Mary F. Price: Selected Works
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Item Democratically engaged assessment: Reimagining the purposes and practices of assessment in community engagement(2018) Bandy, J.; Price, Mary F.; Clayton, P. H.; Metzker, J.; Nigro, G.; Stanlick, S.; Etheridge Woodson, S.; Bartel, A.; Gale, S.This document is a project of reclamation and transformation, one that is both ongoing and rooted in years of dialogue within Imagining America and the work of its Assessing Practices of Public Scholarship research group (APPS). It emerges from our own experiences with assessment related to community engagement and from those of many other colleagues on campuses and in diverse communities. It is intended to bring together those who wish to reimagine assessment in light of its civic potential — to develop what we refer to as Democratically Engaged Assessment (DEA).Item Ethical Engagement Vignettes(2018-04-16) Price, Mary F.; Leslie, Stephanie; Mulholland, James; Christy, Lisa; Custer, Jennifer; Brann, Maria; Besing, Kari L.Item Guiding principles for global health volunteer and academic service-learning experience at IUPUI(2018-04-16) Price, Mary F.; Leslie, Stephanie; Mulholland, James; Christy, Lisa; Custer, Jennifer; Brann, Maria; Besing, Kari L.Item Integrated work lives and identities: Coaching in support of "complete and connected scholars."(2018-03-28) Price, Mary F.This resource provides an overview of an emerging faculty coaching process called Scholar Whispering. The resource describe keys tools developed for use in Scholar Whispering including Scholarly Identity Mapping, Scholarly Activity Mapping & Collaborative Relationship Mapping. These tools were developed for use with community engaged faculty and civic professionals to foster enhanced professional agency, reduce barriers to retention and success, and contribute to the growth of praxis in engaged work.Item Integrating Civic Learning into the STEM Classroom: An orientation and selected resources.(2017-11-02) Price, Mary F.Resource Guide to accompany the CIRTL Network Series entitled "Integrating Civic Learning into STEM" offered as a two part series on November 2nd and 9th, 2017. The guide provides starter resources for instructors seeking to enhance STEM curricula through the integration of civic rich learning experiences, including but not limited to service-learning.Item 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)Item IUPUI Taxonomy for Service Learning Courses(2016-08-16) Hahn, Thomas; Hatcher, Julie; Price, Mary F.; Studer, MorganThe Center for Service and Learning at Indiana University-Purdue University, Indianapolis has developed a Taxonomy of service learning courses that supports fidelity and quality by identifying six crucial attributes of service learning courses (i.e., diversity of interactions, civic competencies, community activities, critical reflection, reciprocal partnerships, and assessment).Item Partnerships in Service Learning and Civic Engagement(2009) Bringle, Robert G.; Clayton, Patti H.; Price, Mary F.Developing campus-community partnerships is a core element of well-designed and effective civic engagement, including service learning and participatory action research. A structural model, SOFAR, is presented that differentiates campus into administrators, faculty, and students, and that differentiates community into organizational staff and residents (or clients, consumers, advocates). Partnerships are presented as being a subset of relationships between persons. The quality of these dyadic relationships is analyzed in terms of the degree to which the interactions possess closeness, equity, and integrity, and the degree to which the outcomes of those interactions are exploitive, transactional, or transformational. Implications are then offered for how this analysis can improve practice and research.Item Public Scholarship at Indiana University-Purdue University Indianapolis(2016-06) Wood, Elizabeth; Hong, Youngbok; Price, Mary F.; Stanton-Nichols, Kathleen; Hatcher, Julie A.; Craig, David M.; Kelly, Jason M.; Silverman, Ross D.; Palmer, Kristi L.Community engagement is a defining attribute of the campus, and the current Strategic Plan identifies a number of strategic actions to “Deepen our Commitment to Community Engagement.” In May 2015, A Faculty Learning Community (FLC) on Public Scholarship was established in May, 2015 to address the campus strategic goals to “recognize and reward contributions to community engagement” and “define community engagement work…in Faculty Annual Reports and promotion and tenure guidelines.” At IUPUI, scholarly work occurs in research and creative activity, teaching, and/or service. In terms of promotion and tenure, faculty members must declare an area of excellence in one of these three domains. The FLC on Public Scholarship is a 3-year initiative co-sponsored by Academic Affairs and the Center for Service and Learning (CSL). Seven faculty members from across campus were selected to be part of the 2015-2016 FLC, and two co-chairs worked closely with CSL staff to plan and facilitate the ongoing work. The FLC is charged with defining public scholarship, identifying criteria to evaluate this type of scholarship, assist faculty in documenting their community-engaged work, and working with department Chairs and Deans in adapting criteria into promotion and tenure materials. The intended audiences for this work includes faculty, community-engaged scholars, public scholars, promotion and tenure committees, external reviewers, and department Chairs and Deans. The following provides background to the campus context and a brief summary of work to date, including definition and proposed criteria to evaluate public scholarship.Item Scholarly Identity Mapping (SIM), V.7, I‐CELER: A reflection activity to support STEM faculty in living into their values and claiming academic identities grounded in public purpose and social responsibility (Learning Resource).(2018-08) Price, Mary F.Scholarly Identity Mapping [SIM] is a sense making activity and process that invites academic professionals to describe, examine and graphically represent who they are, what they value and the public purposes of their work. The specific social identity under examination through this activity are facets of one's professional/academic identity(ies). SIM consists of two parts and includes directed readings, guided writing and instructions that lead to the production of two kinds of “identity” maps: one dedicated to values and a second that integrates values with one’s perceptions of the means and ultimate ends of their academic work across teaching, research & creative activity and service. For the purposes of the I‐CELER Faculty Learning Community, we will use SIM as an entry point to examine our academic identities paying particular attention to how our understandings of ourselves, our roles, values and purposes express an ethos that we carry into the classroom, lab, field and community – giving particular attention to our roles as educators. The version of SIM presented here has been adapted from a prior version (Price& Hatcher, 2013; Price, 2016 a,b; 2018) developed to support the development and advancement of community engaged faculty and academic staff. The current version has been adjusted to support STEM colleagues in enhancing their agency and self-efficacy leading to shifts in instructional and reflective practice. It is asserted that a focus on identity and ethos among STEM faculty will yield improvement in the quality of ethics education in participating STEM departments.