Journal articles: 'Florida International University. School of Education'

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Purkey, William W. "A Brief History of the International Alliance for Invitational Education." Journal of Invitational Theory and Practice 1, no. 1 (February 8, 2022): 17–20. http://dx.doi.org/10.26522/jitp.v1i1.3725.

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Beyond our Galaxy, in some forgotten time (circa 1968), two young professors at the University of Florida, Betty Faye Siegel and William Watson Purkey, applied for and received a small grant from the Noyes Foundation of of New York to train educators. The grant provided modest fellowships for teams of teachers, principals, and school board members to attend a three-week residential summer program on humanizing the educative process. Although the funding was to be for a single summer, the program was so successful that the Noyes Foundation continued its support for the next eight years.

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Schuch, C. M. "Modern above-knee fitting practice (A report on the ISPO workshop on above-knee fitting and alignment techniques May 15–19, 1987, Miami, USA." Prosthetics and Orthotics International 12, no. 2 (August 1988): 77–90. http://dx.doi.org/10.3109/03093648809078204.

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Introduction During the period of May 15–19, 1987, an International Workshop on Above-Knee Fitting and Alignment Techniques was held in Miami, Florida. Conceived and organized by A. Bennett Wilson, Jr. and Mel Stills, the workshop was supported and sponsored by the International Society for Prosthetics and Orthotics with the support of the Rehabilitation Research and Development Service of the Veteran's Administration. Hosting the workshop was the Prosthetics and Orthotics Education Programme of the School of Health Sciences, Florida International University, and more specifically, Dr. Reba Anderson, Dean of Health Sciences and Ron Spiers, Director of Prosthetic Orthotic Education. More than 50 physicians, prosthetists, engineers and educators from the United States, England, Scotland, Denmark, Sweden, Israel, the Netherlands and Germany participated.

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Esqueda, Marileide Dias. "Interview with Professor Donald C. Kiraly." Letras & Letras 35, no. 2 (December 30, 2019): 212–18. http://dx.doi.org/10.14393/ll63-v35n2-2019-13.

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This interview was carried out in September 2019, via e-mail, with Donald C. Kiraly, Professor at the Johannes Gutenberg-Universität School of Translation, Linguistics and Cultural Studies, located in Mainz, Germany. Donald C. Kiraly studied Political Science at Cleveland State University in Ohio, obtained his M.A. in International Relations at Florida State University, and a Ph.D. at the University of Illinois, in the United States. He was a visiting professor at the Monterey Institute of International Studies in Monterey, California, and from September 2008 to August 2012, he held a visiting professor's position at the Ecole Supérieure d'Interprètes et Traducteurs of the University of Paris III, in France, where he taught French-English, Spanish-English and German-English translation. Among his main works dedicated to translator education are Pathways to translation (1995), Social Constructivist Approach to Translator Education (2000) and Towards Authentic Experiential Learning in Translator Education (2016). Professor Don Kiraly provides several important contributions in the following interview on the topic "evaluation of translations".

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Smith, Robert. "Reviewer Acknowledgements for Journal of Education and Training Studies, Vol. 10, No. 4." Journal of Education and Training Studies 10, no. 4 (September 23, 2022): 145. http://dx.doi.org/10.11114/jets.v10i4.5714.

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Journal of Education and Training Studies (JETS) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether JETS publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 10, Number 4 Chris Mutseekwa, Bindura University of Science Education, ZimbabweFathia Lahwal, Elmergib University, LibyaGianpiero Greco, University of Study of Bari, ItalyHelena Reis, Polytechnic Institute of Leiria, PortugalIntakhab Khan, King Abdulaziz University, Saudi ArabiaJohn Cowan, Edinburgh Napier University, UKKendall Hartley, University of Nevada, USAKeyla Ferrari Lopes, UNICAMP, BrazilLisa Marie Portugal, American College of Education, USAMaria Rachel Queiroz, Universidade do Estado da Bahia, BrazilMaria Rosa M. Prado, Faculdades Pequeno Príncipe, BrazilMuhammad Haris Effendi-Hasibuan, Universitas Jambi, IndonesiaMustafa Çakır, Marmara University, TurkeyRichard Penny, University of Washington Bothell, USASandro Sehic, Oneida BOCES, USASenem Seda Şahenk Erkan, Marmara University, TurkeyWong Ken Keong, Inspectorate of School Sabah, MalaysiaYuChun Chen, Louisiana Tech University, USAYuxi Qiu, Florida International University, USA Robert SmithEditorial AssistantOn behalf of,The Editorial Board of Journal of Education and Training StudiesRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAE-mail 1: jets@redfame.comE-mail 2: jets@redfame.orgURL: http://jets.redfame.com

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Oscar, William. "Reviewer Acknowledgements." International Journal of Contemporary Education 5, no. 1 (March 30, 2022): 68. http://dx.doi.org/10.11114/ijce.v5i1.5518.

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International Journal of Contemporary Education (IJCE) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether IJCE publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 5, Number 1 Ahmad Suradi, State Islamic Institute of Bengkulu, IndonesiaAurora Q. Pestano, University of San Jose Recoletos, PhilippinesBožić-Lenard Dragana, University of Osijek Croatia, CroatiaDina Radeljas, Mohawk Valley Community College, USAEdward Bolden, Case Western Reserve University, USAFederica Cornali, University of Turin, ItalyGiuseppe Maugeri, University of Urbino, ItalyInaad M Sayer, University of Human Development, IraqIvan Lenard, Elementary School Ladimirevci, CroatiaMatthew Schatt, University of Florida, USANesrin Ozturk, Ege University, TurkeyQiu Yuan, Gannan Normal University, ChinaSaid K. Juma, State University of Zanzibar, TanzaniaVassiliki Pliogou, Metropolitan College of Thessaloniki, GreeceVassilios Papadimitriou, University of Thessaly, Greece William OscarEditorial AssistantInternational Journal of Contemporary Education------------------------------------------------------------Redfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USATel: 1-503-828-0536 ext. 509Fax: 1-503-828-0537E-mail 1: ijce@redfame.comE-mail 2: ijce@redfame.orgURL: http://ijce.redfame.com

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Smith, Wendy. "Reviewer Acknowledgements." International Journal of Statistics and Probability 8, no. 2 (February 28, 2019): 192. http://dx.doi.org/10.5539/ijsp.v8n2p192.

