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Responding to the forces of internationalization and globalization, universities are partnering across national borders to expand their outreach, increase capacity, expand research possibilities, and for a list of other reasons. This study looks at one international university partnership between an institution in the United States and one in the Middle East. This article examines the impetus for partnership, the steps and decisions of formation, the benefits, and challenges experienced, the lessons learned, as well as the implications and the possible paths forward. This study will provide the conceptualization and practical framework for those interested in forming international partnerships. [ABSTRACT FROM AUTHOR]

This chapter describes the results of case study research on a partnership between a community college in the United States and a university in Chile that attempted to develop the first community college system in Chile. [ABSTRACT FROM AUTHOR]

Background: Among academic institutions in the United States, interest in global health has grown substantially: by the number of students seeking global health opportunities at all stages of training, and by the increase in institutional partnerships and newly established centers, institutes, and initiatives to house global health programs at undergraduate, public health and medical schools. Witnessing this remarkable growth should compel health educators to question whether the training and guidance that we provide to students today is appropriate, and whether it will be applicable in the next decade and beyond. Given that "global health" did not exist as an academic discipline in the United States 20 years ago, what can we expect it will look like 20 years from now and how can we prepare for that future?. Discussion: Most clinicians and trainees today recognize the importance of true partnership and capacity building in both directions for successful international collaborations. The challenge is in the execution of these practices. There are projects around the world where this is occurring and equitable partnerships have been established. Based on our experience and observations of the current landscape of academic global health, we share a perspective on principles of engagement, highlighting instances where partnerships have thrived, and examples of where we, as a global community, have fallen short. Conclusions: As the world moves beyond the charity model of global health (and its colonial roots), it is evident that the issue underlying ethical global health practice is partnership and the pursuit of health equity. Thus, achieving equity in global health education and practice ought to be central to our mission as educators and advisors when preparing trainees for careers in this field. Seeking to eliminate health inequities wherever they are ingrained will reveal the injustices around the globe and in our own cities and towns. [ABSTRACT FROM AUTHOR]

A multinational partnership called Pathways to Cleaner Production in the Americas linked faculty from seven Latin American universities and two U.S. universities to facilitate the transition to sustainability in the Americas by strengthening higher education institutions' capacity for educating young professionals in cleaner production and sustainable development, and assisting micro, small, and medium enterprises in understanding and implementing cleaner production and sustainable development strategies in their respective organizations. The ultimate outcome was to develop a workforce armed with new knowledge, skills and attitudes toward sustainability through cleaner production. To achieve the twin goals of the project, an experiential learning approach was developed to provide students with opportunities for applying knowledge of cleaner production and developing workplace competencies by working directly with micro, small, and medium enterprises to identify opportunities for cleaner production, under the supervision of faculty and cleaner production consultants. This paper examines the competencies developed from experiential learning in practicum courses and internships using CareerOneStop, an Industry Competency Model, sponsored by the U.S. Department of Labor, Employment and Training Administration. Online surveys were developed and administered to university students to understand whether they had mastered various competencies and comparisons were made across the seven partner institutions. [ABSTRACT FROM AUTHOR]

The growing enthusiasm for international engagement among U.S. universities reflects the great potential gains that participation offers to both U.S. and international partners. To ensure that the benefits of such partnerships are achieved, potential participants must carefully examine and explicitly discuss their personal and institutional motivations for involvement in global research, education, and development programs. Failure to make this crucial self-assessment places such endeavors at risk of unintended negative consequences and ultimate failure. [ABSTRACT FROM AUTHOR]

The Partnership for Reform in Science and Mathematics is a National Science Foundation-funded program administered by the Board of Regents of the University System of Georgia (USG). Georgia Southern University is a participant, and has partnerships with seven public school systems. University faculty and public school teachers clearly have very different teaching responsibilities, yet everyone wants students to succeed nationally and abroad. Georgia Southern faculty and their colleagues from the schools have developed a poster and a brochure that are designed to provide students, teachers, and parents with information concerning the kinds of knowledge, behaviors, and attitudes that university faculty expect students to possess when they enroll for their first semester. Recently gathered data suggest that larger numbers of high school students take more demanding science and math courses in PRESM-affiliated systems than in other school systems, and that larger numbers of students at PRISM institutions in the USG take math courses than is the case at non-PRISM institutions. Maintaining constructive relationships among USG science and math faculty and public schools should enhance these early trends. [ABSTRACT FROM AUTHOR]

We report evidence that Bitnet adoption facilitated increased research collaboration between US universities. However, not all institutions benefited equally. Using panel data from seven top engineering journals, Bitnet connection records, and institution ranking data, we find that middle-tier universities were the primary beneficiaries; they benefited largely by increasing their collaboration with top-tier schools. Furthermore, we find that the magnitude of this effect is greatest for co-located pairs. Thus, the advent of Bitnet – and likely of subsequent networks – seems to have increased the role of middle-tier universities as producers of new knowledge in the national innovation system. ( JEL D85, I23, O31, O33) [ABSTRACT FROM AUTHOR]

The article reports on the partnership between Mesoscale and Microscale Meteorology Division (MMM) at the National Center for Atmospheric Research (NCAR), the Korean Meteorological Administration (KMA) and the Seoul National University (SNU) for weather forecasting research in the U.S. They will use the Doppler radar data in the MM5, the Pennsylvania State University/National Center for Atmospheric Research (PSU/NCA) numerical model, with the Weather Research and Forecasting (WRF) 3-dimensional variational (3D-Var) data-assimilation system. Results show that by using the equipment, improvement of rainfall forecasts, the overall pattern of the weather system was better predicted in the summer of 2006 than 2005.

