Collaborative for Equitable and Inclusive STEM Learning (CEISL)

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    CEISL Equitable and Inclusive Throughlines
    (2020) Price, Jeremy F.; Hall, Ted; Santamaría Graff, Cristina; Magee, Paula; Moreland, Brooke; Waechter-Versaw, Amy
    A graphic representation of the Throughlines that guide the work of the Collaborative for Equitable and Inclusive STEM Learning (CEISL): Empowering Families and Communities, Coalition Building, Equitable Practices and Systems, Multiple Ways of Knowing and Doing, Intentional Use of Technology, and Deep and Transformational Learning.
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    CEISL Teacher Network Concept & Design
    (2021) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Magee, Paula; Willey, Craig; Santamaría Graff, Cristina; Knoors, AJ; Kirby, Gabrielle
    This working paper describes a Teacher Network designed to provide remote and distributed professional development to teachers across the state post pandemic. The network intended to impact teachers’ perceptions about equitable and inclusive uses of technology, decisions about curricular materials, and their perceptions of cultural positionality and dispositions for engaging with students.  This concept provided opportunities to learn about how to engage teachers around strengthening their criticality and the affordances of collaborative professional learning, by centering teacher voice and fostering teacher agency in disrupting the status quo in k-12 education.
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    CEISL K-12 Teacher Professional Development at Partner Schools
    (2022) Waechter-Versaw, Amy; Price, Jeremy F.; Murray, Ryan P.; Santamaría Graff, Cristina; Magee, Paula; Russo, Kelly Wray; Willey, Craig
    This piece outlines the theoretical framework and customization for in-person partner school professional development. Customized and standard professional development maps are embedded. This work is part of the Student Learning Recovery Program funded by the state department of education.
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    The Five Senses of STEM Learning
    (2022) Price, Jeremy F.; Santamaría Graff, Cristina; Waechter-Versaw, Amy; Moreland, Brooke; Magee, Paula; Hall, Ted; Willey, Craig; Bulanov, Maxim; Knoors, Anneleen Johanna; Fleming, Da'Meisha; Fox, Alexandria; Murray, Ryan; Russo, Kelly; Arora, Akaash; Franklin, Jeffery
    The Five Senses of STEM Learning is a framework and approach to teaching, learning, curriculum, and pedagogy deeply grounded in Culturally Relevant Pedagogy (Ladson-Billings, 1995, 2016) and Universal Design for Learning (Meyer et al., 2013; Rose & Meyer, 2002) while also incorporating a range of ideas and concepts that are specific to STEM learning and strengthen the connections to the particular contexts of the science, technology, engineering, or mathematics learning environment.
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    Collaborative for Equitable and Inclusive STEM Learning (CEISL) Guild Agreement File
    (2022) Price, Jeremy F.
    A document used by the Collaborative for Equitable and inclusive STEM Learning (CEISL) at the IU School of Education-Indianapolis as internal infrastructure to begin a project initiative and to ensure that all team members are working together toward community-engaged and culturally-sustaining educational equity and inclusion. Adapted from Winer, M., & Ray, K. (1996). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. Amherst H. Wilder Foundation.
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    Collaborative for Equitable and Inclusive STEM Learning (CEISL) Guild Evaluation File
    (2022) Price, Jeremy F.
    A document used by the Collaborative for Equitable and inclusive STEM Learning (CEISL) at the IU School of Education-Indianapolis as internal infrastructure to evaluate the status of a project or guild and to ensure that all team members are working together toward community-engaged and culturally-sustaining educational equity and inclusion. Adapted from Winer, M., & Ray, K. (1996). Collaboration Handbook: Creating, Sustaining, and Enjoying the Journey. Amherst H. Wilder Foundation.
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    Word Problem Solving Strategies (Grades 3–6)
    (2023) Murray, Ryan; Arora, Akaash; Bulanov, Maxim; Smith, Je' Nobia; Fox, Alexandria; Russo, Kelly; Knoors, A. J.; Fleming, Da'Meisha; Price, Jeremy F.
    In this material, we will explore four key word problem solving strategies specifically tailored for students in grades 3-6: reading multiple times, visualizing the words rounding and estimating, and error analysis. These strategies are designed to enhance students' problem-solving abilities, critical thinking skills, and overall performance on solving word problems.
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    School Corporation Opportunity Score (SCOscore)
    (2023) Price, Jeremy F.; Arora, Akaash; Bulanov, Maxim; Knoors, A.J.
    The School Corporation Opportunity Score (SCOscore) is a measure of potentiality for learners in a school community. It is a composite score that combines multiple factors, particularly structural factors such as race and SES, as well as performance factors such as test scores and graduation pathway completion rates, to provide a more holistic view of school corporations.
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    Technology as a Bridge to Co-Create Inclusive and Equitable Learning Environments for Students with Intersectional Identities
    (Emerald, 2023) Santamaría Graff, Cristina; Price, Jeremy F.; Coomer, M. Nickie
    This chapter focuses on the question: How can technology serve as a bridge for teachers and families to engage in the co-creation of activities, lessons, and an environment oriented toward equity and inclusion for all learners? To answer this question, the authors provide context for ways that technology is conceptualized as a bridge, with particular attention paid to two interlocking metaphors: technology as infrastructure and technology as a medium. They describe key conceptual elements and applicable practices of technology in relation to equity and inclusion by presenting examples of technology acting as a bridge in the co-creation of materials used to facilitate learning for K-12 students during a collaborative Summer Institute between community stakeholders (including family members) and educators (including elementary and secondary teachers). Within the context of the Summer Institute, the authors focus on two activities informed by the Summer Institute participants (i.e., stakeholders and educators). Through these activities, the participants contribute their knowledge and insights to enhancing digital platforms (e.g., infrastructures) and accessibility (e.g., medium) leading to important technological breakthroughs that facilitate more equitable and inclusive practices.
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    Bridging Frameworks for Transformative Service Learning
    (2023) Price, Jeremy F.; Santamaría Graff, Cristina
    This handout accompanies a presentation about transformative service learning. It is designed for you to consider your own contexts and service learning projects to consider how to design, facilitate, and reflect on service learning that sustains long-term mutually-beneficial partnerships.