Comprehensive Approach to the Development of Communication and Critical Thinking: Bookend Courses for Third- and Fourth-Year Chemistry Majors

Communication and critical thinking skills are integral to the undergraduate chemistry major. A bookend, two-course model has been implemented to supplement chemistry subfield knowledge with the development of these skills. The third-year course introduces the chemical literature and addresses these...

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Bibliographic Details
Published in:Journal of chemical education 2014-10, Vol.91 (10), p.1649-1654
Main Authors: Klein, Geoffrey C, Carney, Jeffrey M
Format: Article
Language:English
Subjects:
Business
Capstone Experiences
Chemistry
Cognition
College Science
Communication
Communication Skills
Critical Thinking
Curriculum Development
Graduate schools
Graduate studies
Knowledge
Literature reviews
Majors (Students)
Organic chemistry
Program Proposals
Research Proposals
Science Curriculum
Science education
Science Instruction
Science Process Skills
Scoring Rubrics
Skills
Student attitudes
Student Research
Student Surveys
Teaching Methods
Thinking Skills
Undergraduate Study
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Summary:Communication and critical thinking skills are integral to the undergraduate chemistry major. A bookend, two-course model has been implemented to supplement chemistry subfield knowledge with the development of these skills. The third-year course introduces the chemical literature and addresses these skills through the synthesis of a literature review and oral presentation by summarizing and evaluating articles in a self-selected chemical topic. In the fourth-year capstone course, communication and critical thinking are further enhanced by the production of a student-designed research proposal and the dissemination of experimental results of the proposed research through a final manuscript-style report and an oral presentation. A robust assessment plan for communication skills using faculty-designed rubrics and an end-of-semester student symposium are currently in place. Preliminary assessment of authentic student artifacts and student perception, through exit surveys and course evaluations, indicated substantial growth in these areas. The two courses provide the opportunity for chemistry majors to attain the skills necessary to function as scientists whether they plan to attend graduate school, professional school, or enter industry.
ISSN:0021-9584
1938-1328
DOI:10.1021/ed400595j