PEAK Institute (Pedagogy for Engagement, Access, & Knowledge)

"The course was a revelatory experience for me as an educator by allowing me to examine and question many assumptions that I have simply accepted and internalized over three decades. These assumptions guided my teaching and shaped the way that I thought of and interacted with my students, and the course helped me recognize how some of the practices I used had the unintentional effect of adversely impacting the educational experience of many of my students. This made me want to revise and reimagine many of my teaching practices and assignments to help minimize and eliminate these consequences, helping me be a more equitable and effective instructor. I would also add that it was an amazing experience to spend time with and get to know colleagues from different departments and programs. We're often siloed within our own areas, and the Institute gave me an opportunity to get out of my silo and recognize the amazing, inspiring work that other do here at Shasta College." 

"What I found most valuable were the pedagogical tools that we could apply to our courses right away, such as the liquid syllabus, grading for equity strategies, and being able to see my personal data."

"The safe place to unpack complicated issues and be vulnerable."

"The dedicated space to convene with curious colleagues whom collectively want to improve their instruction. It was nice to have coursework, discussions, and regular meetings where we align around the mission of providing equitable practices and services to our students."

Participants will engage in reflective practices to examine assumptions, biases, and teaching approaches, fostering a continuous commitment to equity and inclusivity in rural educational contexts.

Participants will identify and analyze the systemic barriers and unique challenges faced by learners in rural communities, including those related to economic, cultural, geographic, and technological disparities.

Participants will develop and adapt curriculum and instructional materials that are culturally responsive, locally relevant, and aligned with the diverse needs and experiences of rural learners.

Participants will implement strategies to increase access to educational resources, foster engagement, and support academic success for underserved populations in rural areas, including first-generation and low-income students.

Participants will analyze disaggregated student success data to identify equity gaps and develop actionable plans to address disparities in access, retention, and achievement for marginalized student populations. Participants will evaluate the effectiveness of equity-focused interventions using qualitative and quantitative data. 

• Class Dismissed: When Colleges Ignore Inequality and Students Pay the Price
• Grading for Equity: What it Is, Why it Matters, and How It Can Transform Schools and Classrooms

The institute is offered in a hybrid format. Participants will engage in online curriculum and reflection activities (via a Canvas course) in preparation for monthly, in-person sessions where the group will come together in a facilitated discussion of the material. 

Participants can expect to dedicate approximately 1.5 hours/week to the online portion of the institute and 3 hours a month for in-person sessions.

In person sessions will take place monthly starting in September and ending in May. These will most likely be scheduled during a 3 hour block on Fridays. Specific dates will be determined based on the availability of those that participate.

*Please Note: Successful completion of the institute is defined as not missing more than 2 sessions and submitting a minimum 70% of all activities.  

Full Time Faculty: Compensation for successful completion of the institute for full time faculty can take the form of a 1) a 2-4 unit step increase, 2) flex credit, or 3) a stipend. Faculty are encouraged to take advantage of either units or flex credit before a stipend.

• 2-4 units toward a salary advancement
• Flex: 34 hours/semester 
• Stipend: $2,058.02 semester ($60.53/hour at 2 hours/week) for a total of $4,116.04 for the academic year

Part Time Faculty: Compensation for successful completion of the institute for part time faculty is limited to a stipend.

• Stipend: $2,058.02 semester ($60.53/hour at 2 hours/week) for a total of $4,116.04 for the academic year

Participants will leave the institute with not only a community of equity-minded colleagues, a deeper sense of what equity means personally and in the classroom, but the following artifacts to contribute to a more equitable learning experience for all students:

• Revised course syllabus (including an online version)
• Redesigned course curriculum and evaluation tools
• Actionable course level data/data sets
• Opportunities for institutional policy and practice reform

Modules 1 A/B are dedicated to creating a sense of community, self-reflection, and the development of a shared language around equity and inclusion in the classroom.

Module 1A (Pre-Session) Learning Objectives: Orientation & Introductions

• Describe the Institute's hybrid format
• Identify Institute Goals/Outcomes
• Reflect on key equity-minded concepts
• Connect with the PEAK cohort & facilitators

Module 1B (Session #1) Learning Objectives: Foundational Concepts

• Compare and contrast brave vs. safe spaces
• Recognize privilege and power dynamics
• Analyze anti-DEIA efforts
• Recognize intersectionality as it pertains to identities and power dynamics.
• Evaluate the continuum of cultural competence & cultural humility 

Modules 2 A/B are focused on contextualizing equity and using course level data to inform curriculum development and assessment tools.

