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This study compares a traditional paper presentation approach and a case study method for the development and improvement of oral communication skills and critical-thinking skills in a class of junior forensic science majors. A rubric for rating performance in these skills was designed on the basis of the oral communication competencies developed by the National Communications Association for college students. The results provided evidence that case studies are a more effective approach for teaching scientific oral communication skills. (Contains 1 figure and 1 table.)