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Objective. Aging is a growing public health concern for people, organizations, and governments. The current study was undertaken to provide insights into the global research output on geriatric nursing. Methods. A bibliometric study was implemented using the WoS database for the period from 1900 to 2020. Various tools and measures were used to analyze and visualized. Results. The search strategy found 4923 papers. The oldest paper was written by Beverly C. Andre in 1953. As team size increases, so does the number of citations. The USA was the active country and the highest number of coauthors. New York University was an active institution. Stig Karlsson was the most active author in Geriatric Nursing with 28 articles from Sweden, followed by Koen Milisen and Sandman, with 26 articles each from Sweden and Belgium. The most frequent words in this field were depression, malnutrition, education, Alzheimer's disease, and dementia. The latest research themes in this field were COVID-19, interprofessional locomotive syndrome, emergency nursing, and public health. The most influential papers were specified. Journal of the American Geriatrics Society was the most active journal. Conclusions. Geriatric nursing is a rooted field and has received special attention in the last decade. Policymakers, especially in developing countries, should pay attention to geriatric nursing as a specialty of nursing to solve aging issues they would face considering the increasing elderly population. [ABSTRACT FROM AUTHOR]

In this article, the author provides motivation and a template for integrating and teaching writing in a variety of economics courses: core theory or introductory courses, topic courses, and economic writing/research courses. For each assignment, pedagogical reasoning and syllabus integration are discussed. Additionally, the author shows that using grading practices and peer review as suggested in the literature can make the grading and time burden of teaching writing accessible to even large lecture courses. [ABSTRACT FROM AUTHOR]

To investigate the physical activity levels and experiences of students enrolled in a service-learning dog walking class. Participants: College students (N = 10) from a rural university in the Eastern United States (age = 20.8 years ±1.2; 80% female; 90% White). Method: Students wore NL-1000 pedometers twice a week for 50 minutes for ten weeks. They also completed reflection papers at the end of the class. Pedometer data was analyzed using Microsoft Excel and the papers were analyzed through inductive coding. Results: Students obtained approximately 40% of their recommended daily physical activity requirements during class time. Reflection papers revealed that student beliefs about shelter dogs were challenged and that their primary motivations for attending class involved the physical activity needs of the dogs. Conclusions: Incorporating a service component into a physical activity course whereby the physical activity needs of others are the focus can be beneficial for all involved. [ABSTRACT FROM AUTHOR]

Most Canadians use some form of Complementary and Alternative Medicine (CAM) and most Canadian physicians are not able to address their patients' use due to inadequate training. Integrative Medicine (IM) in the medical profession has grown over the last 20 years and is now recognized as a sub-specialty in the United States. Canada is lagging behind. The current state of CAM and IM education for physicians in Canada is described, using the United States' experience in comparison. The landscape and obstacles for Integrative Medicine for Canadian physicians is reviewed. A case is made for recognition of Integrative Medicine by Canadian Medical Colleges in order to advance this field in Canada. [ABSTRACT FROM AUTHOR]

Our nation's military veterans share a connection through their service, making them a distinctive community with unique information requirements. Community-based solutions are crucial to meet veterans where they are, and libraries of all types are in a position to help. In recognition of this, the Institute of Museum and Library Services (IMLS) awarded a grant to Texas A&M University, which held a forum attended by 250 librarians from across the United States. The discussions covered how veterans are currently being engaged, what services and programs are working, and where improvements could be made. Toolkit committees were then formed to brainstorm service and program ideas for veterans that can be utilized in various library settings, including medical facilities. These toolkits were uploaded to a freely available repository so that librarians can use and adapt these resources to develop their own veteran-oriented programming. Results from this collaboration among librarians have led to new connections, friendships being formed, and the generation of even more creative solutions to reach veteran populations. While considerations such as respecting copyright and dealing with grant funding appropriations are present, this should not keep librarians from utilizing these resources. This project is meant to be an ongoing and evolving effort. New ideas and collaborations are not just welcomed but encouraged to best serve these veterans who have so selflessly sacrificed for their country. [ABSTRACT FROM AUTHOR]

