2.3 Impact

The informal education that I’ve gained through conversations and mentorship with Sue Fostaty Young has been nothing short of transformative and has involved so many facets of the complex work of educational developers. I continue to play and experiment with the ICE model as an educational developer in the design and facilitation of programming for faculty. The use of the ICE model has increased my confidence tremendously as it has grounded my practice with a systematic and evidence-informed approach to learning and assessment. It has validated much of what I was thinking and doing intuitively as an educator for the past 20 years of my professional career and provides me with a vocabulary to articulate the complexities and nuances inherent to teaching and learning.There are many models and theories that I typically introduce and share with faculty, but ICE is a model that I consistently come back to and include in any faculty development focused work in which I engage.

I have learned about the multi-dimensional ways the model has been integrated in diverse post-secondary teaching and learning contexts through the exchange of stories in our ICE community of inquiry. And I’m fascinated to work with these and other instructors who are experimenting with the model to create new applications to effectively bring ICE to life. Working closely with the ICE authors through the consciousness raising process of reflection and writing has been transformative for me as an educator. I am forever grateful for the ideas shared, deep conversations that connected us, and for the significant relationships formed that extend in and beyond our higher education community of inquiry.