Principles Of Engagement Research Articles

Strategies for Land-Grant Universities to Foster Public Trust

Abstract This review article explores the role of land-grant Extension amidst an escalating epistemic crisis, where misinformation and the contestation of knowledge severely impact public trust and policymaking. We delve into the historical mission of land-grant institutions to democratize education and extend knowledge through Cooperative Extension Services, highlighting their unique position to address contemporary challenges of information disorder and declining public confidence in higher education. Land-grant universities can reaffirm their relevance and leadership in disseminating reliable information by reasserting their foundational principles of unbiased, objective scholarship and deep engagement with diverse stakeholders. This reaffirmation comes at a critical time when societal trust in science and academia is waning, necessitating a recommitment to community engagement and producing knowledge for the public good. The article underscores the necessity for these institutions to adapt to the changing information landscape by fostering stakeholder-engaged scholarship and enhancing accessibility, thus reinforcing their vital role in upholding the integrity of public discourse and policy.

"Communities Don't Want Us to Roll In and Roll Out":  Beyond the Baseline to Sustainable and Mutually Beneficial University-Community Partnerships for Societal Impacts.

This article features a case study conducted by University of Oklahoma’s Center for Faculty Excellence (CFE) of faculty National Science Foundation CAREER research grant proposals. Specifically, of interest to us is how the Broader Impacts sections of our faculty’s applications might be strengthened with the help of the Advancing Research in Society (ARIS) rubric. We are also concerned with key principles of community engagement and how the ARIS rubric can lead faculty to develop mutually beneficial collaborations that increase community capacity and science literacy. Our study is described in the larger context of our mission and work at CFE and the nationwide imperative to orient higher education and research toward a larger societal good.

Co-Learning Scenarios with the Community: Democratic Practices In and Out of the Design Studio

Design education is characterised by its experiential and practice-oriented approach, emphasising active engagement with projects. The pedagogical focus is on developing individual styles, professional stances, and a receptive attitude towards novel experiences, aligning with the evolving landscape of the design profession. This study explores community engagement in student projects as a means to establish a co-deciding and co-learning infrastructure in the design studio. This participative and democratic approach challenges traditional hierarchies in higher education, transforms the student-instructor relationship, and aligns educational practices with the evolving requirements of the design profession. The study investigates students' insights into co-learning with the community through scenario-building. A workshop conducted with twelve fourth-year undergraduate industrial design students and the thematic analysis of the findings revealed that educational community engagement projects employing inclusionary methods motivate students and foster a positive attitude towards shifting power relations within a democratic design studio structure. The findings also highlight the need for a clear focus, a set of principles for successful engagement, and conflict resolution in the co-learning process, as well as the generative potential of scenario-building as a method for inclusive practices.

Making Spaces for Girls

The paper explores the exclusion of teenage girls from public spaces, particularly parks and recreation grounds. It reveals the multiple challenges faced by teenage girls in accessing and utilising these spaces and the impact this has on their well-being and sense of inclusion in the community.The fundamental problem is that parks are not designed with the needs of teenage girls in mind. Facilities intended for teenagers, such as skate parks, Multi-Use Games Areas (MUGAs), and BMX tracks, predominantly cater to the interests of boys, contributing to inequality of opportunities. Moreover, the design and dominance of these facilities by boys can further discourage girls from participating in outdoor activities, impacting their physical health and mental well-being. Consequently, teenage girls perceive public spaces as unwelcoming and unsuitable for their use.Safety emerges as a critical concern, with teenage girls reporting feeling unsafe in public spaces due to various factors, including sexual harassment. The paper highlights the broader definition of safety for girls, encompassing not only physical security but also the sense of welcome and acceptance in a space. This is important not just because girls have a right to public space. The barriers they face also impact their physical and mental well-being to a significant degree. Drawing attention to the intersectionality of these challenges, the paper advocates for the active engagement of teenage girls in the design process, recognizing their diverse perspectives and needs.While the paper identifies emerging principles for effective engagement with teenage girls, it calls for further research and larger-scale practical projects and a need to evaluate the impact of inclusive design on the ground. Ultimately, the research contributes to a growing discourse on gender-inclusive urban planning, advocating for a paradigm shift that prioritises the needs and voices of teenage girls in shaping public spaces.

