Academic Program Review and Action Planning – YEAR
ONE
Division
Student Services & Language Arts (Interdisciplinary)
Program
Puente Project
Contact Person
Kristin Land, Ramon Parada, Sandra Genera
Date
March 2011
After 30 years of success, The Puente Project, which was initiated at Chabot College in 1981,
continues to be in demand as a student-centered learning community. The statewide program’s
mission is to increase the number of underserved students who:
a. transfer to 4-year universities and colleges,
b. earn degrees, and
c. return to their community as leaders.
Our unique cross-disciplinary model consists of three interlocking components: ProfessionalDevelopment through Mentoring, Career and Academic Counseling, and Community-Based
Academic Writing. The program co-coordinators collaborate regularly to promote students’
civic engagement, critical thinking, professional and communication skills, and development of
the whole person. Our efforts align with the College Wide Learning Objectives and all courses
have articulated SLO’s aligned with our departmental guidelines. In an informal survey
conducted anonymously in our PSCN class, 96% of the 31 2010-2011 cohort respondents agreed
that “Participating in Puente has made me see college work as more relevant to my life and/or
made me appreciate the importance of earning a college degree even more.” Fifty one percent
strongly agreed with the statement.
Since its inception, Puente (like it’s counterpart Daraja) has contributed to CLPCCD’s
student access, equity, and diversity, particularly for Chicano-Latino and African American
students. The program model continues to find both local and statewide success, earning
commendations from academic researchers for its innovative, relevant model. Local community
stakeholders partner with Chabot’s Puente Project to offer our students more opportunities to
develop as professionals and to attain their vision. Specifically, in the past several years, Chabot
Puente has forged partnerships with California State University East Bay, Safeway, Kaiser, St.
Rose Hospital, UPS and State Farm. In these difficult economic times, we are particularly
grateful to have the continued support of The California Community College Chancellor’s Office
and the University of California’s Office of the President. The day-to-day support our program
receives from the Chabot College President’s Office also allows the Chabot Puente Project to
thrive as we embark on our fourth decade as a learning community that develops leaders who
will return to serve their community.
Section A – Data Review and Analysis
I.
Data Review and Analysis
Before reviewing the data in order to answer the Program Review questions, we want to
emphasize that Puente is an interdisciplinary program, meaning the English Courses and the
Psychology-Counseling Courses are linked. Among the more salient features of the Puente
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model are:
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Supportive peer group
Careful monitoring by a counselor
Academic and social support in a learning community
Faculty who know how to teach and build student confidence
The Chabot Office of Institutional Research provided all of the data unless otherwise noted.
Psychology-Counseling Courses – PSCN Courses
The PSCN courses by their very nature are both strong academically and strong pedagogically
and very clearly “student success” courses that not only teach study skills but are meant to
influence personal development and help students develop life-long learning goals. The outcome
supports student persistence and retention. What this also means is that being taught within the
Student Services these courses are not all sequenced as in the instructional courses which allows
counselors, especially program counselors, to teach courses that help support the needs of
programs and students within those programs, e.g., Puente, Daraja. As such counselors provide
the opportunity for students to take courses that will accomplish “student success” through
allowing students to take on increasing levels of learning challenges both academically and
socially. In Puente students apply the learning in their daily lives as they cycle through Puente
PSCN 20 - The College Experience, PSCN 22- College Success Series (both offered in the fall)
and PSCN 26 - College Success and the Chicano Experience” (or PSCN 13 see below) which is
coupled with another section of PSCN 22 in the spring.
In addition, these courses integrate mentoring and professional development experiences
that align with the acclaimed Puente model praised by various researchers, including Patricia
Gandara, UC Director of the Education Policy Center, Linguistic Minority Research Institute and
current faculty at UCLA and \author of various books and articles on Latino Higher Education
Needs.
