform policy and related questions of scientific ethics. This is an analysis case based
on actual events and studies, which also includes elements of Discussion and Debate.
Use in Courses: This case study was initially developed for an undergraduate senior level seminar in Emerging
Infectious Disease. Case material also is relevant to courses in biology, environmental science, technology and
society, policy, or ethics. The case can be easily adapted to be taught either as a whole, or in parts. This case can
be taught as an interrupted case throughout the course of a semester, or within a shorter unit.
Depending on their learning goals and student backgrounds, instructors may choose to emphasize certain parts of
the case and particular key questions. Some specific suggestions for using this case in non-majors and introductory
classes are provided in the Facilitator’s Guide.
This case can be used in first year seminars as well as capstone experiences. It serves as an engaging case for
interdisciplinary courses or theme-based courses.
********
Professor Manske was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
8
Rising to the Challenge: Examining the Effects of a Growth Mindset
Sal Meyers, PhD
Department of Psychology, Simpson College
Indianola, Iowa
sal.meyers@simpson.edu
Abstract: This case study examines the likely consequences of having a fixed versus a growth mindset. Dweck
(2006) published a book on growth versus fixed mindsets in which she argued that people who view intelligence
and ability as things that grow and change over time are more successful than people who view intelligence and
ability as fixed entities that are essentially unchangeable. Journal articles on this topic use the terms entity and
incremental beliefs instead of fixed and growth mindset. Using a series of jigsaw activities, evidence is presented to
address the question: Why, when faced with difficult course material, do some students rise to the challenge and
perform well and others back away from it and not do well? Using a jigsaw activity, Part I of the case introduces
students to the difference between observational and experimental designs as they examine the results of four
different studies regarding mindsets about ability. Part II uses a jigsaw activity to broadening students’
understanding of growth and fixed mindsets to include mindsets of math ability, mindsets of interest in academic
majors, mindsets of willpower, and instructor’s mindsets of ability. Part III is optional; it provides students with the
opportunity to conduct their own empirical research projects concerning mindsets. Finally, students will be asked
to design a way to increase students’ academic achievement using mindset theory and to use the scientific
evidence they have been considering to support their conclusions. Suggestions for paper assignments and video
presentations are also included.
Use in Courses: The jigsaw portions of this case study were initially developed for a non-disciplinary,
undergraduate first-year experience course. The data collection portion was designed for a research methods
course in psychology. The case material could also be used in other psychology and/or education courses such as
introduction to psychology, educational psychology, human motivation, social psychology, child development,
cognitive psychology, foundations of education, student development and learning, exceptional students, and
math education. The case can easily be adapted to be taught either as a whole or in parts.
This case could be used in any first year seminar (or senior seminar) that includes a discussion of student learning,
personality, or individual differences. The case provides opportunities for students to work collaboratively in small
groups.
********
Professor Meyers was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
9
Preventing Spina Bifida and Other Neural Tube Defects
Richard Riegelman MD, MPH, PhD
Department of Epidemiology, The George Washington University
Washington, District of Columbia
riegel@gwu.edu
Abstract: Neural tube defects including spina bifida and anencephaly result from failure of closure of the cranium
and spinal column. These severe developmental anomalies normally occur during the first month of gestation
before most women recognize that they are pregnant. Neural tube defects are among the most common
congenital defects, occurring in approximately 1 per 2,000 deliveries in most parts of the world including – until
recently – the United States. This case describes a series of investigations, including population comparisons
(ecological studies), case-control studies, cohort studies and randomized controlled trials, illustrating the steps
used to establish folic acid deficiency as a contributory cause of neural tube defects. The case study also illustrates
the effectiveness of increasing folic acid intake in women of childbearing age and challenges students to draw
conclusions and make recommendations. This is a capstone or advanced undergraduate analytical case study
which selectively illustrates key quantitative reasoning concepts drawn from the four component of the STIRS
frameworks i.e. scientific thinking and evidence-based problem solving; study design, implementation and
execution; data-based and statistical reasoning; plus analytical and logical reasoning and evidence-based decision
making . The case requires background preparation by students and basic understanding of study design and use
of statistics. Essay and objective questions are provided along with sample answers for Facilitators to use as part of
the case and/or for student assessment. Recommendations are made for VALUE rubrics that may be used to
evaluate the case study as well as materials that may be included in e-folios.