Involving children in health literacy research

Abstract Background The range of health literacy research related to children has not normalised children’s involvement as advisors in health literacy research about them. While research with children can be difficult to facilitate, the principles of involvement and engagement should guide all health literacy work. This presentation shares learning from convening a Children’s Advisory Group to consult children about health literacy research priorities, ethics and methods. Methods Children (n-8) aged 7-11, referred by adults whose networks included children, joined a Children’s Advisory Group as Child Advisors. Consultations focused on a proposed study of how children’s critical health literacy could be supported in a community setting. Child Advisors piloted methods for rapport-building and data collection to be adapted for use with child participants later. Child rights-informed evaluation forms captured children’s reflections on their involvement. Results Consulting with a Children’s Advisory Group has challenges and benefits. Despite equity-focused strategies, e.g. introductory phonecalls and postcard updates, seldom-heard children remained less involved and the extent of parent/caregiver support varied. Child Advisors valued independent consultations led by their interests. Contributions included child-friendly consent documents, livestreamed draw-and-describe inspired by favourite influencers, and a novel Interview to the Alien protocol designed to appeal to middle childhood. Conclusions Taking an equity-focused approach is relevant for research with children focused on critical health literacy. Consulting with Child Advisors provides a way to involve children in health literacy research that holds adult researchers accountable for acting on children’s contributions. It is important to offer Child Advisors more than one option to get involved in research so that their insights can be foregrounded in future health literacy research with children.

SciSpace for Finding Relevant Literature in English Language Education Contexts: A Technology Review

Writing a literature review part might be a challenging task for university students as they have to sit for some time to find recent literature that is closely relevant to their research topics. In that case, the authors spot the potential of utilizing SciSpace, Artificial Intelligence technology, to support the students in their literature review activities. In this study, the authors aim to review the potential benefits and challenges of using SciSpace to find recent literature relevant to students’ research topics, framed under the task engagement principles. To achieve that study goal, the authors used a recent technology review approach to do the review and conducted rigorous peer debriefing activities to ensure that the review results are credible and trustworthy. The review results showed the benefits of using SciSpace, which included fostering task authenticity, maintaining students’ interest, facilitating social interaction, supporting autonomy, and providing effective scaffolding. Meanwhile, the challenges of using SciSpace involved content accuracy and relevance, updating tailored content, handling complex queries and visuals, and offering context-specific feedback. Recommendations for maximizing the application's potential include improving content filtering, expanding interactive features, and providing specialized feedback. Future research agendas also are presented.

Implementing Patient-Centered Outcomes Research Institute Stakeholder Engagement Principles in Models of Palliative Care Delivery and Advance Care Planning Research.

Given the many challenges of conducting research that addresses the palliative and end-of-life care needs of patients with serious illnesses, stakeholder engagement starting from the moment of study conceptualization and design is critical to ensure successful participant recruitment, data collection, intervention delivery, data analysis, and dissemination. Guided by a conceptual model published by the Patient-Centered Outcomes Research Institute (PCORI) entitled, "Measuring What Matters for Advancing the Science and Practice of Engagement"14 and with the support of a PCORI Engagement Officer, representatives from 9 PCORI-funded study teams formed a working group to survey team members and review, outline, and describe key lessons learned and best practices for promoting stakeholder engagement in palliative care research. Almost all study teams engaged with patients/caregivers, clinicians, researchers, and health care system experts as stakeholder partners. About half the teams also included payers and training institutions as part of their stakeholder advisors as well as a range of content experts. Study teams relied on a variety of support structures and resources, and they employed 10 distinct methods for maintaining engagement. All engagement methods were generally considered to be effective by teams who used the method, though there was some variability in team-rated engagement quality of each method. Nine barriers to stakeholder engagement were identified across the 9 studies as well as 9 strategies (or facilitators) to overcome these barriers. We share examples of how stakeholder engagement impacted studies in all phases, including the preparatory phase, study initiation phase, execution phase, and data analysis/dissemination phase. Teams utilized a variety of resources and support structures as well as capitalized on multiple engagement methods for fostering stakeholder engagement, resulting in a high level of collaboration and integration.