Data Review PSCN Courses:
The current data suggests that Puente students persist and succeed in the Puente PsychologyCounseling 20 Course at a higher rate, 70%, than do non-Puente, non-Learning Community
students (47%) or than students enrolled in an on-line course (49%). Our most current data for
PSCN courses was not broken down by gender, but in our previous program review we found
that females persist and succeed at a higher rate, 60% than Puente males-50%. Still the males do
comparatively well college-wide, 50% vs. non-Puente non-learning community male students,
38%. Perhaps one of the reasons that Puente females do better is because generally more females
enroll in each cohort than do males. Updated data was not available for the PSCN 22 course
(which is not offered to the non-Puente non-learning community students), but in our previous
program review we noted that students succeed at a seventy percent rate. The PSCN 26 course
data indicates that Puente students do as well as non-learning community students, succeeding at
a rate of 86% and 83% respectively. (The PSCN 26 course alternates with PSCN 13 in the
spring semester for Phase I students).
As a final point, because the Puente English and Counseling courses are connected and
the Puente team works to integrate curriculum, we know that even though students may not
initially succeed in English on the first attempt, the skills and support they receive from the
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Puente program, especially the Puente PSCN courses, enables them to eventually succeed.
Indeed, it may explain why Puente students that are unsuccessful initially are often successful
later and often choose to return in a following semester.
English Courses
It is important to understand the comparison points used within the English Data subset.
Comparisons are drawn between Latino Puente students who are 21 yrs or younger and nonlearning community, Latino students 21 yrs or younger. The Office of Institutional Research felt
that because the vast majority of Puente students fall within that range, this would make a strong
comparison set. The data encompasses success and persistence rates for fall cohorts from 20012008 because the Puente English 102 cohorts always begin in the fall. For the English 1A to
English 4/7 data, the data aggregates spring 2002 to spring 2009 since Puente English 1A is only
offered in the spring.
Basic Success
A much higher percentage of Latino students who enrolled in Puente’s English 1A went on to
succeed in English 4 or 7 than Latinos who enrolled in non-Puente English 1A which indicates
that Puente students are more likely to be on target for transfer in relation to English than nonPuente Latino students. Specifically, Puente students succeed in the transfer level English 4 or 7
at a rate of 45% as compared to non-Puente Latino students who succeed at a rate of 36%.
At the basic skills level, our data indicates that Puente students succeed in English 102 at
a rate of 65% as compared to 56% of non-Puente students. We also see a high persistence rate
into English 1A, with 95% of successful 102 Puente students (both male and female) enrolling in
English 1A within two years. In the comparison group, 86% of females persisted into 1A while
75% of males did. We attribute this high rate of persistence to the articulated program
sequence, the mentoring and professional development supports, and the expectations set in the
counseling and English courses. The supportive peer group is also likely to play a significant
role in the persistence rates.
Of the successful Puente 102 students, 75% are succeeding in English 1A as compared to
63% of non-Puente Latino students. When the original fall cohort is compared, we consistently
see Puente students enrolling and persisting in English courses at a higher rate 49% complete
English 1A within 2 years as compared to 35% of the comparison group. We attribute this
success to the community building within the paired classes, the mentoring support from
instructors and professionals, and the instructors’ sincere effort to make education relevant to the
students’ lived experiences. Based on the informal survey mentioned earlier, our students seem
to agree that these are major factors in the program’s success.
Even though students may not initially succeed in the program, the skills and support
they receive from the Puente program enable them to eventually succeed/contribute at a higher
rate than students taking regular English classes. The ebb and flow of success in each cohort can
be attributed to many things: outreach, HS preparation, language issues, economic issues,
maturity, confidence etc. All of these are issues of concern and the program attempts to address
them throughout the year which may be part of the reason even the Puente students that are
unsuccessful initially do become successful ultimately.
