Nannette Evans Commander

College freshmen perceptions of effective and ineffective aspects of nutrition education.

Abstract Objective: Identify college freshmen perceptions of the effectiveness of a nutrition module taught by graduate nutrition students. Participants: Thirty-four college freshmen, 18 and older. Methods: Three graduate nutrition students conducted 5 focus groups during spring semester, 2004. Audio recordings were transcribed and data analysis was based on the long-table approach. Results: Students reported increased knowledge of food portions and healthier breakfast and snack food choices. Peer instructors were preferred because of their enthusiasm and healthy image. Effective aspects of the module were the food models and visuals; less effective aspects included the game and computer activity. Conclusions: Students desired information that could be integrated into a college students lifestyle. Many students gained new nutrition information and found the module worthwhile. Findings can be used to build on best practices, to improve nutrition education initiatives, and to further advance the health of college students.

METACOMPREHENSION AND COMPREHENSION PERFORMANCE IN YOUNGER AND OLDER ADULTS

On the basis of metamemory assessment research and theories of discourse comprehension, the Metacomprehension Scale (MCS) was designed to assess multiple dimensions of metacomprehension. In a sample of younger (n = 30) and older (n = 30) adults, we examined age differences in self‐assessed components of metacomprehension and the relation of the MCS to comprehension performance and general verbal ability. Younger adults reported greater use of strategies to resolve comprehension failures (i.e., regulation) and placed higher value on good comprehension skills than older adults. The MCS revealed a substantial amount of variance in comprehension performance and verbal ability, with the regulation dimension of metacomprehension being a reliable and consistent predictor of performance. The results provided support for domain‐specific assessment of metacognition and for the critical role of regulation in comprehension performance.

Cross-National Online Discussions: International Learning Experiences with American and Chinese Students in Higher Education.

Universities are seeking techniques that encourage students to become more globalised in their perspectives. One method of fostering globalisation is to incorporate cross-national asynchronous online discussions with students from different countries within courses. The purpose of this study was to explore if participation by American and Chinese graduate students in cross-national online discussions facilitated construction of new knowledge regarding western and eastern cultures and provided effective international learning experiences. Data sources include students’ transcripts and responses to open-ended survey questions on their perceptions regarding the online discussions. Results indicate that cross-national online discussions facilitated new knowledge regarding very different cultures. Further, this research offers a model that provides authentic international learning experiences where students explore meaningful concepts and relationships to address relevant problems in education.