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Adolescence is marked by significant emotional challenges, with mood disorders becoming increasingly prevalent, necessitating effective interventions. Dialectical Behavioral Therapy (DBT) skills have emerged as promising tools for addressing emotional dysregulation in adolescents. This systematic literature review aims to evaluate the effectiveness of DBT skills in managing emotional dysregulation and reducing mood disorder symptoms among adolescents. Through meticulous analysis of existing research, this review highlights the substantial impact of DBT interventions in decreasing the frequency and intensity of maladaptive behaviors associated with emotional dysregulation. Drawing from studies involving 908 adolescents aged 12 to 18, compelling evidence suggests notable improvements in mood and related symptoms following participation in DBT skills programs. These findings underscore the potential of DBT interventions as valuable resources in supporting adolescents through their emotional challenges. Furthermore, this review emphasizes the urgent need to integrate DBT approaches into mental health interventions tailored to the unique needs of this vulnerable population. Overall, this review contributes to the growing body of literature on adolescent mental health, providing insights into the efficacy of DBT skills in promoting emotional regulation and enhancing overall well-being during this critical developmental phase.

As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

Background: Mentorship is critical to success in postgraduate science, technology, engineering, math, and medicine (STEMM) settings. As such, the purpose of this study is to comprehensively explore the state of mentorship interventions in postgraduate STEMM settings to identify novel practices and future research directions. The selection criteria for reviewed articles included: (1) published between 2002 and 2022, (2) peer-reviewed, (3) in English, (4) postgraduate mentees, (5) a program where mentorship is a significant, explicit focus, and (6) a description of mentee outcomes related to the mentorship intervention. Overall, 2583 articles were screened, and 109 articles were reviewed. Results: Most postgraduate STEMM mentorship intervention studies lack strong evidence to evaluate the effectiveness of the intervention, with only 5.5% of articles designed as randomized controlled trials. Most mentorship interventions (45.6%) were created for faculty, and few (4%) were for postdoctoral researchers. Also, only 18.8% of interventions focused on underrepresented groups in STEMM. Most interventions (53.7%) prescribed a dyadic structure, and there was more mentorship training for mentors than mentees. Conclusion: Overall, these findings identify gaps in mentorship interventions and provide step-by-step guidance for future interventions, including a consideration for underrepresented groups and postdoctoral scholars, robust mentorship training, and more randomized controlled trials.

A recent global reconnaissance of Christian higher education found a number of key themes that shaped current developments, such as the pressing challenges of secularization and nationalization but also the advantages of privatization and massification. This article provides an update to this older analysis by taking a birds-eye view of trends within the past 70 years of global Christian higher education. It reveals that privatization and massification trends do not predict new developments in countries and outliers always exist. Furthermore, it highlights some findings missed in previous analyses related to the importance of indigenous Christian groups and Christian general education.

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.

The DigiLit Framework suggests criteria for digital text and tool selection (content accuracy, intuitiveness, interactivity, quality) and integration (model a literacy skill or strategy, guide a literacy skill or strategy, model digital feature use, guide digital feature use) in literacy lessons. Using survey research, we explored which DigiLit criteria literacy professors prepared preservice teachers to use in K-12 settings. Participants included 199 literacy professors (194 from USA and one each from Australia, Canada, Caribbean, Middle East and Europe). We used a multivariate outcome logit/probit model to analyze how this was related to (a) professor characteristics, (b) institution characteristics, and (c) time. Findings showed that certain professor characteristics (e.g., interest in integrating technology, being knowledgeable about digital literacies), institution characteristics (e.g., access to equipment, professional development, technical support, incentives), and time to plan and practice integration were related to literacy professors' increased preparation of preservice teachers to use digital text or tool selection and integration. These findings provide specific ways to improve literacy teacher preparation by providing specific kinds of supports.

Universities in Canada are increasingly attracting international students, but few studies have examined their academic and social experiences. This research identified the key supports and barriers for international students in order to make policy-relevant recommendations. This convergent mixed-methods study combined survey (n = 104) and interview (n = 14) data to investigate international student experiences through the lens of international students. Exploratory factor analyses revealed writing and mathematics skills and relationships with faculty and students as key factors for success. Frequency analyses revealed that racism was a persistent barrier. Assistance, access, diversity and equity issues were also raised. Open and axial coding of qualitative data corroborated these findings and revealed three dimensions of internationalization according to international students' perspectives: Exchange; Understanding, Sharing, and Support; and Transformation. Recommendations to universities included offering bursaries to international students from underrepresented regions, developing intercultural awareness of faculty, and providing program-specific student support centres with peer mentors.