One significant area of concern the data reveals is the number of Latino males between the ages
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of 18-21 enrolling in and succeeding in English campus-wide. Roughly 38% of Puente English
102 students are male, a number that is comparable to the comparison group enrolling in English
102. At all levels of the transfer level pipeline, Puente maintains a comparable number of male
students to the college-wide program, but we cannot help but notice the gender gap present. In
English 102 female Puente students succeed at significantly higher rates than their non-Puente
counterparts, 71% to 59%. On the other hand, male Puente students succeed in English 102 at a
rate of 57% which is much lower than the female Puente students’ success (even if it is higher
than non-Puente Latino males). In English 4 or 7 completion is particularly worrisome for our
male students. This is a topic that has merited further inquiry for some time. While it may be
possible to attribute the differences in gender to cultural norms--the most prominent being
work—the issue of communication also seems relevant. The males tend to be more reluctant to
write and share their ideas where the women, although many are quiet as well, are more likely to
embrace opportunities to share and collaborate with their instructors and classmates, which lends
to their higher success rates. Recently, to counter this trend, we have begun to partner with
community leaders focused on similar issues, specifically Cesar Cruz from Homies
Empowerment. With his visit to our campus for Dia de la Raza, students confronted gender
expectations for men and women head on. We ordered his texts and encouraged literature circles
around his books to spring up.
On a more systemic level, to bridge this alarming gap more cohesively, we continually
look for ways to ensure the male students are equally invested in improving their student and
writing skills. Selecting texts and topics that raise these concerns might be a way to bridge this
gap. Recruitment and orientation sessions to reach out to young men are also in development
phases. We are striving to recruit and retain a more balanced male-female cohort in the coming
years. Still, we believe this is an area that deserves significant investigation to gauge which of
our measures do counter this growing trend which in turn may help the community at large can
address the lower number of males enrolling in English 102 campus wide.
While on the whole Puente success rates are strong, we recognize that success in transfer
level English courses 1A and 4 or 7 is an area we could strive to improve since completion of
transfer level English is one indicator of whether students are on target to transfer. While the
program provides support that allows students to develop their skills in the first semester, the
students tend to take on more in the 2nd semester English 1A course. Students have both less
time in the class and often less time for themselves as many of them take on new responsibilities
such as: jobs, more difficult classes, clubs, families etc. Because the majority of our students are
under 21 years of age and most are fresh out of high school, the financial, social and personal
issues that obstruct persistence and retention seem to affect them more significantly. Returning
and continuing students tend to be more equipped to handle and overcome these same obstacles
whereas the younger Puente students still need time to develop their resilience. To address this
issue, we may integrate more some of the critical dialogues into the Puente English and PSCN
courses that allow students to problem solve hypothetical situations in advance of facing them.
We can also do more to institute stronger peer support networks, perhaps working with Daraja to
find out more how they have instituted such supports. It should be noted that the past two years
Puente has had different English instructors join the team. While training is built into the role,
the transitioning of team members is a challenge when attempting to implement cohesive
structures that address long-standing challenges. In 2011-2012 academic-year, Puente’s English
instructor will remain the same, but a counselor will replace the Puente counselor who dedicated
25 years to improving the program and gaining the success it can now point to. As the new
Puente team transitions in, they will need time to coordinate and streamline the innovations that
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may lead to even greater success among male students and among all students.
Other efforts to connect students to financial aid (FA) resources will also be of great
importance in these difficult economic times, as many of our students are greatly impacted by
rising tuition costs and cuts to grants. Also a significant factor is that in any given year between
15 and 40% of our students are AB 540 students who are not eligible for FA or able to work.
Therefore, we try to find private funding from our mentors for scholarships that do not have
residency requirements. With access to courses becoming more challenging campus wide, we
hope that our innovations in one area will not be counteracted by unforeseen obstacles to student
success and retention. At the same time, because Puente instructors are so closely connected to
students, we are likely to be able to respond quickly to new challenges we see looming. Finally,
we have strengthened our students transfer and career goals through our Mentoring component
with “education to career pathways” career exploration, job shadowing and focused service
learning in the community in such areas as literacy, health, green technology & social justice and
diversity. Although students can be in any major they are encouraged to focus on their specific
major interest and participate and attend workshop at St. Rose Hospital, Safeway, UPS, State
Farm, and we are awaiting word on a similar opportunity at Genentec.
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your
discipline.
Psychology-Counseling
No data provided
English Course Sequence
As mentioned in the data review earlier, our students do enroll and persist in both English
1A and English 4/7 at higher rates than non-Puente Latino students in a comparable age group.