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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 2 Abdullah A. Smadi, Yarmouk University, Jordan Afsin Sahin, Gazi University, Turkey Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Hui Zhang, St. Jude Children’s Research Hospital, USA Nahid Sanjari Farsipour, Alzahra University, Iran Philip Westgate, University of Kentucky, USA Sajid Ali, Quaid-i-Azam University, Pakistan Shatrunjai Pratap Singh, John Hancock Financial Services, USA Wei Zhang, The George Washington University, USA Weizhong Tian, Eastern New Mexico University, USA Wojciech Gamrot, University of Economics, Poland Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

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Smith, Wendy. "Reviewer Acknowledgements for International Journal of Statistics and Probability, Vol. 8, No. 5." International Journal of Statistics and Probability 8, no. 5 (August 30, 2019): 103. http://dx.doi.org/10.5539/ijsp.v8n5p103.

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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 5 Abdullah A. Smadi, Yarmouk University, Jordan Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Encarnación Alvarez-Verdejo, University of Granada, Spain Felix Almendra-Arao, UPIITA del Instituto Politécnico Nacional , México Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gane Samb Lo, University Gaston Berger, SENEGAL Gennaro Punzo, University of Naples Parthenope, Italy Gerardo Febres, Universidad Simón Bolívar, Venezuela Ivair R. Silva, Federal University of Ouro Preto – UFOP, Brazil Mingao Yuan, North Dakota State University, USA Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Sajid Ali, Quaid-i-Azam University, Pakistan Sohair F. Higazi, University of Tanta, Egypt Subhradev Sen, Alliance University, India Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Yuvraj Sunecher, University of Technology Mauritius, Mauritius Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

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Smith, Wendy. "Reviewer Acknowledgements for International Journal of Statistics and Probability, Vol. 8, No. 5." International Journal of Statistics and Probability 8, no. 5 (August 30, 2019): 83. http://dx.doi.org/10.5539/ijsp.v8n5p83.

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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated. Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers. Reviewers for Volume 8, Number 5 Abdullah A. Smadi, Yarmouk University, Jordan Carla J. Thompson, University of West Florida, USA Chin-Shang Li, School of Nursing, USA Encarnación Alvarez-Verdejo, University of Granada, Spain Felix Almendra-Arao, UPIITA del Instituto Politécnico Nacional , México Gabriel A. Okyere, Kwame Nkrumah University of Science and Technology, Ghana Gane Samb Lo, University Gaston Berger, SENEGAL Gennaro Punzo, University of Naples Parthenope, Italy Gerardo Febres, Universidad Simón Bolívar, Venezuela Ivair R. Silva, Federal University of Ouro Preto – UFOP, Brazil Mingao Yuan, North Dakota State University, USA Philip Westgate, University of Kentucky, USA Qingyang Zhang, University of Arkansas, USA Sajid Ali, Quaid-i-Azam University, Pakistan Sohair F. Higazi, University of Tanta, Egypt Subhradev Sen, Alliance University, India Vyacheslav Abramov, Swinburne University of Technology, Australia Wei Zhang, The George Washington University, USA Yuvraj Sunecher, University of Technology Mauritius, Mauritius Zaixing Li, China University of Mining and Technology (Beijing), China   Wendy Smith On behalf of, The Editorial Board of International Journal of Statistics and Probability Canadian Center of Science and Education

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Irons, Jessica G. "On following Your Bliss: An Interview with Jane S. Halonen." Teaching of Psychology 34, no. 4 (October 2007): 262–67. http://dx.doi.org/10.1080/00986280701700474.

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Jane S. Halonen is the Dean of the College of Arts and Sciences at the University of West Florida, where she insists on teaching introductory psychology each fall. She was employed in various roles at Alverno College for 17 years and also served for 5 years as the Director of the School of Psychology at James Madison University. Past president of both the Society for the Teaching of Psychology and the Council for the Teachers of Undergraduate Psychology, Jane has been an avid supporter of teaching conferences in the discipline. Her scholarship includes work on critical thinking, assessment, and faculty development. She won the American Psychological Foundation Distinguished Teaching Award in 2000 and was named an “Eminent Woman in Psychology” in 2002. She coordinates the international Improving University Teaching conference and also serves as Chief Reader for the Psychology Advanced Placement exam. Jessica G. Irons is a new assistant professor of psychology at James Madison University in Harrisonburg, Virginia. She earned her BA and MS degrees from Augusta State University where she worked with Dr. Stephen H. Hobbs. She earned her PhD from Auburn University in 2007 where she worked with Dr. Christopher J. Correia studying the interactions of drugs and behavior. Jessica also worked with Dr. Bill Buskist to pursue her research interests in the scholarship of teaching. She has taught introductory psychology, research methods, and drugs and behavior. She earned recognition for her teaching efforts departmentally and campus-wide while at Auburn and won the Wilbert J. McKeachie Teaching Excellence Award in 2007.

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Zuilkowski, Stephanie, and Ismaila Tsiga. "Building a University Partnership to Support Early Grade Reading in Nigeria." Journal of Comparative & International Higher Education 13, no. 5 (December 10, 2021): 124–34. http://dx.doi.org/10.32674/jcihe.v13i5.3652.

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While most international educational development projects are engaged in capacity development, trainings rarely have enough depth to result in lasting changes in the capacity of local stakeholders. The case of the Nigeria Centre for Reading, Research and Development (NCRRD) at Bayero University Kano used a different model. Six NCRRD faculty spent six months at Florida State University (FSU) attending courses on literacy and elementary education, attending grant writing trainings and reading seminars, observing literacy instruction in schools, and participating in conferences. After returning to Nigeria, the fellows were mentored by FSU faculty through the stages of a research project; all fellows subsequently submitted articles to international journals. FSU supported the administrative structures of NCRRD, assisting in the development of financial and compliance infrastructure. The outcomes of the partnership included 1) the establishment of the NCRRD as a center for excellence in reading in West Africa, 2) the publication of contextually relevant literature to inform policymakers and practitioners, and 3) the establishment of graduate programs in reading. This paper discusses the challenges faced by the institutions during the establishment of the NCRRD and makes recommendations for institutions interested in developing long-term international partnerships.

