ItemUniversal Design for Learning: Interactive Handout(2023-05-03) Santamaría Graff, Cristina; Price, Jeremy F.; Waechter-Versaw, AmyThis is an interactive handout created by CEISL team members for the purpose of introducing Universal Design for Learning (UDL) in higher education settings as a means to promote equitable, inclusive, and accessible pedagogy for community college courses and programs. ItemDigital Education Hub Integrated Capacity Building Plan(2022) Price, Jeremy F.The Digital Education Hub (DEH) at the IU School of Education-Indianapolis at IUPUI seeks to build internal team and educator capacity to promote equity and inclusion as outlined by IDOE Educator Standards for Blended and Online Teaching. The DEH takes Standard 5 (Diverse and Equitable Instruction) as the filter through which the other Educator Standards are routed and then run through the DEH Areas of Focus to result in Capacity Building Activities. ItemBuilding Teacher Capacity for the Success of All Learners(2022) Price, Jeremy F.; Waechter-Versaw, Amy; Russo, Kelly; Fox, AlexandriaIt is important to build internal team and educator capacity to promote accessibility and inclusion in online courses by focusing on Assets-Based Frames and Inclusive Multiple Modes. ItemContemplative Reading: Community-Engagement & Social Justice(2019) Price, Jeremy F.Structures can provide a framework for thinking about what is being read and discussed in a mindful and contemplative manner, recognizing and granting value to the variety of voices. This handout provides an adapted structure based on the Pardes process, a part of the Jewish text studies tradition. It involves reading a text four times for four different purposes. ItemAsking the Right Questions: Stumbling Through Contemplative Pedagogies in Research(2019) Price, Jeremy F.; Manlove, Joshua; Carr, K.; Siddeeq, KhadijahThis handout is based on a research project in which suburban US middle school teachers in a rapidly diversifying predominantly white and Christian community are introduced to contemplative pedagogies and practices to explore a sense of self and to grapple with issues of race, religion, and identity. These teachers are not "early adopters" of contemplative pedagogies and practices, and we found they moved back-and-forth between engaging in avoidance strategies and critique and criticism of the contemplative readings, practices, and activities to circumvent difficult discussions around identities. We provide insight into what this means for working and engaging with individuals who are not predisposed to contemplative work. We share how we worked through collective frustration and disappointment with the teachers sidestepping important conversations and learned to ask the right questions to sustain our well-being and to deeply explore issues related to justice, inclusion, and respectful dialogue and actions. ItemCollaborative 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. ItemCollaborative 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. ItemCEISL 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. ItemPathways Toward Culturally Relevant and Sustaining Learning and Teaching(2023) Price, Jeremy F.; Magee, Paula A.; Santamaría Graff, Cristina; Willey, Craig; Waechter-Versaw, Amy; Moreland, BrookeA visualization of the work necessary to foster an environment in which culturally relevant and sustaining learning and teaching can occur. ItemTwitter Thread on Identifying Antisemitic Hate Accounts Pretending to be Jews(2020) Price, Jeremy F.A Twitter thread that explains how to identify hateful Twitter accounts pretending to be Jewish in order to harass Jewish accounts and create rifts between the Jewish community and other minoritized communities.