The article offers information about Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP), a program funded by the government to build partnerships between middle schools and universities. GEAR UP grants, and other similar programs, were intended to raise the number of students from low-income families. Since 1999, they were given by the U.S. Department of Education.

This article discusses partnerships between K-12 schools and universities for teacher education programs in the U.S. This partnership is considered a utilized model of enriching teaching and learning. It is important to discuss schools' and teacher education programs' rationale before creating a partnership. Learning should be at the core of partnerships between schools and universities because learning is the main goal of education. These efforts should give emphasis on shared goals and a vision on which the primary purpose is student learning and preservice teacher development.

The article discusses the advantages of university-child welfare collaboration in the U.S. Such programs have been expanded by the government because it has created an opportunity to deploy an array of educational and service programs aimed at improving the welfare of children and youth. These programs has also provided venues to facilitate the third land-grant mission research. This is why the use of Title IV-E funds have been implemented to provide university-based training for current and future child welfare professionals. The use of such funds started in 1990 and led to an expansion of partnerships between state child welfare agencies and public universities. Further, this partnership provided a mechanism to link social work educators with state child welfare agencies.

The article focuses on the university development partnerships towards greater student and faculty involvement in community-based planning and development efforts in low-income communities in the U.S. It also presents the achievements of several emerging organizations committed to expand and strengthen the campus-based and student-led community service programs in economically distressed communities.

Presents news briefs concerning public and university libraries in the U.S. as of December 2005. Collaboration of the University of South Florida (USF) with the Fundación Archivo de Indianos to produce a special edition of Miguel de Cervantes' "Don Quijote de la Mancha"; Creation of a series of educational, reflective and thought provoking lobby displays by the USF Tampa Library for its celebration of the university's 50th anniversary; Partnership of the USF Tampa Library with the USF Karst Research Group and 18 other organizations around the world to develop the Karst Information Portal.

Discusses an approach taken and results achieved by the Minority University and College Education and Research Partnership Initiative (MUCERPI) in Space Science of the U.S. National Aeronautics and Space Administration (NASA), as of September 2005. Factors that led to the establishment of the MUCERPI; Description of the approach taken by NASA in establishing the MUCERPI; Ways of replicating the successes achieved by the MUCERPI. INSET: At Southwestern Indian Polytechnic Institute.

The article discusses the significance of the partnerships of the U.S. Agricultural Research Service (ARS) with universities and colleges in the U.S. to agricultural research. ARS and the land-grant schools are complementary research systems. ARS, as the in-house research SOL GOLDBERG (D133-1) arm of U.S. Department of Agriculture (USDA), usually has a broad focus or national scope, tackling research with diverse approaches and contexts. The agency is funded by congressional appropriations that can support multi-year, long-term projects not suited to annual or short-term grants. Land-grant schools focus more on solving important local and regional problems. Partnering with ARS from within USDA is the Cooperative State Research, Education, and Extension Service, which provides grants that support many collaborations between land-grant schools and ARS. The list of accomplishments that have come from partnerships between ARS and land-grant schools is virtually endless. One even resulted in the ultimate scientific kudo. Five ARS and three Cornell University scientists teamed up to become the first to determine the molecular structure of RNA in 1965. Corn variety B76, which came out of a joint ARS-Iowa State University program in the 1970s and 1980s, remains the basis for nearly every seed-parent line of corn in the U.S. INSET: A Share of the Collaborations.

Emphasizes the significance of the participation of universities in teacher education and school reforms in the U.S. Efforts of the government to urge interinstitutional arrangements to redesign teacher education with school reform; Challenges associated with university partnership for education and school reforms; Recommendations for collaborative actions for universities and schools considering reform agenda.

This article presents steps to develop a local futures institute for understanding and engaging the future. This paper presents a case study on the Institute for the Future at Anne Arundel Community College which has served as a conduit for delivery of futures strategies at the local level. An analysis of a sample of nineteen futures Institutes on the Web in the U.S., Denmark, Finland and Japan revealed a core set of functions. In general, these centers conduct three types of activities, training/education, consulting, and research. College will develop each of these categories in a format relevant to Anne Arundel Community College. The Institute's plan reflects objectives directly related to these and other strategies including partnerships with other Institutes and organizations globally and in the U.S.