This study provides a "narrative synthesis" of the findings published in journal articles from a broad range of scientific fields about the impact of extracurricular activities (ECAs) on the academic success and employability of university students. The analysis included 39 articles from the Scopus and Web of Science databases, published over the period 2010-2021. Results show that the vast majority of ECAs have a positive impact on the academic success and employability of university students. ECAs showing a negative impact are residual. In light of these results, higher education institutions should promote activities with an educational purpose outside the strictly curricular objectives and beyond the classroom, fostering a more holistic development of students that combines academic success with a better capacity/preparation to enter the labour market.

This study analyzed the impact of location, accreditation, and faculty size on the ranking of elite business schools. It used descriptive statistics and inferential analysis (analysis of covariance) to establish the effect of location on the business schools' ranking while also controlling the influence (impact) of the covariates (accreditation and faculty size) on the outcomes. It found that location and accreditation type do not significantly affect the business schools' ranking. The size of the faculty impacted the rankings of the programs. However, the pairwise comparison of the critical factors shows that faculty size and accreditation are more impactful in European business schools than in China, the United States/Canada, and other regions. Finally, smaller business schools (mainly in Europe) pursue Triple Crown accreditation to compete with more extensive, U.S.-based programs, favoring only the Association to Advance Collegiate Schools of Business accreditation.

School gardens must overcome a range of challenges to be successful but are often lauded for fostering hands-on education and real-world learning. This thematic literature review synthesises 22 journal articles and two book chapters, extending on previous reviews by amassing their themes into one singular reference point for scholars, while simultaneously exploring ways to overcome the challenges associated with school gardens. Findings highlight that academic enhancement, environmental connection, and enhanced wellbeing (both physical and emotional) are the main benefits of school gardens, while the main barriers are time, funding, maintenance, and curriculum integration. Strategies for overcoming the challenges of garden spaces in educational contexts are identified which will be valuable to scholars and others seeking to establish and maintain gardens in schools.

The Parents' Evaluation of Developmental Status (PEDS), PEDS: Developmental Milestones (PEDS: DM) and PEDS tools (i.e., the PEDS and PEDS:DM combined for use) are parent-reported screening tools frequently used to identify young children requiring early intervention. An ideal screening tool for all contexts would be brief, inexpensive with appropriate test items and good psychometric properties. A scoping review was conducted to review studies that used the PEDS, PEDS:DM, and PEDS tools to screen for the need for further referrals and evaluation through parent report. Thirty articles, ranging from 2003 to 2020, conducted in high-income countries (HICs) and lower-middle income countries (LMICs), were included from the 1,468 records identified. Studies conducted in HICs (n = 19) included screening of special population groups and comparing validated tools. LMIC studies (n = 11) focused on translations, combination of the PEDS tools, validations of tools, and use of an app-based tool (mHealth). High referral rates were obtained with PEDS (23-41%) and PEDS:DM (12-54%) in LMICs where at-risk populations are more prevalent and cultural differences may affect tool validity. A global dearth of research on PEDS:DM and PEDS tools exist; the review highlights factors that influence the validity and impact widespread use of the screening measures, especially in diverse populations and LMICs.

Studies show that executive functions and motor development are associated with each other and with learning ability. A more technological lifestyle combined with digital culture should be considered a viable alternative to stimulate children's development. Therefore, this study aimed to present a systematic mapping of the literature involving executive functions, motor development, and the use of digital games in intervention programs for elementary school children from 6 to 11 years old. Four databases were researched: PubMed, Scielo, Science Direct, and SCOPUS, including publications between 2012 and March 2021. The initial results indicated 4881 records. After the selection process, 15 manuscripts that presented the central theme of the study were selected. The main results indicated that intervention strategies are rather heterogeneous. Most of the studies demonstrated efficient results after intervention protocols, many of them were conducted in Europe, and 46% occurred in a school environment. No research was identified involving technological solutions using executive functions, motor development, and digital games in an integrated manner. Hence, this constitutes a field of future scientific research.

