About Teaching Cases:
A popular feature in the Transactions, teaching cases report on a technique or approach to teaching communication in educational and training settings. We welcome teaching cases for either of these scenarios:
- Focused on engineers and technical professionals who must communicate in their jobs and study it as part of their curricula
- Focused on majors in professional and technical communication, and to practicing professionals in the field
The teaching case can emerge from empirical research or experience; we only ask that authors clearly indicate the nature of the data.
Guidelines for Teaching Cases
Note: We recognize that, in our effort to focus on readers and be clear with authors, our guidelines are extensive and directive. We hope, however, this detailed guidance provides authors with the strongest possible guidance and ensures the most positive outcome possible from the peer-review process.
|Formatting References||Follow the IEEE style for formatting references, which differs from the APA and MLA styles that are more widely used among professional communicators.For instructions on formatting references, see Guidelines for Formatting References.|
|Formatting Text||Note specific guidelines regarding:
See the Guidelines for Formatting Manuscripts for details.
Please use these titles as major section headings
Address these issues in the section
|Introduction||This section is intended to situate the case study and explain its significance.|
|Open by explaining:
|Close this section by:
|Situating the Case||This section is like a literature review but primarily focuses on showing how this particular case is representative of a larger class of cases, as well as briefly identifying the key research and theories that guided it. The literature cited in this section should include both peer-reviewed and popular sources. Note that readers are more likely to be familiar with the popular sources; such sources and conference proceedings are likely to contain cases similar to this one. Make sure that the list of sources includes citations to literature in professional and technical communication, to situate the case within the larger conversation in the primary field of study for this journal.Note: Keep this section to approximately 750 words. The goal is to situate the case in the literature, not provide a comprehensive literature review.|
|Immediately following the Situating the Case heading, add a short paragraph that provides a preview of the section. The paragraph should follow this format: SENTENCE 1: In 30 to 40 words, state the overall purpose of the section. SENTENCE 2: This section starts with list the sub-sections in the section, using words that match word-for-word the titles of the subsections.|
|Next, explain how you selected literature to include in the review.Explicitly state which topics were chosen (and, if they were not mentioned in the discussion of the theoretical framework, explain why you chose them)
|Next, describe similar cases presented in the literature. Include at least 3 cases.|
|Then, theme by theme, name and define relevant theories and research that apply to this case—and explain why they’re relevant.|
|How this Case Was Studied||Because case studies are intended to be based on real data, this is an important section. Even if this article did not result from a formal research study, please disclose this information so that readers are aware of what data informed the case and how it was collected. When doing so, however, indicate that data collection was laissez-faire. Note: Keep this section to approximately 500 words. The goal is to explain how the case study was compiled and demonstrate that there was some rigor and critical thinking involved; it is not necessary to present the level of detail that another researcher would need to duplicate the case.|
|Immediately following the How this Case Was Studied heading, add a short paragraph that provides a preview of the Methodology section. The paragraph should follow this format: SENTENCE 1: In 30 to 40 words, state the overall purpose of the section. SENTENCE 2: This section starts with list the sub-sections in the section, using words that match word-for-word the titles of the subsections.|
|Repeat the research questions.|
|Next explain how the study was conducted. Note that many authors often mix methods and results in this section. So please only explain how the data was collected, do not report what data was collected. That will be reported in the Results section.|
|When describing how the data was collected, include information about each of the following though the order will vary depending on the nature of the study:
Do not provide detailed, descriptive information about the actual participants. Save that information for the Results section.
Note: Only explain how the data was collected—do not report any of the data that was collected. Hold that for the results section.
Note: The use of software is not a data analysis procedure. It is merely a tool to assist with the process. However, the tool should be named in the data analysis section as the tool used.
|About the Case||Present the case in this section.Note: This is the “meat” of the article. It should be the longest section.|
|Start the section with a short paragraph that provides a preview of the About the Case section. The paragraph should follow this format: SENTENCE 1: In 30 to 40 words, state the overall purpose of the section. SENTENCE 2: This section starts with list the sub-sections in the section, using words that match word-for-word the titles of the subsections.|
|1. The Problem [Use this heading]
a. Basic problem as originally presented
b. Major constraints affecting the design and development of the project including (but not restricted to): limited budget, tight schedule, regulations stating how material should be presented, standard templates used within the organization that could not be altered, and similar types of constraints.
|2. The Solution [Use this heading. Do not place the number 2 in front of it.]
a. Brief Description of the Project [Use this heading. Do not place the letter a in front of it.] This content provides a point of reference for all later discussion in this section.Specifically, in this part, identify the following about the project:
|b. Brief Walk-Through of the Solution. [Do not use a heading—just present it.] From beginning to end, describe the final deliverable. Be brief, but provide enough detail so that readers can follow the discussion that follows. Include illustrations, if appropriate.
(about 200-300 words)
|c. Facts about the solution:
|d. Process for Developing the Solution [Use this heading. Do not place the letter d in front of it.] Note: Although the solution technically was devised as a result of this process, as a practical measure, many process descriptions make reference to one or more aspects of the resulting solution, and that discussion is impossible to follow unless the solution is described in The Solution section above. For each key milestone in the process, provide the following information (probably in this order):
Note: Ideally, would include multiple perspectives on the decisions that arose, as well as the documented response.
|e. Results: Describe the performance of the solution in addressing the initial problem after the material was published or otherwise became generally available. In some cases, it worked out well, in other instances, it did not work out well. When possible, include:
|Conclusions, Limitations and Suggestions for Future Research||This section closes the article by describing the broader implications of the study.This section has 3 separate sub-sections:
The sub-sections should be presented in this order.
|Conclusions. Present the implications of the findings within the larger context of professional communication.
|Limitations should openly acknowledge all of the limitations of the article.Some typical issues that need to be addressed:
|Close the article with suggestions for future research that would build on this one.|
|Note: Do not place an additional set of Conclusions at the end of the article.|
|Abstract||Please write the Abstract as a structured abstract. Research has shown that these types of abstracts help readers better remember the article. The format for a structured abstract for a teaching case is:
For more information about structured abstracts, click here.
Samples of Teaching Cases Published in the Transactions
L. Bednar,“Using a Research in Technical and Scientific Communication Class to teach essential workplace skills,” IEEE Transactions on Professional Communication, vol. 55, no. 4, 363-377, 2012.
P. Zemliansky. “Achieving experiential cross-cultural training through a virtual teams project,” IEEE Transactions on Professional Communication, vol. 55, no. 3, 275-286, 2012.
[Note that a subscription is required to view the article. If you do not already have a subscription, your library might.]
To learn about the criteria that reviewers consider when providing feedback on a teaching case, click here.