Publications
Zappile, T. (2018). "Global Challenges: Promise and Perils in the 21st Century": An all-in-one digital textbook and adaptive online course with more information available at: https://www.blendedcourses.org/courses/global-challenges/.
Zhou, J. (2017). Assessment of internationalization of higher education: Theoretical contributions and practical implications. NAFSA: Research Symposium Series, 1, 31-49.
Abstract: Internationalization has become one of the top priorities of higher education institutions around the world. However, existing approaches to assessing internationalization initiatives have failed to consider individual institution’s needs and objectives in the assessment process. Furthermore, current approaches focus on outcomes and individual elements rather than the integrative progress of the institution. Research has shown that internationalization of higher education is a dynamic system with shared and individual variables across five levels of interconnected and independent subsystems. This article looks into the complex issues of assessing internationalization of higher education, applies a dynamic systems theoretical framework to develop a shared definition of internationalization, and introduces detailed strategies to measure, predict, and advance internationalization of higher education. Assessing internationalization should consider the process and mechanisms of internationalization of higher education, in addition to interactions and relations within and between systems in real time and across time. Assessments of internationalization should aim at predicting and modifying future internationalization efforts to achieve desirable goals. The dynamic systems theoretical framework proposes a unique approach that examines both the complexity of individual systems and the generality of all the systems of internationalization. It also suggests an effective approach to dissecting the complicated systems into smaller pieces and then putting them back together as a whole unit again. Finally, this framework provides a practical approach to understanding reality in real time and predicting the future stability and changes of individual systems of internationalization.
Kazi, N. (2017). Voting to Belong: The Inevitability of Systemic Islamophobia. Identities: Global Studies in Culture and Power (May 2017), 1-19.
Abstract: In this article, I connect Muslim American voting practices to the ‘good Muslim’ trope. Tracing participation of members of Islamic Representative Organizations (IRO’s) in election cycles from 2000 to 2016, I argue that elections have been a site for Muslim Americans to negotiate a sense of belonging in the U.S. My research reveals deep cynicism about the transformative potential of elections and a sense that systemic Islamophobia (i.e. militarism and surveillance) were perceived as inevitable. IRO members opted instead to vote as a way to articulate the presence of Muslims in the U.S.; for instance, Muslims ought to ‘make a statement’ by voting against Donald Trump or for the first woman candidate. In this way, voting can be understood as an articulation of a ‘good Muslim’ subjectivity through which IRO members seek legitimacy within, rather than a dismantling of, an Islamophobic milieu.
Lema, J., & Agrusa, J. (2016). Cross-cultural partnerships in higher education: A critical examination. Managing International Higher Education: Issues and Challenges in Cross Border Engagements Proceedings, 141-142.
Zhou, J. (2016). A Dynamic Systems approach to internationalization of higher education. Journal of International Education and Leadership, 6(1), 1-14. https://eric.ed.gov/?id=EJ1135214.
Abstract:Research shows that internationalization of higher education is a process rather than an end product. This paper applies the Dynamic Systems Theory to examine the nature and development of internationalization of higher education, and proposes that internationalization of higher education is a dynamic system. A dynamic framework of internationalization of higher education is therefore proposed. Internationalization of higher education has five levels--Global, National, Institutional, Program, and Personal Levels, and each level has five components--Purposes, Outcomes, Programs, Approaches, and Projects. Each level has a Developmental Range depending on the dynamic relationships between factors at this level. The Initial State, Attractor State, and Control Parameters are other key factors in examining internationalization of higher education at individual levels. A "snapshot" and a wheel of internationalization of Stockton University are further discussed as examples of applying a dynamic systems approach to internationalization of higher education. This dynamic framework of internationalization provides theoretical and practical implications for defining, developing, and strengthening internationalization of higher education.
Cassel, S., & Hadley, A. (2016). A pedagogical note: Use of telepractice to link student clinicians to diverse populations. International Journal of Telerehabilitation. 8 (1), 41-48.
Abstract: Telepractice is the application of telecommunications technology to the delivery of telehealth services via the online connection of clinicians, clients, and patients for assessment, intervention, or consultation. This article describes a pilot project in which speech-language pathology students in a university training program gained experience in working with culturally diverse preschool students using telepractice technology. The preschool students benefited by making gains in communication skills, while the university students acquired competency in the use of telepractice and in working with children whose cultural and linguistic backgrounds were outside of their experience. To assess the training experience, a Likert-scale survey administered to student clinicians revealed a high degree of satisfaction and improved familiarity with the use of telepractice, and an increased comfort level working with multi-cultural populations.
Rubio-Goldsmith, R., Masterson-Algar, A., Finch, J., & Fernández, C. (2016). “¿No Vale Nada la Vida? (la Vida No Vale Nada) (Does Life Have No Worth? Life Has No Worth): Cultural and Political Intersections of Migration and Death at U.S.-Mexico Border. An Introduction.” In Migrant Deaths in the Arizona Desert: La Vida No Vale Nada (Life Has No Worth), edited by Raquel Rubio-Goldsmith, Celestino Fernández, Jessie K. Finch and Araceli Masterson-Algar, 3-18. Tucson: University of Arizona Press.
Zappile, Tina M., Daniel Beers, and Chad Raymond (2016), “Promoting Global Empathy and Engagement through Real-Time Problem-Based Simulations: Outcomes from a Policymaking Simulation in Post-Earthquake Haiti". International Studies Perspectives 0: 1-17. DOI: http://dx.doi.org/10.1093/isp/ekv024.
Abstract: We introduce a real-time problem-based simulation in which students are tasked with drafting policy to address the challenge of internally displaced persons (IDPs) in post-earthquake Haiti from a variety of stakeholder perspectives. Students who participated in the simulation completed a quantitative survey as a pretest/posttest on global empathy, political awareness, and civic engagement, and provided qualitative data through post-simulation focus groups. The simulation was run in four courses across three campuses in a variety of instructional settings from 2013 to 2015. An analysis of the data reveals that scores on several survey items measuring global empathy and political/civic engagement increased significantly, while qualitative student comments corroborated the results. This format of a real-time problem-based policymaking simulation is readily adaptable to other ongoing and future global crises using the framework provided in this paper.