This study aims to conduct a bibliometric analysis of the literature on sports nutrition as recovery published between 1964 and 2022. This study illustrates the structure and trends in sports nutrition publications by using scientific mapping and analyzing publication performance. This study identified the contributions of authors, journals, countries, and widely cited articles. While there was no massive expansion in the first year of publication, the results show that high growth emerged in the 2010s. Several countries have made significant contributions to recovery research in sports nutrition. European countries account for the majority of publications on this subject. Latin American and Asian countries are also keeping an eye on the study's growth. Another finding is that various multidisciplinary publishers publish articles about sports nutrition. The International Journal of Sports Nutrition and Exercise Metabolism, on the other hand, is the journal that publishes the most articles. Burke L.M. has established himself as a prolific writer in this field, producing many documents and total citations. Several keywords have large nodes associated with their frequency of occurrence. The keyword relationship provides information about the relationship between keywords frequently appearing in one study. Visualizations of research trends are presented to provide an up-to-date reference guide for academics, revealing critical research gaps and potential research avenues for future studies to advance the discipline's consolidation.

Inspired by neo-institutional theory, we explore whether the semantics of diversity appears to be global and universal through computer-assisted content analysis of 2378 publications. Diversity discourses are dominant, but only in the USA and Canada, UK and Ireland and Europe, not being present in Asia, Africa, the Middle East and Latin America. Diversity is interpreted differently across regions influenced by the local socio-political settings. Academic literature on diversity first appeared in the USA and Canada in the mid-1970s in relation to race and gender. In other English-speaking countries, diversity gained momentum only in the mid-2000s, with inclusion, gender, ethnicity and cultural diversity being the dominant terminologies. Later in that decade, diversity appeared in the academic literature in Europe, often framed as inclusion and gender. We did not find any evidence that the semantics of diversity has become global or universal and, therefore, question the cultural globalisation and the worldwide standardisation of academic knowledge around the valorisation of individual and collective differences.

This study explores the impact of professional learning about the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) on second language (L2) teachers' classroom practice. Ninety self-selected French as a second language (FSL) teachers across Canada responded to an online survey about their planning, teaching, and assessment/evaluation practices before versus after their professional learning. The results revealed that the impact of such professional learning is wide-reaching and remarkably consistent across all three areas of practice. The teachers reported that their professional learning spurred them to start presenting language through speech acts and based on students' needs, to emphasize not only linguistic but sociolinguistic and pragmatic competence as well, and to focus more intently on students' ability to communicate in the L2. The teachers also reported that they increased the use of authentic materials and developed communicative and action-oriented tasks that simulate real-life situations. The findings suggest that CEFR-related professional learning may be used successfully to inspire L2 teachers to implement CEFR-informed classroom practices.

Research Managers and Administrators (RMAs) face various challenges caused by conflicting and contradictory organizational subcultures in knowledge-intensive organizations (KIOs), but their human capital, such as skills and personality traits, helps RMAs to maintain job and organizational engagement and professional growth. Focusing on self-leadership of RMAs, the effects of the RMAs' human capital on their performance and job satisfaction are statistically tested with the Research Administration as a Profession (RAAAP) wave-1 dataset that captures the current states of RMA around the world. RMAs more willing to mobilize their self-leadership are more successful in terms of their career development and are happier with the job, and thus, they are surviving even in conflicting and contradictory subcultures. Implications are also provided about human capital and agency of RMAs as well as human resources practices of KIOs.

This paper presents a methodology for directly aligning 'can do' frameworks to each other. The methodology, inspired by the manual for relating examinations to the "Common European Framework of Reference for Languages: Learning, teaching, assessment" (CEFR) (Council of Europe, 2009) and Kane's (2004, 2013) interpretative argument, takes account of both the horizontal dimension (content analysis) and the vertical dimension (benchmarking with Multifaceted Rasch Modelling -- MFRM). The paper exemplifies the application of the methodology by introducing the research conducted to align the "Canadian Language Benchmarks" (CLB)/"Niveaux de compétence linguistique canadiens" (NCLC) to the CEFR, presenting the resulting alignment, and discussing the rationale for the choices made.

This paper analyses the current state of postcolonial and decolonial science teaching, based on a systematic review of the literature, with a special focus on the European context. It shows that currently, a very narrow view on postcolonial science teaching prevails, limiting its scope to former colonies. A total of 227 articles published 2013-2022 were identified using meta-interpretation combined with systematic searches. 43 of these articles were selected for the sample and analysed. Included were only articles reporting on teaching practice in regular science classes in secondary school. The analysis identified as the main theme the question of how to coordinate Indigenous knowledge systems and Western science in the classroom. Further, translanguaging and pedagogy of justice are used as approaches toward decolonising science education. One striking finding in the analysis is the absence of de-/postcolonial approaches from European countries. This indicates that teaching practice in Europe might currently not undergo decolonisation. This contradicts Aimé Césaire's observation that both the colonised "and" the colonisers were decivilised during colonialism and need decolonisation [Césaire, A. (1955). "Discours sur le colonialisme" [Discourse on colonialism] (6th ed.). Présence Africaine]. In this article, the different approaches toward decolonisation and an outline of decolonial science teaching for the European context are presented.

