P451: Impact of semester conversion on assessing the development of critical thinking skills using student group presentations in biochemistry

Author: Scott M. Tremain, University of Cincinnati Blue Ash College, USA

Co-Author:

Date: 8/5/14

Time: 10:35 AM10:55 AM

Room: HON 148

Related Symposium: S37

Individual student presentations have the advantage of allowing faculty to assess numerous components of learning, including the development of critical thinking skills. However, large class sizes and time constraints often make this difficult to implement. The compromise is to have students work in small groups to give a presentation to the class on a biochemistry topic relevant in their everyday life. Starting with the Fall 2012 term, the University of Cincinnati converted from quarters to semesters and the number of student group presentations given throughout the academic year in a survey of biochemistry course decreased from three to two. Did this conversion to semesters impact the development of critical thinking skills assessed using these student group presentations? This presentation summarizes the results from a four-year longitudinal study assessing the development of critical thinking skills using a five-point scale rubric.

P93: Best practices for implementing student group presentations

Author: Scott M. Tremain, University of Cincinnati Blue Ash College, USA

Co-Author:

Date: 8/3/14

Time: 2:45 PM3:05 PM

Room: MAK B1114

Related Symposium: S14

Group presentations provide students the opportunity to develop soft skills essential to their future success. These soft skills include teamwork, leadership, project management, effective communication, critical thinking, providing peer feedback, and accepting criticism. Furthermore, it gives faculty an excellent opportunity to assess these skills and provide feedback for improvement. At the University of Cincinnati Blue Ash College, a two-year regional campus, most of the second-year students in the two-semester survey of biochemistry course transition to four-year baccalaureate programs in dietetics/nutrition, biology, and medical laboratory science. This presentation should convince you that student group presentations are worth your time and effort. Moreover, the best practices for implementing student group presentations will be discussed.