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Posted On: October 26th 2026, 06:04 pm
How we teach students matters just as much as what we teach.
Dr. Debbie Fetter (@phdeats) in the @ucdavis Department of Nutrition studied how open-book exams compare with traditional closed-book exams in an online introductory nutrition course. Her study found that students taking the open-book format performed worse on the first exam but better on the second, suggesting that there may have been a learning curve in figuring out how to approach this exam type.
Although this research was conducted before the widespread use of generative AI, its findings remain highly relevant as educators rethink assessments that promote critical thinking, real-world problem-solving, and academic integrity.
At UC Davis, advancing nutrition science also means preparing the next generation of nutrition scientists, dietitians, and health professionals.
#UCDavis #NutritionEducation #NutritionScience #HigherEducation #TeachingInnovation #EvidenceBasedEducation #FutureRD #NutritionResearch
Image descriptions: 1. A woman in a blue dress stands among students lecturing. 2. A woman in a blue sweatshirt works on her laptop with books scattered around her desk. 3.A person in a green beanie and red jacket sits at a desk with a laptop looking upward. 4. Four students sit around a table with open textbooks, writing and reading together. Image text: How do we promote critical thinking in the next generation of professionals? Dr. Fetter compared open-book and closed-book exams in an introductory nutrition course. She found that while the students taking the open-book format performed worse on the first exam, they did better on the second. Suggesting that there may have been a learning curve in figuring out how to approach this exam type. Well-designed assessments can promote critical thinking and evidence-based decision-making. Rethinking assessment means asking not just what students can remember, but how effectively they can use what they’ve learned.
Dr. Debbie Fetter (@phdeats) in the @ucdavis Department of Nutrition studied how open-book exams compare with traditional closed-book exams in an online introductory nutrition course. Her study found that students taking the open-book format performed worse on the first exam but better on the second, suggesting that there may have been a learning curve in figuring out how to approach this exam type.
Although this research was conducted before the widespread use of generative AI, its findings remain highly relevant as educators rethink assessments that promote critical thinking, real-world problem-solving, and academic integrity.
At UC Davis, advancing nutrition science also means preparing the next generation of nutrition scientists, dietitians, and health professionals.
#UCDavis #NutritionEducation #NutritionScience #HigherEducation #TeachingInnovation #EvidenceBasedEducation #FutureRD #NutritionResearch
Image descriptions: 1. A woman in a blue dress stands among students lecturing. 2. A woman in a blue sweatshirt works on her laptop with books scattered around her desk. 3.A person in a green beanie and red jacket sits at a desk with a laptop looking upward. 4. Four students sit around a table with open textbooks, writing and reading together. Image text: How do we promote critical thinking in the next generation of professionals? Dr. Fetter compared open-book and closed-book exams in an introductory nutrition course. She found that while the students taking the open-book format performed worse on the first exam, they did better on the second. Suggesting that there may have been a learning curve in figuring out how to approach this exam type. Well-designed assessments can promote critical thinking and evidence-based decision-making. Rethinking assessment means asking not just what students can remember, but how effectively they can use what they’ve learned.
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