The article provides a note on the research work conducted by writer Stanley Rothman and his colleagues about enrollment diversities and race relations found in American universities. They found that the higher the proportion of black students, the lower was the quality of education perceived by students, faculty and administration and the less satisfied the students were with their university experience. Further more at high-diversity colleges, more students report being unfairly treated because of race, ethnicity, gender, sexual orientation, religious beliefs or political views. According to the author the study does not demonstrate that the presence of more black students, either reduces or fails to improve the quality of education for either white or black students because the perceptual measures used may not correspond to actual effects of the college on students' knowledge, abilities, values, intentions or future behavior. The study requires further examination of measures of social and educational consequences which are highly subjective in nature.

Over the last decades there has been a significant increase in the number of contingent faculty in the US system of higher education. The phenomenon of "workers on demand" is widespread in the US labor market where a growing number of Americans no longer hold one full-time job. They are instead employed for a finite time, often with a specific task, with little connection to their employers. In the case of higher public education, this phenomenon appears more complicated since it is correlated not only with a substantial decline of full-time faculty, but also with a marked increase of university administrators. In our paper we will analyze the process of "adjunctization" of the American public universities, assess causes, consequences, and suggest appropriate policies to promote fairness and a better allocation of resources. [ABSTRACT FROM AUTHOR]

Graduate education in the United States has been identified as being the backbone of American competitiveness and innovation in a recent report by the Council of Graduate Schools. The report provides a framework for examining the role of graduate education in partnership with business and government to advance an action agenda for achieving competitiveness and innovation. The role and positioning of graduate education in kinesiology in this agenda for change is addressed and a challenge issued. [ABSTRACT FROM AUTHOR]

Using the unique form of a composite counterstory culled from the experiences of 13 Black women at historically and predominantly White colleges and universities in a Western U.S. state, this paper explores the psychological tensions and silencing Black college women face as they navigate social constructions of their selfhood under a White gaze. This study centers these Black women’s voices through a tradition of storytelling and examines the ways they try to carve their own place by often engaging liberating, yet repressive, historically constructed STRONGBLACKWOMAN imagery to counteract equally silencing Angry Black Woman imagery. The historically and predominantly White institutional spaces within which these women study, live, and play exacerbate this tension, propelling them to model and rely upon stereotypically ‘positive’ representations of Black womanhood to deal with the pain of microaggressions. Altogether, these factors create instances of enhanced racial battle fatigue. [ABSTRACT FROM AUTHOR]

Aims: To describe beginning nursing student learning styles and to determine whether there are relationships between learning style and sociodemographic or educational background. We also aim to compare these data with the normative values of the 3.1 version of the Kolb learning style inventory and verify its reliability. Background/Literature: Learning style is related to the way in which an individual interacts with learning conditions, involving cognitive, affective, physical and environmental aspects. In nursing education, few studies have focused on knowing the learning styles of beginning nursing students, despite the need for students to develop critical thinking skills required of nurses. Design: Descriptive, cross‐sectional, correlational, multi‐site study. Method: The study took place at five universities in Brazil and one university in the United States. Data were collected from a sample of beginning nursing students (n = 176) in 2019, using the Portuguese and English 3.1 versions of Kolb's learning style inventory. Results: Most students' learning styles were classified as divergers (34.10%), while 28.41% were assimilators, 23.86% were accommodators and 13.63% were convergers. Kolb describes learning as a four‐stage cyclical process grounded in experience. The mean score of one learning stage, the concrete experience, showed those who attended public high schools compared with private high schools was higher (mean = 26.22; p =.0019), and there were different results between Brazilian state universities, Brazilian federal universities and the American university (p =.0149). Conclusion: The diverger style was the most common among beginning nursing students in Brazil and the United States. There was a significant relationship between learning style, the educational background of students, the type of institution they attend and their previous experience with some active learning methodologies. Relevance to clinical practice: Aligned with Kolb's experiential learning theory, nurse educators must be aware of student learning styles so they may use teaching strategies to meet their students' needs. [ABSTRACT FROM AUTHOR]

