scholarly journals Impact of Students’ Strengths, Critical Thinking Skills and Disposition on Academic Success in the First Year of a PharmD Program

2019 ◽  
Vol 83 (1) ◽  
pp. 6499 ◽  
Author(s):  
Rachel D. Comer ◽  
Teresa A. Schweiger ◽  
Penny Shelton
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year

A Compass During the Storm: Offering Students Critical Rigor for Polarizing Times

2021 ◽  
pp. 1-5
Author(s):  
Andrew M. Wender ◽  
Valerie J. D’Erman
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Civic Engagement ◽  
Political Science ◽  
Cognitive Processes ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Objective ◽  
First Year

ABSTRACT Teaching and learning in higher education is occurring, unavoidably, within the broader civic context of today’s extraordinarily polarizing political times. We seek to help students situate themselves with respect to and, above all, thoughtfully assess others’ as well as their own perspectives on issues of profound contention, without contributing to exacerbated polarization ourselves. Specifically, we offer students in our first-year exploratory political science course a vital tool—critical rigor—for navigating but not being inundated by the storm. This article discusses our experiences in teaching the course titled, “The Worlds of Politics,” as we attempt to help students deeply engage in cognitive processes of critical thinking and analysis, without undue infringement from their own—and least of all our own—personal political biases. Our focal learning objective is the cultivation of critical-thinking skills that promote students’ drawing of distinctions between advocacy and analysis, as well as their discerning civic engagement.

Don’t Believe Everything About Science Online: Revisiting the Fake Pacific Northwest Tree Octopus in an Introductory Biology College Course

2021 ◽  
Vol 32 (2) ◽  
pp. 159-163
Author(s):  
Shem Unger ◽  
◽  
Mark Rollins ◽  
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Pacific Northwest ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Media ◽  
Online Information ◽  
Introductory Biology ◽  
College Course ◽  
Critical Skills

Evaluating the veracity and reliability of online media in science is an integral part of developing critical skills in science. Moreover, the 1st year biology courses should provide an avenue for students to acquire these skills for academic success. This study evaluated whether students (n = 90) exposed to an apparently credible website were able to distinguish whether a species existed as part of two short online activities. Surprisingly, a high number of students did not question the species in the initial activity and assumed it was real. However, most as part of the second assessment did report it was false. Some students failed to recognize the species as fake and thought the species was real even after watching a parody or satirical video on YouTube. All students agreed that critical thinking in science was important and the majority of students gave positive feedback on the activity. Potential explanations for students’ inability to adequately assess information included students completing the assignment quickly and lack of further research. This kind of activity is recommended to expose the 1st year biology majors to critical thinking skills and accurate assessment of online information in science.

scholarly journals A brief history of pharmacy admissions in North America

2019 ◽  
Vol 152 (6) ◽  
pp. 370-375
Author(s):  
Erin Davis ◽  
Richard Braha ◽  
Shannon McAlorum ◽  
Debbie Kelly
Keyword(s):  
Critical Thinking ◽  
Academic Success ◽  
Clinical Performance ◽  
The United States ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Measure ◽  
Grade Point ◽  
Bachelor Of Science ◽  
Multiple Mini Interview

The move from a Bachelor of Science in Pharmacy to a Doctor of Pharmacy degree, both in the United States and in Canada, has been accompanied by a general move towards increased prepharmacy admission requirements and longer pharmacy programs. Historically, the most thoroughly researched pharmacy admissions variables include grade point average (GPA), Pharmacy College Admissions Test (PCAT), interviews and critical thinking tests. Most programs now require a combination of academic (GPA ± PCAT) and nonacademic characteristics (e.g., interviews, volunteering, critical thinking tests, essays). This review focuses on GPA and the PCAT as academic admissions measures and the interview (both traditional and the multiple mini-interview) and critical thinking tests as nonacademic measures. There is evidence that prepharmacy GPA, the PCAT and admissions interviews are correlated with academic success in a pharmacy program. Repeating a prepharmacy course is a negative predictor of academic success. The multiple mini-interview and various critical thinking tests have been studied in pharmacy admissions, but the evidence to date does not support their use for predicting success. Several areas require further research, including finding an effective measure of reasoning and critical thinking skills. The relationship between admission test scores and clinical performance also requires further study, as academic achievement in pharmacy programs has been the main measure of success to date.

scholarly journals Investigating the Impact of Model Eliciting Activities on Development of Critical Thinking

2013 ◽  
Author(s):  
Brian Frank ◽  
Jake Kaupp ◽  
Ann Chen
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Assessment ◽  
First Year ◽  
First Year Students ◽  
Problem Solving Skills ◽  
Model Eliciting Activities ◽  
The Impact

