Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper illustrates how transnational adoptive families in the U.S. in the last twenty years have been created out of the efforts by governmental states, adoption agencies and welfare organizations, and parents. Prospective adoptive parents frequently make an initial choice between domestic adoption and transnational adoption. Those parents who choose transnational adoption must select a country from which they will adopt a child. Therefore, the question this paper answers is as follows: How is prospective adoptive parents’ decision to adopt transnationally influenced by the widespread institutionalization of transnational adoption. Data is drawn from secondary sources such as legal texts on international treaties and conventions, analyzing national conference meetings of adoption welfare agencies, and in-depth interviews with adoption agencies’ staff members and adoptive parents. Based on my analysis, I demonstrate how the “ go-between” role of adoption agencies and adoption laws are intertwined and the influence of that “go-between” role on the decisions made by adoptive parents.

Publication Type: Symposium Paper
Abstract: Several private funding sources have assisted the School of Education in redesigning the educational leadership program. These funds have assisted in the creation of partnerships and collaboration among different entities within the educational realm. Also, the partnerships have resulted in the creation of the Principal Corps Model to recruit school leaders into the educational leadership program.

Publication Type: Symposium Paper
Abstract: This paper summarizes key aspects of our redesign work including a critique of the processes we used, challenges faced, and examples of how this work has changed our relationships internally and externally, our ways of doing business, our curriculum and its delivery, and our expectations for self and students. When selected as a pilot redesign site for the state we made a conscious decision to wipe the slate clean and engage in processes that allowed us to model best practices while creating a model program. We collaborated with our partners on all aspects of the redesign, engaged in our own programmatic research, made data-based decisions, spent time developing and sustaining trusting relationships, and mentoring those with less technical skill. We were purposeful about developing our new mission, vision and goals; and consciously used a systems-based approach (Senge et al., 2001) focused on growth and continuous improvement in all aspects of program development as we negotiated competing demands and ideas. Challenges were many throughout the two years of our redesign work and numerous challenges remain. Key challenges included the amount of time required on the part of all partners, competing responsibilities for faculty, a state requirement to suspend admissions until the new program was approved, tensions as partners negotiated programmatic components, the temptation to resort to shortcuts, finishing old programming for previously enrolled students, waiting for official approval of the new program, and frustrated potential students who were anxious to begin. We believe our work was worth the effort and value the new culture we have created and that continues to emerge as we employ new practices for engaging with students, K-12 partners and other stakeholders, and surrounding communities. We believe we have earned new respect from policy makers, school leaders, and students while strengthening our appreciation of each other’s talents and collegiality.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This roundtable will discuss a new social norms campaign that has been used at two universities. This innovative approach challenges conventional peer education programs and provides an alternative way to target prevention programming on campuses. The program offers concrete ways for faculty, staff, and students to contribute to cultural change on campuses.

Publication Type: Roundtable
Abstract: A program evaluation framework will be introduced in response to the growing diversity in future teachers and today’s classrooms to support development of reflective assessment-based practice as mandated by NCLB.