This paper provides a review of current trends in international student recruitment. Focusing specifically on recruitment of Chinese students, important aspects of China's educational system relevant to recruitment are presented. Barriers to Chinese student recruitment are then discussed. Successful, employed, international graduates validate domestic institutional value to prospective foreign students and their parents. In that regard, guidance is then offered for domestic universities to use to assist international students to achieve their desired outcomes as an integral part of the institution's international student recruitment strategy. [ABSTRACT FROM AUTHOR]

Personal Finance (PF) is one of the largest societal problems affecting the broader United States marketplace. Academic business departments can minister to the general student population by developing PF instruction as a general education (GE) course, even at a Christian liberal arts college. This paper will discuss the need for PF, the current approaches of higher education institutions, the path for adaptation as a GE offering, the integration of Christian faith topics and pedagogical approaches and resources for a semester-long class. Program your graduates for success in life via PF education. [ABSTRACT FROM AUTHOR]

This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model they recommend, which is grounded in Culturally Responsive Pedagogy (CRP), has the potential to better meet the needs of Chinese ELLs. The authors identify obstacles to successful implementation of the proposed model and ways in which these, and gaps in research, can be addressed by directors of Writing Centers. [ABSTRACT FROM AUTHOR]

This paper describes the ways in which Writing Centers (WC) currently serve English Language Learners (ELL) at American universities. The authors argue that the pedagogy offered at these centers does not always meet the needs of the Chinese ELLs who make up the largest population of ELLs at American universities. The proposed supplemental model they recommend, which is grounded in Culturally Responsive Pedagogy (CRP), has the potential to better meet the needs of Chinese ELLs. The authors identify obstacles to successful implementation of the proposed model and ways in which these, and gaps in research, can be addressed by directors of Writing Centers. [ABSTRACT FROM AUTHOR]

In this naturalistic study, we examined the reflective thinking of 39 pre-service teachers (PSTs) in an introductory curriculum, instruction, and technology course as they engaged in an online virtual learning community. Our framework considers both reflective thinking as revealed through individual posts to the community and dialogical interaction between PSTs as they comment on posts. Our research identified three themes in PST reflection: 1.) the presence of peer affirmation and support, 2.) the connection of PSTs experiences to content included in the course, and 3.) the presence of critical reflection. The study concludes that by providing provocative stimuli, meaningful content, and an interactive process for reflection, a VLC can create a space for members to move from their traditional comfort zones to a disruption of their normative beliefs about teaching, schools, and themselves. [ABSTRACT FROM AUTHOR]

Purpose – In today's complex and highly competitive marketplace, universities and colleges, realizing a need to develop sustainable strategies, have turned to branding as a solution. However, because of their unique service characteristics, universities' branding attempts may not always result in success. The aim of this paper is to present a brand ecosystem framework in order to develop branding strategies for colleges and universities. Design/methodology/approach – The key elements of the framework include: student experiences as the driving force of the university branding strategies, academic services as the core value creation activities in delivering student learning experiences that are co-created with students and faculty, and supporting activities that are important in creating the core value. Findings – The framework suggests that both core and supporting value-creating activities are dynamically inter-related and work jointly in creating student learning experiences, and ultimately, a strong university brand. Originality/value – The paper presents the crucial elements and the relationships among them for building successful brands in higher education. [ABSTRACT FROM AUTHOR]

Evaluation Online offers a variety of options to faculty who want to solicit formative feedback electronically. Researchers interviewed faculty who have used this system for midterm student evaluation. [ABSTRACT FROM AUTHOR]

Despite the enormous growth of college courses dealing with spatial information, curriculum planning involving geographic information science ( GIS) courses and programs has received little attention within the GIS literature. As the number and variety of GIS courses expands, so too does the importance of both systematic and inclusive planning and campus-wide coordination. In this article we explore course planning through an exploration of 312 GIS course syllabi used at US colleges and universities with the goal of characterizing the degree to which learning resources, student evaluation methods, and course topics have become standardized across institution types, academic levels, and disciplines. Our findings reveal a consensus in the use of GIS software across courses but no similar agreement in the use of textbooks. Hands-on activities were used as evaluation methods in nearly every course in the sample regardless of institution type or academic level. However, quizzes, tests and final exams were used more often in community colleges while papers and projects were used more frequently in four-year and comprehensive research universities. The frequency of topic categories listed on syllabi was relatively consistent across institutions, academic levels and disciplines with a few topics such as vector analytic operations, data models, and data creation/acquisition/editing included on more than 50% of syllabi. [ABSTRACT FROM AUTHOR]