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Gibbs, Nikki. "Reviewer Acknowledgements." Applied Economics and Finance 4, no. 3 (April 28, 2017): 164. http://dx.doi.org/10.11114/aef.v4i3.2394.

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Applied Economics and Finance (AEF) would like to acknowledge the following reviewers for their assistance with peer review of manuscripts for this issue. Many authors, regardless of whether AEF publishes their work, appreciate the helpful feedback provided by the reviewers. Their comments and suggestions were of great help to the authors in improving the quality of their papers. Each of the reviewers listed below returned at least one review for this issue.Reviewers for Volume 4, Number 3Abbas Khandan, Hafez boulevard, IranAli Massoud, Sohag University, EgyptAndrey Kudryavtsev, The Max Stern Yezreel Valley Academic College, IsraelAnna Jedrzychowska, Wroclaw University, PolandArash Riasi, University of Delaware, USAAsad K. Ghalib, Liverpool Hope University, UKAyoub Taha Sidahmed, SIU, SudanDilshodjon Rakhmonov, Tashkent State University of Economics, UzbekistanHe Nie, Jinan University, ChinaIgor Matyushenko, School of Foreign Economic Relations and Touristic Business, UkraineJose Solana Ibañez, Centro Universitario de la Defensa, SpainKembo Bwana, College of Business Education, TanzaniaLuca Giordano, IOSCO (International Organization of Securities Commissions), ItalyMagdalena Radulescu, University of Pitesti, RomaniaMagdalena Zioło, University of Szczecin, PolandMohammed Alkali Yusuf, Waziri Umaru Federal Polytechnic, NigeriaPatrycja Kowalczyk-Rolczynska, Wroclaw University of Economics, PolandPayal Chadha, University of Wales Prifysgol Cymru, KuwaitSherry Jensen, Florida Institute of Technology, USASorin Gabriel Anton, Alexandru Ioan Cuza University of Iaşi, RomaniaSzabolcs Blazsek, Universidad Francisco Marroquín, GuatemalaTaro Abe, Nagoya Gakuin University, Department of Economics, JapanY. Saidi, M’sila University, Algeria Nikki GibbsEditorial AssistantOn behalf of,The Editorial Board of Applied Economics and FinanceRedfame Publishing9450 SW Gemini Dr. #99416Beaverton, OR 97008, USAURL: http://aef.redfame.com

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Henderson, Rebecca, Melanie Gross Hagen, Zareen Zaidi, Valentina Dunder, Edlira Maska, and Ying Nagoshi. "Self-care perspective taking and empathy in a student-faculty book club in the United States." Journal of Educational Evaluation for Health Professions 17 (July 31, 2020): 22. http://dx.doi.org/10.3352/jeehp.2020.17.22.

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Purpose: We aimed to study the impact of a combined faculty-student book club on education and medical practice as a part of the informal curriculum at the University of Florida College of Medicine in the United States.Methods: Sixteen medical students and 7 faculties who participated in the book club were interviewed through phone and recorded. The interview was then transcribed and entered into the qualitative data analysis program QSR NVivo (QSR International, Burlington, MA, USA). The transcripts were reviewed, and thematic codes were developed inductively through collaborative iteration. Based on these preliminary codes, a coding dictionary was developed and applied to all interviews within QSR Nvivo to identify themes.Results: Four main themes were identified from interviews: The first theme, the importance of literature to the development and maintenance of empathy and perspective-taking, and the second theme, the importance of the book club in promoting mentorship, personal relationships and professional development, were important to both student and faculty participants. The third and fourth themes, the need for the book club as a tool for self-care and the book club serving as a reminder about the world outside of school were discussed by student book club members.Conclusion: Our study demonstrated that an informal book club has a significant positive impact on self-care, perspective-taking, empathy, and developing a “world outside of school” for medical school students and faculty in the United States. It also helps to foster meaningful relationships between students and faculty.

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Connelly, Jeneene, Cristina Palacios, Adriana Campa, Nicholas Gonzalez, Karla De La Torre, and Xavier Panchana. "Sodium and Sugar Intake Comparison Among Participants of the USDA National School Lunch Program Versus Non-Participants Based on 2015–2016 NHANES Survey." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 172. http://dx.doi.org/10.1093/cdn/nzaa043_023.

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Abstract Objectives The National School Lunch Program (NSLP) surveys the overall health and well-being of participants nationwide. To address rising obesity rates in the US, the USDA implemented revisions in 2010 to the NSLP targeting sodium and sugar intake reduction. Our objective was to compare intake of sodium and sugar between NSLP participants and non-NSLP participants. Methods Data from 2015–2016 NHANES survey were analyzed, which is after the implementations of the USDA revisions. All children (4–15 years) with two 24-hr dietary recalls were included. Mean intake for sugar and sodium were computed between the 2 recalls. NSLP participants were those who reported 2–5 school lunches per week whereas those reporting one school lunch per week or none were considered as not participating. Analyses were stratified by the following ages groups: 4–8y; 9–13y; and 14–15y. ANCOVA, adjusted for gender, was used to compare normalized intakes of sugar and sodium. Results A total of 1370 children were included (49% were females). Sugar intake was similar between NSLP or non-NSLP participants in children 4–8y. In children 9–13y, sugar intake was higher in NSLP participants (101 ± 2.31 g/d) versus non-NSLP participants (95.2 ± 1.94 g/d; P = 0.010) but lower in children 14–15y in NSLP participants (95.7 ± 2.44 g/d) versus non-NSLP participants (106 ± 2.67 g/d; P = 0.022). Sodium intake was higher in NSLP participants (2731 ± 8.64 mg/d) versus non-NSLP participants (2583 ± 9.69 mg/d; P = 0.020) in children 4–8y and also in children 9–13y (NSLP participants 3097 ± 10.4 mg/d; non-NSLP participants 2852 ± 8.07; P < 0.001) but only lower among NSLP participants (3102 ± 10.3 mg/d) versus non-NSLP participants (3240 ± 12.4 mg/d; P = 0.002) in children 14–15y. Conclusions The effects of the new NSLP recommendations are conflicting compared with children not participating in the program. Sugar and sodium intakes were generally higher among NSLP participants between the ages of 9–13 years old. This suggests that despite recommendations to reduce sodium and sugar intake among school children, these nutrients might still be of concern. In short, this study indicates that a greater investment on education is needed and that further research should assess the effect of changes on NSLP recommendations through time. Funding Sources Florida International University.

