ABSTRACT
This chapter provides the reader with a better understanding of case study as a research strategy and about its usefulness for understanding how a specific reality can illuminate a general problem. The term case study is used by different people with different meanings. The chapter focuses on case studies as a qualitative research strategy focusing on the study of a particular bounded social system, such as a classroom, a school, a unit, a program, and so on. Data analysis is inductive and starts with the beginning of the study; interpretation is ideographic. The case study was developed around Christy Evans, an assistant professor in the College of Arts and Sciences at Midwestern University. The undergraduate students who attended Christy's courses during that semester had very positive perceptions of her teaching. The Teaching Advancement Board provided support through the teaching academies, the Teaching Improvement Initiative (TIA), a number of campus teaching awards, and support for faculty development on teaching.