Over the past 4 decades Chinese medicine (CM) has come increasingly into the spotlight in the United States as the clinical effectiveness of CM has been not only empirically well-tested over a long period of time but also proven by recent scientific research. It has proven cost effectiveness, safety, and is authorized for natural and holistic approaches. In consideration, CM is one of the underutilized health care professions in the United States with a promising future. However, CM faces many challenges in its education and system, its niche in the health care system as an independent profession, legal and ethical issues. This paper discusses the confronting issues in the United States: present education, standards of CM education with shifting first professional degree level, new delivery systems of CM education. Development of new research models, training of evidence-based practice, and implementation of integrative medicine into CM education also are the key issues in the current CM profession. This paper also discusses opportunities for the CM profession going beyond the current status, especially with a focus on fusion medicine. [ABSTRACT FROM AUTHOR]

Early disclosure of possible concussive symptoms has the potential to improve concussion-related clinical outcomes. The objective of the present consensus process was to provide useful and feasible recommendations for collegiate athletic departments and military service academy leaders about how to increase concussion symptom disclosure in their setting. Consensus was obtained using a modified Delphi process. Participants in the consensus process were grant awardees from the National Collegiate Athletic Association and Department of Defense Mind Matters Research & Education Grand Challenge and a multidisciplinary group of stakeholders from collegiate athletics and military service academies. The process included a combination of in-person meetings and anonymous online voting on iteratively modified recommendations for approaches to improve concussion symptom disclosure. Recommendations were rated in terms of their utility and feasibility in collegiate athletic and military service academy settings with a priori thresholds for retaining, discarding and revising statements. A total of 17 recommendations met thresholds for utility and feasibility and are grouped for discussion in five domains: (1) content of concussion education for athletes and military service academy cadets, (2) dissemination and implementation of concussion education for athletes and military service academy cadets, (3) other stakeholder concussion education, (4) team and unit-level processes and (5) organisational processes. Collectively, these recommendations provide a path forward for athletics departments and military service academies in terms of the behavioural health supports and institutional processes that are needed to increase early and honest disclosure of concussion symptoms and ultimately to improve clinical care outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Celal Bayar University Journal of Social Sciences / Celal Bayar Üniversitesi Sosyal Bilimler Dergisi is the property of Celal Bayar University Journal of Social Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sustainable leadership as a concept is both in its infancy and also under researched, with much of the previous work in the area concentrating solely on the compulsory sector. Lambert (2011) argues that existing models are not entirely appropriate for further education due to the landscape in which colleges operate. This paper presents the findings of empirical work which sought the views of principals of general further education colleges (equivalent to United States Community Colleges) in the south east of England and London, UK, as to whether they are in agreement with the component aspects of the framework of sustainable leadership for further education colleges suggested by Lambert (2011). [ABSTRACT FROM AUTHOR]

A number of international students, predominately from Asian countries, are present in universities in the UK, United States, and Australia. There is little research exploring their experiences as they negotiate the disciplinary requirements of their courses. This paper investigates students' agency as they write their first assignment for their Master's of Teaching English to Speakers of Other Languages course and the academics who teach them. Talk around texts and the positioning theory are used to analyse the data. It is argued that the students demonstrate strategic agency, which allows them to better understand the academic requirements of their disciplines. The analysis reveals the complexities involved in international students' adaptation to disciplinary discourse and the implications for teaching and learning in higher education. [ABSTRACT FROM AUTHOR]