This is an Analysis Case, based on case categories from the National Center for Case Study Teaching in Science. The
case study is based on actual events/studies.
Use in Courses: This case study may be used as a module in a variety of upper level undergraduate courses
including senior seminars and capstone courses, evidence-based thinking/ critical thinking courses, including
specific topics courses such as food and health, developmental biology, reproductive health, or society and health.
In addition, this case would enhance student mastery of concepts for research methods oriented courses in the
sciences, social sciences, and public health. The case could be coupled with additional materials on screening
and/or balancing harms and benefits and utilized as part of a capstone or synthesis course; suggestions for this are
included in the Facilitator’s Guide.
The case study is well suited to advanced undergraduate courses and may be incorporated into a capstone course.
********
Professor Riegelman developed this case study as an example for the STIRS Program.
10
MMR Vaccine and Autism: Scientific Inquiry, Ethics, and Evidence-Based Problem Solving
Karen Singer-Freeman, PhD
Department of Psychology, Purchase College, State University of New York
Purchase, New York
karen.singer-freeman@purchase.edu
Abstract: Students who complete this analysis case study will develop scientific thinking and evidence-based
reasoning skills by examining research exploring the relation between the MMR vaccine and autism. The safety of
vaccination is a popular topic in the lay media, and there has been a great deal of recent attention to the
resurgence of diseases because of falling vaccination rates. The case is based solely on actual events. In Part I
students will learn how vaccines protect against illness and will become familiar with several vaccine-preventable
diseases. In Part II students will learn about research ethics, research design, and the interpretation of data. In Part
III students will consider ways that different public policies regarding vaccination can impact public health and
individual freedom. In a series of activities, students will consider ethical violations, interpret visual displays of
data, design possible research studies, evaluate data from published studies, and consider the potential costs and
benefits of changes to public policies about vaccination.
According to the classification system used by the National Center for Case Study Teaching in Science, this case
employs various approaches, including those of analysis, debate, and an interrupted case.
Use in Courses: This case teaches topics in scientific thinking and evidence-based reasoning, including: the
consideration of ways in which evidence can be used to advance knowledge, the application of design and
statistical reasoning principles to the evaluation of evidence, and the analysis of ethical issues which are inherent
in research. Courses that might benefit from including these topics include first year seminar courses, and
experimental design courses. Because the topic of the case is vaccination, it would enrich introductory courses in
child development, public health, epidemiology, or biology. This case would also be a valuable addition to summer
research programs for undergraduate science students.
********
Professor Singer-Freeman was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS Program.
11
To Drill or Not to Drill? A Dilemma in the Context of Climate Change in the Arctic
Vandana Singh, PhD
Department of Physics and Earth Sciences, Framingham State University
Framingham, Massachusetts
vsingh@framingham.edu
Abstract: This dilemma/decision type Case Study presents a complex real-world situation to students: that of
accelerated melting in the Arctic, a consequence of climate change, and its impact on local communities and the
environment. The fictional but real-world-based situation calls on students to act as consultants hired by a
community of Iñupiat Eskimos at the edge of the Arctic Ocean in Alaska, who wish to make an informed decision
whether or not to support some combination of offshore and land-based oil and gas drilling in their area. Through
readings, videos and classroom activities the students study the science and evidence for climate change in the
Arctic, as well as its current and projected impacts on climate, biodiversity, culture and economy. They study the
possible impacts of oil and gas drilling, economic and environmental, as well as the possibility of alternative
energy. Throughout, students are encouraged to think about these interlinked issues within a complex systems
framework. They then present four scenarios for the community’s consideration.
This case study gives students the tools to think scientifically about climate disruption, to evaluate the reliability of
information, to interpret data, to understand where the uncertainties lie, to comprehend the barriers to action,
and to begin to visualize alternatives, and perhaps their own role in shaping the world to come.
