Linking Oral Communication in the Chemistry Classroom to the American Association of Colleges and Universities VALUE Rubric

Potts, Gretchen E.

doi:10.1021/bk-2019-1327.ch003

Cited by 5 publications

(4 citation statements)

References 40 publications

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“… 3 , 34 − 42 This persists into graduate school, 8 − 17 , 43 − 47 the medical fields, 48 − 50 and the workforce. 4 , 28 , 30 , 31 , 51 To meet this challenge, educators have been urged to adopt curricular changes that will foster strong communication skills in their students. 3 , 24 , 25 , 51 − 65 …”

Section: Introductionmentioning

confidence: 99%

“… 25 , 26 , 160 Specifically, critical thinking is a particularly difficult skill to teach. 128 − 130 , 133 Consequently, addressing these concerns is a priority in many science departments across the country, with work being done to improve students’ communication skills and to align the institution’s instructional methods with national guidelines, 31 including those of the American Chemical Society. 161 This has inspired a diverse set of strategies with a variety of outcomes over the past decade.…”

Section: Introductionmentioning

confidence: 99%

“…Effective communication skills are no longer considered a luxury in chemical enterprise. Instead, meaningful writing and persuasive speaking for a broad range of audiences have become integral parts of the standard core professional skills required for scientific and professional success in the workforce − and graduate school. − Despite recent discourse emphasizing the importance of scientific communication, especially in a scholarly sense, it is a perennial problem originating at the undergraduate level. , It is well documented that undergraduate science students frequently struggle with written − and oral − communication skills. ,− This persists into graduate school, − ,− the medical fields, − and the workforce. ,,,, To meet this challenge, educators have been urged to adopt curricular changes that will foster strong communication skills in their students. ,,,− …”

Section: Introductionmentioning

confidence: 99%

“…Moreover, the issue with communication skills has been postulated to be a consequence of how chemistry is typically taught, with emphasis placed on building a student’s knowledge base as opposed to teaching them how to communicate that knowledge effectively. ,, Specifically, critical thinking is a particularly difficult skill to teach. − , Consequently, addressing these concerns is a priority in many science departments across the country, with work being done to improve students’ communication skills and to align the institution’s instructional methods with national guidelines, including those of the American Chemical Society . This has inspired a diverse set of strategies with a variety of outcomes over the past decade.…”

Section: Introductionmentioning

confidence: 99%

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The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

et al. 2022

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Scientific success in the field of chemistry depends upon the mastery of a wide range of soft skills, most notably scientific writing and speaking. However, training for scientific communication is typically limited at the undergraduate level, where students struggle to express themselves in a clear and logical manner. The underlying issue is deeper than basic technical skills; rather, it is a problem of students’ unawareness of a fundamental and strategic framework for writing and speaking with a purpose. The methodology has been implemented for individual mentorship and in our regional summer research program to deliver a blueprint of thought and reasoning that endows students with the confidence and skills to become more effective communicators. Our didactic process intertwines undergraduate research with the scientific method and is partitioned into six steps, referred to as “phases”, to allow for focused and deep thinking on the essential components of the scientific method. The phases are designed to challenge the student in their zone of proximal development so they learn to extract and ultimately comprehend the elements of the scientific method through focused written and oral assignments. Students then compile their newly acquired knowledge to create a compelling and logical story, using their persuasive written and oral presentations to complete a research proposal, final report, and formal 20 min presentation. We find that such an approach delivers the necessary guidance to promote the logical framework that improves writing and speaking skills. Over the past decade, we have witnessed both qualitative and quantitative gains in the students’ confidence in their abilities and skills (developed by this process), preparing them for future careers as young scientists.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

et al. 2022

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Promoting Liberal Education Through the Longitudinal Study of Critical Thinking: A Rationale and Plan

Braun¹,

Borowiec

2021

JoSPoE

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In recent years, U.S. higher education has received much criticism for inadequately preparing students for the ‘real world.’ There is substantial empirical evidence (e.g., Arum & Roksa, 2011) that many students graduate with limited proficiency in key 21st century skills such as critical thinking (CT). Despite its importance in achieving personal advancement and professional success, there has been surprisingly little rigorous research on the development of CT during the undergraduate years. We believe this is a missed opportunity for higher education to better understand the various trajectories of CT development and to generate credible evidence to inform policies, programs, and practices – while also strengthening its standing among its various stakeholders. We argue that, despite a number of challenges, it is feasible to design and implement a comprehensive, longitudinal study of the development of CT (and related constructs). Although CT is an important learning objective at all colleges, it has special resonance for schools and programs that aim to provide a liberal education. For various reasons we propose that the initial study be conducted within a particular subset of such institutions; namely, a sample of American Jesuit colleges and universities. We discuss a number of technical issues germane to such a study, as well as the advantages and disadvantages of our preferred choice of an institutional sample.

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Outward Bound and Civic-Minded: The Impact of an Outward Bound Course on Students’ Understanding of and Experiences With Public Service

Bolick

Nilsen

2019

JOREL

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Linking Oral Communication in the Chemistry Classroom to the American Association of Colleges and Universities VALUE Rubric

Cited by 5 publications

References 40 publications

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

The Scientific Method as a Scaffold to Enhance Communication Skills in Chemistry

Promoting Liberal Education Through the Longitudinal Study of Critical Thinking: A Rationale and Plan

Outward Bound and Civic-Minded: The Impact of an Outward Bound Course on Students’ Understanding of and Experiences With Public Service

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