Metropolitan College is a distinctive and innovative business–education partnership that provides educational opportunities to many Kentucky residents who would otherwise be unable to attend college. The program also provides significant, tangible benefits to the business and education partners, as well as to the local and statewide community. This article outlines the structure of the Metropolitan College, chronicles some measures of program impact, and briefly describes the values on which the program was founded and continues to operate. [ABSTRACT FROM AUTHOR]

Discusses the importance of partnerships between the people of Chicago, Illinois and DePaul University to the strategic academic and facilities planning of the university. Details of a strategic plan developed by the university focusing on enrollment growth; Facilities developed through the partnership between DePaul and external partners; Factors integrated in a successful strategic planning.

After a period of conscious neglect and dramatic deterioration, higher education in Africa is again attracting external attention, with an emphasis now on ‘partnerships’ rather than ‘aid.’ This report is based on an extensive survey of links between African institutions of higher education and foreign governments, foundations, and universities, with particular emphasis on links with the United States. In it, we explore the evolution, characteristics, promise, and problems of external support. Earlier, most African universities were linked to European institutions. With independence, they asserted their sovereignty and autonomy. By the 1980s, however, resources were inadequate nearly everywhere. Today, renewed attention may bring new funds, yet it also may bring new problems. Academic partnerships are often one-sided, and external support commonly carries conditions. By framing, organizing, and orienting the academic enterprise and thus ways of knowing and validating knowledge, partnerships threaten to reintroduce, in both explicit and subtle ways, the external direction of the earlier era. A consideration of these and other issues is followed by several appendixes, which contain a thorough cataloging of this material and may be used as a resource for future research. [ABSTRACT FROM AUTHOR]

Primetime was a local school and university partnership designed to meet university training needs while providing a focused reading intervention for 3rd-grade children. University students and the local schools received mutual benefits. Data showed improvement in overall reading performance on informal reading inventories and state reading assessment. University students reported satisfaction in partnering with a local school and felt competent in the skills they had learned. [ABSTRACT FROM AUTHOR]

Economic partnerships between industry and academia accelerate medical innovation and enhance patient access to medical advances, but such partnerships have sometimes eroded public trust in the research enterprise. There is particular risk for conflict of interest when economic partnerships extend beyond a university's corporate interests to involve institutional decision makers. Institutions and institutional decision makers should fully disclose industry-related financial interests and relationships. Without legitimate justification for such interests, individuals should divest themselves from these interests or recuse themselves from responsibility for research oversight. Management of institutional partnerships also might entail the physical separation of certain facilities, the placement of restrictions on information shared between investment and research staffs, and provision of oversight by independent review panels made up of persons who have expertise in intellectual property, finance, and research, but who are not financially or otherwise dependent on the institution. Through these means, it is possible to restore balance to industry-academia relationships, thereby promoting progress while maintaining public trust in research. [ABSTRACT FROM AUTHOR]

AgMaps is a system that allows Mann Library to distribute customized numeric data sets and thematic maps over the Web. To further the efforts of the AgMaps project, Mann Library is actively engaging in intellectual and financial collaboration with three New York County Extension offices, Cornell Cooperative Extension, Cornell faculty, and the National Agricultural Statistical Service of the USDA. After a brief discussion of the need for GIS and AgMaps in particular, this paper focuses on the roles each agency played in the process of creating AgMaps, describes the partnerships, highlights a user study employed for the interface design and presents AgMaps and some of its features. [ABSTRACT FROM PUBLISHER]

Focuses on the engagement between professional artists and universities. Challenges encountered by arts in the United States; Examples of how the partnership worked.

After an explanatory context setting the work of the School Development Program in the Yale Child Study Center is described. The key task of the Center is to redress the imbalance in student performance and social and psychological development in urban schools. The program's use of the principles of child development in collaboration with schools is described and illustrated by reference to several school districts. In all this work the crucial contribution of effective teacher preparation is stressed. [ABSTRACT FROM AUTHOR]

Explores the partnership between universities and schools in the United States (US). Role of faculty; Discussion of partner schools in the US; Discussion on cooperating teacher program perspectives; Changing roles and responsibilities for teacher educators.

The article focuses on public-policy partnerships between community groups and universities in the United States. Reasons for the difficulty in building collaborations between academics and the civil sector, ways to encourage faculty in connecting research to questions of public policy, and possible ways of connecting researchers with non-academic communities are discussed. The growth of the Latino population in the U.S., challenges being faced by Latinos, and details on the Latino/a Research and Policy Center (LRPC) are also examined.

The partnership between Jacksonville State University and Piedmont City Schools began in 1992 through a grant funded by Alabama Power and continues today through various mutually developed programs. Representatives from both education agencies met to develop principles for the partnership. A major focus of the partnership is to promote quality educational practices provided at both institutions. Through frequent interaction teachers, teacher educators and future teachers apply classroom theory in practice through real world classroom experience. [ABSTRACT FROM AUTHOR]

Provides information on the approval made by the Boards of Directors and Trustees of the Menninger Foundation and Clinic on December 4, 2002 on a partnership with Baylor College of Medicine and the Methodist Hospital in Houston, Texas. Areas in which the Menninger Directors and Trustees reaffirmed the commitment of the institution; Overview of the search for the partnership; Reason for the selection of Baylor College of Medicine and the Methodist Hospital for the partnership.