As the ecosystem of actors communicating science has become more complex, there is a need to understand the motivations and deterrents of those involved in the communication of science, technology and health topics. This article reports on a survey of 465 communication actors based in seven European countries. The findings suggest strong commonalities between role and country, with personal enthusiasm a key motivator, and from a theoretical perspective, these motivations can be viewed as relatively pragmatic. More variation was found between countries and roles in barriers to communication, though these suggest a perception that institutions do not value this work.

International student mobility (ISM) has emerged as an important field of study that various nations and organizations have been attaching great importance to. This paper studies the drivers of international student mobility, using a competing destinations model for the international student flows among 35 OECD countries in the period 2004-2018, by integrating the motivations for ISM. We find that OECD students are motivated by both career orientation and personal and cultural experience when decide to move abroad for study. Nonetheless, remarkable differences emerge when considering country subgroups (origin countries, wealthier, English-speaking top destination (namely US, the UK, Canada, and Australia), and European countries, students search for personal and cultural experience, valuing the lifestyle of the destination country. Students seeking for education quality are instead polarised in the rest of the OECD countries.

Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching.

Competency in fundamental movement skills (FMS) lays the foundation for developing more complex motor skills and supporting a physically active future. Preschool-aged children are at a crucial window of development, so intervening with motor skill programmes increases the likelihood of future physical activity (PA) participation. Parents/carers are principal gatekeepers for children's PA during the early years and influence their motor competence. Interventions that involve parents have shown to be effective in mediating improvements in FMS, yet to date, no studies have reviewed types of parental engagement within interventions in relation to motor competence outcomes. This review aimed to evaluate the effectiveness of motor skill interventions for preschoolers with the inclusion of a parental/home component. Literature searches were completed in PubMed, Sports Discuss and the Cochrane Library. Studies that implemented an intervention with direct or indirect parental engagement and evaluated FMS as an outcome measure were included. Seventeen studies met the inclusion criteria and a narrative synthesis of results suggested type of parent engagement may be associated with improvements in preschoolers' motor skills. It can be recommended that early years' motor skill interventions should include parents, ideally encouraging their active participation which may be the most influential form of parent engagement.

This article is inspired by long-standing calls to address issues of anti-Indigenous racism and colonialism within higher education. There is a growing trend among universities around the globe to commit to principles of equity, diversity, and inclusion (EDI), including discussions about how to Indigenize the academy. While EDI and Indigenization goals are laudable, they are often critiqued as superficial policies that fail to disrupt the status quo of everyday racism and colonialism embedded within academic institutions. In response, we contend that scholars must carefully think through the concept of Indigenization guided by critical Indigenous theories to ensure meaningful application over performative inaction. Critical Indigenous theory grounds our analysis and reflections of using Wikipedia in the higher education classroom. We illustrate how Wikipedia can be used in the classroom as a site of digital advocacy to foster meaningful and sustainable change that aligns with the tenets of critical Indigenous theories, such as Indigenous storywork, resisting damage, and resurgence-based decolonial Indigenization. Our contribution showcases how implementing Wikipedia is one pedagogical strategy that can be implemented to challenge the status quo of knowledge production within and beyond academia.

Research on Artificial Intelligence, especially in the field of machine learning, has exploded in the twenty-first century. AI research in universities has long been funded by a combination of government and corporate sources. The funding of AI research in the contemporary university includes technology companies as both funders and generators of research areas. This paper looks at the links between technology companies and AI research in three areas: first, the ways in which technology companies influence both the content and practices of AI research in universities; second, how university research policies enable conditions that blur traditional boundaries between corporate and academic AI research; and third, how an ethos of 'open science', that is increasingly corporatised, moves ideas about AI from universities to companies. We conclude that technology companies influence AI research within established feedback loops in the transformed relationships between economy, society, research, and the contemporary university.

