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 semester, 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 poster will present the results from a two-year longitudinal study assessing the development of critical thinking skills using a five-point scale rubric.

Did the conversion to semesters impact the development of critical thinking skills assessed using student group presentations?

247th National Meeting (2014)

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