Curing the Common Curriculum

Professional degree programs in higher education are increasingly under fire on matters of quality, proficiency, and cost. To address these issues and anticipated controversies, the authors of this chapter provide context to the process of developing a micro-credentialing system at the central university level at Florida International University (FIU) and how it was adapted at its medical school as an innovative tool for developing medical student skill sets. Through a use-case, the authors highlight examples of common challenges identified within professional degree programs, how they were addressed at FIU's Herbert Wertheim College of Medicine using the centralized micro-credentialing system, and the planning and implementation stages of a formalized micro-credential program in undergraduate medical education. Finally, the authors discuss the potential for micro-credentials to supplement or replace dual degree programs, enhance interdisciplinary collaboration, and influence the future of entrustable professional activities of professional practice in medical education.

Teaching Cross-Cultural Competence in a Smart Machine Age

The business world is in a state of flux due in part to the advent of disruptive technologies such as artificial intelligence, smart robots, and nanotechnology. The dawn of this ‘Smart Machine Age' has significant implications for business education, which will need to be transformed with a new focus on imparting knowledge, skills, and abilities suitable for the new workplace environment. Among the skill sets that are in highest demand according to employers is cross-cultural competence (CC). Scholarly interest in CC has grown exponentially in recent years and there is an emerging consensus that it is best taught through non-traditional pedagogies centered on experiential learning. This chapter explores the efficacy of international service learning as a tool for teaching CC, with a focus on an innovative social entrepreneurship project undertaken at Florida International University. The project involves a partnership between a student organization, an NGO, and a women's self-help group in India.

Alternative Systems and Materials for Splicing Prestressed-Precast Concrete Piles

The use of piles is a common method for establishing deep foundations for bridges where there is a top layer of weak soil. Among various types of pile and installation methods, driving prestressed-precast concrete piles (PPCP) is a durable and economical option compared with the alternatives. Also, since the method employs pile segments prefabricated in precast plants and delivered to the site for installation, it conforms to the principles of Accelerated Bridge Construction (ABC) and provides a rapid alternative to other methods. However, often because of limitations on shipping and transportation, the length of precast prestressed pile segments that can be delivered to the bridge site has to be reduced. Also, headroom limitations for pile driving may limit the length of pile segments such that establishing adequate resistance may not be achieved with one segment. Therefore, splicing of pile segments has to be performed at the site to produce longer lengths. A study carried out as part of research activities at the Accelerated Bridge Construction University Transportation Center (ABC-UTC) at Florida International University has reviewed various types of available pile splices and attempted to build on the experiences gathered for ABC connections to introduce an alternative configuration for splicing PPCP segments. Accordingly, a variation of grouted bar splice was introduced and designed to provide PPCPs with a time-effective, economical, and labor-friendly method of splicing. The proposed connection is completely new for connecting PPCP segments. Because many of PPCPs are driven in a marine environment, the application of corrosion-resistant material at the splice system is also emphasized. The paper summarizes these investigations. The results of this study show that the newly developed systems can provide the required strength in bending, tension, and compression with smaller sizes and numbers of bars. It also makes the installation faster and easier compared with the current methods.

Abortion Opt-in Experience in Third-Year Clerkship

Introduction: Despite the public health imperative that all medical practitioners serving reproductive-aged women know the components of abortion care and attain competency in nondirective pregnancy options counseling, exposure to abortion care in US medical school education remains significantly limited. Methods: Florida International University Herbert Wertheim College of Medicine offers an opt-in clinical exposure to abortion care during the obstetrics and gynecology clerkship. During clerkship orientation, students watched a recorded presentation reviewing components of abortion care and emphasizing that participating students may increase or decrease involvement at any time without explanation. Students opting in completed a form specifying their desired level of involvement for each component as “yes,” “no,” or “not sure.” Results: Of 350 clerkship students over 23 6-week rotations, 98 (28%) chose to opt in, with opt-in form data available for 90 students. Ninety students chose to observe counseling for first- and second-trimester surgical abortion and medical abortion. Seven students used the option “no” for history taking and examine second trimester fetal parts. Twenty-four students marked “not sure” for participating in evacuation of first-trimester pregnancy. Discussion: This educational intervention proved feasible and offers an opportunity for students to have experiential learning about abortion care in an inclusive, respectful manner. This experience may be incorporated into undergraduate and graduate medical education. Providing learners the opportunity for exposure to abortion care improves their overall medical education and will impact the care they provide as future clinicians.

Carbon-Neutral-Campus Building: Design Versus Retrofitting of Two University Zero Energy Buildings in Europe and in the United States

Carbon-neutral design is pivotal for achieving the future energy performance targets of buildings. This paper shows research projects that promote the environmental sustainability of university campuses at the international level. GHG accounting methods and operational strategies adopted by the University of Genoa (UNIGE), Italy, and the Florida International University (FIU) in Miami, USA, are compared, with both universities striving to make buildings and campus facilities benchmarked and carbon neutral in the near future. Our comparative research includes analyzing campus buildings at both universities and their attempts to design, retrofit, and transform these buildings into carbon neutral buildings. Two case studies were discussed: the Smart Energy Building (SEB) in the Savona Campus of the UNIGE, and the Paul L. Cejas School of Architecture (PCA) Building of the FIU. The SEB’s construction reduced emissions by about 86 tCO2/y, whereas the PCA’s retrofitting reduced GHG emissions by 30%. Other operational strategies, including energy efficiency and energy generation, allowed the UNIGE to reduce their overall Scope 1 + 2 GHG emissions by 25% from 2013 to 2016. Globally, FIU Scope 1 + 2 GHG emissions per person were found to result in more than three times the UNIGE’s emissions, and 2.4 times if evaluated per square meter. The results were compared with GHG emissions and operational strategies from other universities.

