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ItemThe 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 CorneliusThe 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. 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. 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) ItemScholarly 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. ItemBeyond content knowledge: transferable skills connected to experience as a peer-leader in a PLTL program and long-term impacts(Springer, 2020) Chase, Anthony; Rao, Anusha S.; Lakmala, Prathima; Varma-Nelson, Pratibha; Chemistry and Chemical Biology, School of ScienceBackground Being a successful peer-led team learning (PLTL) workshop leader involves developing content knowledge and workshop facilitation skills. These skills connected to being a peer leader, however, do not terminate at the end of one’s undergraduate program. In fact, many former peer leaders denote having been a peer leader on their LinkedIn profile. This study examines the transferable skills that former peer leaders identified as being valuable in their current positions. We conducted semi-structured interviews with former peer leaders from varying disciplines, universities, ages, and years since being a peer leader. Results Interview questions captured leadership experiences including successes and challenges of being peer leaders, roles and responsibilities, and specific transferable skills further developed by being peer leaders and how they are being utilized in the leaders’ current position. Conclusion Thematic analyses of these interviews indicate that former peer leaders recognize leadership skills, coping with many challenges (including not having the right answer), collaboration/teamwork skills, self-confidence, and problem-solving skills as being relevant and frequently used in their current work.