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Obeso, Vivian, Janelle M. Fernandez, Carolyn D. Runowicz, and Robert Sackstein. "Florida International University Herbert Wertheim College of Medicine." Academic Medicine 95, no. 9S (September 2020): S103—S106. http://dx.doi.org/10.1097/acm.0000000000003282.

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Dambach, George, Joe Leigh Simpson, and John A. Rock. "Florida International University Herbert Wertheim College of Medicine." Academic Medicine 85 (September 2010): S140—S143. http://dx.doi.org/10.1097/acm.0b013e3181e86d75.

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Evans, Judith Petersen, and Michael L. Allen. "Middle School — Where the Action Is!" American String Teacher 44, no. 2 (May 1994): 65–67. http://dx.doi.org/10.1177/000313139404400225.

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Judith Petersen Evans received her BME at Baldwin Wallace College, her ME at Florida Atlantic University, and a Specialist Degree in Educational Leadership from Nova University. She has taught for 25 years, first in Ohio and then in Florida. She is currently orchestra director at Pine Ridge Middle School and Barron Collier High School in Naples, Florida. She has appeared as guest conductor or orchestra festivals in a number of states and is a freqwuent adjudicator and consultant to public school orchestra programs. Evans has been active in the music education field as president of the Florida chapters of ASTA and NSOA and of the Florida Orchestra Association. She has recently been elected national secretary of ASTA and is publications editor for NSOA.

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Lieberman, Janet E. "The School and the University: An International Perspective." Journal of Higher Education 58, no. 4 (July 1987): 474–76. http://dx.doi.org/10.1080/00221546.1987.11778269.

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Kirst, Michael W., and Burton Clark. "The School and the University: An International Perspective." Academe 72, no. 5 (1986): 38. http://dx.doi.org/10.2307/40249724.

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Lieberman, Janet E., and Burton R. Clark. "The School and the University: An International Perspective." Journal of Higher Education 58, no. 4 (July 1987): 474. http://dx.doi.org/10.2307/1981321.

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John, Kose, and Joshua Ronen. "Information Structures, Optimal Contracts and the Theory of the Firm." Journal of Accounting, Auditing & Finance 5, no. 1 (January 1990): 61–95. http://dx.doi.org/10.1177/0148558x9000500106.

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We are grateful for comments made by participants at the Symposium on the “Measurement of Profit and Productivity: Theory and Practice,” on December 16, 1988, in the University of Florida, cosponsored by the Vincent C. Ross Institute of Accounting Research, Leonard N. Stern School of Business, New York University, the Public Policy Research Center, Graduate School of Business, University of Florida, and The Kruger Center of Finance, Jerusalem School of Business Administration, Hebrew University; at workshops at the Leonard M. Stern School of Business, New York University; at the Accounting Research and Education Center of McMaster University; at the European Accounting Association meeting in Stuttgart, Germany; at workshops at Wharton School University of Pennsylvania; University of California at Berkeley; Northwestern University; French Finance Association Meeting.

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Ramos, Bruno-Elias, Gustavo Berenbium, Bill Whitcher, and Timothy R. Salmons. "All-Precast Concrete School of Architecture Creates Striking Identity for Florida International University." PCI Journal 49, no. 4 (July 1, 2004): 58–71. http://dx.doi.org/10.15554/pcij.07012004.58.71.

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Rock, John A., Joe Leigh Simpson, George Dambach, J. Patrick O’Leary, Sanford Markham, Larry Bagby, Khaleel Seecharan, and Ronald M. Berkman. "Florida International University: Development and Accreditation of Miami’s Public College of Medicine." Academic Medicine 84, no. 10 (October 2009): 1454–58. http://dx.doi.org/10.1097/acm.0b013e3181b6c537.

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Newton, Richard. "Graduate Education in the Time of COVID-19." Bulletin for the Study of Religion 50, no. 1 (August 12, 2021): 4–6. http://dx.doi.org/10.1558/bsor.20026.

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“The Buzz” examines scholarly topics in light of present-day concerns and challenges. This edition centers on the unique challenges of graduate education as a result of the restrictions of COVID-19. Those contributing to this discussion include Sarah E. Fredericks (associate professor of environmental ethics at the University of Chicago Divinity School), Steven Weitzman (Abraham M. Ellis professor of Hebrew and Semitic languages and literatures at the University of Pennsylvania), and Matthew Goff (professor of religion at Florida State University).

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Ruscher, Paul, Kevin Kloesel, Steven Graham, and Sue Hutchins. "Implementation of NOAA Direct Readout Satellite Data Capabilities in Florida's Public Schools." Bulletin of the American Meteorological Society 74, no. 5 (May 1, 1993): 849–53. http://dx.doi.org/10.1175/1520-0477-74.5.849.

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In 1992 a precollege outreach program designed to bring weather satellite imagery into the classroom was developed jointly by the Florida Technological Research and Development Authority and The Florida State University Department of Meteorology. This initiative incorporates the NOAA Direct Readout Satellite-data ingest program into Florida public school districts for the enhancement of education in a variety of curriculum areas.

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Rosa-Lugo, Linda I., Elizabeth A. Rivera, and Susan W. McKeown. "Meeting the Critical Shortage of Speech-Language Pathologists to Serve the Public Schools—Collaborative Rewards." Language, Speech, and Hearing Services in Schools 29, no. 4 (October 1998): 232–42. http://dx.doi.org/10.1044/0161-1461.2904.232.