Experiences of Inpatient Healthcare Services Among Children With Medical Complexity and Their Families: A Scoping Review.

Children with medical complexity (CMC) have high healthcare utilization and face unique challenges during hospital admissions. The evidence describing their experiences of inpatient care is distributed across disciplines. The aim of this scoping review was to map the evidence related to the inpatient experience of care for CMC and their families, particularly related to key aspects and methodological approaches, and identify gaps that warrant further study. This scoping review was conducted in accordance with JBI methodology and included all studies that reported experiences of acute hospital care for CMC/families. All study designs were included. Databases searched included EMBASE, CINAHL Plus with Full Text, Web of Science, MEDLINE(R) and APA PsycInfo from 2000 to 2022. Details about the participants, concepts, study methods and key findings were abstracted using a data abstraction tool. A thematic analysis was conducted. Forty-nine papers were included: 27 qualitative studies, 10 quantitative studies, six mixed methods studies, two descriptive studies and four reviews. Some quantitative studies used validated instruments to measure experience of care, but many used non-validated surveys. There were a few interventional studies with a small sample size. Results of thematic analysis described the importance of negotiating care roles, shared decision-making, common goal setting, relationship-building, communication, sharing expertise and the hospital setting itself. CMC and families value relational elements of care and partnering through sharing expertise, decision-making and collaborative goal-setting when admitted to hospital. This review was conducted in alignment with the principles of patient and family engagement. The review was conceptualized, co-designed and conducted with the full engagement of the project's parent-partner. This team member was involved in all stages from constructing the review question, to developing the protocol, screening articles and drafting this manuscript.

Exploring the Health Impact of Intersectional Minority Identity Stressors on Arab Sexual Minority Women Migrants to the United States.

Using an intersectionality lens and the minority stress theory as our theoretical grounding, this qualitative study is the first to examine the mental health of Arab sexual minority women (SMW) migrants to the United States. The study aimed to (1) explore the perceptions and experiences of intersectional minority identity-related life stressors and (2) discern their impact on the mental health of first-generation Arab SMW migrants. From December 2022 to March 2023, we conducted 20 semi-structured interviews with Arab SMW migrants. Guided by principles of community engagement in research, four community advisors, including three Arab SMW migrants and a mental health service provider, assisted in mock interviews, recruitment, and data analysis. This enriched our thematic analysis providing a nuanced understanding of Arab SMW migrant experiences. Participants reflected diverse nationalities, socioeconomic statuses, and religions and identified as lesbian, bisexual, or queer. Our sample included asylum seekers, documented migrants, and non-binary individuals (assigned female at birth). Findings revealed three major themes: (1) Community- and Interpersonal-Level Stressors, (2) Strategies for Coping with Stressors, and (3) Impact of Intersectional Life Stressors on Mental Health. Community- and interpersonal-level stressors included challenges navigating migration-related stressors, rejection and discrimination from the Arab, queer, and dominant-group (i.e., non-Arab, non-White) communities, and experiences of invalidation of their intersectional identities. Coping mechanisms included avoidance, identity concealment, and seeking social support. Participants reported various mental health impacts, from anxiety, depression to suicidal thoughts, emphasizing the urgency for tailored interventions. Participants called for the development of support groups specifically for Arab SMW migrants.

EDI in academic–policy engagement: lived experience of university based knowledge brokers and marginalised academics

Background: Discourse surrounding Equality, Diversity and Inclusion (EDI) has received significant attention within the UK academy and knowledge brokerage contexts, and more recently within academic–policy engagement spaces (Walker et al, 2019a; Fawcett, 2021; GOV.UK, 2021; Morris et al, 2021). Key players in this space identify the need for diversifying academic participation, as well as diversifying knowledges (GOV.UK, 2021; UK Parliament, 2018; UKRI, 2023). However, conceptual and practical insight on embedding EDI principles (and what they mean in this context) within academic–policy engagement processes is missing. Aims and objectives: Underpinned by feminist and decolonial epistemological concepts, this article addresses this gap by outlining strategies, and surfacing ways in which EDI within academic–policy engagement is experienced, conceptualised, understood and considered. Methods: Two parallel qualitative studies, with a total of 20 semi-structured narrative and realist interviews conducted with marginalised researchers (n=10, Study A) and university based knowledge brokers (n=10, Study B), and a rapid literature review. The analysis used a narrative and thematic framework. Findings and discussion: We found a want for EDI to go beyond just diversity of people and representation, towards fostering foundational principles of epistemic justice, equitable access, value-driven engagement and plurality. Academics and knowledge brokers reported both negative and positive experiences within this space that related to known EDI issues. We conclude that EDI cannot be standardised across higher education contexts, and emphasise the need for holistic, relational and plural approaches to EDI across academic–policy engagement systems through a value-led, equitable and ethical lens.

