Fulfilling The Promise

Although the data in healthcare comes from and relates to patients, it has generally been the clinician and not the patient who has been seen as the end-user of health information or health information technology. This seems set to change though, as the evolution of new online tools and mobile applications has led to the growth of a grass-roots effort from patients to change their role and involvement in their own health management. This book presents papers from the Information Technology and Communications in Health conference, ITCH 2015, held in Victoria, Canada, in February 2015. The theme of this conference is patient-centered care, and not only were contributors asked to consider the role and voice of the patient, but patients themselves were invited to contribute papers describing their experiences in healthcare and their use of their own data. The papers included here reflect not only informatics innovations in the field, but also explore how to involve patients in the design process, implementation and long-term use of health information systems, and will be of interest to researchers, health practitioners and patients alike.

Founded in Richmond in 1968, Virginia Commonwealth University (VCU) began with a mission to build a university to serve a city emerging from the era of urban crisis--desegregation, white flight, political conflict, and economic decline. The product of the merger of the Medical College of Virginia and the Richmond Professional Institute combined into one, state-mandated institution, the two were able to embrace their mission and work together productively. In Fulfilling the Promise, John Kneebone and Eugene Trani tell the intriguing story of VCU and the context in which the university was forged and eventually thrived. Although VCU's history is necessarily unique, Kneebone and Trani show how the issues shaping it are common to many urban institutions, from engaging with two-party politics in Virginia and African American political leadership in Richmond, to fraught neighborhood relations, the complexities of providing public health care at an academic health center, and an increasingly diverse student body. As a result, Fulfilling the Promise offers far more than a stale institutional saga. Rather, this definitive history of one urban state university illuminates the past and future of American public higher education in the post-1960s era.

Gaylord Nelson’s legacy is known and respected throughout the world. He was a founding father of the modern environmental movement and creator of one of the most influential public awareness campaigns ever undertaken on behalf of global environmental stewardship: Earth Day. Nelson died in 2005, but his message in this book is still timely and urgent, delivered with the same eloquence with which he articulated the nation’s environmental ills throughout the decades. He details the planet’s most critical concerns—from species and habitat losses to global climate change and population growth. In outlining strategies for planetary health, Nelson inspires citizens to reassert environmentalism as a national priority. Included in this reprint is a new preface by Gaylord Nelson’s daughter, Tia Nelson.

Education is at the heart of the struggle of Aboriginal peoples to regain control over their lives as communities and nations. The promise of education is that it will instruct the people in ways to live long and well, respecting the wisdom of their ancestors and fulfilling their responsibilities in the circle of life. Aboriginal Education documents the significant gains in recent years in fulfilling this promise. It also analyzes the institutional inertia and government policies that continue to get in the way. The contributors to this book emphasize Aboriginal philosophies and priorities in teaching methods, program design, and institutional development. An introductory chapter on policy discourse since 1966 provides a context for considering important achievements and constraints in transforming Aboriginal education into an instrument of self-determination. A number of the chapters are drawn from reports and papers prepared for the Royal Commission on Aboriginal Peoples as background to its 1996 report. They cover a broad range of subjects: educational practice from elementary to post-secondary levels; initiatives in language conservation and communications media; the development of Aboriginal institutions; and policy discourse among Aboriginal, federal, provincial, and territorial bodies. As the authors make clear, Aboriginal education continues to be practised on an intensely political terrain. While governments fund particular Aboriginal initiatives, the homogenizing pressures of a globalizing society are relentless. Political gains in negotiating self-government thus establish the context in which the distinctiveness of Aboriginal education and cultures is sustained. This book is a valuable resource for administrators, educators and students with an interest in Aboriginal issues and educational reform.

This is a true story of how an opportunity can completely change a life. A portion of the proceeds will be donated to buy school supplies for impoverished children in Cambodia. The youngest son of an impoverished rice-farming family in Cambodia, Chamroeun Pen shares his extraordinary story as part of a promise he made with the US Embassy in 2008. It begins with his early life in Cambodia, a country that still bears the scars of the genocide known as the Killing Fields, where most of the educated population was slaughtered between the years 1975 and 1979. This left the younger generation struggling to receive adequate schooling, and the majority of students, including Chamroeun, knew almost nothing about the world beyond their borders. Teachers doled out cruel punishments, there were threats by gang members, along with continual lack of school supplies. Against all odds, Chamroeun was granted an opportunity to study in the US at the age of thirteen. But he had to adapt to the American way of life and overcome adversity as his journey progressed. Torn by problems in his families in both the US and Cambodia, he often wished he could just quit and return home. Yet, his father's dream of having at least one of his eight children finish school propelled him forward. Chamroeun's perseverance is a stirring message of hope. With this book, he wants to encourage youth, not just in Cambodia, but also around the world, to never give up in the pursuit of an education.

Research shows that enriching learning experiences such as learning communities, service-learning, undergraduate research, internships, and senior culminating experiences – collectively known as High-Impact Practices (HIPs) – are positively associated with student engagement; deep, and integrated learning; and personal and educational gains for all students – particularly for historically underserved students, including first-generation students and racially minoritized populations. While HIPs’ potential benefits for student learning, retention, and graduation are recognized and are being increasingly integrated across higher education programs, much of that potential remains unrealized; and their implementation frequently uneven. Colleges are eager to use the HIP nomenclature for recruitment, promoting equity for traditionally underserved student populations, and preparing lifelong learners and successful professionals. However, HIPs defy easy categorization or standardized implementation. They rely on fidelity, quality, and consistency – being “done well” – to achieve their learning outcomes; and, above all, require attention to access and equity if they are to fulfill their promise of benefitting all student populations equally.The goal of Delivering on the Promise of High-Impact Practices is to provide examples from around the country of the ways educators are advancing equity, promoting fidelity, achieving scale, and strengthening assessment of their own local high-impact practices. Its chapters bring together the best current scholarship, methodologies, and evidence-based practices within the HIPs field, illustrating new approaches to faculty professional development, culture and coalition building, research and assessment, and continuous improvement that help institutions understand and extend practices with a demonstrated high impact. For proponents and practitioners this book offers perspectives, data and critiques to interrogate and improve practice. For administrators it provides an understanding of what’s needed to deliver the necessary support.