About us.
Our mission.
We maximize human-centered outcomes by creating an environment of connectedness and transformation that is guided by theoretical and practical application.
Our vision.
Transformative Education Collective is an ecosystem of people, networks, and organizations that support expansive learning opportunities that focus on human-centered outcomes.
What we care about.
Social good.
The requirement of our work is that our outcomes contribute to social good. We accomplish this with organizations by elevating human centered outcomes like strategic planning for self-efficacy, wellness, burnout prevention, community building, and investing in the people that move the organizational mission forward to make long lasting effective change.
Education is a right.
Framing the world of education, knowledge, and wisdom as a core part of the human condition and lived experience we all share means there should not be significant barriers or exclusionary conditions in practice that malign groups of fellow humans.
Environmental justice.
Our environment can be the greatest teacher of all. We support protecting, and integrating our natural resources, into the educational and personal development process. Whether it's simply moving a workshop outside, or developing extended nature inclusion policies and practices. These aspects are deeply rooted in research and human history, people should not be deprived of access or exposed to environmental hazards to enrich others.
Horizontal learning.
The educational space is a welcoming and brave space for everyone to contribute. We can all actively learn from each other. We facilitate the educational space and environment with expertise, but acknowledge the wisdom of lived experiences and human agency collectively with our attendees.
Human-centered outcomes.
Deeply rooted in research and practice is our approach of Anthropogogy, an educational means to fulfill each person's human agency. If our work helps make people better, more well, and empowers them to work for a better world, then we have succeeded.
Anti-oppressive systems.
History, written and unwritten, abounds with the "power-over" mechanism to achieve an end. We reject this approach to domination, oppression, and suppression of human agency as a definition of civilization and freedom. No matter the environment, the ability to engage on a genuine level with other humans is a liberatory process of education.
Transformative Education Collective doesn’t exist within a vacuum. The work we do is made possible through the tireless efforts of our partners and collaborators, as well as generous grant givers like the Michelson 20MM Foundation who are leading the way in creating more accessible and equitable classrooms.
These are a few of the grants and awards we’ve received over the last few years.
Awards & grants.
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Cerro Coso, where Dr. Peter Fulks served as prison faculty lead, was the co-recipient of the California Community College Chancellor's Office Innovation Award for data collection, guided pathways, and education in prisons. This gave more than $2.2 million toward education in 2018.
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Peter and Alec received the Regina Stanback-Stroud award for their tireless efforts in building the Incarcerated Student Education Program (ISEP).
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In 2019, the California Community Colleges Chancellor's Office awarded the Currently and Formerly Incarcerated Students Reentry Program grant to Cerro Coso Community College, enabling the development of its Reentry Program to support students transitioning back into society.
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Fulks, P. and Griffin, A. (2019) An Evaluation of the Implementation of Face to Face Higher Education in Prison: Impacts of Policy, Reform, and Collaboration. Academic Senate for California Community Colleges Rostrum. February Edition. Read more.
Fulks, P. (2023) Evaluating Higher Education in Prison Effectiveness by Modality Through Student Success and Retention Rates in California Community Colleges. Doctoral dissertation. Nova Southeastern University. Retrieved from NSUWorks, Abraham S. Fischler College of Education. Read more.
Fulks, P., and Griffin, A. (2024) Compliance, Training, and Professional Development. The Bloomsbury Handbook of Prison Education, 218.
Griffin, A. (2025) Policy Morphology: The Policy-Culture Complex and the Phenomenology of Culture and Identity Change (Doctoral dissertation, California Institute of Integral Studies).