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This article presents a collaborative approach to providing graduate education to speech-language pathologists who are employed in public school districts. A partnership called the Central Florida Speech-Language Consortium was established among the University of Central Florida, 10 Central Florida school districts, and community agencies to address the issue of the critical shortage of speech-language pathologists in the public schools. The consortium program provided bachelor-level speech-language pathologists in the public schools the opportunity to obtain a master’s degree while they continued to work in the schools. Key innovations of the program included: (a) additional graduate slots for public school employees; (b) modifications in the location and time of university courses, as well as practica opportunities in the schools; and (c) the participation and support of public school administrators in facilitating supervision and practicum experiences for the consortium participants. The consortium program resulted in an increase in the number of master’s level and culturally and linguistically diverse speech-language pathologists available for employment in the public schools of Central Florida. Recommendations for facilitating future endeavors are discussed.

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Pahal, Debra L., Steven I. Stahl, Robert Appelman, and Piet A. M. Kommers. "Part B - Introduction: Multimedia projects in the NOVA Southeastern University summer school; Florida 1997." International Journal of Continuing Engineering Education and Life-Long Learning 10, no. 1/2/3/4 (2000): 127. http://dx.doi.org/10.1504/ijceell.2000.112318.

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Pahal, Debra L., Steven I. Stahl, Robert Appelman, and Piet A. M. Kommers. "Part B - Introduction: Multimedia projects in the NOVA Southeastern University summer school; Florida 1997." International Journal of Continuing Engineering Education and Life-Long Learning 10, no. 1/2/3/4 (2000): 127. http://dx.doi.org/10.1504/ijceell.2000.112318.

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Terzian, Sevan G., and Leigh Ann Osborne. "Postwar Era Precedents and the Ambivalent Quest for International Students at the University of Florida." Journal of Studies in International Education 10, no. 3 (September 2006): 286–306. http://dx.doi.org/10.1177/1028315306286919.

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Narinskii, M. M. "School of International Relations." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 32–43. http://dx.doi.org/10.24833/2071-8160-2014-5-38-32-43.

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International Relations have been and remain not only one of the basic academic disciplines, but also one of the main directions of research work at MGIMO. Doing IR is closely intertwined with theory and practice, history and current events, the desire to combine a deep knowledge of the factual material and research-based evaluation in accordance with objective laws found in international life. Training of highly qualified specialists in international relations is impossible without a fundamental knowledge base. MGIMO-University celebrating its 70th anniversary demonstrates the natural combination of teaching and research activities, exercises the unity of education, science and education. The chair of International Relations and Foreign Policy of Russia (former USSR) plays organizational and coordinating role in the development of scientific school of International relations at MGIMO. Of course, the history of the school is not confined to the work of scientists and teachers of this chair, it includes the study of various aspects of the development of international processes, which isconducted at the chairs of history and politics of Europe and America, Oriental diplomacy, and many others. Combination of historical and contemporaneous studies of international relations is the feature and one of the main strengths of the scientific. The article substantiates the idea that the emergence and development of the national segment of the science of international relations is inextricably linked to the history and contemporary mission of MGIMO University.

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Iatarola, Patrice. "Implications for Scaling up Advanced Course Offerings and Takings: Evidence from Florida." Teachers College Record: The Voice of Scholarship in Education 118, no. 13 (April 2016): 1–22. http://dx.doi.org/10.1177/016146811611801304.

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This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Improving high school experiences and having students graduate from high school ready for college are national priorities under President Obama's Race to the Top initiative. Doing so by expanding access to advanced courses dates back a decade to President George W. Bush and the National Governors Association's efforts in the No Child Left Behind era. Courses are still seen as the gateway to higher student performance and access to college. From research done in collaboration with Dylan Conger and Mark Long, we found that taking more rigorous math courses increases students’ likelihood of being ready for college math, and that gaps in math course taking explain about one third of the gap between White and Black students and White and Hispanic students’ readiness for college. Advanced courses do matter—even taking just one advanced course improves students’ test scores, likelihood of graduating from high school, and likelihood of attending a four-year university. Schools, however, could do more to overcome the gap. We found that the best predictor of schools’ offering advanced courses was their having a critical mass of students with very high prior achievement. Resources, however, were not a factor.

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Perkins, James A. "The School and the University: An International Perspective. Burton R. Clark." Comparative Education Review 30, no. 3 (August 1986): 461–63. http://dx.doi.org/10.1086/446623.

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Fox, Elisabeth. "International Schools and the International Baccalaureate." Harvard Educational Review 55, no. 1 (April 1, 1985): 53–69. http://dx.doi.org/10.17763/haer.55.1.cl26455642782440.

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Elisabeth Fox traces the origins and development of the International Baccalaureate program as an outgrowth of continuing curriculum innovation in international schools. She describes its rapid expansion in North America, where many school systems are attracted by its challenging academic curriculum. Worldwide university recognition of the program is steadily increasing. Fox concludes by considering the prospects for future development, with particular emphasis on attempts to move the Baccalaureate beyond its Euro-centric origins.

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Halpern, Clarisse, Bruno Halpern, and Hasan Aydin. "International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University." International Journal of Multicultural Education 24, no. 1 (April 25, 2022): 47–67. http://dx.doi.org/10.18251/ijme.v24i1.3013.

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Intercultural competence reflects higher education institutions’ commitment to the internationalization of campus, programs, and curricula and results in attracting/retaining international students. Numerous studies explore international students’ challenges adapting to the receiving country; however, limited research investigates their experiences with intercultural competence. Thus, a phenomenological study was conducted to investigate the lived experiences of 12 international students with intercultural competence at a Southwest Florida university. The constant comparison method identified three dimensions of the participants’ lived experiences: institutional, curricular, and interpersonal. The findings indicated a lack of intercultural competence in each dimension, significantly impacting students’ academic and social experiences.

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Halpern, Clarisse, Bruno Halpern, and Hasan Aydin. "International Students’ Lived Experiences with Intercultural Competence in a Southwest Florida University." International Journal of Multicultural Education 24, no. 1 (April 25, 2022): 47–67. http://dx.doi.org/10.18251/ijme.v24i1.3013.