To successfully complete this case, students should have basic familiarity with climate change concepts. The
Facilitator Guide provides instructors with teaching resources for courses where students have not previously
studied these concepts.
Use in Courses: Courses that would benefit from the inclusion of this case study include any courses in which
climate change and/or social justice/indigenous rights are relevant. An integrative introductory physics or biology
course (such as “Physics for the Liberal Arts” or “Science and Environment”), an environmental science or
sustainability course, a course on climate change that calls for a component on the human face of climatic impacts,
as well as courses ranging from environmental justice to indigenous rights would benefit from inclusion of this case
study. The interdisciplinary nature of climate change allows for such wide usage of the material in the study. In
addition the material is ideal for a seminar course on the subject of climate change and indigenous rights.
This Case Study is ideal for learning communities, linked courses, first-year seminars and other high-impact
practices. First, it brings real-world relevance to disciplines that many students consider irrelevant to their daily
lives. Second, it brings down disciplinary boundaries so that students can experience how, for instance, apparently
disparate subjects like physics and economics might intersect in the real world. Thirdly, it allows students to
experience the complexity of the real world and introduces them to thinking in systems, a skill increasingly valued
in our world. The opportunity to read a variety of material from different disciplines, all relating to the problem of
climate change, and to teach other students through cooperative learning practices allows students to complicate
their understanding of the real world beyond black-and-white categorizations. Fourthly, this Case Study brings to
the forefront the vital global issue of climate change that is already changing our world and is likely to have a
profound impact on our students’ lives. The several classroom discussions embedded in the Student Case,
following related sets of readings, allow students to immediately express, discuss and internalize what they have
learned, with the guidance of the instructor.
********
Professor Singh was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS program.
12
Cell Phones and Cancer: Evaluating the Evidence to Assess Potential Association
Jennifer S. Stanford, PhD
Department of Biology, Drexel University
Philadelphia, Pennsylvania
jss75@drexel.edu
Abstract: In this case study, students will study the potential link between cell phones and cancer. This is a
popular topic in the lay media, which tends to present anecdotal cases to support the idea that cell phones cause
cancer. This case will challenge students to learn to effectively evaluate research data, for example: why study size
is important, why it is critical to have study and control groups, how causation is determined, and what
confounding variables are. Students will be presented with anecdotal, epidemiologic and experimental data and
will be asked to evaluate study designs and outcomes. As part of this case, students will learn about the ethics of
conducting research with human subjects, and why some experiments are unethical to conduct. Students will
learn in brief about the molecular changes that cause cancer, and the type of radiation emitted by cell phones.
Students will make predictions about outcomes that would suggest an association between cell phone use and
cancer, and evaluate outcomes data from existing studies to determine if such an association exists. At the end of
this case, students will be expected to make evidence-based recommendations about their own cell phone use and
– in light of evidence reviewed in the case – to consider the costs and benefits of funding additional research
studying the potential association between cell phone use and cancer. This is an analysis case that uses actual
events.
Use in Courses: This case could be used in association with a variety of courses or workshops to explain topics in
scientific thinking and evidence-based reasoning, including: causation versus association, experimental design, the
ethics of human subject research, and the importance of sample size, among other topics. Courses that might
benefit from including these topics include first year seminar courses, general education courses or research
methods courses. The optional activities in this case could also be used as a part of a writing-intensive course.
Because the focus of the case is on cancer and radiation, it might also be of interest in courses that cover radiation
and its effects on human health, such as: biology (general, cell or cancer), environmental health, epidemiology,
occupational health, or physics.
********
Professor Stanford was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS program.
13
The Role of Evidence in Emergency Health Care Policy and Law:
Rory Staunton and NYU Langone Medical Center
Joel Teitelbaum, JD, LLM
Department of Health Policy, The George Washington University
Washington, District of Columbia
joelt@gwu.edu
Abstract: The Langone Medical Center Student Case, which is based on real events, offers an opportunity to
discuss health law and policy and the role of medical evidence in applying the former and formulating the latter. It
provides an example of the ways in which the use of evidence in emergency medical care can have life or death
consequences, and then considers whether the use (or not) of evidence in the example is itself (a) evidence of
wrongdoing in a legal sense and/or (b) evidence of the fact that policy should be changed at either the institutional
or state level so that similar outcomes can be avoided in the future. Depending on facilitator preference, the case
can be structured as an Analysis case, a Directed case, a Discussion case, or a Role-Play case – or some
combination of these – using the definitions provided by the National Center for Case Study Teaching in Science.
