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 Chancellors 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 Chancellors 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 (Ill pass next semesterand 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 instructors strategies help to create and foster equity in the classroom and at the curricular level? Ask Us Questions?