Teaching Critical Thinking Skills In Higher Education: A Review Of The Literature

Mentoring is believed to be one of the most influential factors in US efforts to encourage college‐aged students to seek careers in science, yet the role that mentoring plays in this process has not been elucidated. The researchers were interested in understanding whether the long‐held beliefs about the importance of mentoring would be revealed as what actually occurs in an undergraduate research program. They describe students’ perceptions of the mentoring process and students’ beliefs about how it impacted their experiences as undergraduate researchers and their development as scientists. Also described are professors’ perceptions of their roles and effectiveness as mentors in students’ development as scientists. A multi‐case narrative analysis was conducted of two groups, undergraduate science scholars (n=5) and mentoring professors (n=5), who were each interviewed on two occasions at the beginning and end of the first year of a funded research program. As this grounded research study shows, students and professors described student gains as increased technical expertise and communication skills. Professors suggested that they were available to students on a regular and frequent basis. However, students’ experiences suggested a contradiction. They were often mentored by postgraduates, technical assistants, and other students; their meetings with mentoring professors were infrequent and at times distant. With respect to mentoring, this finding highlights the differences between beliefs and the reality of what was delivered. Professors discussed the challenges associated with mentoring including the recruitment of and difficulty of working with students whose first language was not English and concerns about the quality of instruction from graduate students.

Open-ended responses are widely used to explore and understand participants’ experiences and perspectives in a variety of fields. As one of the most powerful computer-assisted qualitative data analysis software, NVivo allows researchers to analyze open-ended responses to survey and/or interview questions, as well as other text data like reflective writing, image, and videos. The purpose of this paper is to describe and demonstrate how the NVivo word frequency, text search, and matrix coding features can be used to analyze qualitative data from a longitudinal evaluation project. The authors show how the matrix coding feature maximizes NVivo utilities in an analysis of open-ended responses and highlights differences across and within participants’ groups. The authors explain this approach by presenting a step by step overview: data cleaning and case coding; data import; word frequency analysis; text coding and reference extracting; and matrix coding and inductive analysis. Using this approach, the Clinical Translational Science Institute (CTSI) evaluation team acquired deeper insight into the participants’ experiences and perspectives about CTSI programs and received insights that may lead to improvement. From a methodological perspective, this approach capitalizes on NVivo’s features to mine qualitative data. The methodology described in this paper is applicable to other educational or program evaluations. Also, it is appropriate for analyzing large samples or longitudinal qualitative data in marketing and management.

This qualitative study identified a study area by visualizing one year of animal intake from a municipal animal shelter on geographic information systems (GIS) maps to select an area of high stray-dog intake to investigate. Researchers conducted semi-structured interviews with residents of the selected study area to elucidate why there were high numbers of stray dogs coming from this location. Using grounded theory, three themes emerged from the interviews: concerns, attitudes, and disparities. The residents expressed concerns about animal welfare, personal safety, money, and health. They held various attitudes toward domestic animals in the community, including viewing them as pets, pests, or useful commodities (products). Residents expressed acceptance as well as some anger and fear about the situation in their community. Interviewees revealed they faced multiple socioeconomic disparities related to poverty. Pet abandonment can result when pet owners must prioritize human needs over animal needs, leading to increased shelter intake of stray dogs. Community-specific strategies for reducing local animal shelter intake should address the issue of pet abandonment by simultaneously targeting veterinary needs of animals, socioeconomic needs of residents, and respecting attitude differences between residents and shelter professionals.

An ever-present challenge for the oral health profession is to reduce the extent of oral disease among racial and ethnic minority populations. Adding to this complex dilemma is the linkage between oral health and systemic health. We describe enhanced cultural competency, in the context of individual cultural beliefs, values, language, practice, and health behaviors, among dental professionals, as one approach to meeting the dental care needs of the underserved. An overview and examples of teaching methods used by University of Florida dental educators to enhance student cultural competency is provided. Evidence-based evaluation results provide evidence of methodology efficacy. We conclude by describing actions that can be implemented by academic dental institutions to facilitate development of culturally competent practitioners.