Success in English 102 is a good indicator that our students have the ability to succeed at
the 1A level, but for reasons listed above students either do not complete the class, or do but
without having completed enough work to receive a passing grade. Also, some of our English
Language Learner (ELL) students do not get the support they need outside of class such as:
tutorials, office hours, study groups etc. even when they are encouraged and reminded that
support is needed in order to be successful. This becomes more problematic in 1A because there
is less class time and it is more difficult to meet individually in class and due to their jobs,
classes, and personal lives, it is difficult to get them to get that help outside of class to offset the
hands on support they are no longer getting in the classroom environment. We have, however,
made an effort to encourage more students to take English 115 courses in the current 2010-2011
cohort, and we anticipate that this effort may reveal success in the future.
Even though students succeed at a lower rate in 1A than in 102, the data shows that over
two years Puente students do enroll again and are eventually more successful than Non-Puente
students in 1A. This indicates that they are getting the support and guidance from Puente that is
needed to not just help them persist, but to become successful. This analysis is reinforced at the
English 4/7 level where success rates and enrollment rates of Puente students exceeds that of
Non-Puente students and this trend is also true for those Puente students that received a W or
were not successful. The data shows that over a two year period the students that were initially
unsuccessful in Puente 1A not only persist in 1A, but they enroll and persist at the 4/7 level at a
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higher rate than Non-Puente students. This again indicates that even when Puente students are
not successful due to various reasons (language issues, student skills, jobs, personal) the program
is providing them with the necessary tools to persist and become successful eventually.
III. Course Review (Data from 5 previous years)
 All of our courses are updated and offered regularly.
IV. Budget Summary (Data from 3 previous years)
 Cuts: In the Student Services side Puente has been cut and has had no budget for 3-years
and a 10 hour counseling assistant was cut out completely so there is not support for the
program other than the counselor and instructor who do everything. The last 3-years we
have applied for a .5 FTE counseling assistant and last year we were ranked #2 for the
position but again with the cuts the position was lost. The consequence of this is that we
have not program support and counselor and instructor time has to be used for everything.
Our projected needs are to get our budget back and the .5 FTE counseling assistant.
V. Enrollment Data (Data from 2 previous years)
Enrollment trends for English courses Spring 2008-Spring 2011
Puente English 102
This course is only offered in the fall terms in the mornings. The Monday/Wednesday
section tends to have a higher actual enrollment rate at census with a 98% fill rate than the
Tuesday/Thursday course which is at 87%. Although English 102 sections are generally capped
at 27 students, Puente’s enrollment data for 102 in Fall 2009 and Fall 2010 is listed at 30. This is
done because students need special coding to enter the program beyond an add number. The
coordinators agreed to enroll above the typical 102 cap of 27 before census to ensure that the
number of students who stick with the course by census remains at the 102 capacity. This may
be why Puente’s percentage of actual enrollment seems slightly low. In actual numbers, between
Spring 2008 and Spring 2011, we have had an average of 28 students enrolled in the
Monday/Wednesday cohort where as an average of 25 students enroll in the Tuesday/Thursday
cohort. Since access to courses is becoming a significant campus wide problem in these difficult
budgetary times, Puente is making concerted effort to fill the original cohort to the standard 27
students. This can be seen in the Fall 2010 numbers which indicate that the cohorts had 28 and
27 students.
Because Puente is a learning community and a strong student cohort is part of that
philosophy, it is generally not our policy to add students who were not in English 102 Puente
into an English 1A Puente cohort. Of course, when access to English 1A courses is as difficult
as it has been in the last year, we realize that we have agreed to be flexible on this particular
program requirement for the short term in the interest of the college’s and the students’ needs.
This flexibility is reflected in our Spring 2011 cohorts fill rates. The Monday Wednesday class
has an enrollment of 107% and the Tuesday Thursday class has a fill rate of 93%. We must,
however, emphasize that adding non-Puente students into the cohort poses many challenges both
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for the program and for the non-Puente students. Since this is an accelerated program with many
out of class responsibilities and professional development opportunities, the students who have
been in Puente are ready to begin instruction on day one. They can jump right into assignments.
