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INTERNATIONAL EDUCATION PROGRAMS IN SELECTED FLORIDA COMMUNITY COLLEGES
Title
INTERNATIONAL EDUCATION PROGRAMS IN SELECTED FLORIDA COMMUNITY COLLEGES.
Creator
Greene, William E., Florida Atlantic University, Cook, Joseph B.
Abstract/Description
Community and junior colleges are becoming increasingly aware of the importance of adding international dimensions to the curriculum. As community-based institutions, the community colleges have begun to recognize the importance of education for international understanding. Community college presidents, national organizations, and government officials have cited international education as a priority for two-year institutions in the corning decade. The purpose of this study was to research...
Show moreCommunity and junior colleges are becoming increasingly aware of the importance of adding international dimensions to the curriculum. As community-based institutions, the community colleges have begun to recognize the importance of education for international understanding. Community college presidents, national organizations, and government officials have cited international education as a priority for two-year institutions in the corning decade. The purpose of this study was to research international education programs at the eight Florida community and junior colleges which held membership in the Florida Collegiate Consortium for International / Intercultural Education during 1979. The international education officers were queried regarding the status of international education within their institutions. Seven of the eight officers cited the commitment of the president of the college as a major factor contributing to their college's involvement in international education. International student programs and efforts to increase the international nature of the curriculum were cited as the most important areas of international education by seven of those interview-ed. Other persons within each institution who are also involved in international education programs were identified. None of the colleges researched have developed evaluation procedures for international education programs. Faculty-related problems were most often cited by those interviewed as internal problems impeding international programs. Finally, the international education officers were optimistic regarding the future of internatioral education in Florida community colleges. More than one-third (37.5 percent) of Broward Community College 1977-78 graduates did not receive credit in a single international course. Student enrollment in international courses was found to vary according to student major.
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Date Issued
1980
PURL
http://purl.flvc.org/fcla/dt/11747
Subject Headings
International education--Florida
Format
Document (PDF)
International education at the community college level: Evaluation of levels of commitment and curriculum integration
Title
International education at the community college level: Evaluation of levels of commitment and curriculum integration.
Creator
Ortega-Cowan, Joan, Florida Atlantic University, Kussrow, Paul G.
Abstract/Description
As global interdependency becomes increasingly more apparent in our shrinking world, changing economic conditions draw people of many different cultures closer together. It is crucial that we develop knowledge and understanding of international cultures and countries to initiate and encourage reciprocal commercial and cultural exchange between local community colleges and the global community. Community colleges have an exceptional opportunity to provide effective leadership in order to...
Show moreAs global interdependency becomes increasingly more apparent in our shrinking world, changing economic conditions draw people of many different cultures closer together. It is crucial that we develop knowledge and understanding of international cultures and countries to initiate and encourage reciprocal commercial and cultural exchange between local community colleges and the global community. Community colleges have an exceptional opportunity to provide effective leadership in order to implement and integrate international education (IE) concepts in their mission statement, goals and curriculum. The ultimate goal should be to institutionalize IE throughout the curriculum, faculty, staff, and student body of all community colleges. The success of enlarging global dimensions of community college students depends largely on the expressed commitment of strategic institutional leadership as wen as community support for such an undertaking. It is essential that a strong commitment by the board of trustees, the president, key academic leaders, and the faculty exists to implement international education concepts in the curriculum of the institution. The institution's mission and goals statement should reflect that view, and the board of trustees should promote that mission statement with a supportive policy statement. A director of international education is absolutely necessary to initiate, implement and maintain IE programs as well as funds for the development of the programs and for travel-related IE activities. A public information system will keep the institution and the community cognizant of the program's activities, and community advisory and support groups should be utilized for community input. This study is based upon an established demonstration project at the community college level through the Community Colleges for International Development (CCID). Levels of commitment of strategic leadership at CCID institutions were determined as well as levels of integration of IE concepts in curriculum at CCID member and affiliate institutions. An evaluation of the relationship between the two variables was undertaken to determine if strategies have been successfully implemented to achieve the stated goals of Community Colleges for International Development. An evaluation between the level of involvement of COD member and affiliates in IE programs and activities was also undertaken to determine whether there is a difference between the commitment and involvement of members and affiliates in implementing IE concepts in curriculum at their respective CCID institutions.
