This article seeks to make explicit the essential features of an engagement model based on the separate engagement experiences of four colleagues–a sociologist, rural developer, teacher educator, and community psychologist. Shares and discusses what engagement means to them, then shares interpretations of the conceptual, philosophical, and normative underpinnings of their work.

Fear, F., Bawden, R. Rosaen, C., and Foster-Fishman, P. (2002). A model of engaged learning: Frames of reference and scholarly underpinnings. Journal of Higher Education Outreach and Engagement, 7(3), 55-68.