Adding new students slows this process down as expectations need to be re-established. Then,
there is the bond that Puente students have. With new students, group assignments and projects
may not be able to be completed as quickly as students need to build relationships of trust with
one another for writing group work or class presentations. Finally, there is some awkwardness
around additional services like fieldtrips and mentoring activities that Puente students engage in
via their PSCN 26 and PSCN 22 course. Most students who enter English 1A in the spring who
were not part of the original fall cohort do not want to join the counseling classes or do the extra
out of class work, so the practice has been to allow them to be part of the English course only.
But, the outside of class activities often add to the discussion of themes that surface in the course
readings so new students need to be quite flexible with this type of shared discourse constructed
outside of the English class as it filters in.
Obviously, the more students who succeed in English 102 and persist into the English 1A
the fewer new students that need to be integrated to fill the class during lean monetary times. To
further alleviate some of the awkwardness, the counselor and English teacher will work on ways
to recruit students from other 102 classes who might want to be integrated more fully into the
Puente experience.
In terms of enrollment data, now, English 1A courses on Mondays and Wednesdays have
higher fill rates generally, with 94% for the period of Spring 08-Spring 11. The Tuesday
Thursday cohort has enrollment numbers at 73% for the same period of time. Both 1A courses
are offered in the mornings.
VI. Student Learning Outcomes Inventory
100% of our courses in Puente have CLO’s and rubrics as indicated in our discipline program
reviews.
As Puente is an interdisciplinary program, the CLOs and insights gained through our
assessment cycles are captured in the discipline program reviews of Language Arts and
Counseling/Psychology. Additionally, the data from our course levels in terms of success and
persistence was analyzed earlier with insights more specific to our program’s mission of
increasing the number of students who transfer to 4 year universities and earn their degrees.
Currently, we are working with Institutional Research Office to capture the data related to
transfer rates in a meaningful way, but unfortunately it could not be pulled together for this
year’s program review cycle. Our statewide Puente Office is also working to provide us with
data about our success in terms of our program’s mission. Still, as the college defines a
“program” as a discipline, our interdisciplinary student learning outcomes are captured best in
the bullets below.
In terms of CWLG’s our programs’ combination of mentoring, professional development
workshops, and community-based-academic writing touches on many of the CWLG’s. For the
2010-2011 cohort of students, we designed an informal survey to gauge how well we were
meeting our outcomes related to increasing students’ sense of themselves as global citizens who
can appreciate different cultural values and recognize a variety of paradigms.
The survey was conducted with the spring PSCN 26 & 22 courses which envelop our 3
Puente components: Mentoring, Counseling & Writing. Though the survey provides more data
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that is worthy of analysis—including how students’ see the program impacting their selection of
a career pathway or developing their leadership skills—we decided to hone in on the survey
results that most closely relate to civic engagement and global and cultural awareness.
1. Cultural and civic engagement. Between August 2010 and March 2011, students have
been invited to participate in over 20 mentoring, cultural, or career-related extracurricular
experiences. Over 87% of the 31 students polled had participated in at least 3 events,
with 77% reporting having participated in 7 or more of the events. Although we do not
have a comparison group for this initial, informal study, we are pleased, and indeed
somewhat surprised, to see that so many students have engaged in our efforts to
contextualize learning, especially because each of these events requires outside of class
participation that often takes place off campus or during hours that students might work.
One highlight of the year included attending a lecture with Rigoberta Menchu, an
experience that offered students a new lens on how to view conflict and humanity. In the
English 102 class, students who attended the event (about 17 Phase 1 students), shared
insights they had gained with their peers and made connections both through discussion
and in writing to themes raised in our course texts. The most widely attended event of
the year, the Transfer Motivational Conference at CSU Fresno, introduced students to
acclaimed journalist, Sonia Nazario while also providing students with workshops about
careers. Five students took her book home to read over the winter break and debriefed in
class discussions the lessons they had gleaned from Nazario about a journalists’ role in
relation to the subject she is researching. With support from our research office, we may
be able to find ways to capture these sorts of learning outcomes connected to civic and
cultural engagement via more rigorous qualitative data.