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Date Issued
1999
PURL
http://purl.flvc.org/fcla/dt/12593
Subject Headings
International education, Community colleges
Format
Document (PDF)
Thomas Paine, democratization and America’s ongoing mission: a reconsideration
Title
Thomas Paine, democratization and America’s ongoing mission: a reconsideration.
Creator
Walker, Thomas C., Jack Miller Forum, Department of Political Science, Dorothy F. Schmidt College of Arts and Letters
Date Issued
2009-01-30
PURL
http://purl.flvc.org/fau/fd/FADT186465p
Subject Headings
Paine, Thomas 1737-1809 Rights of man, Globalization, Education and globalization, International relations
Format
Set of related objects
PERCEPTIONS OF SELECTED TECHNOLOGICAL COURSES AS OFFERED OR PROPOSED, IN THE SCHOOL OF TECHNOLOGY, FLORIDA INTERNATIONAL UNIVERSITY
Title
PERCEPTIONS OF SELECTED TECHNOLOGICAL COURSES AS OFFERED OR PROPOSED, IN THE SCHOOL OF TECHNOLOGY, FLORIDA INTERNATIONAL UNIVERSITY.
Creator
AURIOLES, GABRIEL G., Florida Atlantic University
Abstract/Description
The purpose of this study was to gather and analyze information regarding the following three proposed programs for possible implementation in the School of Technology of Florida International University: 1. Safety Technology 2. Manufacturing Technology 3. Food Technology In support of the eventual decision of the administration of the university to launch these programs, it was intended to provide answers to the following questions: 1. Is there a need in the local industry for graduates from...
Show moreThe purpose of this study was to gather and analyze information regarding the following three proposed programs for possible implementation in the School of Technology of Florida International University: 1. Safety Technology 2. Manufacturing Technology 3. Food Technology In support of the eventual decision of the administration of the university to launch these programs, it was intended to provide answers to the following questions: 1. Is there a need in the local industry for graduates from each program with an associate degree from a junior college? 2. Is there a need in the local industry for graduates from each program with a bachelor's degree from F.I.U.? 3. Is there a need in the local industry for graduates with a master's degree from F.I.U. from a program to be developed? 4. Does the demand for graduates at the various levels described above depend on the size of the business measured by total employment? 5. Do the types of jobs available depend on the size of the business? 6. Do the starting salaries for these jobs depend also on the size of the business? 7. Do the opportunities for promotion likewise depend on the size of the business? 8. Is the job market the same within each type of industry regardless of the specific line of products made? 9. Do the employers expect a rapid expansion of their businesses in the next ten years? 10. What is the opinion of the employers on F.I.U., the faculty, and the graduates in general; and, in particular, on the proposed programs? To facilitate the answers to the above questions by the prospective employers, it was necessary to take the following prelininary steps: 1. To find out what programs were available at Miami-Dade and Broward community colleges. 2. To find out what programs had been developed by technical associations. 3. To define a proposal from each program based on existing courses offered at F.I.U. The population was categorized by type related to one of the proposed programs, and by size according to total employment. The investigation was carried out by personal interviews with industries selected at random. The results were as follows: 1. Local industry expects to hire candidates with an associate degree only in Manufacturing Technology. 2. Local industry expects to hire candidates with a bachelor's degree in any of the three proposed programs. 3. Local industry does not expect to consider for employment candidates with a master's degree. 4. The demand for graduates, the types of jobs available, the starting salaries, and the opportunities for promotion do not depend directly on the size of the business. 5. The job market does not depend on the specific line of products made. 6. The opinions on F.I.U. varied from one extreme to the other, and more public relations should be done to have a top image. Several other results were obtained from the investigation, beyond answers to the questions originally posed, which threw additional light on the problem, as follows: 1. There is another important job market for graduates in the proposed programs with firms doing consulting work for the local industry. 2. The proposed programs were unanimously accepted, and some suggestions were given as to topics to be stressed in some of the subjects. 3. Some students considered this type of research important because job opportunities were a prime factor in program selection.
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Date Issued
1977
PURL
http://purl.flvc.org/fcla/dt/11683
Subject Headings
Florida International University --School of Technology--Curricula, Technical education--Curricula--Florida
Format
Document (PDF)
effects of a self-evaluation intervention on the instructional behavior of special education interns
Title
The effects of a self-evaluation intervention on the instructional behavior of special education interns.
