Instructors, particularly those teaching public policy, often wish to incorporate the development of practical skills into their course assessments. These can range from writing briefs to novel research papers. Instructors also often desire to increase the rigor and utility of these assignments. More often than not, a skill may be developed, but the product is discarded at the end of the course. This article describes the incorporation of writing case studies for Case Studies in the Environment into an upper-level undergraduate course that also included graduate students. Students were required to meet the submission criteria for the journal and were encouraged, but not required, to submit their cases for publication after the course ended. While the course was small, and thus the projects manageable, the following discusses how a team approach could be employed in other classes and how students rose to the occasion in creating potentially publishable work.

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