2. On the same survey mentioned above, students responded to the following question:
“Participating in the Puente activities has made me more aware of my role as a citizen in
a democracy whose voice matters.” We found that 83% of respondents agreed with that
statement, with 25% of students indicating strong agreement. Only one student indicated
that disagreement and a handful neither or agreed nor disagreed. Certainly, some of our
students are already actively involved in their communities and therefore may not have
felt that Puente increased their civic participation. On the other hand, it is possible that
some students have not connected with the way the material is presented enough to feel
moved. Even though this evidence has not been tested against another like group of
students, we do believe it is a strong first step in finding out whether we are moving
toward the college wide learning goal of developing students’ awareness as participants
in a democracy. While we are pleased to see the positive results, we still hope to
strengthen the respondents who strongly agree.
3. In the English 102 and English 1A courses, the curriculum is also centered on such
themes of global and cultural awareness as well as the roles that citizens play in a global
society. When asked whether the reading and writing assignments in the Puente English
1A course have made [them] think more about [their] role as citizens in a democracy,
70% of respondents agreed that they had. To increase the number of respondents who
strongly agree, the course assignments might be tailored to increase student action toward
such goals and generate student enthusiasm for using knowledge and leadership skills to
improve the community. With support from our Mentors, we are working to increase
service learning opportunities and tailor assignments that ask students to reflect on the
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importance of such opportunities both for themselves and in connection with the broader
themes revealed in the class texts.
Puente’s PSCN 20 course participated in the MARSI study of the types of reading
strategies students use to attack disciplinary specific texts. The survey results indicate that in
PSCN 20 students use the global, problem solving, support reading strategies at about the same
rate as the campus average, meaning that we may want to reinforce our efforts to support
students’ problem solving reading strategies more explicitly in both of our courses. By
incorporating more structured metacognitive conversations, we would provide students with
more opportunities to reflect on themselves as learners and strategies to self-adjust their own
process as necessary.
VII. Academic Learning Support
In Puente, we encourage students to take advantage of the academic learning supports
offered on campus. Although we introduce students to the support systems throughout English
102, it is at the the English 1A level that students begin to enroll in English 115 courses, make
use of peer advisors, visit the PATH and WRAC drop in tutoring, and utilize the student services
supports on their own. At present, we do not have specific data from Institutional Research
Office about how these supports benefit our specific Puente students. Therefore, we would
direct you to the benefits seen in the WRAC, LC and PATH program reviews.
Having Pedro Reynoso as a dedicated librarian (who also serves as a mentor) has been of
particular use for both the Puente English instructor and the students. He has created a lib-guide
for Puente, hosted 4 library research sessions connected to class projects throughout fall 20102011, and provided drop-in conference hour slots for up to 50 students to support their English
1A research assignment. His visits to the Puente class also encouraged students to take
advantage of his “last minute research” sessions offered in the Fall of 2010. According to our
attendance data, over 1/3 of the Puente students utilized the sessions at least once. We hope to
increase this percentage in the future through more clear coordination of class assignments.
At this time, we are requesting a learning assistant better support our students in the
English 102 accelerated course so that we have a higher retention rate into Puente English 1A,
Based on the Student Engagement Survey Results aggregated for the Fall 2010, “student
engagement in learning is higher in class sections with Learning Assistants than in the average
class section
across campus….Students in sections with Learning Assistants were more likely to ask
questions, participate in both large and small group class discussions, talk about the topics
outside of class, join a study group, and work hard in the class (see chart). While a majority
(66%) of Chabot students in average sections participate in small group discussions, being in a
section with a Learning Assistant and working with that Learning Assistant made it more likely (79%) that
they would participate
Having a learning assistant in each of our two sections of English 102 for a total of 4
hours a week would support ELL students as well as reluctant readers and writers. With an
additional 2 hours a week for drop in tutoring the learning assistant would be quite useful,
especially if the student were well versed in English and math tutoring, as many of our students
express a need for more sustained math tutoring. In short, we’d like to have a learning assistant
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work about 6-8 hours a week with the Puente Program.
