Peer-Led Academic Support Networks: A Pathway to Provide Equity in Difficult Courses in Higher Education

DEAF 52: American Sign Language 2

SI Leader • Peer-to-Peer Engagement • Expression

Reflection on Implementation of Supplemental Instruction Leader Support in My Course:

I recently got involved with the PARC program, specifically engaging in the Supplemental Instruction (SI) initiative. This program was particularly beneficial in bridging the equity gap for my American Sign Language 2 students. The transition from ASL 1 to ASL 2 often presents a steep learning curve, compounded by the fact that the textbook videos lack subtitles. This can leave students who are not yet fluent in the signs feeling lost. The SI program provided an invaluable resource, ensuring that all my students had complete and equitable access to the course material. This additional support empowered them to tackle their classwork with greater confidence and understanding.

Culturally responsive teaching, as advocated by Zaretta Hammond, offers a dynamic approach that can be effectively applied to ASL 2 instruction. This method emphasizes the importance of recognizing and integrating students' cultural backgrounds into the learning process, thereby creating a more inclusive and engaging classroom environment. In ASL 2, this involved incorporating diverse Deaf cultures and histories, using culturally relevant examples in sign language, and encouraging students to explore the intersection of their own cultures with the Deaf community. For example, we incorporated a discussion of Black American Sign ASL (BASL) and how it intersected with mainstream ASL.

Reflection on My Cultural Awareness

The cultural tree can be envisioned as comprising three distinct layers: the topmost 'surface culture', the middle 'shallow culture', and the 'deep culture' at the base. In the realm of surface culture, I have depicted elements closely associated with my family, including rural life, Catholicism, various holidays, and the use of American Sign Language. For the shallow culture layer, I've highlighted aspects that emerge more clearly during interactions, such as my ties to Deaf culture and the values instilled in me by my grandparents and family. Finally, at the core of my deep culture lie fundamental ideals like collectivism and kindness.

Doing the Tree Culture activity helps me grasp the depth of culture, illustrating that it extends far beyond the clichéd notions of food, clothing, and music. Culture is a profound construct that fosters connections with those in our lives, particularly our family. Reflecting on this tree encourages me to delve into the values I've internalized, their origins, and the ways in which I can share these values with others around me.

This activity proved to be invaluable, emphasizing the significance of being mindful of my students' diverse cultures. It highlighted the ease with which one might focus solely on elements of surface culture, while inadvertently neglecting aspects of deep culture. By incorporating elements from deep culture into my teaching approach, I can become a more connected and engaging instructor, particularly in a subject as nuanced as ASL.

**Evidence of Instructional Change**
In the field of education, Bloom's Taxonomy is often regarded as a definitive guide for educational frameworks, frequently accepted as an educational 'gospel'. However, recent discussions in my learning community with fellow educators have shed light on its limitations. We uncovered that the taxonomy's structure, traditionally perceived as a rigid bottom-to-top hierarchy, is in fact more fluid in practical application. Our collaborative insights revealed that learning doesn't necessarily follow a linear progression from remembering to creating. Instead, students often engage in higher-order thinking processes earlier than expected, or may need to revisit foundational knowledge after tackling complex concepts. This perspective challenges the conventional view of Bloom's Taxonomy, suggesting a more dynamic and interconnected approach to understanding learning processes.	The insights from the visual on learning partnerships have significantly shifted my mindset as an educator. By reenvisioning the student-teacher dynamic as a partnership, I've embraced a more collaborative approach to education. Acknowledging my role in mitigating the social-emotional stress caused by stereotype threats and microaggressions, I strive to create a classroom environment where care and encouragement are balanced with the drive to challenge my students. I now place a strong emphasis on fostering a positive mindset and self-efficacy among my students, guiding them to take greater ownership of their learning journey. Equipping them with the language to articulate their learning process has been particularly transformative, allowing for deeper reflection and engagement in their educational experiences.

Moving Forward

In my ASL 2 course, the benefits of peer-to-peer education have been notably evident, particularly through the work of our Supplemental Instruction (SI) leaders. The SI leaders, who are more advanced students, have played a crucial role in enhancing the learning experience for their peers. This is clearly visible when comparing students engaged in the SI cohort with those who are not; the former group often shows greater confidence, improved sign language proficiency, and a deeper understanding of Deaf culture.

Going forward, I plan to continue supporting this effective method of learning within PARC's peer network by encouraging more interactive sessions led by SI leaders. This will not only reinforce the course material but also foster a collaborative and inclusive learning environment where students can learn from one another, thus enriching their educational journey in American Sign Language.

I aim to have a SI leader in my language classes each semester. In semesters when I am not teaching a language course, and thus don't need an SI myself, I plan to assist my Deaf Studies colleagues by facilitating the integration of SI leaders into their classes.

**Faculty Bio**
	Nate Dutra, an assistant professor at CSU Sacramento, teaches Deaf Studies courses. He earned his doctorate from Sac State, receiving an award for his dissertation titled "Including the Deaf Child at the Dinner Table: When and Why Hearing Parents Learn Sign Language." Before his tenure in higher education, Nate worked as a high school teacher for deaf and hard-of-hearing children. He has eight years of experience in this role, which includes a year at the California School for the Deaf in Riverside. His interests encompass Deaf Education, supporting families with Deaf children, engaging with students, and spending time with his pets.

Funding Information
	The Peer and Academic Resource Center (PARC) in partnership with The Center for Teaching and Learning (CTL) The Division of Inclusive Excellence (IE) This work was supported by: CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development