This paper examines the dismissals of allegedly Communist teaching staff at Japanese universities between 1948 and 1950 (‘red purge’) as one example of developments usually attributed to a ‘reverse course’ in occupation policy. It argues that the red purge came about less as a result of a change in US policy than through Japanese initiative. Based on primary source material, this paper shows that anti-Communism had been an integral part of the thinking of the Occupation's education administrators since 1946. They were, however, careful not to translate this thinking into victimizing action. Rather, a quantitative analysis indicates that, in bringing about an individual's dismissal, factors such as low academic standing were more decisive than political involvement, implying that the purges were not simply ordered from above. Two case studies of purgees, one a philosophy lecturer from Hirosaki Higher School and the other a professor of anatomy at Kyoto Prefectural School of Medicine, serve to corroborate these findings. Assumptions about a reverse course have led to false conceptions about the respective contribution of US and Japanese administrators to late occupation policies. An accurate assessment of the occupation period requires that historians take into account lower-level events and decisions in order to gauge better Japan's role in shaping occupation policy. [ABSTRACT FROM PUBLISHER]

This study explores how a three‐way collaboration between a University library, writing centre and faculty created avenues of training and support for students within a Doctor of Nursing Practice (DNP) program in an American University. The role of each partner involved in the collaboration is discussed alongside the profile of the DNP students. Lesson planning and classroom techniques for DNP information literacy classes are described and feedback from the partners and the students are discussed. The study confirms that collaboration is effective in improving research and writing skills. D.I. [ABSTRACT FROM AUTHOR]

In this study, university-industry collaborations in China and the USA are analyzed in terms of co-authored publications indexed in the Web of Science (WoS). Results show a wide gap between China and the USA: Chinese universities are much less active in collaborations with industry in terms of either publication productivity or collaboration intensity. In selecting local and foreign industrial partners, however, more variation exists among Chinese universities than among US universities. The US system is domestically oriented more than that of China. In the USA, the intensity of university-industry collaboration is determined by research quality, whereas in China this is not the case. In both China and the USA, distance is not critical for the establishment of domestic university-industry collaboration. A high correlation is found between productivity indicators including total publications and university-industry co-authored publications. However, the productivity indicators are less correlated with the intensity of university-industry collaboration. Large research universities with strong ties to domestic industry play critical roles in both national publication systems. [ABSTRACT FROM AUTHOR]

This paper examines the emergence of education as a marketable service with institutions now seeking to market themselves in a professional manner. A comparison is made between two samples- one of administrators within educational institutions in Australia, Canada, New Zealand, the United Kingdom and United States, the other of college and university students in Australia. Statistical analysis identified a series of key factors considered critical to the successful marketing of these institutions. A comparison of institutional and student views is made concluding that significant differences exist between the two groups. Managerial and research implications are provided. [ABSTRACT FROM PUBLISHER]

This paper presents the results of an inter-regional study of 1,422 undergraduate business majors from thirteen (13) public universities in the United States. These universities were grouped into four (4) regions of the country-the northeast, the southeast, the central, and the west. Three dependent variables concerning student interest in (1) taking international business courses, (2) pursuing long-term and (3) short-term business career opportunities abroad, were compared to determine if regional differences occur. Independent variables, which were found to correlate with the dependent variables regarding higher levels of interest (results from a previous study), were also compared for regional differences. These independent variables included academic maturity, degree of international travel, number of languages spoken, and previous work experience with international companies. The statistical analysis used to determine differences between the regions regarding the dependent and independent variables included Cross Tabulations and Chi-Square, One-Way Analysis of Variance for the four regions for the interval scaled variables, and Kruskal-Wallis One-Way Analysis of Variance for k independent samples for the nominal and ordinal scaled variables. The results of the study indicate that students from the western region of the nation had higher levels of interest for pursuing international business courses and careers, and exhibited higher levels of international experiences regarding travel, the number of languages spoken, and work experiences with international companies. This region was closely followed by the southeast in levels of course and career interest. The central and northeastern regions overwhelmingly exhibit lower levels of interest and international travel experiences. Prescriptions are offered for the schools whose students exhibited lower levels of interest and international experiences to help remedy weaker feelings toward international business courses and careers. [ABSTRACT FROM PUBLISHER]