VIII. External Data
Our program serves AB 540 students. Though the numbers range yearly we estimate that
about 15% -40% of our students in any given year are AB 540 students. Professor Jose Moreno
of CSU Long Beach argues that the hostile political climate in relation to immigrants
significantly impacts students’ on various levels and the immigration debate continues to be a
hotly debated issue in the news. Fortunately, Chabot as a Hispanic Serving Institution tends to be
a welcoming campus for students who may hear negative remarks on the news or in the
community at large about immigrants and this openness certainly combats some of the impact on
students’ psyches. Still, in climate of fear, students families are affected deeply—whether
through loss of work, police raids, or the inability to access social safety nets. Without access to
financial aid, these students are often more easily swayed back into the work force regardless of
the political climate. Therefore, we aim to provide students with assistance finding resources
that will help them persist in school while meeting other basic needs, when needed.Section B
– Data Summary
 From what you have learned in your basic data review, what does the information tell you
about your program?
 Overall, what improvements would you like to make to your program? How do you plan
to address these concerns? Are there any immediate issues that require immediate
attention (e.g., outdated course outlines)?
Data Summary and Plan of Action Description/Rationale:
Puente’s success with Latino students continues to be significantly higher in all levels of
English and PSCN courses. But, it must be mentioned that Puente does serve non-Latino
students and returning students in addition to the 18-21 years olds who make up the majority of
our student body. For the latter group, retaining more students between English 102 and
English 1A remains our goal. Specifically, we hope to increase the persistence and success rates
of Latino male students between the ages of 18-21. As the new counselor and English instructor
begin to work together as a team, we will focus on instituting stronger peer group connections,
fostering critical dialogues about student success, and maintaining a relevant curriculum in all of
our courses. We will continue to invite students to cultural events, college fieldtrips, and career
exploration activities to promote a strong sense of civic engagement. And, significantly, we will
engage students’ families in conversations and celebrations of academic work to strengthen
connections between our community of learners at Chabot and the broader community.
One challenge we will likely face in the year to come that may require some additional focus is
the maintenance of our currently very strong mentoring program. Additionally, the cocoordinators will need to work to maintain the community partnerships with CSU East Bay and
other local companies. These components are vital to our program as they allow our students
opportunities to explore their career interests and develop professional skills. With two
relatively new team members, the cultivation of strong connections will take focus.
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Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term concern(s). This includes activities to
assess the CLO(s) to discover a plan of action. It may also include specific activities that address improving CLO(s) and their assessment,
that is to say evaluating the CLO(s) and the assessment activities.
Examples of activities include:
 Research and inquiry project – why is this happening?
 Innovation and Pilot Projects – this is something I want to try
 Intervention activities such as support services – this is what I want to do about it
 Program and curriculum modification – this is what I want to do about it
I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Increase enrollment of
male students into Puente
102.
Increase enrollment of
male students into Puente
102 and success.
Increased success of
Phase I students (English
102 and PSCN20)
Timeline
Spring 11
Activity
Out-reach to high schools and
seniors & updated recruitment
materials, including new
brochures, website photos,
etc. with language to appeal
to wider range of students.
Spring 11 –
August 11
In-reach meetings, MEGA
Day, and application followup. Student speakers and cap
enrollment of women until
gender balance evens out.
August 11
Summer
Conocimiento/Orientation for
students August 9th.
Support Needed to
Accomplish These
Activities*
Katrin Field, Clerical
–mailings to students
Location on campus,
breakfast items, clerical
mailings
Outcome(s) Expected
Person(s)
Responsible
Increased number of
students will take Chabot
assessments and complete
Early Decision Process.
Increased number will hear
about and want to join
Puente.
Parada & Land
Increased number of
students will complete the
Puente application by May
20th.
