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This qualitative study examined the attitudes, preferences, and barriers to participation experienced by African American students attempting to participate in study abroad programs. A literature review indicates that African American students are grossly underrepresented in global education opportunities when compared with their overall enrollment numbers. Study abroad has been named as a valuable (both personally and academically) enriching experience granting competitive edges in postgraduate and professional endeavors in a globalized world. Twenty participants from purposively selected universities across the United States participated in a shortanswer survey of either twelve or seven questions, depending on if they participated in a study abroad program or not. The results suggest that fi nances, institutional factors, and individual differences are signifi cant factors in determining if an African American student will study abroad. Future studies tracking Black students' active intent to study 1 MEd is the Global Programs Coordinator for all programs affi liated with the African Bioethics Consortium at the Johns Hopkins Berman Institute of Bioethics. Her primary research/career focuses are international education program management, with special focus on minority, lowincome, 1st generation, and other underrepresented groups' participation in in global education opportunities.

This paper summarizes activities undertaken by teacher-educators from several U.S. Land Grant Universities to introduce active teaching-learning methods and materials into 53 agricultural technical (secondary) schools (ATSs) in Upper Egypt. The goal of the project was to transform the cognitive and psychomotor skills being taught in these schools from knowledge recall and comprehension to practical skill training utilizing problem solving skills combined with critical thinking and decision making. Each of the seven steps taken to implement this pilot project is summarized and discussed. This project is educationally significant because vocational agriculture education programs have been neglected in most developing countries; also, most international donor agencies allocate the majority of their educational resources to strengthening basic education. As a result, this effort to pilot-test and validate how vocational agricultural education programs in these ATSs can be strengthened has considerable educational significance, not only in outlining a methodology for strengthening the remaining 77 ATSs in Egypt, but also in outlining a strategy and approach that could be used to strengthen vocational agricultural education programs in other developing countries.

Institutions of Higher Education in Texas develop, support, and enhance the economic, cultural, and social wellbeing of the state and the country. These institutions offer courses and degrees in all disciplines. They are strategically located across the state to support the economic activity while reflecting on the historical and cultural makeup of the region. There are both public and private institutions. The primary focus of this article is on the public university systems in Texas. An overview of the processes of accreditation and governance is presented.