Use in Courses: A nice thing about this case is that it allows students to contemplate and analyze the facts and
consequences from multiple perspectives -- legal, medical, policy, and ethical. In fact, one of the most interesting
uses of this case is to model the plot device used in Akira Kurosawa’s famous movie “Rashomon,” a 1950 Japanese
period drama which forces viewers to consider multiple characters’ portrayal of alternative, mutually contradictory
versions of the same incident. Through the eyes of four witnesses, the film treats viewers to widely differing
accounts of a crime, and the accounts may or may not be influenced by the self-serving desires of the characters.
In the Langone Medical Center case, students could undertake multiple readings of the tragic facts at the core of
the case, considering both the legality of what occurred and what (if any) changes to pursue from the four angles
noted above. The case can be easily adapted to be taught either as a whole or in parts.
The multi-dimensional nature of this case offers a great opportunity for students to explore, analyze, and integrate
issues connecting law, policy, and medical care. This case would also be of interest to students in pre-medical
programs. The case would probably be most effective for third or fourth year students.
The case provides opportunities for students to work collaboratively in small groups and it could be used in
capstone courses focusing on health law or public health policy. It also provides ample opportunity for students in
writing-intensive courses to enhance their analytical writing skills.
********
Professor Teitelbaum developed this case study as an example for the STIRS Program.
14
Trends in Immigrant Adolescent Health in New York City:
“Becoming an American Can Be Bad for your Health”
Katie B. Wilson, MA
Department of Interdisciplinary Studies, Stella and Charles Guttman Community College,
The City University of New York
New York, New York
Katie.Wilson@guttman.cuny.edu
Abstract: This case study examines health issues experienced by immigrant teens adapting to life in urban
America, particularly adolescent girls from Mexico who have immigrated to New York City. The case study employs
perspectives in public health, anthropology, and history. In Part 1, students reflect on prior knowledge, consider
initial perspectives, and meet Maria, the case’s fictional protagonist. In Part 2, students think through health
trends in the U.S. adolescent population and how these trends might impact newly arrived immigrant teens. Part 3
begins by introducing students to historical and contemporary perspectives on immigration in the US and ends
with an examination of the actual health profile reports from New York City. In Part 4, students use an
interdisciplinary framework to analyze the impact of various factors contributing to Maria’s health status and
connect their observations to evidence uncovered in the first three parts of the case. Additionally, students use the
social-ecological model to think through possible interventions at different levels of society. Part 5 asks students to
create an evidence-based solution that provides recommendations for improving Maria’s health, as well as the
health of other adolescents who have recently immigrated to the US. It is recommended that this case is taught as
a whole, but instructors may choose to select certain sections of each part, depending on their learning goals. This
is an analysis case with ample opportunity for discussion. Suggestions for additional assignments, including a
service learning project, an innovative business plan, or a research paper are included.
Use in Courses: This case was developed with a first-year, public health-related, interdisciplinary course in mind. It
would interest students and instructors in virtually any social science-related course in which cross-disciplinary and
evidence-based reasoning are central learning outcomes. The case content is particularly appropriate for courses
that touch on immigration, adolescent health, urban health, and/or health disparities. It might be best utilized as
an introductory activity, however, could also be used at any point in the semester. If used at the end of a semester
as a culminating activity, it is suggested that the requirements for the final outcome – a public health
recommendation report – might be extended.
Students are asked in this case to think about history, culture, social structures, health, adolescent development,
urban anthropology, and more; issues of cultural diversity are aptly illustrated. The case is interdisciplinary in
nature, therefore could be used in a variety of high impact practices, for example, a freshman seminar course, a
themed course meant to provide a common intellectual experience, or a capstone course. This case also provides
numerous opportunities for student written work, and thus could be employed in a writing-intensive course.
