By Samantha Pattridge,
Department Head, Communications
The Conference Board of Canada’s recent report “Skills for Success: Developing Skills for a Prosperous BC” asserts that 73 per cent of the BC employers who responded to their survey identified weaknesses in critical thinking and problem solving in recent graduates and job candidates. It can be difficult in a Communications course, as in many other applied disciplines, I imagine, to incorporate critical thinking activities and assignments rather than relying on textbook supplements and old materials. In recent years, I have found that critical thinking in my applied, skills-based classes is best fostered through group assignments and team work, peer review practices, and scenario-based assignments.
Group work and assignments can be intimidating for students. There is always the fear that the group members will not pull their weight, that one student will do most of the work, or that grades will be unfairly affected (positively or negatively) by the group assignment. However, working in groups allows students to greatly enrich their learning and to develop problem-solving skills and critical thinking. I have found that students are much more receptive to group assignments – and perform better – if
- the group outlines specific performance expectations and consequences for non-performance at the beginning of the project or the term
- the performance in the group is evaluated, as is the product
- they have the opportunity to comment on each other’s performance and influence the grade
- the group assignments are lower stakes assignments (say 15% of the course grade)
- they work with the same group for a sustained period of time (usually at least half a term in my courses).
Having students work in a group setting allows more opportunities for peer review of assignments as well. I have found that my students need a lot of encouragement at the beginning of a course because they are uncertain of their role and ability in peer review. I have heard students comment that they are paying for my expertise and feedback, not for their classmates’ opinions. Overcoming the initial fear of and resistance to peer review can take some time, but with lots of open discussion about the value of hearing various points of view in revising a message and some instruction in how to give and receive constructive feedback, students most often come to see the value of this process. I always compare peer review in the classroom to the types of writing/revising we do at work – I wouldn’t send out an important document without getting at least one other set of eyes to look it over, and I believe students are learning a workplace skill in applying this same principle.
Finally, in assessing student writing and speaking, I regularly use scenario-based assignments that draw on personal experience and require critical thinking. The scenarios are flexible enough that each student will have a different approach and probably a different topic. For example, I have asked students to do the following in various assignments over the years:
- Find a local business that needs an improved web page and propose a new design
- Assume they are working on behalf of the (as yet fictional) Communications Student Society to assess potential meeting locations and recommend the best option
- Propose three possible local field trip destinations for Communications students.
These are just a few of the assignments I have used recently. These open-ended scenarios allow for some commonality in the assignment submissions, but they also allow for individual choice and interest to play a role. Most importantly, students are required to identify the criteria for a good solution to the problem, examine the alternative solutions against the criteria, and recommend the best option.
Incorporating assignments and activities that encourage critical thinking may require more imagination and work on my part, but that work is well rewarded when my courses are more fun for me and more engaging for my students.