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2018 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
1. Zook, Kevin., Price, Gwen., Rogers, Amy. and Curci, Juliet. "Scholarship Re - reconsidered: Redefining Scholarship Criteria for Professors of Education" Paper presented at the annual meeting of the Association of Teacher Educators, Flamingo Las Vegas, Las Vegas, NV, Feb 16, 2018 Online <PDF>. 2019-10-23 <>
Publication Type: Multiple Paper Format
Review Method: Peer Reviewed
Abstract: Limitations of Boyer's four scholarship categories are identified and an alternative framework for guiding and evaluating the professional activities of education professors is presented.

2008 - The Law and Society Association Words: 142 words || 
2. Linford, Jake. "The Living Donor Scholarship: How Educational Scholarships Can Provide Financial Incentives and Protect Altruistic Giving" Paper presented at the annual meeting of the The Law and Society Association, Hilton Bonaventure, Montreal, Quebec, Canada, May 27, 2008 <Not Available>. 2019-10-23 <>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper proposes to find an acceptable midpoint between the efficiency of markets and the rhetoric of altruism and gift to craft a solution to the shortage of transplant kidneys for needy patients. The paper advocates educational scholarships for donors willing to make a live donation of one kidney. The scholarship program proposed stands to improve four key weaknesses found in the current system of organ allocation: the shortage of kidneys, the logistical limits of a system dependent upon deceased donation, and the racial imbalance in kidney allocation. The paper then explains how the rhetoric of educational scholarships fits within the preferred paradigm of altruism and gift, and dampens the coercive power of unrestricted markets for human organs. Finally, the paper fashions a means of defending the scholarship program within the strict prohibitions imposed on financial incentives by current organ donation law.

2012 - National Women's Studies Association Words: 101 words || 
3. Shayne, Julie. "Scholarship, Activism, and Activist Scholarship in the Americas" Paper presented at the annual meeting of the National Women's Studies Association, Oakland Marriott City Center, Oakland, CA, <Not Available>. 2019-10-23 <>
Publication Type: Individual Paper
Abstract: This paper discusses the book Taking Risks: Feminist Stories of Social Justice Research in the Americas. The book brings together interdisciplinary scholars and audiences in hopes of creating dialogues about scholarship/activist tensions experienced by feminists in the academy. We explore such tensions experienced in our attempts to decolonize the stories of social justice movements in the Americas. We look at underground libraries in Cuba, human rights and theater in Juarez, community media in Venezuela, collective self-built archives in Colombia, Indigenous feminist activism in Ecuador, sex work in Brazil, sex trafficking in the US, and exile activism in the Chilean diaspora.

2012 - 56th Annual Conference of the Comparative and International Education Society Words: 703 words || 
4. Baxter, Aryn. "International scholarship programs and social capital: A case study of a Rwandan scholarship initiative" Paper presented at the annual meeting of the 56th Annual Conference of the Comparative and International Education Society, Caribe Hilton, San Juan, Puerto Rico, Apr 22, 2012 <Not Available>. 2019-10-23 <>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: For countries emerging from violent conflicts and their development partners, producing the fertile soil necessary for social and economic development to occur is a high priority. The presence of certain kinds of social capital is widely acknowledged as an important foundation for social cohesion (Colletta & Cullen, 2000), as is higher education’s role in developing the bedrock for good governance and democratic political systems (World Bank, 2002). This dissertation considers the experiences of international students from post-conflict contexts as they relate to the development of social capital.

This study seeks to illuminate the implications of international scholarship programs for post-conflict countries. Although international study has long been a feature of the higher education landscape in many countries, much of the research on this phenomenon has been conducted in the global north and reflects the concerns and debates that predominate in these contexts (Altbach & Wang, 1989). As higher education options expand and internationalize (Altbach, 1998), understanding the implications of international study for students and nations is crucial for those involved in the design and financing of higher education scholarship programs.

Research addressing the implications of international study for countries sending students abroad is limited and tends to focus primarily on desired outcomes in terms of human capital (Barber, Altbach, & Myers, 1984). The purpose of this study is to add to the literature addressing the concerns of sending countries by considering a broader range of desired outcomes.

Social capital provides a conceptual framework for the study. Although defined in various ways, social capital generally refers to the presence of worldviews, trust, reciprocity, exchange of information and resources, and groups and associations that facilitate collective action, economic growth, and development (Colletta & Cullen, 2000; Grootaert, 1998).

The contributions higher education makes to building social capital, although often neglected in policy discussions, are crucial considerations in post-conflict contexts where concerns with issues of peace building and reconciliation are paramount.

As a result of this study, readers will have a more comprehensive understanding of how the context in which students study and the design of international scholarship programs contribute to building social capital among students from post-conflict contexts.

In contrast to human capital perspectives that limit analyses of the public benefits of higher education to quantifiable and primarily economic contributions, this dissertation explores how international study contributes to the development of social capital among and between Rwandan students studying in the United States. It addresses the following questions:

1. How do Rwandan students studying in the United States understand their national identity and civic commitments?
2. How does national identity and desire to contribute to economic, political and social change in Rwanda change over the course of participation in an international scholarship program?
3. What aspects of the scholarship program and experience in the United States are influential in shaping students’ national identity and desires to contribute to the public good?

By illuminating the relationship between international study, national identity, and civic commitments, this study makes a significant contribution to the literature on international study, social cohesion, and the field of Comparative and International Development Education.

This study employs an interpretivist mode of inquiry to understand how Rwandan students make meaning of their international study experiences. The research design is a mixed methods case study of one international scholarship program that is currently providing over 200 Rwandan students with an opportunity to study in the United States.

Data will be collected in three phases. The first two phases of data collection will employ qualitative ethnographic methods including participant observation and in-depth interviewing of program designers, implementers, and participants. The first phase will focus on two components of the scholarship program that take place in Rwanda: pre-departure orientation, and a mid-program training that occurs when students return to Rwanda after their second year for a summer internship. The second will entail spending a semester at one of the institutions where a large number of Rwandan students are studying. These methods will be used to provide a rich description of the program design and student experience.

The third phase of data collection will involve the development of a grounded survey that will be administered to approximately 250 program participants that are currently studying or recently completed studies at 20 different institutions in the United States.

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