Module 2A (Pre Session) Learning Objectives: Doing Equity in Context

• Discuss state and college wide efforts to center equity in the student experience
• Apply research on equity in teaching and learning to your courses
• Compare tools for centering context & equity in teaching & learning

Module 2B (Session #2) Learning Objectives: Understanding & Responding to Data

• Describe what "rural" means in general and what this looks like here at Shasta College
• Identify the challenges and opportunities of tailoring equity to rural-serving institutions of higher education
• Analyze on the importance of grounding equity strategies in data
• Reflect on college and course level data and disproportionate impact

Modules 3 A/B are dedicated to rethinking syllabus design through an equity lens and centering student voice and lived experiences in curriculum content and design.

Module 3A (Pre Session) Learning Objectives: Expanding Equity

• Explain how Critical Race Theory provides a framework for centering equity in teaching & learning
• Analyze the impact of an intersectional approach to equitable course design
• Discuss strategies for supporting neurodiverse learners and online learners

Module 3B (Session #3) Learning Objectives Towards a Transformative Classroom

• Contextualize DEIA centered work within the current backlash
• Examine the "coaching" framework as a means of supporting the whole learner
• Analyze our DEIA practices through an intersectional lens
• Discuss equitable learner onboarding strategies

Modules 4 A/B are dedicated to an examination of equitable onboard & grading practices. The cohort will read and reflect on Feldman's book "Grading for Equity".

Module 4 A (Pre Session) Learning Objectives: Redesigning Learner Onboarding

• Identify barriers to successful course onboarding for learners using an intersectional lens
• Implement inclusive strategies for equity-minded student onboarding
• Design a liquid syllabus that centers equity in design and implementation

Module 4 B (Session #4) Learning Objectives: Grading for Equity

• Reflect and contrast traditional grading with more equitable grading
• Work with peers to grapple with texts and ideas on expanding equitable grading practices
• Summarize and present on takeaways on accuracy, bias-resistant, motivation, and practices that "lift the veil" and build "soft skills."
• Reflect on a new vision of grading in your classroom and Shasta College as a whole

Modules 5 A/B examine the role grading rubrics in ensuring transparency & strategies for equity-minded assessment.

Module 5 A (Pre Session) Learning Objectives: Redesigning Assessments

• Identify Inequities in Traditional Grading Practices
• Implement Equitable Grading Strategies
• Evaluate the Impact of Equitable Grading on Student Outcomes

Module 5 B (Session #5) Learning Objectives: Rubrics as an Equity Tool

• Understand the Role of Rubrics in Promoting Equity
• Develop Inclusive and Transparent Grading Rubrics
• Evaluate Rubric Effectiveness for Equity

Modules 6  A/B are dedicated to the design and implementation of project based learning activities and backwards course design.

Module 6 A (Pre Session) Learning Objectives: Rethinking Course Design

• Describe various teaching theories used to redesign the classroom experience
• Evaluate the benefits of active learning pedagogy
• Explain why backwards designed curriculum is essential to meeting course goals
• Reflect on the value of project based learning to the development of critical thinking skills

Module 6 B (Session #6) Learning Objectives: Design & Implementation

• Reflect on student feedback on equity practices in your class
• Compare and consider the grading rubrics of colleagues
• Understand the expectations for the "redesigning lesson plans" assignment
• Prepare for the final equity institute presentation
• Explore and implement new approaches to lesson design

Modules 7 A/B explore faculty's spheres of influence beyond the classroom to institutionalize equitable teaching and learning practices.

Module 7 A (Pre Session) Learning Objectives Leveraging Our Spheres of Influence

• Identify your spheres of influence on campus and in the classroom
• Describe the relationship between academic freedom and freedom of speech
• Analyze the COR and program review processes as tools for ensuring equity in learning

Module 7 B (Session #7) Learning Objectives Institutionalizing Equity

• Identify institutional policies and practices that ensure equity-minded teaching practices campus wide
• Analyze best practices for supporting faculty implementation of equity-minded strategies

Modules 8 A/B will be an opportunity to reflect on and celebrate the work done throughout the institute. Participants will be asked to present on their experiences to an audience that includes campus and community members.

Module 8 A (Pre Session) Learning Objectives: Reflections On Your Equity Journey

• Reflect on the value of this institute to you individually and your role as an educator

Module 8 B (Session #8) Learning Objectives: Celebration & Next Steps

• Describe what next steps you plan to take to ensure equity is centered in your teaching and learning