Collaborative for Equitable and Inclusive STEM Learning (CEISL)
Permanent URI for this community
Browse
Browsing Collaborative for Equitable and Inclusive STEM Learning (CEISL) by Title
Now showing 1 - 10 of 14
Results Per Page
Sort Options
Item Bridging Frameworks for Transformative Service Learning(2023) Price, Jeremy F.; Santamaría Graff, CristinaThis 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.Item CEISL Equitable and Inclusive Throughlines(2020) Price, Jeremy F.; Hall, Ted; Santamaría Graff, Cristina; Magee, Paula; Moreland, Brooke; Waechter-Versaw, AmyA 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.Item 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, CraigThis 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.Item 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, GabrielleThis 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.Item 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.Item 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.Item 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, JefferyThe 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.Item Infrastructures for Empowering Networks To Promote Equitable and Inclusive Change(2024) Price, JeremyDr. Price discuss his work on creating equitable, inclusive, and supportive learning environments through community-engaged research. He and his team have partnered with families, educators, and institutions on projects like a statewide initiative for culturally responsive remote teaching during the COVID-19 pandemic, and efforts in the Near East Side of Indianapolis to develop place-centered, culturally sustaining STEM learning environments. Join this conversation to learn how Dr. Price has transformed theoretical frameworks from the social studies of science and technology into practical strategies and concrete infrastructures for effective community collaboration.Item RAPID: DRL-AI: Investigating A Community-Inclusive AI Chatbot to Support Teachers in Developing Culturally Focused and Universally Designed STEM Activities(2024-09-14) Price, Jeremy; Chakraborty, SunandanResearch to uncover and build out the initial feature set for a generative AI chatbot to support teachers in developing more culturally responsive and sustaining STEM lesson plans and activities.Item 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.