In assuming editorship of the Curriculum and Case Notes section, I look forward to continuing the good practice of my predecessors Robert Leone and Michael O'Hare in seeking articles on innovative teaching, outcome assessment, student diversity, and teaching improvement, as well as in covering the teaching of both management practice and policy analysis. To pick up a thread from O'Hare's eloquent memorial to Leone in the previous issue, I also seek submissions that advance the recognition that teaching is an intellectually and emotionally demanding activity, and therefore worthy of serious scholarship. Naturally, I intend to continue Jonathan Brock's and Richard Elmore's practice of presenting discussions of curriculum issues and case teaching applications, and encouraging the teaching and writing of new cases. Finally, I anticipate welcoming wider consideration, and critical review, of the uses of information technology in teaching public policy and management.
I invite, then, both finished manuscripts of up to 5,000 words, and less well-developed ideas, for articles that will help teachers:
1 This essay was initially drafted in 1995 and made available for distribution by the Case Program at the Kennedy School of Government. Parts of it were incorporated into "Teaching with Cases," which discusses at length a specific case that I developed at the Kennedy School, "A Policewoman's (Non)use of Deadly Force." [C16-91-1040] The longer paper appeared in Teaching Criminal Justice Ethics, edited by John Kleinig and Margaret Leland Smith (Cincinnati: Anderson Publishing, 1997). The essay here is a somewhat revised version of the 1995 draft. I am grateful to John Boehrer for thinking that it ought to receive wider circulation.