Copyright of Sociology of Sport Journal is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper draws on a Linguistic Ethnography (Blommaert & Rampton 2011) of a group of academically elite students in Singapore. The group comprises locals born in Singapore, as well as immigrants from China and Vietnam. My informants all attended a top-ranked secondary school in Singapore. I present data from interviews and a focus group discussion with them about their aspirations and educational pathways. These academically elite students describe a conventional aspiration amongst their peers involving transnational mobility and attending top-ranked universities in the US and UK. My informants discursively construct this aspiration as preferred, with a sense that they are expected to conform to such a trajectory. I argue that their consistent orientation toward the ideal trajectory and production of discourse about it denotes a collective moral stance (Ochs & Capps 2002), and hence a disposition embedded in a social field (Hanks 2005). In response to Archer's (2012) theorisations that dominant modes of reflexivity have changed, my informants' relatively stable orientations and ways of acting demonstrate how Bourdieu's notion of habitus continues to be relevant in late-modernity. In practical terms, this study also shows a clear link between elite schools, and the aspirations and resultant trajectories of individuals. This has direct implications for policy-makers in Singapore where the Ministry of Education has been attempting to curb elitism in the education system. [ABSTRACT FROM AUTHOR]

This paper examines job turnover among US university presidents from 2001–2006. Using data from the American Council of Education's Survey of American College Presidents, this analysis finds that public (state supported) university presidents’ odds of leaving office over a five-year period are approximately 50 per cent higher than are their private (independent) university presidents. This job instability appears to be driven primarily by the higher propensity for public university presidents to leave one institution to become president at another institution. The flatter returns to time in office experienced by public university presidents likely motives this heightened job turnover. Increased competition for university presidents is likely to increase the returns to job mobility in the coming years. [ABSTRACT FROM PUBLISHER]

In The Higher Learning in America, Veblen speculated on the prospects of the schools of commerce within the American university. Specifically he postulated that (a) instruction in the field of commercial training may all into a more rigidly drawn curriculum, that diverges from the ways of scientific inquiry (b) the college of commerce would divert funds from legitimate university uses, (c) create a bias hostile to scholarly and scientific work and (d) train graduates who would have better skills to predate on the community. The Higher Learning in America is an extension of his economics and was meant to be a warning about the cumulative effect of the conduct of universities by business principles. This paper summarizes the Veblenian approach used to question the legitimacy of the business school in the modern university. The goal is to promote a re-consideration of the role of the business school with respect to a Veblenian analysis. [ABSTRACT FROM AUTHOR]

This article used work from the writing assessment literature to develop a framework for assessing the impact and perceived value of written, audio, and combined written and audio feedback strategies across four global and 22 discrete dimensions of feedback. Using a quasi-experimental research design, students at three U.S. universities were provided with text-based, audio-based, and a combination of text- and audio-based feedback over the course of a semester. A survey asking students to indicate their feedback preferences was administered and analyzed using multiple statistical techniques. The findings indicated that students preferred a combination of feedback modalities; however, selective delivery strategies may be preferable at various levels. [ABSTRACT FROM AUTHOR]

Bioinformatics has become an indispensable part of life science over the past 2 decades. However, bioinformatics education is not well integrated at the undergraduate level, especially in liberal arts colleges and regional universities in the United States. One significant obstacle pointed out by the Network for Integrating Bioinformatics into Life Sciences Education is the lack of faculty in the bioinformatics area. Most current life science professors did not acquire bioinformatics analysis skills during their own training. Consequently, a great number of undergraduate and graduate students do not get the chance to learn bioinformatics or computational biology skills within a structured curriculum during their education. To address this gap, we developed a module-based, week-long short course to train small college and regional university professors with essential bioinformatics skills. The bioinformatics modules were built to be adapted by the professor-trainees afterward and used in their own classes. All the course materials can be accessed at . [ABSTRACT FROM AUTHOR]

