MOVING BEYOND THE PROGRAM: EQUITY-BASED INSTRUCTION USING PUENTE PRINCIPLES Ree Amezquita, Moreno Valley College Kim Orlijan, Fullerton College Alma Ramirez, Mt. San Jacinto College

SNAPSHOT: PUENTE PROJECT ENGLISH COURSE SUCCESS RATES OF ALL CCC STUDENTS AND PUENTE STUDENTS 1 FALL 2012 Sources: California Community College Chancellor’s Office; Puente Program 1 Percentage of Puente students completing pre-transfer level English with a grade of C or better. Sources: UC Corporate Student System; CSU Chancellor’s Office; National Student Clearinghouse; Puente Program

Puente Transfer Six-year Transfer Rates of All California Community College Students by Ethnicity and Puente Students, Cohort (Transferred by )

SNAPSHOT: ACCELERATION  RP Group research examined student outcomes of 16 community colleges piloting accelerated remediation with CAP WHAT THEY FOUND: “In English, students’ odds of completing a transfer- level course were 2.3 times greater in high-impact models of acceleration than students in traditional remediation.” Source: Hern, K. and Snell, M. “Increasing Student Completion & Equity Through Acceleration”

Guiding Principles: Puente and Acceleration PUENTE Transfer philosophy and focus Multicultural themes ACCELERATION Not necessarily transfer focus Themes vary Affective domain Just in- time remediation Rigor Asset- based

Equality vs. Equity

Equity at the Curricular Level  What does it mean to address equity at the curricular (vs. institutional) level?  Take about 2 minutes to brainstorm on your own  Take about 5 minutes to share your ideas with a partner  Share out

Connection of Principles to Equity PUENTE Transfer philosophy and focus Multicultural themes ACCELERATION Not necessarily transfer focus Themes vary Affective domain Just in-time remediation Rigor Asset based

Activity: Part One  Write for 2 minutes: What were some non-cognitive challenges you faced as a student?  Read aloud to familia  Familia members: Share strong lines

Activity: Part Two Rebecca Cox, The College Fear Factor  Read excerpt and underline strong lines  Share strong lines with familia  Think again about yourself as a student. Do you see any connections between yourself as a student and what Cox is arguing about students today?

According to Cox, when students fear college, they tend to:  Avoid: class, engagement  Have negative attitudes about themselves  Scale back from high-risk situations (e.g., change majors, avoid “difficult” classes, drop classes)  Redefine success and failure (“I’ll pass next semester…and just pick up a few tips this semester”)  Disengage

Activity: Part Three  Scenarios:  What steps and actions can the student take to strengthen the likelihood of his/her success?  What steps and actions can an instructor take to help the student strengthen his/her likelihood of success?  How do the instructor’s strategies help to create and foster equity in the classroom and at the curricular level?

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