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.

The development of the Survey of Knowledge of Internet Risk and Internet Behavior is described. A total of 1,366 Grades 7 and 8 male and female students from an urban, suburban, and rural school offered agree—disagree responses to 26 statements defining one Knowledge Scale and five behavior dimensions. Literature-based support is presented for content validity. Construct validity support for the hypothesized dimensions is provided through Rasch model analysis of the Knowledge Scale supporting a unidimensional, hierarchically ordered scale. Latent class analyses provided support for the utility of the five categorical behavioral dimensions. Implications for instrument developers and educators are discussed.