Creator
Keller, Cassandra L., Florida Atlantic University, Taylor, Ronald L.
Abstract/Description
This study investigated the effects of an audiotaped self evaluation intervention on the instructional behavior of interns in classrooms for students with disabilities. Three interns teaching in elementary school settings in Southeast Florida participated in the study. The dependent variable was frequency of specific social praise statements. The independent variable was the self evaluation intervention which consisted of an individual training session that required each intern to listen to...
Show moreThis study investigated the effects of an audiotaped self evaluation intervention on the instructional behavior of interns in classrooms for students with disabilities. Three interns teaching in elementary school settings in Southeast Florida participated in the study. The dependent variable was frequency of specific social praise statements. The independent variable was the self evaluation intervention which consisted of an individual training session that required each intern to listen to five minute audiotaped samples of their instruction and then graph the frequency of specific social praise. A multiple baseline design was used to measure the effects of the intervention. Generalization probes were administered to determine the effects of the intervention in other content areas and maintenance probes were evaluated to determine the effects of the intervention over time. A qualitative design employing an open ended interview was used to enhance and amplify the quantitative portion of the study and to find out what value the interns placed on the intervention. Results indicated that the intervention had a positive effect on all three interns' use of specific social praise. Generalization probes indicated that two of the three interns increased their use of specific social praise during non-targeted content areas. The maintenance probes indicated that all three interns' average use of specific social praise was well above their baseline averages, although two of the three interns had a decreasing trend. The findings from the qualitative data supported the results from the quantitative analyses and revealed that interns valued the self evaluation intervention because it allowed them to reflect, evaluate, and then change their behavior. Recommendations for future research were made.
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Date Issued
2003
PURL
http://purl.flvc.org/fcla/dt/12044
Subject Headings
Interns (Education), Teachers--Self-rating of, Students with disabilities--Education, Teachers of children with disabilities--Training of
Format
Document (PDF)
A Comparative Analysis of Science-Technology-Society Standards in Elementary, Middle, and High School Science Curriculum Frameworks
Title
A Comparative Analysis of Science-Technology-Society Standards in Elementary, Middle, and High School Science Curriculum Frameworks.
Creator
Tobias, Karen Marie, Kumar, David D., Florida Atlantic University
Abstract/Description
An analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating ScienceTechnology- Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see...
Show moreAn analysis of curriculum frameworks from the fifty states to ascertain the compliance with the National Science Education Standards for integrating ScienceTechnology- Society (STS) themes is reported within this dissertation. Science standards for all fifty states were analyzed to determine if the STS criteria were integrated at the elementary, middle, and high school levels of education. The analysis determined the compliance level for each state, then compared each educational level to see if the compliance was similar across the levels. Compliance is important because research s)lows that using STS themes in the science classroom increases the student's understanding of the concepts, increases the student's problem solving skills, increases the student's self-efficacy with respect to science, and students instructed using STS themes score well on science high stakes tests. The two hypotheses for this study are: H01: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school levels. H02: There is no significant difference in the degree of compliance to ScienceTechnology- Society themes (derived from National Science Education Standards) between the elementary, middle, and high school level when examined individually. The Analysis of Variance F ratio was used to determine the variance between and within the three educational levels. This analysis addressed hypothesis one. The Analysis of Variance results refused to reject the null hypothesis, meaning there is significant difference in the compliance to STS themes between the elementary, middle and high school educational levels. The Chi-Square test was the statistical analysis used to compare the educational levels for each individual criterion. This analysis addressed hypothesis two. The Chi-Squared results showed that none of the states were equally compliant with each individual criterion across the elementary, middle, and high school levels. The National Science Education Standards were created with the input of thousands of people and over twenty scientific and educational societies. The standards were tested in numerous classrooms and showed an increase in science literacy for the students. With the No Child Left Behind legislation and Project 2061 , the attainment of a science literate society will be helped by the adoption of the NSES standards and the STS themes into the American classrooms.
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Date Issued
2007
PURL
http://purl.flvc.org/fau/fd/FA00000714, http://purl.flvc.org/fau/fd/FA00000714
Subject Headings
Science--Study and teaching--Research, Educational tests and measurements--United States, Inquiry-based learning, Third International Mathematics and Science Study
Format
Document (PDF)