Despite living in a nuclear-weapon state, young Americans are generally ill-informed about weapons of mass destruction (WMD) and their means of control. The result is both widespread apathy toward nonproliferation and disarmament decision making among the general public and a looming personnel crisis within government sectors that enact policy in these domains. Considering that 67 percent of high school graduates in the United States go on to pursue a bachelor's degree, exposing more undergraduates to nonproliferation and disarmament issues could contribute to addressing both of these challenges. The present study analyzes how these issues are already being taught at select US colleges and universities and explores ways to introduce them to more students that align with current priorities in higher education, such as interdisciplinary learning, digital humanities, and data-science learning. It also proposes concrete steps that the WMD policy community can take to help institutions of higher education integrate these topics more broadly into their curricula. The anticipated result is greater support for education in this important issue area across different stakeholders in academia, as well as increased engagement with these critical issues among a more diverse population of young people. [ABSTRACT FROM AUTHOR]

This article proposes new approaches to sexual violence prevention on college and university campuses in the United States. The author conducted four thought experiments about possible college sexual assault prevention strategies based on personal experience with campus administrators and sexual assault prevention specialists, review of existing research, and conversation with undergraduates and graduate students engaged in sexual assault prevention. Both advantages and drawbacks of each potential new strategy were contemplated. The four thought experiments were: (1) What if campuses stopped investing in sexual assault prevention and invested in fighting structural oppression instead?; (2) What if the mission to change social norms was not limited to campus, but aimed at the macro level?; (3) What if sexual assault prevention experts were trained in consent and pleasure related to kink, anal sex, and group sex?; and (4) What if colleges and universities provided on-campus education and counseling options for people who perpetrate sexual assault? First, encouraging a "root cause" perspective on sexual assault prevention would be strategic and socially responsible, but might be difficult to enact. Second, social norms change strategies that are global, not local, might be effective but might require an unrealistic level of cooperation between schools. Third, more information about consent as it pertains to kink, anal sex, and group sex may be useful components of sexual assault prevention education. Finally, there are too few evidence-based programs for people who have perpetrated sexual assault on campuses. Thought experiments are inexpensive to conduct and may invigorate the field. [ABSTRACT FROM AUTHOR]

How support providers respond to disclosure of sexual victimisation influences recovery. Scripts may be useful in preparing support providers to respond appropriately to disclosure of sexual violence, however little is known regarding how institutions of higher education inform community members on appropriate responses to sexual assault disclosure. The current review analysed the websites of 60 members of the Association of American Universities (AAU) to examine how online resources educated students, faculty, family members and residential advisors on appropriately responding to disclosure of sexual violence. University websites often included information on positive and negative social reactions to disclosure. Websites infrequently included scripts of what to say/not to say to a survivor or provided information on vicarious traumatisation. As information on how to support a survivor was not consistently located on a single webpage, work is needed to consolidate information to insure that information on how to support survivors is easily accessed. [ABSTRACT FROM AUTHOR]

The mission of the Center on Violence Against Women and Children (VAWC) at the Rutgers University School of Social Work is to strive to eliminate physical, sexual, and other forms of violence against women and children and the power imbalances that permit them. This mission is accomplished through the use of a collaborative approach that focuses on interdisciplinary research, education, and community engagement that impact communities and policies in New Jersey, the United States, and throughout the world. This article describes VAWC's history, organizational structure, physical resources, and funding sources, along with a description of past, current, and ongoing projects. It concludes with an overview of future plans for the Center. [ABSTRACT FROM AUTHOR]

The 2006 Spellings Commission Report wants to formalize a paradigm shift regarding the purpose of higher education in the USA. Colleges and universities are part of a knowledge industry and no longer places of learning where learning can be pursued for its own sake. The new paradigm is utilitarian in nature because vocationalism is more pronounced than before in the name of consumer need to know and the nation's need to maintain its economic competitive edge. The purpose of a college education is to be measured by improved individual rates of return on their investment and the degree of social benefit (and revenue generated) from the commercialization of research and other college-based activities (Scott, 2003). This paper is a discussion of how the impact the Spelling Commission and previous reports have on defining instructional and organizational performance excellence on campuses. [ABSTRACT FROM AUTHOR]