Health equity principles for oncology real world evidence studies.

Real-world research on cancer care in the community should address social determinants of health (SDOH) to advance health equity in cancer diagnosis, treatment, and survivorship. We sought patient and stakeholder perspectives to co-develop research principles to guide researchers when using patient record data to address health equity in their research protocols. Key informant interviews with 13 individuals elicited perspectives and insights related to health equity and SDOH when conducting research using data from community-based oncology care. Interviews included a brief overview of a prior scoping review and related questions in the interview guide. Key informants included experts in health equity and SDOH, and patient and community advisory board members. Rapid qualitative analysis was used to identify key themes, patterns, and insights from the interview data. Principles were developed based on the results of the analysis. Three overarching categories for promoting health equity were (1) education; (2) community engagement; and (3) research design and implementation. Education principles highlight the necessity of training in relevant skills to address health equity. Community engagement principles highlight various actions that researchers can take to conduct research inclusive of community concerns regarding health equity. The research design and implementation category provides practical guidelines for researchers in planning, conducting, and disseminating community-based oncology research to address health equity. Our principles guide oncology real-world research protocols to address SDOH in community settings and promote health equity. These principles should be tailored to specific cancer topics and communities.

A road map to engage online EFL and ESL learners: A book review in focus

The outbreak of Coronavirus in 2020 posed a significant challenge for English Language Teaching (ELT) instructors, who were obliged to transform their face-to-face classes into virtual and online ones overnight. In this new, unfamiliar context, it was crucial to keep students constantly engaged, motivated, and interested in learning. Nonetheless, rather than merely taking into account the pessimistic facets of this paradigm shift, many scholars and experts tried to concentrate on the chances that remote/online context presents for language learning and teaching communities. In effect, “Engaging Online Language Learners” is a practical book the authors of which have considered the sudden shift online connected with the pandemic as an opportunity to enhance the inclusivity of language learning while testifying that EFL/ESL learners’ engagement in remote/online language learning context ought to be an inevitable priority. Being well targeted to its ELT audience and deeply grounded in both principles of learning engagement and foreign language teaching theories the book straightly targets language teachers, whether experienced ones or those who intend to teach online for the first time. It also bestows ELT teachers with a clear road map to discern what the next steps are for innovative practices in online/remote learning and teaching contexts.

Exploring learner engagement in an Indian ESP classroom

Abstract The lack of interest from learners and their struggles to engage in classroom activities can impede the learning process. In this article, I discuss a framework that has proven effective in my teaching environment, fostering both initial and sustained engagement among learners throughout a course. The CLARA model, adapted from Mercer and Dörnyei (2020), outlines key principles of learner engagement upon which educators can draw to design their teaching approaches, with the aim of enhancing learner engagement and improving learning outcomes. As an illustrative example of this model’s effectiveness, I hope to demonstrate how, as a class, we used CLARA to inform our approach. This involved identifying climate action as a theme for our classroom, challenging ourselves to find ways in which we could work on this topic, and creating climate action comics as an interesting, challenging, and effective output for learner creativity and engagement.

예비 특수교사들이 작성한 시각장애학생이 포함된 초등교과 교수·학습지도안에서의 보편적 학습설계 원리 적용

The purpose of this study is to analyze actual application of UDL(universal design for learning) principles in preliminary special education teachers‘ lesson plans applying for elementary school classes including students with visual impairments. The lesson plans were analyzed by Korean UDL Instruction Analysis Checklist and UDL Practical Application Matrix to analyze satisfaction rates and practical application by UDL principle. The results of this study are as follows. First, the satisfaction rate of UDL principles guidelines was 50.80% in 7 lesson plans. Among the 3 UDL principles, the satisfaction rate was the highest at 53.57% in the principle of engagement, followed by 50.00% in the principle of representation and 48.83% in the principle of behavior and expression. Second, preliminary Special Education Teachers used keywords for each UDL principle at 37.26% in the principle of participation, 35.29% in the principle of action and expression, and 27.45% in the principle of representation. At a time when preliminary special education teachers need to develop teaching skills based on UDL for all learners, including the visually impaired, the results of this study can be used as basic data.

