This study sought to understand the nature of scientific globalism during a global crisis, particularly COVID-19. Findings show that scientific globalism occurs differently when comparing COVID-19 publications with non-COVID-19 publications during as well as before the pandemic. Despite the tense geopolitical climate, countries increased their proportion of international collaboration and open-access publications during the pandemic. However, not all countries engaged more globally. Countries that have been more impacted by the crisis and those with relatively lower GDPs tended to participate more in scientific globalism than their counterparts.

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As the threat of COVID-19 and US-China tensions are increasing, this study focused on this intensifying intersection between geopolitics and global science in the midst of a pandemic. This scientometric study examined the US' and China's international collaboration patterns on science and engineering (S&E) COVID-19 articles through the lenses of scientific nationalism and scientific globalism. While scientific nationalism would assume that the current political rhetoric and protectionist policies would lead to a decrease in international collaboration, our findings showed the reverse. The world's proportion of international collaborations generally increased. Findings also revealed that despite geopolitical tensions, the highest number of internationally coauthored S&E COVID-19 articles between two countries involve the US and China. Their collaboration rate on COVID-19 is higher than during the past five-years as well as on non-COVID-19 articles published during 2020.

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This article calls for a common research model that can be replicated across institutions to systematically collect data on the impact of education abroad participation on college graduation rates. The ultimate goal of the proposed GRAD LEAP (Leveraging Education Abroad Participation for Graduation) model is to facilitate a meta-analysis yielding generalizable findings that can inform both institutional and national education abroad policy. The model consists of two levels of analysis: (a) a descriptive analysis to estimate and compare true graduation rates for education abroad participants and nonparticipants, and (b) a parametric analysis to estimate the value-added of education abroad participation, beyond factors already understood to impact graduation rates. The proposed research model can be expanded to include analysis of the impact of specific program factors on graduation rates (e.g., program duration, program type, student accommodation, etc.).

This study sought to understand the nature of scientific globalism during a global crisis, particularly COVID-19. Findings show that scientific globalism occurs differently when comparing COVID-19 publications with non-COVID-19 publications during as well as before the pandemic. Despite the tense geopolitical climate, countries increased their proportion of international collaboration and open access publications during the pandemic. However, not all countries engaged more globally. Countries that have been more impacted by the crisis and those with relatively lower GDPs tended to participate more in scientific globalism than their counterparts.

As the threat of COVID-19 and US-China tensions are increasing, this study focused on this intensifying intersection between geopolitics and global science in the midst of a pandemic. This scientometric study compared proportions of international S&E collaborations during and before COVID-19 by countries through the lenses of scientific nationalism and scientific globalism. Social network analyses were also conducted to observe the various ties between countries on S&E COVID-19 publications, with a particular focus on China. While scientific nationalism would assume that the current political rhetoric and protectionist policies would lead to a decrease in international collaboration, our findings showed the reverse. The proportion of international collaborations and extent of multilateralism generally increased. Findings also revealed that despite geopolitical tensions and China’s recently introduced publication evaluation policy, the US and China remain the world’s leading international collaborators, including on S&E COVID-19 research.

Providing English language learners with effective feedback on their writing is an issue facing many writing teachers. This article focuses on English language learners’ perceptions of both direct and indirect form-focused written feedback and how these perceptions might change over time. Forty-two advanced level students in an intensive English program at a large U.S. university participated in two surveys, one at the beginning of the term and one at the end. They were asked to rate and comment on the usefulness of five types of feedback (three indirect and two direct) for the purposes of both text revision and the learning of grammar and writing. Students perceived the feedback types that provide codes, comments, and/or explanations as being more useful overall in text revision than other forms of feedback. Findings indicate that students’ perceptions regarding the usefulness of feedback types changed throughout the course. Three areas of feedback that students focused on as their perceptions change are identified, as are reasons why students did or did not value each of the feedback types.