The following study focuses on learners of French in an English-dominant context and contributes to a better understanding of language hierarchization by investigating attitudes toward different varieties of French. It aims to identify a possible correlation between the evaluation of different varieties of French and the participants' socio-demographic and linguistic backgrounds and examines how learners of French express their preferences regarding French varieties. One hundred and fifty-six learners of French participated in the online experiment, 17 of whom participated in a follow-up interview. The quantitative analyses of the online experiment revealed that participants who lived in more than one country gave higher scores to all accents, and that participants who had studied French longer tended to hold more favourable attitudes toward European French. The qualitative analysis of the follow-up interviews indicate that participants expressed a preference for learning and speaking European French compared to other varieties. These results point to the importance of exposing French learners to as many varieties, both local and international, as possible.

[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] This article details methodologies employed to enable sharing and coconstructing the stories of three women's lives in physics. The first case explores the usefulness of timeline interviewing, where participants narrate episodes that are coconstructed with the researcher as meaningful over time. We illustrate this method in the case of a mature student in Sweden from a working-class background who shared moments that added up to a life outside of physics and then a sharp turn into physics later in life. The second case explores life-history interviewing using a narrative-inquiry approach and deep relationship building which enabled the coconstruction of stories of experiences over time. These moments are coconstructed with the researcher and analyzed using an intersectionality lens to yield a story depicting the transnational experiences of a woman of color moving across various European contexts into the North American physics context. The final case is of a first-generation Canadian woman of color who shared her navigations of in and out of school physics via a method known as the "Rivers of Life." Using this method, the participant narrates their experiences with physics as a river, using metaphorical tools like rafts, rocks, rapids, tributaries to discuss various moments described as twists and turns over time that together amount to a life in physics. We discuss the value of different approaches to coconstructing narratives with participants and, in particular, the need for this kind of research in physics contexts.

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

In this study, the social network structure of the studies conducted in the early childhood towards the concept of temperament was examined. The research was considered as a descriptive study since it examined the relation between the existing studies according to the citations. The concept of temperament in early childhood has taken its place in the literature as a concept that began to be studied in 1955. 1025 studies on this subject in the Web of Science database were examined. Studies conducted between 1975-2020 were analyzed. In this study, Cite Space program, one of the social network analysis programs, was used. Documents were examined in relation to co-citations by authors, journals, countries and sources. As a result of the examinations, it was concluded that the most cited country was the United States, the most cited author Mary K. Rothbart, and the most cited journal Child Development. As a result of examining the co-references in the documents, 18 clusters named using the LLR (log-likelihood) algorithm were obtained. The names of the clusters and the most cited articles were determined in accordance with the network structure. At the same time, it is possible to see which clusters are more active in which periods and when the co-citations are analyzed according to the references and which articles are referred to more frequently. The current studies on this subject have been included in child obesity risk, postnatal plasticity revisited and extended and dispositional negativity clusters. With the results of this research, a map of information is presented to the researchers who want to study on the subject of temperament in early childhood. It can direct the researchers according to their sub-fields. It gives information about important sources, authors, and journals about the subject of interest, according to the tendency of the researcher. In addition, the researcher could see current issues or what topics the literature lacks. Therefore, as with this topic, authors can obtain detailed information about the subject area with such bibliometric studies while choosing the field of study.

To ensure quality of education, a language framework should be the foundation on which second language curricula are developed. In 2010, the Council of Ministers of Education, Canada (CMEC), as suggested by Vandergrift (2006a, 2006b), recommended the use of the Common European Framework of Reference (CEFR) in the K-12 Canadian school context and presented several considerations for adaptation before it should be adopted and used. Although the CEFR is partially used across Canada, few of the CMEC's considerations have been met to date. Given this state of affairs, we suggest the made-in-Canada, Canadian Language Benchmarks and "les Niveaux de compétence linguistique canadiens" (CLB/NCLC) as an alternative. We argue that the CLB/NCLC, profoundly revised in 2012, best embrace the Canadian context and, using Vandergrift's criteria for a valid language framework, that CLB/NCLC are now superior to the CEFR in many aspects.

As university classrooms become increasingly culturally diverse, how can educators learn to meet the needs of all of their students? Teaching abroad is an immersion activity that creates spaces which promote growth-producing experiences for faculty. The participants in this qualitative study reflected on their experiences of teaching abroad and discussed how it can help foster the development of cultural competency. Within this meta-theme, four subthemes emerged. The participants in this study discussed the personal dispositions and skills they think promote becoming culturally competent--the capacity to (a) adapt, (b) be interested in students and treat them as individuals, (c) embrace challenges, and (d) be comfortable with feeling uncomfortable. Teaching abroad is an effective professional development activity, one that should be supported by universities.