This paper presents a portion of a study on how model eliciting activities (MEAs) impact critical thinking development in first year engineering. Model eliciting activities (MEAs) are realistic problems used in the classroom that require learners to document not only their solution to the problems, but also their processes for solving them. Studies have shown MEAs to be valuable in helping students to develop conceptual understanding, knowledge transfer , and generalizable problem--‐solving skills. This study is investigating the impact of the MEA- integrated course on students’ development of critical thinking skills. Ultimately, the team aims to determine whether the MEA-integrated course facilitates students’ critical thinking. During the fall semester of the 2012/2013 academic year three instruments will be used to evaluate the critical thinking skills (CTS) of first year engineering students. These instruments will be used as both a pre--‐ and post--‐test in order to benchmark CTS of the incoming first year students, and determine the effectiveness of MEA instruction on developing student critical thinking ability. These instruments are the Cornell Critical Thinking Test Level Z (Cornell Z), the International Critical Thinking Essay Test (ICTET) and the Collegiate Learning Assessment (CLA). This paper will present the preliminary findings from analysis of the MEA results and pre and post tests from the study.

scholarly journals Cognitive Growth Learning Model to Improve the Students’ Critical Thinking Skills

2019 ◽  
Vol 4 (2) ◽  
pp. 112-123
Author(s):  
Aprilia Nurul Chasanah
Keyword(s):  
Critical Thinking ◽  
Differential Calculus ◽  
Industrial Revolution ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Cognitive Growth ◽  
First Year Students ◽  
Central Java

The ability to think critically and mathematically is strongly needed so that the students are able to face the challenges of 4.0 industrial revolution. By thinking critically, they are expected to be more adaptive in finding solutions to each problem. This study aims to identify the students' mathematical critical thinking skills in solving differential calculus problem solving based on some indicators of mathematical critical thinking skills in learning using cognitive growth model. This is a Classroom Action Research (CAR) which was caried out within four weeks in the odd semester of academic year 2018/2019. The subjects of this study were the first-year students of the Mathematics Education Program in one of higher education institutions in Magelang, Central Java who took the Differential Calculus course. Data collection techniques in this study were test, observation, and interviews. The test results were then analyzed quantitatively, and the indicators of critical thinking skills in each question were also described. Based on the results of the study, it can be shown that about 30% students who begin to think critically is initiated by achieving the indicator of analyzing the arguments. However, not all students who begin to think critically are also able to draw conclusions precisely through deductive and inductive reasoning. There are only five or 16.67% who have been able to draw conclusions correctly.

scholarly journals Board 137: Critical Thinking Skills in Non-calculus Ready First-year Engineering Students

2020 ◽  
Author(s):  
Lizzie Santiago ◽  
Anika Pirkey ◽  
Mustapha Animashaun ◽  
Melissa Morris
Keyword(s):  
Critical Thinking ◽  
Engineering Students ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year

scholarly journals SURVEY OF THE INTEREST LEVELS OF KHMER STUDENTS AT TRA VINH UNIVERSITY ON CRITICAL THINKING SKILL (The case of School of Southern Khmer Language, Culture and Arts)

2019 ◽  
Vol 1 (2) ◽  
pp. 12-22
Author(s):  
Ly Thi My Phan
Keyword(s):  
Critical Thinking ◽  
Southern Literature ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Thinking Skill ◽  
Critical Thinking Skill ◽  
Language Pedagogy ◽  
Survey Results ◽  
Interest Levels

The study was conducted to explore the interest levels and the understanding of Khmer students at Tra Vinh University (The case of School of Southern Khmer Language, Culture and Arts). The survey results on 114   first-year to fourth-year students of the majors: Cultural Vietnamese Ethnic Minorities, Khmer language, Pedagogy of Southern Literature show that 70% of students are interested in critical thinking. Students realize that this is the necessary thinking for the learners themselves when there are 32.46% totally agree and 54.39% agree to develop critical thinking skills. Based on the results, we initially try to find out the causes and propose the  solutions to develop critical thinking skills for students.

scholarly journals Students' Mathematical Critical Thinking Based on Self-Esteem Through Problem Based Learning in Geometry

2021 ◽  
Vol 11 (1) ◽  
pp. 41-52
Author(s):  
Krida Singgih Kuncoro ◽  
Agustin Zakkia ◽  
Fitria Sulistyowati ◽  
Betty Kusumaningrum
Keyword(s):  
Critical Thinking ◽  
Sampling Technique ◽  
Self Esteem ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Year ◽  
Education Students ◽  
High Category ◽  
Low Levels

This study aims to describe and determine mathematical critical thinking skills based on students' self-esteem. This type of research is a mixed method with a sequential explanatory research design. The population in this study were first year mathematics education students who took geometry courses with the sampling technique used purposive sampling. Determination of the subjects grouped based on self-esteem with high, medium, and low categories to be interviewed about students' critical thinking skills. The instruments in this study were tests and interviews. The results showed that description of mathematical critical thinking skills in terms of self-esteem of students varied. Four students indicate this with high self-esteem obtained by mathematical critical thinking skills results in the form of two students in high category and two students in medium category. From 25 students with moderate self-esteem, the results of the mathematical critical thinking skills were obtained in the form of five high category students, 14 moderate category students, and six in the low category students. From three students with low self-esteem, the results of the mathematical critical thinking ability result in the form of one student in the high category and two students in the low category. It can be concluded that there is a not too significant effect on students' critical thinking skills. Meanwhile, there are differences in students' critical thinking skills in terms of self-esteem at high, medium, and low levels.

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