Browsing by Author "Price, Mary F."
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ItemBuilding our capacity for relational program planning in GSL: Lessons from an institution -community partner action research project(2019-11-05) Price, Mary F.; Makki Alamdari, Sara; Luca-Sugawara, Carmen; Steele, Jeff; Leslie, Stephanie; Aguirre, Odette; Vuković-Čović, SanjaThe research on service learning notes the under use of program planning theory as an instrument to improve outcomes in Service Learning, not only for students but for our aspirational goals in host communities. Program planning, particularly, when focused on relationships, power and positionality, can further the ethical integrity of SL/GSL programs. In this session, our community-academic working group will discuss an ongoing action research project that brings together multiple NGO partners, student, faculty and higher education staff to examine their relational practices across four case examples and adapting three tools to support our learning and practice: Sandmann et al  Service Learning Program Planning Model [SLPPM], Bringle et al’s (2010) Transformational Relationship Evaluation Scale (TRES) and our working group´s principles for ethical global community engagement [adapted from Lasker (2016). We will introduce our processes, findings and lessons learned. ItemDemocratically 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). ItemExploring Ethical Development from Standard Instruction in the Contexts of Biomedical Engineering and Earth Science(ASEE, 2019-06) Hess, Justin L.; Fore, Grant A.; Sorge, Brandon H.; Coleman, M. A.; Price, Mary F.; Hahn, Thomas William; Technology and Leadership Communication, School of Engineering and TechnologyEthics continues to be required in the accreditation of engineers. However, ethics is seldom the core focus of departmental instruction. Yet, standard instruction may have myriad impacts on students' ethical development. This study explores students’ ethical formation when ethics is a peripheral or non-intentional aspect of instruction in departmental courses in Biomedical Engineering and Earth Science. The research question that we seek to address is, “In what different ways and to what extent does participation in departmental engineering and science courses cultivate STEM students’ ethical formation?” To address our research question, we disseminated a survey to students before (pre) and after (post) their participation in one of 12 courses offered in Earth Science or Biomedical Engineering during the Fall 2017 or Spring 2018. The survey included four instruments: (1) the Civic-Minded Graduate scale; (2) the Interpersonal Reactivity Index; (3) two relational constructs developed by the authors; and (4) the Defining Issues Test-2. Results suggest that current Earth Science curriculum, overall, positively contributes to students' ethical growth. However, the Biomedical Engineering courses showed no evidence of change. As the Earth Science courses do not explicitly focus on ethics, one potential explanation for this trend is the community-engaged nature of the Earth Science curriculum. These findings will be beneficial locally to help direct improvements in departmental STEM instruction. In addition, these findings pave the way for future comparative analyses exploring how variations in ethical instruction contribute to students' ethical and professional formation. © 2019 American Society for Engineering Education ItemGuiding 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. ItemICELER Faculty Self Assessment for Service Learning(IUPUI, 2019-09-19) Price, Mary F.This instructional self-assessment tool was developed to support faculty members involved in the NSF funded Integrating Community Engaged Learning through Ethical Reflection Project (I-CELER). It was adapted from an earlier tool developed by the Center for Service and Learning to support faculty in examine alignment between their teaching practice and essential features of high quality academic service learning/community-engaged learning courses. This tool explicitly addresses ethics learning as a dimension of service learning/community-engaged learning course design. ItemIntegrated 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. ItemIntegrating 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. ItemThe 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 C.; 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) ItemAn Introduction to the Integrated Community-Engaged Learning and Ethical Reflection Framework (I-CELER)(ASEE, 2018-07) Fore, Grant A.; Hess, Justin L.; Sorge, Brandon; Price, Mary F.; Coleman, Martin A.; Hahn, Thomas William; Hatcher, Julie Adele; Technology and Leadership Communication, School of Engineering and TechnologyCultivating ethical Science, Technology, Engineering, and Mathematics researchers and practitioners requires movement beyond reducing ethical instruction to the rational exploration of moral quandaries via case studies and into the complexity of the ethical issues that students will encounter within their careers. We designed the Integrated Community-Engaged Learning and Ethical Reflection (I-CELER) framework as a means to promote the ethical becoming of future STEM practitioners. This paper provides a synthesis of and rationale for I-CELER for promoting ethical becoming based on scholarly literature from various social science fields, including social anthropology, moral development, and psychology. This paper proceeds in five parts. First, we introduce the state of the art of engineering ethics instruction; argue for the need of a lens that we describe as ethical becoming; and then detail the Specific Aims of the I-CELER approach. Second, we outline the three interrelated components of the project intervention. Third, we detail our convergent mixed methods research design, including its qualitative and quantitative counterparts. Fourth, we provide a brief description of what a course modified to the I-CELER approach might look like. Finally, we close by detailing the potential impact of this study in light of existing ethics education research within STEM.