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Enhancement of Professional Behaviours and Perceptions of Critical Skill Job Preparedness through the Use of a Group Work Contract in Fourth-Year Nutritional Science Students
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Cartwright, Nadia M.; Patil, Payal; Liddle, Danyelle M.; Newton, Genevieve; Monk, Jennifer M. – International Journal of Higher Education, 2021
Collaborative group assignments in undergraduate education are important for promoting skill development and preparation for the workplace; however, they are subject to the challenges associated with group dynamics. This research sought to determine the effectiveness of a Group Work Contract to facilitate professional behaviours and positive…
Descriptors: Professionalism, Career Readiness, Assignments, Group Activities
Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education
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Beauchamp, David M.; Newton, Genevieve; Monk, Jennifer M. – International Journal of Higher Education, 2021
Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy…
Descriptors: Electronic Learning, Online Courses, COVID-19, Pandemics
Assessing Scientific Literacy Skill Perceptions and Practical Capabilities in Fourth Year Undergraduate Biological Science Students
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Cartwright, Nadia M.; Liddle, Danyelle M.; Arceneaux, Benjamin; Newton, Genevieve; Monk, Jennifer M. – International Journal of Higher Education, 2020
In a fourth year undergraduate nutritional toxicology course that included an instructional emphasis on scientific literature critique activities and assessments, we determined the change in students' (n=144) scientific literacy (SL) skills. The change in students' perceived and practical SL skills were determined by the completion of two surveys,…
Descriptors: Scientific Literacy, Self Efficacy, Self Evaluation (Individuals), Undergraduate Study
Use of a Scaffolded Case Study Assignment to Enhance Students' Scientific Literacy Skills in Undergraduate Nutritional Science Education: Comparison between Traditional Lecture and Distance Education Course Formats
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Monk, Jennifer M.; Newton, Genevieve – International Journal of Higher Education, 2018
We investigated whether the implementation of a scaffolded case study assignment could increase student perceptions of their scientific literacy (SL) skills in a third year Nutritional Science course. The change in students' SL perceptions were assessed by the completion of two surveys (administered at the start and end of the semester) consisting…
Descriptors: Scientific Literacy, Nutrition Instruction, Undergraduate Students, Student Attitudes