Communicating Colorectal Cancer Risk to Average Risk Adults: Examining the Impact on Risk Perceptions and Health Behavior Intentions

Background. CRC risk can be reduced though lifestyle modification and regular screenings. Providing CRC risk feedback that promotes preventive behaviors to those at average risk has the potential to significantly reduce CRC morbidity and mortality. Purpose. The purpose of this dissertation was to examine the impact of CRC risk assessment feedback among adults aged 50-75 with no personal or family history of the disease. The specific aims were to: (1a) test personalized (vs. generic) risk assessment feedback on individuals’ risk perceptions and intentions to engage in three risk-reducing behaviors (e.g., physical activity, diet, and screening); (1b) determine if the provision of CRC risk information influences breast cancer risk perceptions and mammography intentions; (2a) examine individuals’ accuracy of perceived lifetime risk of CRC; (2b) assess whether improved accuracy following risk assessment was associated with changes in behavioral intentions; and finally, (3) evaluate the use of a unique sampling procedure designed to increase diversity of survey respondents. Methods. A pre-post parallel, two arm randomized controlled trial examined the effects of providing CRC risk assessment feedback that included lifetime risk estimates and information about CRC risk factors that was either personalized (treatment) or generic (control). N=419 average risk adults between the ages of 50-75 were recruited from a commercial online panel. Results. There were no differences in risk perception between study arms. Overall participants, perceived lifetime risk of CRC lowered at post-test and seemingly produced a spillover effect in lowered perceived lifetime risk of breast cancer among females. CRC screening intentions increased in both study arms and mammography intentions increased in the control arm. Accuracy of lifetime risk improved at post-test, but was not associated with changes in intentions to perform risk reducing behaviors. Quota sampling acquired a targeted and diverse sample quickly and efficiently. Conclusion. Communicating CRC risk information to average risk adults can improve CRC risk perception accuracy and enhance colorectal and mammography screening intentions. Risk assessment feedback did not consistently influence intentions to improve diet and physical activity

MNSU Online Exam Security

The purpose of this working document is to design online exams that inhibit cheating and unauthorized distribution of exams/questions by best practices in the following areas: Question Properties Exam Properties Design Logistics Security Measures https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/assessment-and-feedback-strategies

10 Strategies for Engaging Learners in Online Discussion

This document outlines 10 strategies for engaging learners in Online Discussion. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students

10 Strategies for Engaging Learners with Qualtrics

This document outlines 10 strategies for engaging learners with Qualtrics. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students

Teaching Strategies: Problem-based Learning and Case-based Learning

Problem-based learning, or PBL, in its purest form, presents a fully-formed real-world problem to students at the outset of a course. Students then experiment and explore to solve the problem, with the instructor acting as a guide in the process, offering correction, focus, and assistance to guide inquiry. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/teaching-strategies

10 Strategies for Engaging Learners in a Greener Classroom

This document outlines 10 strategies for engaging learners in a Greener Classroom. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students

Teaching Strategies: Just-in-Time Teaching (JiTT)

Just-in-Time Teaching or JiTT (Novak, Patterson, Gowin, & Christian, 1999) is a pedagogical approach that combines the best features of traditional in-class instruction with the modern communication channels of 21st century technology

Learning Theories: Behaviorism

Behaviorism is a learning theory with a focus on purely objectively observable behaviors. It discounts any independent activities of the mind. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/learning-theories

10 Strategies for Engaging Learners in Blended and Online Classes

This document outlines 10 strategies for engaging learners in your blended and online courses. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students

10 Strategies for Engaging Learners in Face-to-Face Classes

This document outlines 10 strategies for engaging learners in your face-to-face (F2F) courses. This is not a how-to document; we simply describe some of the types of activities and strategies that may be useful in your course. https://mankato.mnsu.edu/it-solutions/locations/instructional-design-academic-technology-services/mavlearn/10-strategies-for-engaging-students