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Intercultural competence reflects higher education institutions’ commitment to the internationalization of campus, programs, and curricula and results in attracting/retaining international students. Numerous studies explore international students’ challenges adapting to the receiving country; however, limited research investigates their experiences with intercultural competence. Thus, a phenomenological study was conducted to investigate the lived experiences of 12 international students with intercultural competence at a Southwest Florida university. The constant comparison method identified three dimensions of the participants’ lived experiences: institutional, curricular, and interpersonal. The findings indicated a lack of intercultural competence in each dimension, significantly impacting students’ academic and social experiences.

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Skelly, Sonja M., and Jennifer C. Bradley. "The Importance of School Gardens as Perceived by Florida Elementary School Teachers." HortTechnology 10, no. 1 (January 2000): 229–31. http://dx.doi.org/10.21273/horttech.10.1.229.

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While gardening is the number one hobby in the United States, elementary schools are just beginning to explore the use of school gardens as a means to enhance classroom learning. School gardens can reinforce classroom instruction by offering opportunities for experiential learning. The benefits of experiential learning allow for a better understanding of concepts as the hands-on approach provides meaningful and tangible experiences. While many teachers have anecdotally attested to the benefits of school gardens, there is little empirical evidence documenting their impact. In Fall 1997, the University of Florida hosted a competition for the best elementary school garden in Florida. Results from a research questionnaire completed by participating teachers indicated that teachers used school gardens infrequently, with the majority using the garden as an instructional tool no more than 10% of the time. Many teachers did, however, indicate that school gardens were used for environmental education (97.1%) and experiential learning (72.9%), and 84.3 % of teachers said that related activities enhanced student learning. Findings also indicate that the teachers surveyed had relatively new gardens and teachers lacked, or were unaware of educational resources to assist with garden learning. This paper describes and interprets the results of the teacher questionnaire.

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Sabina, Mahmood, Ishii Ichiro, and Monta Mitsuji. "Exploring The Differences And Similarities Between International Baccalaureate Education And Japanese High School Education." Advances in Social Sciences Research Journal 7, no. 8 (August 12, 2020): 132–39. http://dx.doi.org/10.14738/assrj.78.8815.

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The number of International Baccalaureate (IB) students applying to Japanese Universities is on the rise. Okayama University is a Super Global National University (SGU) in Western Japan, which started IB admissions in 2012, and presently hosts 63 IB students including 11 graduates, in 11 faculties and 1 special program. Since the IB journey began in 2012, Okayama University has taken multiple approaches to become IB friendly. Through continuous follow up of enrolled IB students regarding academic and campus life, and regular feedback from faculty members regarding IB student performances and characteristics, Okayama University has discovered some basic differences between the educational approaches of IB accredited schools and Japanese High Schools (JHS). In order to further explore this observation, a two-phase research study was carried out. Between June 2018 and August 2019, the two surveys wer carried out. In Phase-1, University faculty, familiar with IB education, visited IB schools in Japan and JHS, to observe lessons and interview teachers about their respective methods of education. In phase-2, the same faculty members carried out an email survey followed by one-on-one interviews of 10 Super Global High Schools (SGH) teachers in Japan, regarding the similarities and differences in characteristics of their students, based on the Japanese version of the IB learner profile. This chapter reports and summarizes results of this two-phase study and perspectives gained from various first-hand observations.

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Arfani, Junita Widiati, and Ayami Nakaya. "Meanings of International High School Education in Indonesia and Japan." Journal of Research in International Education 18, no. 3 (December 2019): 310–25. http://dx.doi.org/10.1177/1475240919890223.

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The study on which this article is based aimed to discover the meanings of international education at the high school level from the perspective of students and parents in Japan and Indonesia. Two research questions are addressed: How do Indonesia and Japan balance their international education policy in relation to the need to foster globally competent workers, global citizenship, and nation-building? What are the respective meanings of international education for students and parents? A policy analysis was undertaken based on documents as well as class observations, and individual and group interviews with international education students and parents. The study found that while both the Indonesian and Japanese governments have attempted to build human capital with global competence and national identity, they have utilized different strategies. While Indonesian and Japanese students and parents found similar meanings in university preparation, there were different meanings regarding national language usage, social responsibility, self-identification, life after university, and neo-colonialism.

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Laats, Adam. "Forging a Fundamentalist “One Best System”: Struggles Over Curriculum and Educational Philosophy for Christian Day Schools, 1970–1989." History of Education Quarterly 50, no. 1 (February 2010): 55–83. http://dx.doi.org/10.1111/j.1748-5959.2009.00245.x.

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No introductions were necessary. By the time of this meeting on May 2, 1972, all of the educators around the table had worked together in the tightly knit community of Protestant fundamentalist education for decades. Those close relationships, however, only made the meeting's confrontational agenda all the more awkward and tense. Beka Horton read the charges. Horton, with her husband Arlin, had founded a thriving fundamentalist school in Pensacola, Florida. The Hortons had invited Dayton Hobbs for support. Hobbs was, like the Hortons, a graduate of fundamentalist Bob Jones University (BJU) and founder of a fundamentalist school in Florida. The Hortons accused Walter Fremont and Phil Smith, leaders of the education faculty at BJU, of one of the most devastating charges in the world of fundamentalist education. They had called this meeting with Bob Jones III, current leader of BJU and grandson of the founder, in order to apprise him of their suspicions that Fremont and Smith had become progressive educators.

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Baralt, Melissa, Stephanie Doscher, Lakhdar Boukerrou, Biayna Bogosian, Wessam Elmeligi, Youcef Hdouch, Jamil Istifan, et al. "Virtual Tabadul: Creating Language-Learning Community Through Virtual Reality." Journal of International Students 12, S3 (September 9, 2022): 168–88. http://dx.doi.org/10.32674/jis.v12is3.4638.

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This article presents on a multi-institution project that explains the development of Virtual Tabadul, which is an exchange program in virtual reality for English and Arabic foreign language and culture learning and community building amongst 1,200 US and the Middle East, and North Africa (MENA) college-aged youth. The program involves faculty, staff, and students at four institutions: Florida International University (U.S.), University of Michigan-Dearborn (U.S.), Oum El-Bouaghi University (Algeria), and Ibn Tofail University (Morocco). The project has been developed with generous funding from the Stevens Initiative and is the very first virtual exchange program for Arabic and English foreign language learning in virtual reality.

