Integrated Community-Engaged Learning and Ethical Reflection Project (ICELER)

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https://hdl.handle.net/1805/29739

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Browsing Integrated Community-Engaged Learning and Ethical Reflection Project (ICELER) by Author "Sorge, Brandon H."

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    The Integrating Community Engaged Learning through Ethical Reflection (ICELER) Faculty Learning Community Theory of Change and Learning Goals, Years 1-4
    (Stem Education Innovation & Research Institute and the IUPUI Center for Service and Learning, 2022-09-04) Price, Mary F.; Coleman, Martin A.; Fore, Grant A.; Sorge, Brandon H.; Hahn, Tom; Sanders, Elizabeth; Nyarko, Samuel Cornelius; Hatcher, Julie A.
    This document presents the final ICELER theory of change, including annually generated FLC goals that were part of a multi-year institutional transformation grant #1737157 entitled Institutional Transformation: Enhancing IUPUI STEM Curriculum through the Community-Engaged Learning and Ethical Reflection Framework (I-CELER)
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    The Integrated Community-Engaged Learning and Ethical Reflection (ICELER) Faculty Learning Community Curriculum: 2018-2022
    (2023-12-18) Price, Mary F.; Coleman, Martin A.; Fore, Grant A.; Hess, Justin L.; Sorge, Brandon H.; Hahn, Tom; Sanders, Elizabeth; Nyarko, Samuel Cornelius
    The 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.