Quality of science journalism in the age of Artificial Intelligence explored with a mixed methodology.

Science journalists, traditionally, play a key role in delivering science information to a wider audience. However, changes in the media ecosystem and the science-media relationship are posing challenges to reliable news production. Additionally, recent developments such as ChatGPT and Artificial Intelligence (AI) more generally, may have further consequences for the work of (science) journalists. Through a mixed-methodology, the quality of news reporting was studied within the context of AI. A content analysis of media output about AI (news articles published within the time frame 1 September 2022-28 February 2023) explored the adherence to quality indicators, while interviews shed light on journalism practices regarding quality reporting on and with AI. Perspectives from understudied areas in four European countries (Belgium, Italy, Portugal, and Spain) were included and compared. The findings show that AI received continuous media attention in the four countries. Furthermore, despite four different media landscapes, the reporting in the news articles adhered to the same quality criteria such as applying rigour, including sources of information, accessibility, and relevance. Thematic analysis of the interview findings revealed that impact of AI and ChatGPT on the journalism profession is still in its infancy. Expected benefits of AI related to helping with repetitive tasks (e.g. translations), and positively influencing journalistic principles of accessibility, engagement, and impact, while concerns showed fear for lower adherence to principles of rigour, integrity and transparency of sources of information. More generally, the interviewees expressed concerns about the state of science journalism, including a lack of funding influencing the quality of reporting. Journalists who were employed as staff as well as those who worked as freelancers put efforts in ensuring quality output, for example, via editorial oversight, discussions, or memberships of associations. Further research into the science-media relationship is recommended.

Moving from Principle to Practice: A Researcher's Guide to Co-Leading Engaged Research with Community Partners and Patients with Lived Experience to Reduce Maternal Mortality and Morbidity for Maternal Sepsis.

Maternal mortality and morbidity disproportionately affect birthing people from racialized populations. Unfortunately, researchers can often compound these poor outcomes through a lack of authentic community engagement in research beyond the role of the research subject, leading to ineffective strategies for improving care and increasing equity. This article details the real-life strategies utilized to develop a community-engaged research project of a phased federally funded grant employing community engagement principles of co-leadership and co-creation. It also includes reflections from the researchers and advisory board on promising practices and lessons learned for equitably engaging patients and community partners in research. This article details the application of principles of community-engaged research in a federally funded phased research project focused on understanding disparities in maternal sepsis to develop better clinical and community interventions. Specifically, it discusses early steps in the research partnership to create a sustainable partnership with a Community Leadership Board guided by the principles of transparency, respect, compensation, and increasing research justice. Based on the authors' experience, recommendations are provided for funders, researchers, and institutions to improve the quality and outcomes of communityengaged research. This work adds to community-based participatory and community-engaged research literature by providing concrete and practical steps for equitably engaging in research partnerships with a variety of collaborators. In conclusion, integrated patient and community co-leadership enhances research by providing insight, access to communities for education and dissemination of information, and identifying critical areas needing change. This report may help others address fundamental principles in this journey.

INFLUENCE OF THE LINGUISTIC RELATIVITY ON LEARNING AND WORK OF ARTIFICIAL INTELLIGENCE

The article analyses infl uence of linguistic relativity on existing neural networks, as well as to the fore-cast of the potential infl uence of this principle in the future on more advanced neural networks. The investigation provides an analysis of language situations when working with neural networks and a demonstration of specifi c examples of the infl uence of language on the work of AI, as well as possible situations of obtaining a positive eff ect when training neural networks considering the infl uence of linguistic relativity. Experiments conducted on neural networks demonstrating the existence of such an infl uence are described. The principles that allow to begin work on the formation of a framework for interaction with AI are formulated. The principle of engagement, which assumes that the factor of AI involvement in working with natural language not only in meanings, but also in connotations is to be taken into account. The principle of Kaja: to avoid endowing AI with consciousness and private world and not to use such metaphors.

