Price, Mary F.Coleman, Martin A.Fore, Grant A.Hess, Justin L.Sorge, Brandon H.Hahn, TomSanders, ElizabethNyarko, Samuel Cornelius2023-12-192023-12-192023-12-18Price, M.F., Coleman, M.A., Fore, G.A., Hess, J.L., Sorge, B.H., Hahn, T., Sanders, E. & Nyarko, S.C. (2023). The Integrated Community-Engaged Learning and Ethical Reflection (ICELER) Faculty Learning Community Curriculum: 2018-2022. Indiana University. https://doi.org/10.7912/J8EN-GB18https://hdl.handle.net/1805/37408The Integrated Community-Engaged Learning and Ethical Reflection (ICELER) project was funded under the NSF’s Cultivating Cultures for Ethical STEM program (Award #1737157) in 2017 as a five-year institutional transformation grant (see Fore et al., 2018). The ICELER project approaches institutional transformation in teaching and learning on multiple levels including individual and departmental. To effect changes at these two levels, the research team used a faculty learning community (FLC) as a core intervention in the project. This document provides background information on the curriculum used in this FLC, including descriptions of the design features and activities. This report includes an appendices section as well that includes sample assignments and tools used over the four years that the FLC was active. This report is intended as a resource for those interested in learning from, replicating, or adapting it for their own work with faculty.en-USethics educationfaculty learningSTEM faculty developmenthigh impact practices STEMethical inquirycivic rich teachingICELERservice learningcommunity engaged learningfaculty learning communitiesReport