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This research project uses the constructive-developmental tradition, in the selfauthorship framework of intercultural maturity (King & Baxter Magolda, 2005), to examine the extent to which 12 specific educational experiences may be associated with international undergraduates' learning, development, and perception of campus climate. The study uses multiple regression analysis of a stratified random sample of international student respondents to the Global Perspective Inventory (GPI; n = 437). The results suggest that international students who participate in leadership programs, interact with others from their own culture, and take courses where professors facilitate intergroup dialogue, report more positive perceptions of campus climate. International students who participate in leadership programs, community service, and campus-organized diversity discussions, interact with people from diverse cultural backgrounds, and take courses with materials on race and ethnicity report greater levels of learning and development.

The schooling behaviour of Atlantic mackerel was studied in a large tank at different light intensities in the range 12.6–1.8 × 10−10μEs−1 m−2. Variable light intensity was produced by accurately controlling the current to a green light‐emitting diode (LED) 3 m above the experimental tank. Under high light levels (1.8 × 10−6μEs−1 m−2) mackerel always formed a single school, whereas at lower levels (1.8 × 10−8μEs−1 m−2) they swam as individuals. At light levels down to 1.0 × 10−6μEs−1 m−2 the mean nearest neighbour distance in a school remained relatively constant (0.3–0.9 body lengths), and individual mackerel swam along a path which deviated from the position of their nearest neighbours by less than 14°. As light dropped below 1.8 × 10−7μEs−1 m−2, both nearest neighbour distance and heading angle between nearest neighbours increased, with mean values of 1–1.8 body lengths and 23–92°, respectively, at 1.8 × 10−9μEs−1 m−2. The results are discussed in terms of ambient light conditions in the sea.

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Cooperative leaming capitalizes on the relational processes by which peers promote leaming, yet it remains unclear whether these processes operate similarly in face-to-face and online settings. This study addresses this issue by comparing face-to-face and computer-mediated versions of constructive controversy, a cooperative leaming procedure designed to create intellectual conflict among students. One hundred and one undergraduates were randomly assigned to a 1 (control: face-to-face) x 3 (medium: video, audio, text) X 2 (synchronicity: synchronous, asynchronous) experimental-control design. Cooperative perceptions declined and individualistic perceptions increased under asynchronous computermediated conditions, resulting in predicted declines in motivation (i.e., relatedness, interest, value) and academic achievement (i.e., completion rate). For practice, findings suggest that synchronicity but not medium plays an important role in computer-mediated constructive controversy. For theory, findings also suggest that social psychological theories based on face-to-face assumptions may need to be modified to indicate that predicted outcomes depend on synchronous social interaction.