A model of engaged learning : frames of reference and scholarly underpinnings

If the engagement movement is to mature, scholars need to document and share the values, beliefs, and approaches that guide their work. Otherwise, engagement efforts will be buried in unarticulated perspectives and characterized by unexamined practices. The purpose of this article is to make explicit our engagement model. First, we share and discuss what engagement means to us. Then, we share interpretations of the conceptual, philosophical, and normative underpinnings of our work. By sharing our model, we hope to stimulate conversation about the models guiding others’ work. Extended conversation is needed to inform and guide the engagement movement, including the leadership necessary for moving the work forward in institutional settings

Outreach as scholarly expression : a faculty perspective

The outreach and engagement movement of the 1990s has had a demonstrable impact on American higher education. Today, outreach is recognized as a legitimate form of scholarship on many campuses, and numerous colleges and universities are taking actions as “engaged institutions.” In large measure, this progress is testimony to the vision, courage, and tenacity of executive-level academic leaders, including presidents, provosts, and deans. Faculty members play vital roles, too. One of those roles is to deepen our understanding of the work itself—the never-ending quest to comprehend outreach more completely and deeply. The purpose of this essay is to stimulate national dialogue about this domain, which we call outreach as scholarly expression. In this essay we explore several complexities associated with understanding outreach as scholarly expression; interpret contemporary perspectives on scholarship with outreach in mind; and discuss three areas we believe are fundamental to advancing outreach as scholarly expression

Coming to Critical Engagement: An Autoethnographic Exploration

Engagement is the label increasingly embraced by higher education to describe activities associated with serving the public interest. What had been viewed previously as service to, extension of, and outreach from is now engagement with as faculty members, students, and staff collaborate with partners in community affairs. This book describes how members of a faculty learning community have come to understand engagement as both intellectual endeavor and scholarly practice at the interface between academy and citizenry. Coming to Critical Engagement argues that the academy has a moral imperative to participate deliberately and consistently in democratic and systemic discourse with the public

Association between the 2012 Health and Social Care Act and specialist visits and hospitalisations in England: A controlled interrupted time series analysis

The 2012 Health and Social Care Act (HSCA) in England led to among the largest healthcare reforms in the history of the National Health Service (NHS). It gave control of £67 billion of the NHS budget for secondary care to general practitioner (GP) led Clinical Commissioning Groups (CCGs). An expected outcome was that patient care would shift away from expensive hospital and specialist settings, towards less expensive community-based models. However, there is little evidence for the effectiveness of this approach. In this study, we aimed to assess the association between the NHS reforms and hospital admissions and outpatient specialist visits. e conducted a controlled interrupted time series analysis to examine rates of outpatient specialist visits and inpatient hospitalisations before and after the implementation of the HSCA. We used national routine hospital administrative data (Hospital Episode Statistics) on all NHS outpatient specialist visits and inpatient hospital admissions in England between 2007 and 2015 (with a mean of 26.8 million new outpatient visits and 14.9 million inpatient admissions per year). As a control series, we used equivalent data on hospital attendances in Scotland