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Purpose: This study contrasts views of university students with very low or high food security scores with respect to--obstacles to healthy eating, food pantry use, and managing dietary and educational needs. Method: Comments on open-ended survey questions (n = 1374) were counted, compared, and thematically analyzed to discern differences between the two student groups. Results: Cost concerns were paramount among students with very low food security scores. Students with very low food security experienced significant challenges in reconciling dietary needs and long-term educational goals; this was not problematic among students with high food security. Students from both very low and high food security groups mostly expressed an openness to the campus food pantry, though stigma associated with its use remained a deterrent. Conclusion: While all students face similar challenges to healthy eating, food security status substantially shapes dietary health and the management of dietary and educational needs.

Objective: Characterize the prevalence and dimensions of student food insecurity and the associations with academic performance. Participants: An online survey was distributed (November 2017) to 13,897 undergraduates at a midsized, New Jersey Public University; 2,055 (15%) responded. Methods: Demographic, behavioral, and food security data from University IT services, and the survey were combined in a single dataset. The USDA food security index was adapted to assess food insecurity. Results: Forty-eight percent of students were food insecure. Odds were higher for: women, African Americans, Hispanics, students with partial or no meal plan, commuters, and students receiving financial assistance. Food insecurity increased the odds of being among the lower 10% GPA and reduced the odds of being among the upper 10% GPA. Conclusions: Food insecurity among university students is high and is associated with academic performance. Understanding the mechanisms underlying this relationship is essential to design programs to address this problem.

Purpose: During the evaluation of language abilities, the needs of the child are best served when multiple types and sources of data are included in the evaluation process. Current educational policies and practice guidelines further dictate the use of authentic assessment data to inform diagnosis and treatment planning. Language sampling and analysis (LSA) offers an important clinical tool for gathering such authentic assessment data, and computer-aided methods of LSA make it clinically feasible. The purpose of this tutorial is to provide step-by-step procedures for computer-aided LSA (CLSA). Method: This tutorial includes instructions for a 4-step CLSA process: (a) eliciting a representative sample of the child's language and recording it directly onto the computer; (b) transcribing the language sample; (c) analyzing the language sample and interpreting the results using a readily available software program, Systematic Analysis of Language Transcripts (SALT; J. Miller & A. Iglesias, 2006); and (d) using the results to plan the child's treatment goals and activities. A case study is provided to illustrate this process. Implications: Digital technologies can dramatically improve the feasibility of LSA, potentially transforming clinical practice by providing a quantifiable but naturalistic measure of language. This tutorial will facilitate the integration of useful technologies into clinical practice and provide information regarding the application of CLSA data.

In this paper we explore the relationship between learning gains, measured through pre-assessment and post-assessment, and engagement in scientific argumentation. In order to do so, this paper examines group discourse and individual learning during the implementation of NASA Classroom of the Future's BioBLAST![R] (BB) software program in a high school biology classroom. We found that the argumentative structures, the quality of these structures, and the identities that students take on during collaborative group work are critical in influencing student learning and achievement in science. We provide recommendations for instructors implementing argumentation in their science classrooms, and provide suggestions for the development of future research in this area. (Contains 1 table and 1 note.)

This study is concerned with interactional involvement and identity construction in a university seminar comprised of native and non-native English speaking students. Findings reveal that in their classroom interactions, these two groups of students take on and perceive others to take on identities that have little to do with their language status as native or non-native speakers. Moreover, all seminar participants, regardless of their language status, expend a great deal of interactional effort, using a range of interactional resources, to jointly accomplish their tasks. These findings lead to a consideration of NS-NNS classroom interaction as a site for building mutually beneficial collaborations among linguistically and culturally diverse learners with histories of unequal power relationships. They also lead to implications for designing university-level classroom communities where the development of collaborative relationships and feelings of solidarity and affiliation between learners is considered to be an important component of a meaningful and challenging academic learning environment. (Contains 3 notes, 1 table and 8 excerpts.)

Proposes an alternative analysis of Semai expressive reduplication that does not rely on prosodic templates to account for the shape of the reduplicant. The model proposed is called Compression and accounts for the shape of a reduplicant through the application of generalized alignment constraints. (Author/VWL)