This study contributes to scant empirical investigation of peer critique of writing among heterogeneously grouped native and nonnative speakers of English, now commonplace in higher education. This mixedmethods study investigated the use of directed peer review to improve writing among graduate students, the majority of whom were nonnative speakers of English. Following a modified version of the Optimal Model of peer critique of university coursework, statistically significant gains were realized between the initial draft of a business proposal and its final submission for each of the measured items: support, audience focus, writing conventions, and organization. In addition, during the qualitative phase, students were observed to identify how peer editors naturally engaged in probing and collaborative styles of feedback known as discovery mode interactions. Approximately 80% of the students engaged in interactions to clarify the text and align it with the author's intentions, and approximately 37% sought to enhance and develop the text. Finally, the results suggest that the face-to-face peer review did improve the quality of a business communication assignment and implies a number of essential instructional practices toward improved writing and collaboration.Keywords discovery mode interactions, improved writing skills, nonnative speakers of English, Optimal Model of peer critique of university coursework, peer review, teaching writing, writing

Our business communication classes will continue to be enriched by students from various cultural backgrounds, many of them ESL learners. Among the numerous benefits of this diversity are opportunities for all students to develop essential life skills through course-embedded community service learning (CSL) projects. This study analyzes students' guided reflections in response to qualitative probes regarding CSL projects required for all MBA candidates at the study site. Data were gathered during a 5-year period from 326 reflective reports. More than 80% of the reflective question responses were authored by international students; approximately 60% of those were ESL learners. The findings reveal differences not only between ESL learners and native speakers of English but also between ESL students. Key themes discussed include cultural sensitivity, teamwork, contributive roles, conflict resolution skills, and pragmatic communication skills. The findings presented are accompanied by students' comments, corroborating literature, and teaching tips.WHILE COMMUNITY SERVICE learning (CSL) has become commonplace in higher education, it remains essential to examine students' reflections of these experiences, particularly when CSL is embedded in a course rather than an end in itself. In the present study, CSL provides both an altruistic and realistic means of meeting and transferring the course outcomes of strategic communications, a course required of all MBA candidates at the study site (many of them ESL learners). The course outcomes center on oral and written communication, critical thinking and listening, research, collaborative activities and coauthoring, ethics, and cultural diversity. Therefore, students' reflections are both required and carefully monitored to ensure alignment and transferability of these outcomes, and the reflections inform teaching and learning.

Study objective:To describe a successful approach to teaching principles and practices of behaviour change through a behaviour change plan (BCP) initiative to improve personal health while advancing health knowledge and general education intellectual skills. Students' perspectives of obstacles, behaviours important towards goal attainment and the benefits of the BCP were also explored. The paper illustrates the feasibility, utility and various challenges of theory-based BCPs within a limited context. Design: A one-group posttest-only design was utilised to conduct quantitative analysis of reported BCP success and qualitative evaluation of students' perspectives. Participants were 145 students enrolled in eight sections of a required freshman-level health education/general education course. Methodology: Students set and tracked a nutrition, fitness, sleep, smoking cessation or spirituality goal. They strategised to mitigate anticipated challenges, established support systems, rewards, self-assessed progress, described corresponding implications, reviewed evidence-based research and wrote reflections. Goal achievement data were tabulated for each focus area, and report narratives distilled into common themes. Results: Among 145 students, 71 set fitness goals (55% achieved, 39% partially achieved, 11.3% did not achieve) and 63 set nutrition goals (63.5% achieved, 27% partially achieved, 8% did not achieve). Commonly reported barriers were lack of time, laziness/apathy/boredom, discouragement, temptations and sickness/ injury/pain. Behaviours important to goal attainment were utilising time management, enlisting support or competition, using visual cues, trying something new, re-adjusting expectations, removing temptations and using rewards. Benefits included physical, psychological and financial types. Final reflections showed students would use the BCP process again. Conclusion: This approach to teaching health behaviour change provides real-life opportunity for planning, practising and prioritising wellness. Grounded in behaviour therapy, and framed by the Transtheoretical Model for Behaviour Change and essential health education and general education intellectual outcomes, this BCP highlights the inherent link between personal health principles and liberal learning outcomes. It may be adopted or refined by health educators willing to engage in this type of student-centred learning.

The resources we need in order to grow as teachers are abundant within the community of colleagues. .. Good talk about good teaching is what we need-to enhance both our professional practice and the selfhood from which it comes.-Palmer (1998, p. 144) Health education curricula at universities across the United States promote good health practices; support academic success, productivity, and student retention; and advance attainment of high-quality lives free of preventable disease, disability, injury, and premature death. Whether framed by national, state, institutional, or accreditation standards, effective health curricula and pedagogy reflect a growing body of research that emphasizes (a) teaching functional health information, (b) shaping personal values and beliefs supporting healthy behaviors, (c) shaping group norms valuing a healthy lifestyle, and (d) developing essential health skills necessary to adopt, practice, and maintain health-enhancing behaviors (Centers for Disease Control and Prevention [CDC], 2015). We must therefore design learning to maximally engage students in "worthy intellectual effort centered on big ideas and important performance challenges" as they develop "greater skill and understanding, greater intellectual power and self-reflection, and reach identified goals" (Wiggins & McTighe, 2006, p. 195). So crucial is health education that the 2015 International Conference on Health Promoting Universities and Colleges/VII International Congress asserted, "Health promoting universities and colleges transform the health and sustainability of our current and future societies, strengthen 647070P HPXXX10.

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