Objectives: The growing use of health information technology in operational settings, along with the maturation of the discipline of biomedical informatics, requires reorganization of educational programs in the field. The objective of this paper is to provide a context and description of the biomedical informatics education program at Oregon Health & Science University.Methods: The details of the program are provided.Results: The paper describes the overall program and its component curricula.Conclusions: OHSU has developed a program that caters to the full spectrum of those who will work in the field, allowing education tailored to their career goals and needs. The maturation of Internet technologies also allow most aspects of the program to be delivered on-line. The informatics field must step up to the challenge of educating the best workforce to achieve our goals for the optimal use of HIT. [ABSTRACT FROM AUTHOR]

Faculty at 4-year colleges and other universities that have teaching as their primary focus are an important potential resource for conducting research on the psychology of aging and for training undergraduates who can fill the ranks as the next generation of researchers. This special-theme issue presents 9 articles that describe the components of a successful training program for faculty at these institutions; examples of student involvement in National Institute on Aging (NIA)-funded research being carried out at 6 institutions; the reflections of distinguished scholars who served as program faculty; and information on applying for the NIA's R15 Academic Research Enhancement Award. [ABSTRACT FROM AUTHOR]

Institutions of higher education are looked to by society as the training grounds and gatekeepers for college-trained workers. However, despite a long history of being viewed by many as unresponsive to labor force needs, the academy has not found ways of effectively meeting these demands, nor articulating why it is that they have difficulty doing so. This paper discusses how institutional researchers can help explain to campus administrators and others the role that institutions play in training individuals for the workplace, and why they cannot always quickly respond to and solve shortages of college-trained workers. The first section outlines what economic theory and research has to say regarding labor markets, how labor market shortages arise, and how students make decisions about which major to pursue. The last section describes problems institutional researchers face when using their skills with data to identify solutions to this problem. Using data from the state of New Hampshire, it will be shown that the data available to institutional decisionmakers can be out of date, inaccurate, and not particularly useful for designing policies that would enable an institution to respond to the labor needs of the economy. [ABSTRACT FROM AUTHOR]

The guidelines "Towards a Culture of Security" emphasize a culture of security in all aspects of information systems, from designing and planning through to everyday use, and among all participants, from government down through business to consumers. In response to national needs, Information Security education has become a priority for many educational institutions in US for the past years. More universities and colleges have established courses or specialized programs to teach Information Security skills to students enrolled in degrees related to computers such as computer information systems, computer engineering, and computer science. However, there are aspects of the security education model that need attention. This paper discusses these issues including changes to improve security awareness education. Through close coordination between faculty, industry, government agencies, and universities, the critical education of future graduates, Information Technology professionals, Information Security professionals, and public can be accelerated. [ABSTRACT FROM AUTHOR]

Many constituencies external to higher education have begun promoting greater accountability. This view advocates a closer focus on the bottom line and that universities should utilise a more business-like model. One major outgrowth of this paradigm shift has been the seemingly recent emergence of outsourcing in higher education. Higher education has seemingly been slow to adopt this strategy. Or has it? The truth is that higher education has been outsourcing classroom instruction for many years. Recent statistics in the US suggest that over half of all undergraduate instruction is contracted out to teaching staff outside the university's regular full-time academic staff. Is this usage of outsourcing working in higher education? This paper applies an outsourcing assessment method developed in the business world to higher education so as to answer questions conceming the outsourcing of classroom instruction. [ABSTRACT FROM AUTHOR]

American universities have a valuable product for export to China, a world-class business education. Currently, the demand for Western-style business education far exceeds the supply. The undergraduate university system in China offers an excellent, though under- utilized, venue for providing Western-style business education to large numbers of China's next-generation business leaders. This paper describes the official procedures for establishing joint business education programs in Shanghai as well as the benefits and challenges of international collaboration. [ABSTRACT FROM PUBLISHER]

The article focuses on the needs in physics in Egypt and discusses ways in which the U.S. aid program could give effective help. There is a great shortage of equipment for instruction and research at the universities and even the Atomic Energy Establishment at En Shass which has adequate equipment and lacks the trained personnel to use it. The relatively prohibitive cost of the U.S. and westem European equipment over that from the Soviet Union and her satellites makes it difficult for the U.S. to help the United Arab Republic remedy her lack of equipment. The Russian bids on specified electronic equipment run from one third to one half of the prices asked by the U.S. and western European firms.