Case teaching is a marriage of a particular kind of text—a carefully crafted narrative—with a particular classroom approach, active questioning techniques that encourage students to inhabit the story. Case teachers have found these techniques to be so effective that they can use them with other materials that, on the surface, bear little resemblance to the brief, descriptive accounts in traditional cases. The assignments and procedures that case teachers apply to these materials mirror those they practice with traditional cases. As students and teachers gain proficiency with cases, this strengthens and makes easier the caselike use of other materials, and vice versa.
Case teachers have also found that students extrapolate their case learning experience to other texts, even if the teachers have not planned or encouraged this. This chapter, then, is offered as a guide both to the application of case teaching techniques to other kinds of material and to a process that will probably occur, whether or not you consciously will it, once you start teaching with cases.
Within case teaching circles, a variety of materials utilized as cases have come to be known as noncase cases or nontraditional cases. These terms, like the equally inelegant phrase nongovernmental organization, identify such materials in the negative, because the