Land and Genera
Students will enter first day
of school with clearer peer
connections and
Land and Genera
Academic Program Review and Planning for 2011-14
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Accomplish
ed?
Yes/No/In
Progress
YEAR
ONE
LEAVE
BLANK
expectations of the
program’s workload.
Counselor/Instructor will get
to know students more fully.
Increased success of
Phase I students (English
102 and PSCN20)
Fall 2011
New English curriculum
focused on themes of
Machismo and Latino student
lives.
Training from Puente
State Office
Increased interest in
readings and awareness of
self particularly for male
students.
Land
Increased success of
Phase I students (English
102 and PSCN20)
Fall 2011Spring 2011
Continued work with
Librarian, mentors, college
resources, community
supports
Clerical support,
librarian, learning
assistant, tutoring,
English 115
Maintain strong elements of
program that already lead to
success.
Genera, Land
Increased success of
Phase I students (English
102 and PSCN20)
Fall 2011Spring 2011
Continued mentoring, career,
cultural, college-related
extracurricular events.
Training from Puente
State Office
Maintain strong elements of
program that already lead to
success.
Genera, Land
Increased success of
Phase I students (English
102 and PSCN20)
Fall 2011 &
Spring 2011
Noche de Padres and End of
the Year Celebration
Training from Puente
State Office
Increase family support for
students to persist in college
by raising awareness of time
commitment of transfer
related course work.
Genera, Land
Recruitment of males and
increased success of
Phase I students (English
102 and PSCN20)
Spring 2011
Revise recruitment process as
needed based on reflection
from previous year Plan
extended conocimiento for
summer (3 mornings and an
early Noche de Familia)
Location, Stipends,
class materials (paper,
posters, etc.)
Stronger start for new
Puente corhort with familial
as well as peer support and
clearer understanding of
strategies for success.
Genera, Land
Increased success of
Phase I students (English
102 and PSCN20)
Plan in
Spring 2011
for a Fall
event
Host a discussion and screen
with the Chicano Film Maker
who made “Harvest of
Loneliness” a film that offers
a lens to guest worker
programs.
Little theater, stipend
for film-maker’s airfare.
Increased understanding of
historical roots of
immigration policies which
may broaden local
conversation of hot debate.
Land
Academic Program Review and Planning for 2011-14
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Continue
community/mentor
partnerships already
established.
Ongoing
Regular mentor meetings with
Mentor Advisory Board,
outreach to new mentors,
continued work with St. Rose,
Kaiser, UPS, Safeway and
CSU East Bay.
Clerical, printing of
materials, possible
training via Puente
Office
Maintain community
partnerships that provide
career exploration
opportunities for our
students.
Land, Genera
Assess College Wide
Learning Goals and
Puente Success Rates via
multiple measures
2 years
Work with IR to design
survey structure to better
capture college-wide learning
goals.
Institutional
Researcher’s time
Better understanding of what
works in the program. More
comprehensive data that
correlates with our mission
of transfer so we can
identify other student needs
beyond English &
Counseling classes.
Genera, Land w/
IR Office
Definitions of terms:
Academic Program Review and Planning for 2011-14
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II.
Strategic Plan Goals and Summaries: Which Strategic Plan goals and strategies does your action plan support?
Awareness
and Access
X
Increase familiarity with Chabot
X
Reach out to underrepresented populations
X
Promote early awareness and college readiness to youth and families
Multiple ways to deliver instruction and services for all
Student
Success
X
Strengthen basic skills development
X
Identify and provide a variety of career paths
X
Increase success for all students in our diverse community
Assess student learning outcomes to improve and expand instruction and services
Community
Partnership
X
X
Increase experiential learning opportunities
Initiate/expand partnerships among the college, businesses and community organizations
X
Promote faculty and staff involvement in college and community activities
X
Engage the community in campus programs and events
Vision
Leadership
and
Innovation
Improve institutional effectiveness
Streamline academic and student support services
Academic Program Review and Planning for 2011-14
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Professional development to support teaching, learning and operational needs
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
Academic Program Review and Planning for 2011-14
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Academic Program Review and Planning for 2011-14
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