Automating Cataloging Workflow of Library Traditional Materials

This paper describes the author’s experience with automating and streamlining cataloging workflows of traditional materials at the Florida International University Libraries using a combination of various cataloging tools, including MarcEdit, a local batch loading tool GenLoad, as well as OCLC services including WorldCat Updates service, OCLC Connexion’s batch process searches and Local File Manager. The paper addresses the old cataloging processes of these traditional materials, the developing process of new workflows and their impacts, and concludes with lessons learned and success factors. The new workflows have improved work efficiency and metadata control. The hope is that this paper will be of interest to libraries desiring to automate their cataloging workflow of traditional materials.

FULL-SCALE EXPERIMENTAL TESTING TO INVESTIGATE WIND-INDUCED VIBRATIONS ON CURTAIN WALL SYSTEMS

Curtain walls are dominant cladding components of mid to high-rise buildings in modern architecture. However, the curtain wall systems have been observed highly susceptible to vibrations leading to component or system-level failure during recent extreme wind events. This paper studies the complex mechanisms of wind induced vibration (WIV) functionality at the system-and component-levels. A wind testing experiments for a full-scale single-skin façade panel was conducted at the Wall of Wind experimental facility (WOW EF) at Florida International University (FIU). Effect on the vibration of the curtain wall due to the addition of sunshade fin is also studied. The experimental protocol included testing the samples (with and without sunshade fins) at various wind speeds from 22.3 m/s to 40.1 m/s with 8.9 m/s intervals in open terrain. Effect of wind direction is also considered varying from 0 to 180 degrees with 45-degrees interval. The tests were performed on two sets of panels: (1) a polycarbonate panel (with the geometric properties maintained) to obtain dynamic wind pressure data; (2) actual glazing units that are instrumented with accelerometers and strain gauges at critical sensing locations. The experimental results indicate that the sunshade fins have a stiffening effect on the joints of the curtain walls while overall increasing the wind pressure on the panel. Dynamic amplifications on the glazing were in the order of 1.1 to 1.8 which underline the importance of studying dynamic effects on the façade systems.

Possible Selves and Academic Motivation in Russian and American College Students

The study presents the relationship between the positive and negative possible selves in the academic domain and academic motivation. Despite the fact that previous studies have noted the motivating potential of possible selves, the relationship between the attributes of possible selves and academic motivation has not been subjected to conscious scrutiny. The sample was formed with 361 participants, Russian (Moscow, HSE University) and American (Miami, Florida International University) college students. The Possible Selves Questionnaire and the Academic Motivation Scale were applied. It was found that Russian and American students that have a significant positive possible self in the academic domain have a higher motivation to accomplish things compared to those who do not have this image of the future. It was demonstrated that among Russian students attributes of positive possible selves (time spent thinking, actual achievement strategies, obstacles) are connected with self-development motivation. American students are characterized by interrelationships between attributes of positive possible selves (time spent thinking, perceived efficacy, outcome expectancy, importance, obstacles) and motivation to accomplish things, as well as partly other types of intrinsic and extrinsic motivation. The Russian students did not demonstrate any significant interrelationships between attributes of negative possible selves and academic motivation, while the Americans revealed the interrelationships between the outcome expectancy to avoid a negative possible self and motivation to accomplish things, as well as introjected motivation. The research results are discussed from the self-regulation perspective and in the context of socio-cultural differences.

Disordered Eating Attitudes, Demographics, and Snack Patterns in Overweight and Obese US College Students

Objectives An unhealthy snack pattern may impact a person's overall health and quality of life. College students are at risk for disordered eating attitudes (DEA) due the elevated mental and physical demands of higher education. This could lead to a greater snack intake that could replace meals. DEA could also be influenced by demographics. Our objective was to evaluate the association between DEA, snack patterns, stress level, and demographics. Methods We analyzed the baseline data from the Snackability Trial, a trial among overweight and obese students from US colleges to test the effects of using the Snackability app to choose healthier snacks compared to controls (no access to the app). Students are being recruited using flyers sent via email by college professors/staff and social media since June 2020. Participants completed questionnaires at baseline (before randomization) on demographics (age, gender, race, ethnicity, income), snack eating patterns, stress level (scale from 1–10 with 10 being the most stressed), and DEA Score (a validated score assessing eating attitudes with 25 questions related to perceptions of food; higher DEA scores indicate higher DEA with the minimum possible score of 37 and maximum of 190). Descriptive statistics included frequency and mean/standard deviation of all variables. ANOVA and Pearson Correlations were used to evaluate the associations between variables. Results A total of 135 have completed thus far all baseline questionnaires. The average age was 21.5 ± 2.01 years, most students were female (83.7%), Hispanic/Latino (52.6%), and with a household income of <$50,000 (60.0%). Average DEAS was 90.4 ± 19.1, daily snack intake was 2.33 ± 1.08, and stress score was 6.78 ± 1.97. DEAS score was not associated with demographic variables or snack intake, but there was a significant correlation between DEAS and stress level (r = 0.3; P < 0.001). Conclusions Students who have a higher level of stress are more likely to have DEA. Disordered eating is an umbrella of irregular eating behaviors that may or may not warrant a diagnosis of a specific eating disorder. Based on these findings, universities may need to develop interventions for college students to manage stress as well as promoting awareness and programs for students with high levels of disordered eating. Funding Sources Internal funds from Florida International University.