Developing a minifesta for effective academic-activist collaboration in the context of the climate emergency

Justice-oriented climate activism is proliferating. Many scholars aspire to deliver research that supports activism. However, measures of impact for research evaluation and funding purposes place little weight on the use of research by activists. Here we consider how academics and academia might effectively support and enable climate activism. We report outcomes from a series of online deliberative workshops involving both activists and academics from several European countries. The workshops were facilitated to create space for discussion, sharing of experiences and the development of proposals for the future. The outcomes take the form of a set of principles (a “minifesta”) for academic-activist engagement generated by the group. In discussing the process and outputs, we argue that a focus on inclusion can support politically transformative change of the scale and urgency required. We suggest that this also demands a shift in attitudes toward the role of activism and activists in collaborative processes. We further discuss the inevitable incompleteness of this process, arguing that incompleteness is, itself, a feature of inclusive engagement. We conclude that scholars working on climate issues in any discipline could benefit from increasing mutually supportive collaboration with activists; and that such collaboration and inclusion could help liberate democracy from authoritarian tendencies and market influences. Collaborative engagements generate legitimate, rich, and impactful outcomes even with the limitations posed by COVID19. We, therefore, commend both the model of engagement and the principles it generated for our colleagues and peers.

High Reliability in a Safety Net Hospital Leading to Operational Excellence.

The objective of this work was to establish sustainable systems for quality improvement in an Academic Medical Center and Safety Net Hospital. High reliability principles of leadership engagement, a culture of safety, and sustainable performance improvement were used. Target areas for improvement were clinical outcomes for patients, public reputation scores, and lower cost of care. The system was based on annual focused goals with specific targets, improvement teams, transparent scorecards, and data driven work. Program visibility was championed by leaders. Consistent education on quality, safety, efficiency, and effectiveness for all employees created buy-in. Data review and accountability tracked progress, helped resource allocation, and defined next steps. In the first 5 years, all patient quality and safety metrics improved between 10% and 60%. This improvement resulted in higher CMS Star Ranking and Leapfrog patient safety grade. The next phase included maximizing value by expanding into hospital operations and finance with a focus on improved clinical documentation and reduced length of stay and cost of care. Clinical documentation improvement led to a 15% increase in comorbidity capture. This positively impacted reported outcomes and hospital payment by appropriate risk adjustment. Length of stay was addressed with a new care coordination program and physician-driven utilization review. High reliability principles are applicable in a resource limited healthcare system. Improved clinical and operational results were achieved through goal setting, improvement teams, and data driven projects leading to creation of an office of operational excellence.

Developing a community-responsive research model in the healthcare system: a mixed-method study

BackgroundResponsiveness to the population’s non-clinical needs encompasses various dimensions, including responsive research and an educational outreach plan at the community level. This study aims to develop a community-responsive research model in the healthcare system to ensure the connection between community-identified health priorities and research funds, as well as capacity-building efforts.MethodsA mixed-methods research study was conducted in three main phases, including a comprehensive literature review, a qualitative analysis of an expert panel’s points of view, and the developing of a model using the Equation Modeling (SEM) technique. R software version 3.2.4 was used to conduct statistical analysis, considering a significance level of 0.05.ResultsBased on the literature review, 41 responsiveness components were identified from sixteen relevant studies conducted between 2000 and 2022. Ten sub-themes in four major themes, including planning, implementation, monitoring and evaluation, and action, were identified through qualitative content analysis. Standardized coefficients revealed that components such as dissemination of results to all stakeholders, research prioritization aligned with community needs, commitment to implement research findings, and collaborative learning had statistically significant effects on the community-responsive research model.ConclusionIt is essential to identify community health priorities by following a community-focused, priority-setting process based on the principles of community engagement to develop a community-responsive research model. Afterward, dissemination of research findings to all stakeholders, commitment to apply the obtained results in the real world, and promotion of shared learning among research partners have been proven to facilitate collaborative investigation and mutual understanding between the community and academic partners.