Finally, service learning could be incorporated as an optional activity.
********
Professor Wilson was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS program.
15
Blood Doping: Cheating, or Leveling the Playing Field?
Adele J. Wolfson, PhD
Department of Chemistry, Wellesley College
Wellesley, Massachusetts
awolfson@wellesley.edu
Abstract: The case presents evidence in the debate regarding the use of performance-enhancing drugs,
particularly erythropoietin (EPO), to achieve an advantage in sports. It describes the accomplishments of a
particular cross-country skier with a rare genetic mutation leading to overproduction of red blood cells and, hence,
enhanced ability to deliver oxygen to muscles. This situation is contrasted with the scandals that have emerged in
the world of cycling when it was revealed that Lance Armstrong and teammates used EPO to increase their own
red blood cell count. Using an essay by Malcolm Gladwell as the jumping off point, we raise the question: is it
wrong to apply science to level the playing field? Alternatively: How is use of EPO different from using glasses to
correct eyesight, or orthopedic surgery, or any number of other training techniques? The case takes students
through the necessary background information on EPO action, its therapeutic uses and (what is assumed to be) its
abuse in sports, as well as methods of detection. It provides an opportunity to introduce some basic biochemistry
related to protein structure, signal transduction, and methods of detection. The case ends with an intimate
(paired) debate and group recommendations for governing sports authorities. The case requires some knowledge
of biology/biochemistry on the part of the instructor.
It is a dilemma/decision case, based on the categories from the National Center for Case Study Teaching in Science.
The case is based on actual studies and news stories.
Use in Courses: The case study was designed for a First-Year seminar on the topic of Blood. It assumes no
background knowledge on the part of the students other than some basics of high school chemistry. Depending on
the background and interests of the students and the amount of time you wish to devote to it, the case could be
explored in greater depth for biology/biochemistry and/or statistics. It could also be used as a module in an
advanced-level biology/biochemistry or statistics course, in which case the assignments would include the full
articles from which the figures are drawn.
As noted, the case is meant for use in a FY seminar. It may also be modified for a writing-intensive course, with the
embedded questions or final debate as in-depth writing assignments. At least some of the in-class and out-of-class
assignments should be done as collaborative projects.
********
Professor Wolfson was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS program.
16
Congressional Apportionment:
Constitutional Questions, Data, and the First Presidential Veto
Ryan J. Zerr
Department of Mathematics, University of North Dakota
Grand Forks, North Dakota
ryan.zerr@email.und.edu
Abstract: This case study considers the matter of congressional apportionment – how the seats in the U.S. House
of Representatives are allocated among the states. The perspective is an historical one, using the text of the U.S.
Constitution and data from past U.S. Censuses. Although a hypothetical contested U.S. presidential election is
used to frame the possible implications, all of the work for this case study is rooted in actual historical information
and events. The case culminates with a consideration of the 2000 U.S. presidential election.
The case contains a number of historical vignettes which ask the reader to consider the decisions and
interpretations made at the time. An effort is made to place the reader, in terms of the information available to
them, in the given historical situation. This case should appeal to those with interests in history, political science,
and/or mathematics. Written as an analysis case, it can also be easily adapted for use as a debate or role-play
case, befitting historical situations that often involved congressional debates on apportionment. This case asks the
reader to analyze quantitative evidence and use basic mathematics to reach sophisticated conclusions. The case is
writing intensive, and asks the reader to develop and defend conclusions through multiple brief papers.
Use in Courses: This case could easily fit into a first-year seminar course or a liberal arts-themed mathematics
course. These are the two situations the author has direct experience with. More conjecturally, it may be
appropriate in certain history or political science settings. The case asks students to produce a number of written
documents, and thus is writing intensive. Finally, because the case content fits at the intersection of history,
political science, and mathematics, it could be used in any situation where integrative learning is an important
consideration.
********
Professor Zerr was named an AAC&U STIRS Scholar in 2014
and developed this case for the STIRS program.
17