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Virtue, David C. "Exploring experiential learning processes in the context of an international school–university partnership." New Directions for Teaching and Learning 2022, no. 169 (March 2022): 99–108. http://dx.doi.org/10.1002/tl.20485.

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Virtue, David C. "Exploring experiential learning processes in the context of an international school–university partnership." New Directions for Teaching and Learning 2022, no. 169 (March 2022): 99–108. http://dx.doi.org/10.1002/tl.20485.

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Hacisalihoglu, Gokhan, Uwe Hilgert, E. Bruce Nash, and David A. Micklos. "An Innovative Plant Genomics and Gene Annotation Program for High School, Community College, and University Faculty." CBE—Life Sciences Education 7, no. 3 (September 2008): 310–16. http://dx.doi.org/10.1187/cbe.07-08-0061.

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Today's biology educators face the challenge of training their students in modern molecular biology techniques including genomics and bioinformatics. The Dolan DNA Learning Center (DNALC) of Cold Spring Harbor Laboratory has developed and disseminated a bench- and computer-based plant genomics curriculum for biology faculty. In 2007, a five-day “Plant Genomics and Gene Annotation” workshop was held at Florida A&M University in Tallahassee, FL, to enhance participants' knowledge and understanding of plant molecular genetics and assist them in developing and honing their laboratory and computer skills. Florida A&M University is a historically black university with over 95% African-American student enrollment. Sixteen participants, including high school (56%) and community college faculty (25%), attended the workshop. Participants carried out in vitro and in silico experiments with maize, Arabidopsis, soybean, and food products to determine the genotype of the samples. Benefits of the workshop included increased awareness of plant biology research for high school and college level students. Participants completed pre- and postworkshop evaluations for the measurement of effectiveness. Participants demonstrated an overall improvement in their postworkshop evaluation scores. This article provides a detailed description of workshop activities, as well as assessment and long-term support for broad classroom implementation.

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Smith, Susan E. "International Experiences for Course Credit: The McMaster University School of Nursing Process." Journal of Nursing Education 34, no. 3 (March 1995): 134–36. http://dx.doi.org/10.3928/0148-4834-19950301-10.

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Edmondson, Sally, Janet Speake, Kevin Crawford, and Donna Whiteside. "International Geography Fieldwork as a Catalyst for University and School Collaboration." Journal of Geography in Higher Education 33, no. 3 (September 2009): 393–408. http://dx.doi.org/10.1080/03098260902982393.

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White, Cassandra. "Experiments in Cultural Anthropology Field School." Practicing Anthropology 32, no. 3 (June 26, 2010): 9–12. http://dx.doi.org/10.17730/praa.32.3.jw57848m80g4t712.

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Undergraduate and graduate students in many areas of study (business, healthcare, education, law, and communications, for example) have multiple opportunities to receive firsthand experience in their discipline through internships. Within anthropology, "field schools" or study abroad programs often serve the purpose of internships in terms of providing the basic training students would need to learn how to do fieldwork. As an undergraduate and M.A. student at the University of Florida in the early 1990s, I attended three study abroad programs with an anthropology focus (in Mérida, Mexico; Brunnenburg, Italy; and Rio de Janeiro, Brazil); only one program (in Italy) was billed as a "field school," but all three provided excellent ethnographic training that would serve me well for future fieldwork.

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Trimble, Allyson, Amie Imler, Chad Carr, and Jason M. Scheffler. "488 Career Awareness of Incoming University of Florida Animal Science Majors." Journal of Animal Science 99, Supplement_3 (October 8, 2021): 215. http://dx.doi.org/10.1093/jas/skab235.391.

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Abstract A disproportionate number of Animal Science (ANS) students start their program with the intent of pursuing veterinary school. While some succeed, most change career paths either by personal choice or not gaining admission into veterinary school. Ideally, the sooner a student identifies alternative career path(s), the more opportunities they have to prepare for those careers by pursuing additional classes and extracurriculars. The University of Florida (UF) is unique compared to peer institutions with a 30% freshman acceptance rate, an overwhelming 41% of UF ANS students arrive as transfers. This compresses the time to matriculate through the ANS curriculum and increases the urgency to redirect students into the numerous ANS career paths. The objective of this study is to better understand ANS student’s perceptions of careers. We conducted a career awareness survey at the start and end of the ANS3006 Introduction to Animal Science course over the past two years. Students (n=352) were asked demographic information, and completed an online instrument evaluating their awareness of career options available to them. Over 49% could not list more than two careers. Veterinarian was the most common and appeared on 76% of responses. Students are exposed to careers throughout each lecture module and related career-focused assignments. In the post test evaluation, 57% listed more than two careers, with the average increasing from 2.8 to 3.6 careers per student. Additionally, 18.8% of students indicated their career goals had changed over the course of the semester, with more than 2/3 or those being students who changed from a veterinary path. In conclusion, ANS students arriving at UF have a limited outlook on career options. While introduction to ANS has some success in expanding those options, more efforts need to be made in the current curriculum and through secondary education to increase awareness of ANS careers.

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Zhao, Weijie. "Predicament and outlook of China's math education." National Science Review 7, no. 9 (April 17, 2020): 1513–17. http://dx.doi.org/10.1093/nsr/nwaa070.

