Chapter 2. The Evolution of ICE in My Practice as Teacher, Learner, and Educational Developer

2.1 Instructional Context

Meagan Troop – Sheridan College

It was truly serendipitous that Sue Fostaty Young and I met when we did. She inspired me to pursue a career in educational development and became my mentor as I entered the field. Almost a decade later, her friendship and guidance remain invaluable. I’ve been at Sheridan College since 2017, first as a faculty member and educational developer and currently as an administrator, leading a dynamic team of educational developers. As an early career educational developer, I gained experience from several universities and colleges as a contingent instructor and an educational developer hired on a contractual basis. The varied and diverse roles and contexts that I’ve worked in and across as an educational developer inform my conceptions and applications of the ICE model. In this chapter, I will map out the intersections and influence that the model has had on my teaching and learning, and by extension my approach to educational development.

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Teaching, Learning, and Assessment Across the Disciplines: ICE Stories Copyright © 2021 by Sue Fostaty Young, Meagan Troop, Jenn Stephenson, Kip Pegley, John Johnston, Mavis Morton, Christa Bracci, Anne O’Riordan, Val Michaelson, Kanonhsyonne Janice Hill, Shayna Watson is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License, except where otherwise noted.

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