ABSTRACT Academic staff worldwide wishing to enhance teaching should first acknowledge and understand why quality teaching is critical for student improvement and institutional and community survival. Then it is recommended that academic staff develop an approach to teaching improvement that builds upon a firm foundation of scholarly teaching and learning. Central to this process is a review and understanding of theories and research on human learning and research on teaching effectiveness. With this foundation, academic staff can develop a scholarship of teaching and learning to assess the impact of their teaching upon student learning, and subsequently to share their findings with colleagues, both within and outside their university, to assist in future teaching and learning improvement. In this way, a true community of evidence‐based teaching can have a greater global impact.

ABSTRACT This article articulates the statistics and findings from research to show the correlation between the Teachers Behavior Checklist (TBC) numbers and the Defining Issue Test (DIT). However, the correlation proved so small that the researchers decided to investigate the narrative of both instruments from a critical point of view because they implied similar levels of logical and critical thinking. Therefore, we have two parts: one concerned with the statistical analysis and the second one oriented to a theoretical consideration explaining the statistical failure of a correlation, which we intended to be obvious. The analysis must surpass the anecdotal facts to explainthe logic of the two instruments, TBC and DIT. To do so, it will be necessary to review the philosophical, psychological, and linguistic principles that a theory of discourse underlines.

ABSTRACT Acculturation is correlated with creativity and the higher‐order cognitive skills identified in the contemporary revision (Krathwohl 2002) of Bloom's taxonomy (1956). The skills supporting bicultural integration are the same skills that engender innovation in entrepreneurial business ventures. Scholars have recognized experiential learning (EL) as an established and effective pedagogy in developing cognitive skills for decades in organizational and professional development disciplines. EL is becoming more widely appreciated for its efficacy in developing advanced cognitive skills, such as critical thinking and abstract conceptualization, which are essential to bicultural integration and innovation. EL is only effective when the cycle of discovery is completed and is most effective when an educator facilitates the process. Learners are less likely to benefit if they do not have support to facilitate their reflection on the experience and how to apply what they have learned to other milieus. A growing body of literature provides evidence of best practices across diverse learning environments.

ABSTRACT One of the most emergent topics in international education, as well as global society, is how to define, address, and assess environmental and social sustainability. As educators begin traveling again after the COVID‐19 pandemic, universities and organizations continue to recruit and encourage students, in particular, to do the same as part of their critical education. At this moment, there must be an eye toward the environmental, and ultimately social, impacts that these ventures have. Educators and their students must develop actions to mitigate harmful effects while redefining the importance of this international academic travel. According to the National Environmental Policy Act of 1969 (NEPA) by the United States Environmental Protection Agency (EPA), the Goal of sustainability is to “create and maintain of conditions, under which humans and nature can exist in productive harmony, that permit fulfilling the social, economic and other requirements of present and future generations” (2023). Per the United Nations Social Compact, social sustainability is defined as the identification and management of business impacts, both positive and negative, on people, directly and indirectly (2024).

ABSTRACT This article describes an experiment exploring the realities and opportunities of internationalization at home within the scope of research methods courses taught at Auburn University (AU) and American University in Armenia (AUA). Students from the US and Armenia were asked to complete a specially designed joint assignment that allowed them to engage in experiential learning. We suggest that such assignments can effectively enhance students’ interest in research methods courses and improve their learning outcomes. In addition, we believe our approach demonstrates that efforts to internationalize higher education are effective even in challenging courses.