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Abstract Mathematics is the foundation of science and rational thinking. Math education for the younger generation is the fundamental project to upgrade the mathematical literacy and the creativity of the whole society. China's education system has long been different from that of Western countries. China has fostered many gold medal winners of the International Mathematics Olympiad, but is also criticized as lacking creativity. In this NSR forum on math education in China, educators of high schools and universities as well as researchers of different scientific fields gather to talk about the current predicaments and future developments of China's math education. Zenghu Li Mathematician; Professor of the School of Mathematical Sciences, Beijing Normal University, Beijing, China Chao Tang Quantitative biologist; Director of the Center for Quantitative Biology, Peking University, Beijing, China Zhihong Xia Mathematician; Professor of Mathematics, Northwestern University, Evanston, USA and the Founding Chair of the Department of Mathematics, Southern University of Science and Technology, Shenzhen, China Jinlong Yang Computational chemist; Professor of the School of Chemistry and Materials Science, University of Science and Technology of China, Hefei, China Huawei Zhu Headmaster of Shenzhen Middle School, Shenzhen, China; Former leader and head coach of the national team of China for the International Mathematics Olympiad, China Gang Tian (Chair) Mathematician; Professor of the School of Mathematical Sciences, Peking University, Beijing, China

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Duran, Kevin. "Reviewer Acknowledgements for International Business Research, Vol. 11, No. 6." International Business Research 11, no. 6 (May 28, 2018): 249. http://dx.doi.org/10.5539/ibr.v11n6p249.

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International Business Research wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal are greatly appreciated.International Business Research is recruiting reviewers for the journal. If you are interested in becoming a reviewer, we welcome you to join us. Please find the application form and details at http://recruitment.ccsenet.org and e-mail the completed application form to ibr@ccsenet.org.Reviewers for Volume 11, Number 6 Abderrazek Hassen Elkhaldi, University of Sousse, TunisiaAnca Gabriela Turtureanu, “DANUBIUS” University Galati, RomaniaAndrea Carosi, University of Sassari, ItalyAnna Paola Micheli, Univrtsity of Cassino and Southern Lazio, ItalyAshford C Chea, Benedict College, USACristian Marian Barbu, “ARTIFEX” University, RomaniaFawzieh Mohammed Masad, Jadara University, JordanFederica Caboni, University of Cagliari, ItalyFlorin Ionita, The Bucharest Academy of Economic Studies, RomaniaFrancesco Scalera, University of Bari "Aldo Moro", ItalyGuo Zi-Yi, Wells Fargo Bank, N.A., USAHanna Trojanowska, Warsaw University of Technology, PolandHuijian Dong, Pacific University, USAHung-Che Wu, Nanfang College of Sun Yat-sen University, ChinaImran Riaz Malik, IQRA University, PakistanKaren Gulliver, Argosy University, Twin Cities, USAL. Leo Franklin, Bharathidasn University, IndiaLuisa Pinto, University of Porto School of Economics, PortugalM. Muzamil Naqshbandi, University of Dubai, UAEManuela Rozalia Gabor, “Petru Maior” University of Tîrgu Mureş, RomaniaMarcos Ferasso, Meridional Faculty - IMED, BrazilMichele Rubino, Università LUM Jean Monnet, ItalyMiriam Jankalová, University of Zilina, SlovakiaMithat Turhan, Mersin University, TurkeyMohamed Rochdi Keffala, University of Kairouan, TunisiaMohsen Malekalketab Khiabani, University Technology Malaysia, MalaysiaMuath Eleswed, American University of Kuwait, USAOnur Köprülü, Mersin University, TurkeyOzgur Demirtas, Turkish Air Force Academy, TurkeyPascal Stiefenhofer, University of Brighton, UKRafiuddin Ahmed, James Cook University, AustraliaRiccardo Cimini, University of Tuscia, Viterbo, ItalyRoberto Campos da Rocha Miranda, University Center Iesb, BrazilSerhii Kozlovskiy, Donetsk National University, UkraineShun Mun Helen Wong, The Hong Kong Polytechnic University, Hong KongVassili JOANNIDES de LAUTOUR, Grenoble École de Management (France) and Queensland University of Technology School of Accountancy (Australia), FranceYan Lu, University of Central Florida, USA

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Yin, Yanfeng. "Research on Comprehensive Benefit Evaluation of Internationalized University Education Based on Big Data under the Background of Internet of Things." Security and Communication Networks 2022 (August 20, 2022): 1–8. http://dx.doi.org/10.1155/2022/9866300.

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Nowadays, in the context of the Internet of things and artificial intelligence, nationalization is an advanced school running concept. In China, some colleges have carried out an international school running mode and achieved certain results which provides theoretical support for the international operation of relevant university education, and also provides reference for the comprehensive benefit evaluation of other similar international university education. As an advanced school running concept, it has attracted the attention of many universities at home and abroad. Promoting the internationalization of universities is the general trend and a need of the development of higher education. Although some universities have started the practice of internationalization, there are differences and misunderstandings in the theory and practice of the internationalization of university education in China. There are many reasons for the differences, including the basic level of development, the level of theoretical understanding, the level of regional environmental background, and the level of specific operation and implementation. However, one of the important reasons is the lack of quantitative evaluation of the comprehensive benefits of the nationalization of university education. This study attempts to start from the reality of each university, adopt a systematic and scientific comprehensive benefit evaluation index system of university international operation, study the applicable and effective comprehensive benefit evaluation methods of university education international operation under the background of the Internet of things, and put forward suggestions and improvement measures for university education international operation, so as to provide theoretical support for China’s university education international operation. It provides reference and reference for the comprehensive benefit evaluation of international running of university education similar to other sample units.

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Kaufman, Sophie R., David N. Ekstrom, and Lillie M. Shortridge-Baggett. "Assessing International Opportunities in Higher Education: A Matrix-based Assessment Tool." Frontiers: The Interdisciplinary Journal of Study Abroad 13, no. 1 (August 15, 2006): 23–42. http://dx.doi.org/10.36366/frontiers.v13i1.171.

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Faced with a growing number of international opportunities, the Lienhard School of Nursing at Pace University adapted a business model to assess which opportunities to pursue. Employing a product portfolio matrix approach, the International Opportunities Assessment (IOA) Tool was developed to assess new international ventures using the parameters of Market Attractiveness and Institutional Resources. The tool was piloted on a study abroad nursing course featuring a trip to Iceland. The tool assisted in prioritizing program development for international opportunities. In this article, we will describe the development of this tool and, in order to demonstrate its use, we will provide an example of its application in the assessment of a study abroad course for nursing students at the Lienhard School of Nursing, Pace University.

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Journal articles on the topic 'Florida International University. School of Education'

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